Could robots be marking your homework? – BBC News
Artificial intelligence is threatening to replace many jobs. There are experiments to see whether robots could become teachers.
English conversation – Poverty
Förbered dig på en redovisning av en tidningsartikel:
som lämpar sig för diskussion. Artikeln hämtas ur en engelskspråkig tidning eller tidskrift, t ex National Geographic, The Guardian, Daily Telegraph, The New York Times eller The Washington Post. Du kan även leta på Internet, t ex http://www. the paperboy.com där det finns länkar till all världens tidningar.
- välja längre artiklar (motsvarande en halv sida i Dagens Nyheter)
- läsa in dig på artikeln så att du kan göra en sammanfattning (3 min) av huvuddragen
- vara förberedd på att initiera diskussion utifrån ämnet i artikeln
News and media
From the syllabus of the English 6 course:
- Strategies for source-critical approaches when listening to and reading communications from different sources and in different media
- How structure and context are built up and how attitudes, perspectives and style are expressed in spoken and written language in various genres.
- What positive and negative assosiations do you have to the media?
- Give som examples of important news that you have learnt about the last week. What would be the headline if the news were to report on your week?
What is true?
OKTOBER 23rd, 2015 (adapted from https://nevergiveup1516.wordpress.com)
Yesterday three people died in Trollhättan, a city north of Gothenburg.
We are going to take a look at news reports around the world. Do you know what a VENN diagram is? Please, use the diagram and compare the news.
What similarities can you find? What differences can you find? Are the pictures that are published the same in the news papers?
At last – how do you feel? Write about your thoughts. What did you, first of all, think of when you heard what had happened? You can write a few sentences as a blog comment.
You will find the exercises here.
How to spot a liar
What does Pamela Meyer mean by “We’re all liars” and “lying is a cooperative act”? Do you agree?
1. How much money did ske say was lost because of fraud?
2. Can you think of any big fraud cases?
3. How often are we lied to on an average day?
4. What does she say about when strangers meet for the first time?
5. What does she say about the difference between men and women?
6. Do you think this is true?
7. What does she say about marriage and relationships?
8. What lies do couples tell each other?
9. Are these little white lies?
10. What does she say about animals lying?
11. What does she say about how children develop their deception skills?
12. She says we live in a post truth society, what does she mean by that?
13. How often do normal people distinguish a lie from the truth?
14. How often do liespotters distinguish a lie from the truth?
15. What are the speech patterns of a liar we see in the Clinton video?
16. What are the body language patterns?
17. Could you identify these actions in the videos?
18. Are you a good liespotter?
19. What other videos did she show?
20. What did she say about the attitudes of honest/dishonest people?
97 % Love match:
Watch this short film and discuss the questions.
- Explain to a partner what apps you have on your mobile phone and what you use them for.
- Do you know the app Tinder?
- Is it possible to find love anywhere nowadays thanks to your smartphone?
- Do apps such as Tinder make finding a romantic partner less romantic?
Love and Relations.
Within the topic we will study love in general, different gender questions (roles), ideal partners, love in art and literature, cyber bullying etc.
- Watching Emma Watson’s speech.
- Reading a letter from a 15-year-old schoolboy about Emma Watson’s speech.
- Making slogans about boys and girls/men and women.
- Reading an article about the gender gap in schools and discuss the topic.
Let´s start by watching Emma Watson´s UN speech as an introduction:
A mature response from a 15-year-old schoolboy to Emma Watson´s speech.
Link to website heforshe.
- Work in pairs and write a slogan like the one on the father’s t-shirt, emanating from your own every day life as boys and girls.
Discussion questions about gender gaps:
- Is school designed more for girls than boys?
- Have you noticed boys who are struggling in school because of poor behavior? Do you see boys who are “smart,” yet unengaged by school? More so than girls?
- How big of a problem do you think it is that girls are now outperforming boys in school
- Can you imagine a school day that was more “boy-friendly” — for example, more experiential or hands-on, or with more recess or space for “rough-and-tumble”? Describe what the school day might look like.
- Describe your dream school (give examples and explain why).
Now it’s time to read this newspaper article about gender gaps:
Times Change – a peek at The Suffragettes
From the syllabus of the English 7 course:
Teaching in the course should cover the following core content of communication:
- Theoretical and complex subject areas, also of a more scientific nature, related to students’ education, […]societal issues and working life ; thoughts, opinions, ideas, experiences and feelings; cultural expressions in modern times and historically, such as literary periods.
- Societal issues, cultural, historical, political and social conditions, […] existential issues in different contexts and parts of the world where English is used.
Intro: In the nineteenth century women had no place in national politics. They could not stand as candidates for Parliament. They were not even allowed to vote. It was assumed that women did not need the vote because their husbands would take responsibility in political matters. A woman’s role was seen to be child-rearing and taking care of the home.
As a result of the industrial revolution many women were in full-time employment, which meant they had opportunities to meet in large organised groups to discuss political and social issues.
The Suffragettes wanted the right for women to vote. The move for women to have the vote had really started in 1897 when Millicent Fawcett founded the National Union of Women’s Suffrage. “Suffrage” means the right to vote and that is what women wanted – hence its inclusion in Fawcett’s title. Millicent Fawcett believed in peaceful protest. She felt that any violence or trouble would persuade men that women could not be trusted to have the right to vote. Her game plan was patience and logical arguments.
History expert, Dr. Rosamonde Boyd expresses her opinions about suffragettes in this audio. What is your opinion?
Suffragette film blog.
A peek at Rosa Parks
This lesson plan is about Rosa Parks. Rosa who, you might say? Well,…
Rosa Parks was born in 1913 in Alabama, USA, and died in 2005 in Michigan, USA, at the age of 92. She became a household name in the USA for being one of the contributing factors behind the Montgomery Bus Boycott in late 1955 and she was also part of the growing civil rights movement at that time. Here is a short video that explains the incident that led to the bus boycott and also to the rise of Martin Luther King Jr as an important figure in the fight for equal rights. If you want to read more about Rosa Parks, you can have a look at this page or read this article.
Rosa Parks on a bus
(Photo: Corbus – the Guardian
Adapted from: pernillasenglishclassroom.blogspot.se/search/label/Rosa%20Parks
Reading scientific articles – comparing and discussing
We are practising reading scientific articles and also close reading/contrasting two texts about …. Close reading means having a closer, more in-depth, look at a text and its language.
The … articles we will do together in class. There will be discussions in smaller groups about other scientific articles and you will get to summarize an article for your group. Your summary will be assessed according to the knowledge requirements below.
On Thursday, february 16th, everyone in each group should be finished and ready to summarize each article verbally. I will join each group for this, so you will get a specific time for you presentations. After the presentations in the group I will ask a few questions to see what you think about what you have just heard.
Knowledge requirements for this module:
Redogöra, diskutera innehåll
|Eleven visar sin förståelse genom att översiktligt redogöra för, diskutera och kommentera innehåll och detaljer samt genom att med godtagbart resultat agera utifrån budskap och instruktioner i innehållet.||Eleven visar sin förståelse genom att välgrundat redogöra för, diskutera och kommentera innehåll och detaljer samt genom att med tillfredsställande resultat agera utifrån budskap och instruktioner i innehållet.||Eleven visar sin förståelse genom att välgrundat och nyanserat redogöra för, diskutera och kommentera innehåll och detaljer samt genom att med gott resultat agera utifrån budskap och instruktioner i innehållet.|
|Användning av material i egen produktion och interaktion||Eleven kan på ett relevant sätt använda det valda materialet i sin egen produktion och interaktion||Eleven använder på ett relevant och effektivt sätt det valda materialet i sin egen produktion och interaktion.||Eleven använder på ett relevant, effektivt och kritiskt sätt det valda materialet i sin egen produktion och interaktion|
|Muntlig framställning||I muntliga 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.||I muntliga 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.||I muntliga 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 situatio|
Desert Island discussion
Imagine that you are a guest on Desert Island Discs. Make a list as follows:
- The music you would choose (at least 6 pieces). Give brief reasons for your choices.
- The one piece of music you would save from the water, if you had to choose.
- The book you would want to have with you. Explain why.
- The one luxury you would be allowed. Give a reason.
- Finally, say how you would cope with being alone on a desert island until your rescuers turn up.
Conversation topics – language of agreeing and disagreeing
|Agreeing||Disagreeing||Ending an argument:|
|We see eye to eye. /I couldn’t agree with you more. /That’s exactly how I feel. /You have a point there. /I was just going to say that. /Absolutely.||We don’t see eye to eye. /I take your point but, I tend to disagree with you there. /I’m afraidI have to disagree with you there. /I beg to differ. /That’s not always the case.||Let’s just move on shall we? /I think we’re going to have to agree to disagree.|