What have I learnt?!

What are your top tips for learners of English? Add them as a comment below.

Grading rubric questions

Strategies for Gathering and Using Information Finding sources	Do you use some relevant examples from sources? Are most examples used appropriately in your speech? (are they clearly related to information surrounding them?) Do you interpret/explain some of the examples?	Do your examples support your interpretations?	Are all your examples relevant? Are all examples used appropriately in your speech? Do you explain/interpret your examples? Do you provide alternative explanations/discuss your examples critically?
Writing and Speaking Presentation	Is your language varied? Is it clear? Is your presentation structured? Is your language fluent? Is your presentation partly adapted to the purpose, recipient and situation?	Is your text balanced? Is your text adapted to the purpose, recipient and situation?	Do you use a precise language? Is your presentation well adapted to the purpose, recipient and situation? Do you show flexibility in adapting to the situation?
Culture and society Language and power Comparison	Do you discuss an aspect of language and power in basic terms? Do you make simple comparisions with your own knowledge/experience?	Do you discuss an aspect of language and power in detail Do you make well developed comparisons with your own knowledge/experience?	Do you discuss an aspect of language and power in a detailed and balanced way. Do you make well developed and balanced comparisons with your own knowledge/experience?

20/5

Schedule for presentations next week


Monday 27/5
Ellen, Lydia, Mattis, Izabell

Tuesday 28/5
Mimmi, Anna, Ylva, Sofia, Kajsa

Friday 31/5
Nadim, Jonatan, Sara, Rebecka, Silan

Today, those of you who did not do a speech summary last Friday watched a speech and summarized it. The rest of us worked with our most pressing tasks, in your case: preparing presentations, in my case: creating grading rubrics.

See you tomorrow!

17/5

Today we summarized a speech,  your "speech tests"! If you missed today's class, bring earphones to class next week and I will give you a speech to summarize. Your summaries should be shared with me at Google Drive.

Grading rubric language and power

Speech Comprehension Summary of speech	Eleven kan förstå huvudsakligt innehåll och uppfattar väsentliga detaljer, samt med viss säkerhet även underförstådd betydelse, i talad engelska i relativt snabbt tempo, och i skriven engelska, i olika genrer och av avancerad karaktär. Eleven visar sin förståelse genom att översiktligt redogöra för, diskutera, kommentera och dra slutsatser om innehåll och detaljer samt genom att med godtagbart resultat agera utifrån budskap och instruktioner i innehållet.	välgrundat redogöra för, diskutera, kommentera och dra slutsatser om innehåll och detaljer samt genom att med tillfredsställande resultat agera utifrån budskap och instruktioner i innehållet.	Eleven kan förstå såväl helhet som detaljer, samt även underförstådd betydelse, i talad engelska i snabbt tempo, och i skriven engelska, i olika genrer och av avancerad karaktär. välgrundat och nyanserat redogöra för, diskutera, kommentera och dra slutsatser om innehåll och detaljer samt genom att med gott resultat agera utifrån budskap och instruktioner i innehållet.
Strategies for Gathering and Using Information Finding sources	Eleven kan välja och med viss säkerhet använda strategier för att söka relevant information, strukturera den och värdera olika källors tillförlitlighet.		med säkerhet använda strategier för att söka relevant information, strukturera den och värdera olika källors tillförlitlighet.
	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.	på ett relevant och effektivt sätt det valda materialet i sin egen produktion och interaktion.	på ett relevant, effektivt och kritiskt sätt det valda materialet i sin egen produktion och interaktion.
Writing and Speaking Presentation	I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig varierat, tydligt och 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.	varierat, nyanserat, tydligt och strukturerat. och anpassning till syfte, mottagare och situation. välgrundade och nyanserade förbättringar av, egna framställningar.	med god precision, varierat, nyanserat, tydligt och välstrukturerat. och god anpassning till syfte, mottagare och situation.
	I muntlig och skriftlig interaktion i olika, även formella och komplexa, sammanhang kan eleven uttrycka sig tydligt, relativt ledigt och med flyt samt med 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.	ledigt fungerande strategier som löser problem i och förbättrar interaktionen.	med flexibel och effektiv anpassning till syfte, mottagare och situation. väl fungerande strategier som löser problem i och förbättrar interaktionen och för den framåt på ett konstruktivt sätt.
Culture and society Language and power Comparison	Eleven diskuterar översiktligt några företeelser i olika sammanhang och delar av världen där engelska används, och kan då också göra enkla jämförelser med egna erfarenheter och kunskaper.	utförligt några företeelser i olika sammanhang och delar av världen där engelska används, och kan då också göra välutvecklade jämförelser med egna erfarenheter och kunskaper.	utförligt och nyanserat några företeelser i olika sammanhang och delar av världen där engelska används, och kan då också göra välutvecklade och nyanserade jämförelser med egna erfarenheter och kunskaper.

14/5

We watched a clip together today (Mark Pagel on ted.com) and discussed what a good summary should contain. My top tips are:

1. Write headings before you start watching. Headings such as:
Intro:
Point 1:
Point 2:
Point 3:

This is one way to "save time" when listening/watching.

2. Use abbreviated forms of words. Common words such as "communication" that are mentioned several times can be shortened into "com" for example.

3. Avoid writing down details, try to summarize the speakers' main POINTS instead. If you have time, and only then, write down examples and/or details that you want to include in your summary.

4. Don't worry about spelling or grammar when taking notes. Just write down your own "version". Include Swedish words if you can't remember the English ones.

On Friday, we'll do a "summary test" in class.

8/5

We continued watching The Secrets of Body Language today. Perhaps you found some food for thought in the film about powerful body language.

Also, you worked with finding a topic for your presentations. No need to rush it, there's still plenty of time to decide! :)

26/4

Today we started by finding analytical terms and expressions to use in analyses. We filled the board with good expressions to make sure we vary our language when presenting examples and adding examples.

Remember to use merriam-webster.com or another dictionary when you need synonyms!

Short story instructions

19/4

Time for short story discussions. We spent all of today's class discussing Oates's text. We also watched a clip where the author explained one of the aspects of the story.

At the end, I asked you to write down, brainstorm, all the ideas that were in your head after our discussions.

15/4

Today we read the short story "Where are you going, where have you been?" by Joyce Carol Oates. Tomorrow's class is your own, I will not be here. During those 50 minutes, I would like you to look at the discussion questions posted at Portalen and think about them individually. Write down your own ideas (discussion notes, you do not have to hand these in unless you're absent on Friday). This will prepare you for discussions on Friday!

Grading rubric seminar

Grading rubric

-brought to you courtesy of Silan, Ylva, Nadim and Mimmi

Use of source material	Do you use written texts and parts/ideas from movies or other media as examples in the discussion?
	Are the examples you chose to use in the discussion relevant?	Do your examples have an impact on the discussion?	Are you critical to the source material?
Discussion of evil	Do you discuss the meaning of evil in different situations?	Are you detailed in your examples when discussing evil?	Are you unbiased in your discussion of evil?
Comparison	Do you use some of your own experiences as examples in the discussion?	Are your comparisons well thought out?	Are you nuanced in your comparisons while discussing evil?

Seminar rubrics

RUBRIC A

Grade E

Students choose texts and spoken language from different media and in a relevant way can use the material selected in their own production and interaction.

Students discuss in basic terms some features in different contexts and parts of the world where English is used, and can also make simple comparisons with their own experiences and knowledge. Have you discussed different news from different speaking conturies? Have you used exaples from your own experiences?

Grade C

Students choose texts and spoken language from different media and in a relevant and effective way use the selected material in their own production and interaction. Have you discussed how the texts are written in comparison to how evil portrayed in the movies?

Students discuss in detail some features in different contexts and parts of the world where English is used, and can also make well developed comparisons with their own experiences and

knowledge. Have you in a debate done the same question as the one we asked just before?

Grade A

Students choose texts and spoken language from different media and in a relevant, effective and critical way use the selected material in their own production and interaction. Have you been critical while discussing the texts?

Students discuss in detail and in a balanced way some features in different contexts and parts of the world where English is used, and can also make well developed and balanced comparisons with their own experiences and knowledge. Have you been nuanced while discussing the texts?

RUBRIC B

E

Do you use some of your own experiences as examples in the discussions?

Do you use written text and parts/ideas from the movie as an example in the discussions?

Are the examples you chose to use in the discussion relevant?

Do you discuss the meaning of evil in different situations?

C

How do you think other people will react on your examples?

Are you detailed in your description when discussing evil?

Are your comparisons well thought out?

A

Are you critical to the source material?

Are you biased in your description of evil?

Are you nuanced in your comparisons while discussing evil?

RUBRIC C

E questions:

- Do you use one of the texts we disscused in class?

- Do you use some information from the film?

- Did you discuss these in your discussion about evil?

- Do you discuss evil and give with at least one example from your own life?

C questions:

- Do you use relevant informations from the texts we read in class and the film in the disscusion?

- Are your examples from your own life relevant to the disscusion?

A questions:

- Do you use the texts with a critical eye?

- Are your disscusion balanced (both negative and positive points) and detailed?

18/3

Today we watched "The psychology of evil", a speech by Philip Zimbardo.

Also, you read two texts, text 4 and 5. I asked you to skim-read the text first, then read one paragraph at a time out loud and discuss that paragraph together in small groups.

Tomorrow, you should continue discussing the texts in your groups and then join forces with everyone who's read the same text. Discuss the text again and then pair up with someone who's read the other text. Present "your" text to your partner and make sure you understand your partner's text. Do not hesitate to ask each other questions! Lastly, read text 6 in preparation for Friday's discussions. You can choose how to read this text, individually or in groups, but make sure you use a reading technique that works for you.

On Friday, discuss text 6 and then go back to previous texts that you want to refresh. Look at the questions in the instructions and take notes from each text on how they answer the different questions.

Both of these classes will be held without yours truly since I'm off to Gothenburg tomorrow. Good luck!

11/3

Today we worked with the two texts connected to our first ethical and existential question, let's call it "The Steubenville question". Tomorrow, Tuesday, we'll discuss the two texts together.

4/3

Today we worked with the first page in the handout "Ethical and existential questions".

We also worked with questions regarding the CAE test.

22/2

Today we worked with preparations for the CAE test. We looked at answer sheets and read information material.

Do not forget IDs on Monday and Wednesday!

18/2

Dear students!

No class today I'm afraid! You will have to make do without me. I suggest you go through instructions for the different writing tasks and make sure you know what sets them apart (i.e.,what you need to remember for each task type). Pay special attention to report, proposal, article and letter (both formal and informal). Have a nice day!

15/2

Today we had a "picking up the slack" class where you were given time to work with areas that you feel you need to practice.

I especially advice you to go through all the CAE texts you've written and make sure you understand my markings. If not, ASK ME and I will explain them to you.

12/2

Essay writing! You can choose between the topic in the Writing Reference or this: 

Your class has been discussing how individuals can help with some environmental issues today. Your teacher has now asked you to write an essay explaining what some of the issues are and suggesting possible ways in which individuals can help.
Write your essay.

8/2

Today we worked with choices. You could choose from four different activities related to the CAE.

4/2

Today we reviewed reviews... I asked you to prepare in groups and then you gave presentations to each other about what a review should contain.

After than, we looked at a sample review and discussed what was good/bad about it.

1/2

Today, you could choose between finishing your reports/proposals and working with grammar exercises. This week, we've also had mock speaking tests.

22/1

Writing class! Today you wrote formal letters. You can chose between two different types of letters, the one at the beginning of the formal letter section and the one in the sample test (both are in the CAE Crash Course compendium).

18/1

Today, I informed you that the CAE will be given here at Vasaskolan! Great news, since that means you won't have to travel to Uppsala in March.

We worked with CAE preparations all class.

11/1

Today we wrote information sheets (by hand, since you need to practice that before the CAE test).

We learnt a few new words, like "winter lined trousers" or "thermal trousers".

Also, I suggested you make your own writing references for the CAE tasks. Make lists about what YOU should remember in the different writing tasks, based on what you learn in class and the comments you are given on your texts.