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En blogg för engelska 5, 6, & 7 på Widénska Gymnasiet

Speech - Aspect to be considered

Publicerad 2014-10-03 12:46:00 i Engelska 7,

Work in pairs, give feedback and afterwards make a comment about in your log about what kind of improvements you will make after this. 
 
• The introduction – Catchy? Clear? Does it need editing in any way? Does the speaker talk about what he/she set out to do?
 
• Delivery –How is the voice? Clear? What sort of feeling do you get, is the speaker telling you something or is he/she reading you something? Does the voice go up and down, emphasizing certain parts or is monotonous? How can it be improved? Connection with the audience – Is the speaker relying too much to his/her script? What about body language? Good? Need improvement? How?
 
• Transitions - As a listener, is it easy to keep track of what is being said? Are there smooth transitions from one section to another? If not, what would it take to get the message across in a better way or to give the speech a better sense of unity?
 
• Content - If the speaker is sharing a memory or a story – is it easy to understand? Can anyone understand it or is it aimed at just a few people? Is it colorful, vivid (levande). If not, how can you tell it in a better way? Does the memory/story connect with the rest of the speech? What is your overall impression of the content?
 
• Content - Humour – Jokes. Are they appropriate? Are they fun? How can you make it even better (pauses, emphasizing words, speed or should it be more exaggerated/less exaggerated for better effect?)
 
• Rhetorical devices – are there any? Could you add some to get a better rhythm or to make it sound more elegant or more impactful? Ethos, pathos, logos?
 
• Language – How is the pronunciation? Any uncertainties? Grammar – any grammatical errors that need to be fixed? Any words and/or phrases that should be changed or deleted?
 
• Read the script as well as looking at the recording to see if there are anything you wish to add/delete/change.
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Short stories

Publicerad 2014-09-04 10:27:00 i Engelska 7,

Write your answers in your logbooks


Graham Greene
- Read about the author Graham Greene
- Read his short story Jubilee
- Discuss whether the description of the author and his works is correct or not. Do you find any combination of adventure and introspection, of exoticism and moral or religious conflicts.
- Compare the narrators in Jubilee and The Umbrella Man. Who is the narrator in Jubilee and how does it affect the story?
- Read the article about Anna Nicole Smith. Can you see any link between the article and the story you have read.


Shirley Jackson
- In pairs read the short story The Lottery (take turns and read it out loud).
- Discuss and answer the questions.
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13C - March 13th - Part 2. Grammar

Publicerad 2014-03-13 08:46:58 i Engelska 5,

Part 2 – Grammar

 

Learn about your area and prepare a mini-class to your friends. You are to explain difficulties and rules to your area and also prepare examples and a mini-test to the members of your group.

 

1-2 students

·      What is the indefinite article (a/an) and how is it used?

·      Capital letters – When do you use Capital letters in English?

 

1-2 students

 

·      The definite article – What is that and how is it used, are there any rules that can help us here?

·      Singular and plural.

 

1-2 students

·      at/in/on – these small words, are there any difference in how we are supposed to use them?

·      What is the difference between effect/affect and this/these

 

·      Done with your area?  

 

Explain the use of the possesive case (genitiv, eller apostrof + s för ägande). How does this work? Whats the difference in the following sentences

·      I drive my friend’s car

·      I drive my friends’ car

·      I drive my friends car

 

How about words ending with an –s. Do you write Anders’s car, Anders car, Anderss’ car or Anders’ car?

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English 5 13C March 13th – Part 1. Movie discussion

Publicerad 2014-03-13 08:27:00 i Engelska 5,

• 1-2 responsible for leading the discussion and summarizing the movie.
This/These persons should also chose 2-3 scenes from the movie and ask questions to each scene for the group to discuss

• 1-2 character examiners
Describe the main characters, what are they like? Add a quote or two that supports your view of the character and/or pick out a scene that is typical for your character

• 1-2 word finders
Make a list with 20-25 words from the movie that you find different/important/usefule. Look them up, write an explanation in English for each word. During the discussion test the others on words. Sometimes by reading the explanation and making them guess the word, sometimes the other way around asking them for an explanation and sometimes asking for a translation into Swedish.

If you did not see the movie. Read this article:
http://www.theguardian.com/lifeandstyle/2012/sep/26/bucket-lists-are-they-good-idea

Make a short summary of it (using your own words) and tell the others about it during the discussion.

You can also discuss:

• What was good/bad/surprising/fun about the movie?
• What would be on your bucket lists?
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English 5 Essay NA

Publicerad 2014-03-02 16:44:00 i Engelska 5,

This is information concerning essay writing for NA 13 A and B:

Topics for essay – English 5, spring 2014

The time has come to write your first essay in English 5. The topics for the essay are decided with a background in the goals for your science program degree. Since you are going to study chemistry during this autumn, we (Conny and Anna-Karin) found it suitable for you to choose from the topics below:

1. Batteries

2. Fertilizers (artificial)

3. Vitamins

4. Carbohydrates

5. Proteins

6. Lipids

7. Medical products

8. Poisoning

9. Steel

10. Glue

11. Paper

12. Car engine (burning and catalytic converter)

13. Detergent

14. Cosmetics

15. Paints

16. Air pollution

17. Drinking water and waste water (emission)

18. Pesticide

19. Crime-solving (DNA, fingerprints etc)

No more than two persons can choose the same topic. Each topic will be discussed from a point where you consider how it is connected to chemistry and how it is used in our every-day life. You can also bring up its influence on the environment. Remember to have sources to refer to! I will of course also orally go through how the writing process works, and how the formalities are presented at Widénska Gymnasiet. The essay will be written and presented in Harvard style (Google for information). 

Good Luck!

Conny

Assessment:

Kunskapskrav

Betyget E

Eleven kan välja och med viss säkerhet använda strategier för att tillgodogöra sig och kritiskt granska innehållet i talad och skriven engelska.

Eleven väljer texter och talat språk från olika medier och kan på ett relevant sätt använda det valda materialet i sin egen produktion och interaktion.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, relativt tydligt och relativt sammanhängande. Eleven kan formulera sig med visst flyt och i någon mån anpassat till syfte, mottagare och situation. Eleven bearbetar, och gör förbättringar av, egna framställningar.

I muntlig och skriftlig interaktion i olika, även mer formella, 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 i huvudsak fungerande strategier som i viss mån löser problem i och förbättrar interaktionen.

Betyget C

Eleven kan välja och med viss säkerhet använda strategier för att tillgodogöra sig och kritiskt granska innehållet i talad och skriven engelska.

Eleven väljer texter och talat språk från olika medier och använder på ett relevant och effektivt sätt det valda materialet i sin egen produktion och interaktion.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, tydligt, sammanhängande och relativt strukturerat. Eleven kan även formulera sig med flyt och viss anpassning till syfte, mottagare och situation. Eleven bearbetar, och gör välgrundade förbättringar av, egna framställningar.

I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang kan eleven uttrycka sig tydligt och med flyt samt med viss anpassning till syfte, mottagare och situation. Dessutom kan eleven välja och använda fungerande strategier som löser problem i och förbättrar interaktionen.

Betyget A

Eleven kan välja och med säkerhet använda strategier för att tillgodogöra sig och kritiskt granska innehållet i talad och skriven engelska.

Eleven väljer texter och talat språk från olika medier och använder på ett relevant, effektivt och kritiskt sätt det valda materialet i sin egen produktion och interaktion.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig varierat, tydligt, sammanhängande och strukturerat. Eleven kan även formulera sig med flyt och viss anpassning till syfte, mottagare och situation. Eleven bearbetar, och gör välgrundade och nyanserade förbättringar av, egna framställningar.

I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang uttrycker sig eleven tydligt, relativt ledigt och med flyt samt med anpassning till syfte, mottagare och situation. Dessutom kan eleven välja och använda väl fungerande strategier som löser problem i och förbättrar interaktionen och för den framåt på ett konstruktivt sätt.

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Writing Abstracts

Publicerad 2014-02-17 15:24:00 i Engelska 7,

Writing Abstracts

An abstract is a short, objective description of an intellectual resource, usually a written document. Professors often assign students to write abstracts to accompany their papers.

When writing an abstract, it is important to keep in mind the purposes of an abstract. One main purpose is to provide readers with useful information about a document. Another main purpose of an abstract is to help readers to evaluate and select a document that they would find useful in their own research. An abstract should allow a reader to get the bare-bones information about a document without requiring them to read the actual document.

An abstract is NOT, however, a simple summary of a document; neither is it a critique of a document.

Writing the Abstract

Because an abstract is a description of an entire document, you can write an abstract only for a document that is complete. If you are writing an abstract as part of a class paper, you need to finish your paper before you start working on your abstract.

Keep in mind the ABCs of a good abstract:

•   Accuracy–a good abstract includes only information included in the original document

•   Brevity–a good abstract gets straight to the point, contains precise language, and does not include superfluous adjectives

•   Clarity–a good abstract does not contain jargon or colloquialisms and always explains any acronyms

 

 

Several writing guidelines can make writing a good abstract easier:

•   Do not refer to the author (e.g., “Dr. Seuss argues”)

•   Do not refer to what type of document you are abstracting (e.g., “This book describes”)

•   Use complete sentences

•   Use active verbs whenever possible

•   Use familiar terminology whenever you can (and always explain terms that may be unfamiliar to the average reader)

 

 

 

 

The Informative Abstract

One common type of abstract is an informative abstract. If you are writing an abstract for a strictly-structured document like an experiment, investigation, or survey, you will write an informative abstract.

An informative abstract is made up of four parts:

•   Purpose

•   Methodology

•   Results

•   Conclusions

 

Your abstract should answer the following questions. But avoid writing just the answers to the questions.

 

·      The purpose section of an informative abstract should state either the reason for or the primary objectives of the experiment or investigation. The purpose section of an informative abstract might also contain the hypothesis of the experiment.

·      What problem are you trying to solve? What do you want to find out?

 

·      The methodology section of an informative abstract should describe the techniques used in conducting the experiment. This section should give only as much detail as is necessary to understand the experiment; the abstract should not focus entirely on research methods unless that is the primary focus of the original document.

·      How did you go about solving or making progress on the problem?

 

·      The results section of an informative abstract should relate the observations and/or data collected during the experiment. This section should be concise and informative, and only the most important results need be included.

·      What's the answer?

 

·      The conclusion section of an informative abstract should state the evaluation or analysis of the experiment results. It should also briefly state the implications of these results. This conclusion section might also state whether the driving hypothesis of the experiment was correct.

·      What are the implications of your answer?

 

A Sample Informative Abstract:

Subjects’ car clocks were set ten minutes fast in order to determine if deliberately setting a clock ahead will reduce lateness[MM1] . One group of subjects knew their clocks had been set ahead, while a second group of subjects was not informed of the change[MM2] . Over a four-week period, the subjects who were aware of the clock change regularly arrived on time or late[MM3]  for their scheduled appointments. Over the same period of time, the subjects who were unaware of the clock change tended to arrive early or on time [MM4] for their appointments. Data suggest that intentionally setting a clock to run fast does not reduce lateness because one accounts for that extra time in his or her schedule[MM5] .

 

 

 

 

 

 

A Few More Tips

If you are writing an abstract about a document not written by you, make sure to include the document’s bibliographic information before your abstract.

Also, because you could write an abstract for documents of any size, there are general guidelines about how long your abstract should be:

•   For an editorial or letter to the editor, 30 words or less

•   For a short note or short communication, 100 words or less

•   For a shorter paper or article, 150-200 words or less

•   For a longer paper, article, or book chapter, 250 words or less

•   For long documents like a thesis or book, 300 words or less

While these length guidelines can help you as you learn how to write abstracts, with practice you will develop a sense about what length—and how much description—is sufficient for each individual abstract.

 

Polishing the Abstract

After you’ve completed your abstract, go back over the ABCs of a good abstract and ask yourself a few questions:

•   How accurate is my abstract? Is it consistent with the information in the original document?

•   How brief is my abstract? Did I substantially reduce the amount of text necessary to convey the main ideas?

•   How clear is my abstract? Can a non-specialized reader easily understand all the information?

Also, be sure to proofread your abstract carefully for errors and typos. If you have a bibliographic heading, double-check it for accuracy and correct spelling as well.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

Källa: http://www.indiana.edu/~wts/pamphlets/abstracts.shtml 2013-11-12

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Reflection Project Work

Publicerad 2014-02-17 15:23:00 i Engelska 7,

Reflection Project Work

Your abstract of your project work is a short, strict summary with nothing more than the essentials. But now we want you to write reflect on your project. What did you learn, aspects that worked out well issues you would tackle in another way if you were to do it again. Structure your essay properly and use min. 250 words and max. 400 words. You could consider aspects like:

• Thoughts on your choice of topic – Are you happy with the topic itself? What were the reasons behind your choice? Would approach it in a different way if you were to do it again? Would you choose a different topic altogether?


• Planning your work – How well have you planned your work? Did you start in time? Was it more work than you thought or maybe the other way around?


• Method – What method(s) did you use, anything you would change if given a new chance (like interviews rather than observations or a survey?)


• Learnings – What did you learn in the process? Anything that surprised you? Do you have any advice for the students who will try this out next year?


• Performance – Are you happy with your results? If you work in a group did it work out? Are you satisfied with your own contribution to the group? And what about your group members’ contribution?
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Powerpoint - Valedictorian speech

Publicerad 2013-12-06 11:59:00 i Engelska 7,

https://www.dropbox.com/s/ynn00q0ucavna2h/Valedictorian%20speech.ppt
 
Homework for next time (Friday 13th Dec) 
 
Next week – you bring a recording of your speech
We also want the script of this first version

Use your computer/camera/phone and shoot yourself and your first version of this speech

 
 
 
 
 
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After reading

Publicerad 2013-12-02 11:33:56 i Engelska 6,

1. Go back, find at least 15 words that you are not familiar with.  Find out what they mean and explain them in English.

 

2. Try to find a couple of synonyms for each word. Then write them down and try to find out if there is any slight difference in what they mean (For example are there situations where one word fits better than another one even if they mean almost the same thing?)

 

3. Go back to the opening lines of the book. How does it start? What did you make of it? Exciting? Interesting? Boring? Fun?  Describe your first impression of your book (use examples and/or quotes if necessary).

 

4. Write down at least three questions you would like to ask to the author of the book (based on your reading so far).

 

5. Find a quote or a sentence or two that caught your attention.  Write it down and explain why it made you interested/upset/happy/sad/confused/agreeing/disagreeing

 

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To do before next time - 22nd Nov

Publicerad 2013-11-15 14:50:44 i Engelska 7,

1. Find an article that is a suitable source for your project work (gymnasiearbetet). If you already have one use that one. Make sure to read the article so you know it will be useful or appropriate for your work. 
 
 
2. Check out http://www.examenglish.com/TOEFL/toefl_listening.html and do 3-5 listening exercises (you can of course use the CAE listening tests listed on that site as well). 
 
Practise the listening strategies
 
* Focus - keep other thoughts out of your head
* Main idea - Read questions carefully so you get the main issue
* Details and keywords - hoever, therefor, finally, on the contrary, words that signal that something important might follow. 
 
 
If you missed out on today's class (15th Nov) you need to see Maria or Jesper to get a copy of an extract from Nobel Prize Winner Alice Munro. 
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NA12B

Publicerad 2013-11-14 09:28:04 i Engelska 6,

Since I´m at home nursing my son today, you´ll have to work on your own. You can add some finishing touches to your speech and after that you are going to read in your new (non-fiction) books. If you haven´t chosen one yet, it is urgent to do so. When we meet on tuesday, you´ll have to bring a non-fiction book to class and be able to show me that you have started reading.
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Speeches on Friday

Publicerad 2013-11-13 16:38:07 i Engelska 7,

If you missed out on the first speech you can perform this on Friday 15.00. Scroll down for instructions (you'll find it in the post "English 7 Friday w.36)
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And after listening - some reading

Publicerad 2013-11-08 12:26:00 i Allmänt,

http://www.huffingtonpost.com/katie-morton/success-and-motivation_b_4170196.html?&ncid=fcbklnkushpmg00000069
 
http://www.marketplace.org/topics/business/showing-work-tired-just-showing-work-drunk
 
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Media Task

Publicerad 2013-11-05 19:40:00 i Engelska 6,

Here is an assignment for tomorrow (NA12B), instead of attending class. Make sure you use the time properly, since this is an assignment that you would not do if you did not ask for it. The result must be presented on Thursday the 7th of November.

 Good Luck

/Conny

Media

 

Introduction

The exposure to English outside the classroom influences your language. How much are you exposed to on a daily basis? The aim of this task is to study different forms of English that you are exposed to outside the classroom.

 

The task

In order for you to gain information, you are going to explore the use of media. Each group is going make some research within a specific field:

·      Commercials on TV

·      News (newspapers, TV)

·      Communities on Internet (Facebook)

·      Read advertisements (windows, newspapers, magazines)

 Find out the following:

·      How much English is used?

·      How do they use English?

 Examination

You will be presenting your findings orally in front of the class.

 

Grades

In accordance to the syllabus

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Power Point - The Writing Process

Publicerad 2013-10-21 13:49:37 i Engelska 7,

If you missed out on Friday's class 
You can find the PPT used by Maria on Friday here. To get the writing assingment you need to approach me or Maria (unfortunately we don't have it in digital form, so we can't mail it to you).
/Jesper
 
 
 
 
 
 
 
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Sell the book

Publicerad 2013-10-14 11:16:00 i Engelska 6,

Sell the book

 

 

Task: Now that you have read the book your job is to sell it. You are to convince your audience that the book you have just finished is a must-read.

 

Come up with convincing arguments on why your class mates (and everybody else) just have to get hold of a copy and start reading. Maybe it is the book’s fantastic language, the fascinating characters, the unique story line, statistics showing that it is loved by millions of people all around the globe or the fact that the book will dramatically improve its readers’ English skills. You decide, and use the tools you feel necessary to sell the book.

 

You have 2 minutes at your disposal. Use the time wisely and why not see if you can fit ethos, pathos and logos into your sale’s pitch? Make sure your speech is structured and has a proper introduction and conclusion.

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Book report (sort of)

Publicerad 2013-10-08 13:05:04 i Engelska 6,

Choose 3-4 of the questions below and write about them. (2-4 pages in total).

 

1. Compare your book to another one that you have read. You could look for similarites like the plot, characters, environment and/or how you feel about the book

2. Describe an event/experience you have been through that is similar to what a character experienced in the story.

3. Does anyone of the main characters change throughout the story? Explain how and why.

4. Compare your book to a film or a TV-show that you connect the book with.

5. Explain why this is a book that should be read by a person who hates reading.

6. What problems do the main character meet and how does he/she deal with these challenges?

7. Why do you think the author opted for this particular title of the book?

8. If your book in any way changed your way of thinking, explain how and why.

9. Discuss how the main character/characters is similar or different from people you know.

10. Write a letter to the author and tell him/her how you reacted on the book. Also put forward questions you might have to the author.

11. Pretend that you are the author and explain the thinking behind the title and/or why it ended like it did.

12. Write an alternative ending to the book.

13. If the main character was a student in your class, how would he/she fit in?

 

14. If the story took place 100 years ago, would that have made a difference to how the main character acted in the story?

15. If you were to make a movie out of the book, what would be the biggest challenges of putting the story on the big screen? Would you change setting? Characters? Plot? Time? Who would play the main character and why?

16. If you were the main character would you have acted differently from the story’s heroe/heroine? 

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Assignment: Act it out

Publicerad 2013-09-27 12:36:00 i Allmänt,

* You are to read the extracts from the different plays and sketches and in groups of 2-3 students choose one of the scenes and act it out next Friday.

 

Read it several times, discuss your understandings of the text and what you need to consider when acting it (two of the texts include more than three characters  so if you choose one of these someone might have to perform two roles).

 

Towards the end of the book you have questions that might help you understand your text even better.

 

* Before your performance, do an introduction. Present characters and setting and anything else that might be of importance for your audience.

 

* Afterwards, you might want to present how you prepared for the task. How did you interpret the text and what impact did that have on the performance (choosing tone, pauses, body language etc.)?

 

 

Plays/Sketches to choose from

 

·      Argument

·      Giovanni’s cafe

·      The Dead Parrot

·      P’tang, Yang, Kipperbang

·      Dear Nobody

·      A taste of honey

·      End of the line

·      Always in love with Amy

 

 

 

Here are some examples of how the grading criteria could be interpreted:

 

”I muntliga framställningar i olika genrer kan eleven formulera sig…..”

 

For example your flow, intonation and pronunciation.

 

 

”Eleven kan även formulera sig med flyt ochanpassning
till syfte, mottagare och situation….”

 

This is how your presentation and performance of the piece that you have staged are evaluated.

 

 

”Dessutom kan eleven välja och använda strategier som löser problem i och förbättrar interaktionen…”

 

Show your ability to solve a situation and what strategies you use if you or someone for instance forget the lines.

 

 

”Eleven visar sin förståelse
 genom att redogöra för, diskutera, kommentera och dra slutsatser om innehåll och detaljer samt genom att med agera utifrån budskap och instruktioner i innehållet…”

This is where your skills to understand the context and how you take part in discussions are evaluated. Your ability to act upon instructions is also important.

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Group discussions Eng 7

Publicerad 2013-09-27 11:41:00 i Engelska 7,

1.   Talk for about 10 minutes to somebody in the group who you don’t know very well, somebody you usually don’t talk to. Ask each other questions and make small talk.

 

After the chat: briefly retell to the group, some of what the other person said. That person then comments on what has been said and tells if he/she has been cited correctly.

 

2.   Now, take five minutes on your own and reflect on your time on Widénska. Dig deep and try to remember a special event or an experience that was hard/a lot of fun/that made you proud/ something that made you realize something important or something that you’ll never forget.

 

3.   Share one or two anecdotes/memories with the rest of the group. After the memory is shared, everyone in the group asks one question each about this memory. Also, talk about something you like about school that you might miss afterwards and something you surely won’t miss after graduation.

 

4.   Now, move on to your project work. Work your way around the table and let each person tell the others about his/her plans for this assignment. What is it that you will do? Which subject will you connect this work with? What are potential difficulties? What do you hope to gain with your work and so on. Again try to come up with one question each after the speaker is done (you may also share helpful ideas to help each other out).

 

5.    Watch Angela Lee Duckworth’s Tedtalk about grit. (http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit.html)

 Then discuss it in the group and make a comment on the talk (using one or more of the questions below). 

* Would you say grit is more important than talent in school? Why/Why not?

* In sports? Why/Why not

* Towards the end of the talk ALD talks about building grit. In your opinion can this be done? How? If not, why not?

ADL: “After several more years of teaching, I came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational perspective, from a psychological perspective”

·      What can schools and teachers do to get students motivated?

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12C Vocabulary "Becoming Jane Austen"

Publicerad 2013-09-24 09:45:00 i Engelska 6,

Vocabulary Jane Austen

1. Scrupolous

characterized by extreme care and great effort

EXAMPLE SENTENCE:
"You are over-scrupulous, surely.

2. vex

cause annoyance in; disturb, especially by minor irritations
EXAMPLE SENTENCE:

It would vex me, indeed, to see you again the dupe of Miss Bingley's pretended regard."


3. ingenious

showing inventiveness and skill

EXAMPLE SENTENCE:
They attacked him in various ways--with barefaced questions, ingenious suppositions, and distant surmises; but he eluded the skill of them all, and they were at last obliged to accept the second-hand intelligence of their neighbour, Lady Lucas.

4. elude

escape, either physically or mentally

EXAMPLE SENTENCE:
They attacked him in various ways--with barefaced questions, ingenious suppositions, and distant surmises; but he eluded the skill of them all, and they were at last obliged to accept the second-hand intelligence of their neighbour, Lady Lucas.

5. countenance

the appearance conveyed by a person's face
EXAMPLE SENTENCE:

Mr. Bingley was good-looking and gentlemanlike; he had a pleasant countenance, and easy, unaffected manners.


6. cordial

politely warm and friendly

EXAMPLE SENTENCE:
Mr. Darcy walked off; and Elizabeth remained with no very cordial feelings toward him.

7. endear

make attractive or lovable

EXAMPLE SENTENCE:
Bingley was endeared to Darcy by the easiness, openness, and ductility of his temper, though no disposition could offer a greater contrast to his own, and though with his own he never appeared dissatisfied

8. mortified

made to feel uncomfortable because of shame or wounded pride

EXAMPLE SENTENCE:
"That is very true," replied Elizabeth, "and I could easily forgive his pride, if he had not mortified mine."

9. persevere

be persistent, refuse to stop

EXAMPLE SENTENCE:
On Miss Lucas's persevering, however, she added, "Very well, if it must be so, it must."

10. meditate

reflect deeply on a subject

EXAMPLE SENTENCE:
I have been meditating on the very great pleasure which a pair of fine eyes in the face of a pretty woman can bestow."

11. indifference

the trait of remaining calm and seeming not to care; a casual lack of concern

EXAMPLE SENTENCE:
He listened to her with perfect indifference while she chose to entertain herself in this manner; and as his composure convinced her that all was safe, her wit flowed long.

12. Pursuit

the act of pursuing in an effort to overtake or capture

EXAMPLE SENTENCE:
"Well, my dear," said Mr. Bennet, when Elizabeth had read the note aloud, "if your daughter should have a dangerous fit of illness--if she should die, it would be a comfort to know that it was all in pursuit of Mr. Bingley, and under your orders."

13. contempt

lack of respect accompanied by a feeling of intense dislike

EXAMPLE SENTENCE:
That she should have walked three miles so early in the day, in such dirty weather, and by herself, was almost incredible to Mrs. Hurst and Miss Bingley; and Elizabeth was convinced that they held her in contempt for it.
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My kind of music

Publicerad 2013-09-23 12:36:49 i Engelska 6,

You are to find one song which you really like This song should be a song that has a special place in your heart! This song is to be analysed and presented to your group and/or teacher.

Find your “special” song

·       Listen to the song and try to write down the text.

·       Compare your text to the original – how well did you know the lyrics?

·        

·       Translate the song into Swedish (you might have to change a few words to make it work). See if you want to stay true to form, rhymes, words or overall message.

Write down (200-300 words) what is the song about. How do you understand it? Can you compare it to your own experienes in life? Is there any important background to the song that we need to know about? What is the song writer/singer trying to say; is there any ”hidden message” in the song?

 

Present your work to your group and me

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Gaming

Publicerad 2013-09-10 09:37:00 i Engelska 6,

Today we will look at game designer Jane McGonigal's "Tedtalk" from 2012 entitled "The game that can give you 10 extra years of life". 
 
Link: http://www.ted.com/talks/jane_mcgonigal_the_game_that_can_give_you_10_extra_years_of_life.html
 
After watching it I want you to go to work with the following: 
 

·      Try to come up with a thesis for Jane McGonigals talk

 ·      McGonigal talks a lot about the benefits of playing video games. List a few perks she speaks of and see if   she offers any arguments supporting her statements (write down supportive arguments).

·      In your opinion, are the supportive arguments working well or not. Explain why.

 ·      McGonigal speaks about ”post-traumatic growth”. How would you explain that concept?

*     Explain what is meant by "three to one positive emotions" 

·      Summarize the gist of the talk in a few sentences

·      Discuss: The five top regrets in life (as stated by people who literally are on their death bed) are presented early on in the talk. Discuss in your group: How could you live your life in a way that you won’t have any of these regrets when you are at the end of your journey (fancy rewrite for saying when you guys are facing death...)

 ·      Grammar: ” Now at the time, I'm thinking to myself, what is going on here?   Why is ”at” used? Can you say in or on instead? Google the usage of at and try to explain why it is used in this sentence.

 

Finally

 Now I am curious to find out which games are most appreciated and loved by you guys. Please share your personal top 3 (video games or traditional board games) and even more importantly mention why it is these games and not others that make it onto the podium. 

 

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Argumentative Essay

Publicerad 2013-09-10 08:46:46 i Engelska 6,

You are going to write a paper (500-900 words) where you will argue for or against a topic of your choice. In the introduction you might want to present the subject and tell the readers why you find this interesting. Here you should also offer your thesis statement, which is your position in the matter.

 

In the body you are expected to offer three arguments supporting your thesis. It is important to outline at least one (often the strongest one) counter argument of the opposing view in this section. You will then reintroduce your point of view and provide strong arguments in support of this standpoint. To make a convincing argument it is important to gather various types of evidence in support of your argument such as statistics and other scientific findings.

Finally you write a conclusion where you summarize the most important arguments and try to convince your readers that your standpoint probably is the most plausible. 

 

Goals achieved upon a successful completion of this assignment:

     –  Ämnesområden med anknytning till elevernas utbildning samt samhälls- och arbetsliv; aktuella områden; händelser och händelseförlopp; tankar, åsikter, idéer, erfarenheter och känslor; relationer och etiska frågor

     –  Muntlig och skriftlig produktion och interaktion av olika slag, även i mer formella sammanhang, där eleverna instruerar, berättar, sammanfattar, förklarar, kommenterar, värderar, motiverar sina åsikter, diskuterar och argumenterar. 

  –  Bearbetning av egna och andras muntliga och skriftliga framställningar för att variera, tydliggöra och precisera samt för att skapa struktur och anpassa till syftet och situationen. I detta ingår användning av ord och fraser som tydliggör orsakssammanhang och tidsaspekter.

   

Grading Criteria: 
E 


 

Eleven väljer texter och talat språk från olika medier och kan på ett relevant sätt använda det valda materialet i sin egen produktion och interaktion.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, relativt tydligt och relativt sammanhängande. Eleven kan formulera sig med visst flyt och i någon mån anpassat till syfte, mottagare och situation. Eleven bearbetar, och gör förbättringar av, egna framställningar.

 

 I muntlig och skriftlig interaktion i olika, även mer formella, 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 i huvudsak fungerande strategier som i viss mån löser problem i och förbättrar interaktionen.

       

C

 

Eleven väljer texter och talat språk från olika medier och använder på ett relevant och effektivt sätt det valda materialet i sin egen produktion och interaktion.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, tydligt, sammanhängande och relativt strukturerat. Eleven kan även formulera sig med flyt och viss anpassning till syfte, mottagare och situation. Eleven bearbetar, och gör välgrundade förbättringar av, egna framställningar.

 

 I muntlig och skriftlig interaktion i olika, även mer formella sammanhang kan eleven uttrycka sig tydligt och med flyt samt med viss anpassning till syfte, mottagare och situation. Dessutom kan eleven välja och använda fungerande strategier som löser problem i och förbättrar interaktionen.

  

 
A 


 

Eleven väljer texter och talat språk från olika medier och använder på ett relevant, effektivt och kritiskt sätt det valda materialet i sin egen produktion och interaktion.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig varierat, tydligt, sammanhängande och strukturerat. Eleven kan även formulera sig med flyt och viss anpassning till syfte, mottagare och situation. Eleven bearbetar, och gör välgrundade och nyanserade förbättringar av, egna framställningar.

I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang uttrycker sig eleven tydligt, relativt ledigt och med flyt samt med anpassning till syfte, mottagare och situation. Dessutom kan eleven välja och använda väl fungerande strategier som löser problem i och förbättrar interaktionen och för den framåt på ett konstruktivt sätt.

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Rhetorical devices

Publicerad 2013-09-05 21:20:07 i Engelska 7,

Allegory 
 
—A bit like an extended metaphor. If you continue a metaphor in a whole narrative so persons, actions or even objects are equated with meanings outside the text.
 
—The movie Avatar is often said to be filled with allegories. The woods of Pandora is very similar to the Amazon rainforest. Some critics have also pointed at the US invasion of Iraq and/or Afghanistan and likened it to the invasion of the Na'vis
 
Allusion
 
—A short informal reference to a famous person or a event.
 
— ”If you take his parking place you can expect World War II all over again”
—”If you take his parking place he will go medieval on you”
— ”Chocolate is my Achilles’ heal”
 
Anaphora
 
—Repetition of a word or a phrase in the beginning of successive clauses.
—
—”I have dream…”
 
Antithesis
 
Two opposites used in the same sentence for contrasting effect.
—

”Many are called, few are chosen”

”That’s one small step for a man, one giant leap for mankind”

 

Apostrophe

—When a speaker or writer breaks the pattern and starts to address a person or thing or audience other than the original one.
—
— You might for instance turn to and ”call on God” or  speak to/with ”death”
—
— Often seen in songs like ”Twinkle, twinkle little star, how I wonder where you are” or ”Blue Moon, I saw you standing alone”
 
Distinctio
 
—When a speaker or writer elaborates on the definition of a word. This, to make sure that there is no misunderstandning or to make a humorous point.
 
—” To make methanol for twenty-five cents a gallon is impossible; by "impossible" I mean currently beyond our technological capabilities.”
—
— ”Last night was the worst night in my life” meaning that the night I was hit by lightning and then hit by a car was a much better night than last one”
 
Epistrophe
 

Counterpart to anaphora. Also a phrase or a word that is repeated but in the end of succesive phrases. Good if you really want to emphasize something.

"It was a creed written into the founding documents that declared the destiny of a nation: Yes, we can.

"It was whispered by slaves and abolitionists as they blazed a trail towards freedom through the darkest of nights: Yes, we can.

"It was sung by immigrants as they struck out from distant shores and pioneers who pushed westward against an unforgiving wilderness: Yes, we can.

Enumeratio

—Takes a simple statement and expands it, breaking it down into parts and emphasizing the detail.
—
— ”I love her” I love her eyes, her hair, her nose, her cheeks, her lips…
 
Hyperbole
 
—Exaggerating conditions for emphasis or effect (probably the most used device in the world, and that’s not even an exaggeration)
—
—”I have tons of homework”
—”I have a million things to do”
— ”That new car costs a bazillion dollars”
 
Metaphor 
—Compares two different things by speaking of one in terms of the other. Unlike a simile a metaphor asserts that one thing is another thing, not just that one is like another.
—
—”I'm a night owl and you are an early bird.”
—”Life is a journey”
— ”That was John, an old flame”
— ”You are the apple of my eye”
 
Onomatopoeia
 
—Words whose pronunciation imitates the sound the word describes
—
—Onomatopoeia can produce a lively sentence, adding a kind of flavoring by its sound effects:

”The flies buzzing and whizzing around their ears kept them from finishing the experiment at the swamp.” 

Comic book language ”Boom, Kablaam, pow, zap”

Parallelism

—Used to create balance, this is often sentences, words or phrases that have a similar structure. Often this figure is used with another one like antithesis. 
 

Several parts of a sentence or several sentences are expressed similarly to show that the ideas in the parts or sentences are equal in importance. Parallelism also adds balance and rhythm and, most importantly, clarity to the sentence.

—JFK: “If a free society cannot help the many who are poor, it cannot save the few who are rich.”
— 
—Jesse Jackson: "I've tried to offer leadership to the Democratic Party and the Nation. If, in my high moments, I have done some good, offered some service, shed some light, healed some wounds, rekindled some hope, or stirred someone from apathy and indifference, or in any way along the way helped somebody, then this campaign has not been in vain."
 
Quickly and happily he walked around the corner to buy the book.

Personification

—metaphorically represents an animal or inanimate object as having human attributes. Attributes of form, character, feelings, behavior, and so on. Ideas and abstractions can also be personified.
—

”We bought this house instead of the one on Maple because this one is more friendly.”

”This coffee is strong enough to get up and walk away”

Simile

—Basically like metaphor but instead of saying that something is something else you say that something is like something else or it’s as something else.  Often an unfamiliar thing is compared with a familiar one.
—
—”brave as a lion”, ”it fits like a glove”
—He ate like he hadn't seen food in a week. 
 
Syntheton 
 
When you position two ideas next to each other with the help of a conjunction (and, but, because, so, etc): 
 
"passion and dedication"
"fascism or communism"
"bread and wine"
"God and man"
 
Tricolon 
 
—You know, three is a magic number… yes it is, it’s a magic number…
— a series of three parallel words, phrases, or clauses. It's a simple enough structure, yet potentially a powerful one.

”Tell me and I forget. Teach me and I may remember. Involve me and I will learn”

”Never in the history of human endeavor has so much been owed by so many to so few”

Understatement

—deliberately expresses an idea as less important than it actually is, either for ironic emphasis or for politeness and tact.

”The 1906 San Francisco earthquake interrupted business somewhat in the downtown area.”

A succesful businessman or woman might say: ”I know a a little about running a company”

Instead of saying that you don’t agree at all with someone you might use: ”I think we have slightly different opinions on this topic”

 

 

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English 7 Friday w36

Publicerad 2013-09-05 13:13:00 i Engelska 7,


1. “Show and tell”
Present your clip and your research to your group. Ethos, pathos & logos

2. Vocabulary check: Style figures

3. Watch (and read) Obama´s inaugural speech.

http://www.nytimes.com/interactive/2013/01/22/us/politics/22obama-inaugural-speech-annotated.html?_r=1&#/?annotation=b85fa54df

4. Point out style figures used in the speech. Use your notes from the previous lesson. In addition to the transcribed speech there are explanations to the contents.

Write your speech analysis in a word document and send it to your teacher ([email protected], [email protected]).

5. Write a short speech approx. 200-250 words:
A Pep-talk, speech of thanks, wedding speech, birthday speech……
Use the style figures you like or think fit with your speech. Also write notes on body language, tone of voice etc. that you will keep in mind when you “give your speech” (which you will do next week)
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