[email protected]

 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

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.

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? 

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.

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. 

 

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.