Tidsprepositioner - lek och lär!

📌 Enkel förklaring av tidsprepositionerna

• at – används vid exakta klockslag eller bestämda tidpunkter.
  👉 at 7 o’clock, at midnight
  
  

• in – används vid månader, år, århundraden, delar av dagen eller om något händer om en viss tid.
  👉 in July, in 2020, in the morning, in two days
  
  

• on – används vid datum och veckodagar.
  👉 on Monday, on 5th May
  
  

• during – används när något händer under en viss period eller händelse.
  👉 during the summer, during the lesson
  
  

• for – används för en tidslängd, alltså hur länge något pågår.
  👉 for two hours, for three days
  
  

• while – används för något som pågår samtidigt som något annat.
  👉 while I was cooking, she was reading
  
  

• since – används när man pratar om när något började och fortfarande pågår.
  👉 since Monday, since 2010
  
  

• by – används för en deadline, alltså senast vid en viss tidpunkt.
  👉 by 8 o’clock, by next week
  
  

• until – används när något fortsätter fram till en viss tidpunkt.
  👉 until 10 o’clock, until next summer


📖 15 översättningsmeningar

Översätt meningarna till engelska. Använd papper och penna och tänk själv! 

1. Jag vaknar alltid klockan sju.
   
   

2. Vi åker till Italien i juli.
   
   

3. Hon har fotbollsträning på måndag.
   
   

4. Vi hade mycket roligt under sommaren.
   
   

5. Han sov i två timmar.
   
   

6. Jag lyssnade på musik medan jag pluggade.
   
   

7. De har bott här sedan 2015.
   
   

8. Du måste lämna in uppgiften senast fredag.
   
   

9. Vi stannade på caféet tills klockan tio.
   
   

10. Jag såg en stjärna på min födelsedag.
    
    

11. Hon gick hem under lektionen.
    
    

12. De har spelat fotboll i tre år.
    
    

13. Jag var i Spanien i augusti.
    
    

14. Han drack te medan hon läste en bok.
    
    

15. Vi har känt varandra sedan barndomen.
    

Översätt orden i fet stil till svenska. 

1. We are expecting a phone call from Dad in half an hour. 

2. He’s coming home on Friday. 

3. He visited a lot of different states during his business trip. 

4. Two weeks ago, he visited my cousin Amy in Alabama. 

5. They hadn’t met for twenty-six years. 

6. Amy is coming to stay with us at Christmas. 

Skriv in rätt tidspreposition. Använd at, in eller on. 

1. My grandfather was born ❤ 1917. 

2. My great-grandmother was born ❤ the same day. 

3. They met each other ❤ the spring of 1940. 

4. It was ❤ the beginning of the Second World War. 

5. They got married ❤ Easter the following year. 

6. My great-grandfather, who was a doctor, often worked ❤ night. 

7. ❤ those days young wives usually stayed at home. 

8. ❤ the age of 93 my great- grandmother died. 

9. My great-grandmother died ❤ Christmas the same year. 

Skriv in rätt tidspreposition. Använd during, ago eller for. 

1. I’ve known Peter ❤ a very long time. 

2. We met for the first time in London 10 years ❤. 

3. It was ❤ a conference organised by the Red Cross. 

4. We were in London ❤ a week. 

5. ❤ our stay in London we had lots of fun. 

6. Then, five years ❤, we bumped into each other again, this time in Paris. 

7. We had a great time together ❤ our stay in Paris. 

8. Two years ❤ I moved to Spain. 

9. I haven’t seen Peter ❤ some time now. 

Här finns facit!

Game time!

🎲 Preposition Stand Up – Lek

1. Varje tidspreposition har en rörelse:

• at → händer på huvudet

• in → klappa händerna

• on → stampa i golvet

• during → sträck upp armarna

• for → gör ett hjärta med händerna

• while → snurra runt

• since → peka bakåt

• by → peka framåt

• until → håll upp händerna som stopp

  2. Klassen står upp i en ring. 

     Sara kommer säga meningar på engelska men utelämna tidsprepositionen. 

   

    Tex Sara eats pizza ... (on) Fridays. 

    

     När eleven vet vilken preposition som är rätt - säger eleven ingenting utan gör den rörelse som hör ihop med prepositionen. 

 

UTMANING: alla elever blundar och gör rätt rörelse när eleven vet vilken prepostion som saknas. 

OBS! Detta är ingen tävling och har ingen vinnare! Det är bara ett sätt att träna prepositionerna. 

Lärare: här hittar du meningar att läsa.

Lycka till! 

Sara 

 

Talking Tennis

 Today we are going to play "Talking Tennis"! 

1. You will work in pairs and try to come up with as many words as possible during one minute. The pair that can bounce the most words wins. 

- On the whiteboard, you see a headline, i.e JOB 

- One student starts to serve and says: Teacher, the other student returns the ball by saying another job, i.e salesman, then you continue bouncing the words back and forth. 

- You bounce the ball (the words) as many times as you can, which means as many words as you can come up with. 

- Draw a line for each word you say and count them afterwards. 

Example:                                         JOB 

Teacher, Doctor, Nurse, Engineer, Chef, Police officer, Firefighter, Lawyer, Pilot, Accountant, Electrician
Carpenter, Scientist, Waiter/Waitress, Artist

2. "Talking Tennis" part 2 

How to Play

1. The server picks a talk card and asks the question to their partner.

2. The receiver answers the question in full sentences.

3. After answering, the receiver throws the card back or picks a new one to ask the partner a new question.

4. Continue taking turns “serving” and “returning” questions.

5. Each pair continues for 5–10 minutes, ensuring all cards are used or most questions are answered.

Rules

• Speak only in English.

• Listen carefully to your partner.

• Give a complete answer, not just “yes” or “no.”

• If unsure how to answer, say: “Can I think for a moment?”

• Be respectful and encourage your partner to speak.

Variation / Challenge

• Use advanced vocabulary or idioms in your answers.

• Encourage follow-up questions for deeper conversation.

---

Talk Cards (30 Questions)

Print the questions or play online! 

1. What is your favourite hobby and why?

2. Describe your best holiday ever.

3. If you could live anywhere in the world, where would it be?

4. What is your dream job and why?

5. Who is someone you admire and why?

6. What is your favourite book or movie and why?

7. Describe your typical weekend.

8. What is your favourite food and why?

9. What is something new you would like to try this year?

10. If you could meet any celebrity, who would it be?

11. What is the best gift you have ever received?

12. Describe a funny or embarrassing moment.

13. What do you usually do after school?

14. If you could travel back in time, where would you go?

15. What is your favourite school subject and why?

16. If you won a million dollars, what would you do first?

17. Describe your favourite season and why you like it.

18. What is a skill you want to learn and why?

19. Describe a place you want to visit one day.

20. What is your favourite sport or activity?

21. Who is your best friend and why do you like them?

22. What is the most interesting thing you have learned recently?

23. What is your favourite music or band?

24. Describe your favourite family tradition.

25. If you could have a superpower, what would it be?

26. What is something that makes you laugh?

27. Describe a time you helped someone.

28. What is a goal you want to achieve this year?

29. Describe your favourite app, game, or website.

30. If you could change one thing about school, what would it be?

Welcome Back to School - year 7

Two truths and one lie

 1. When I was 22, I moved to Ireland and lived there for a year. I worked with horses in a show jumping stable. 🐎

2. I have travelled to more than 15 different countries 🛩

3. I have worked as a teacher for 30 years 😱

Now it is your turn! 

1. Write down two things about yourself that are true and one thing that is a lie. 

Try to make it a bit tricky! 

2. I will put you into groups and you will take turns to tell each other what you have written. 

One at a time, you will then guess which statement is a lie. 

When everyone has guessed, you tell them the truth! 

Why learn English? 

How can you improve your English? 

A letter to my teacher! 

I would love to get to know you! 

Please, write a letter to me where you tell me about yourself. You will find inspiration below.

You will write the letter in Trelson with no internet access. Use size 12 and write at least 80 words. Of course you may write more if you want to. 

Remember to always start a letter with: 

Dear XX, 

You finish a letter in different ways depending on who you are writing to. 

Formal: 

Best regards,

Sincerely, 

Informal: 

Love, 

All the best, 

(Big thanks to Ellen Malcolm for inspiration!)

Famous persons - speaking

Welcome back to school! 

We will start with a speaking activity: 

First of all write down: 

1. The first name of your favourite movie star - male or female, but of the opposite gender to yourself
2. Your favourite fruit
3. A number between 1 - 9
4. The names of teachers you have had - if you have written number 4 above - you write the names of 4 teachers. If you have written 5 - you write 5 and so on
5. A job you don't like
6. A favourite job you would like to have
7. A description of your dream house, e.g. by the sea, in the mountains - using adjectives to describe this place
8. Finally, you describe what country you would really like to live in.

(Techers- hide the part below from the students til they are done writing number 1-8 above.

NOW - take a look at what you have written above and create your character: 

1. This is your husband's or wife's first name

2. This is your family name

3. The number you have written indicates the number of children you have

4. The names of the teachers are actually the names of your children

5. This is your job.

6. This is your husband's or wife's job

7. This describes your family house and tells the listener where it is located

8. This last point tells the listener what country you come from.

Party time! 

(Teachers will find the paper slips here)

The characters are now invited to a big party! 

You are going to meet a lot of famous people. 

You have to introduce yourself to at least 5 people in the room. 

1. On Sara's desk you will find a bowl with many different paper slips. 

Take two per person. 

Read what's on your paper slip. Ask if you don't understand it. 

2. Now mingel! Talk to at least 5 different persons and first of all: 

- introduce yourself. What's your name, how many children do you have and what are their names etc... 

3. Talk about what's on your paper slip. 

Remember to speak English all the time! 

/ Sara 

Skolledare: Så får ni intensivläsning att bli en del av det systematiska kvalitetsarbetet

Intensivläsning i helklass kan göra stor skillnad – men för att ge långsiktig effekt måste den förankras i skolans styrning och uppföljning. Då behöver arbetet bli en naturlig del av skolans kvalitetsarbete. 

För att arbetet ska få verklig kraft behöver det planeras, genomföras, följas upp och utvecklas över tid. I planeringsfasen handlar det om att göra en tydliga analys tillsammans med lärare och specialpedagog/lärare och utifrån den sätta tydliga mål: 

👉Vad vill vi uppnå? 

👉Vilka årskurser eller elevgrupper ska prioriteras? 

👉Har du som skolledare personalen "med dig" eller krävs det utbildning och förklaring om varför skolledningen valt att satsa på intensivläsning i helklass? 

👉 Hur skapar ni läslust och läsengagemang? 

När det är dags att genomföra behöver intensivläsningen få en tydlig plats i schemat. Som skolledare behöver du freda denna tid och själv signalera att det är viktigt. Du kan inte lägga annat på denna tid och säga att det är okej att vi hoppar över det idag och gör x istället. Det är obligatoriskt att genomföra och det ska alla lärare göra. 

Ett tips för att öka läslusten är att tydligt involvera och engagera skolbibliotekarien. Låt bibblan bli en trygg oas där man kan samlas runt böcker och ha en lugn stund för vila och återhämtning. Måste alla elever vara utomhus när det är rast eller kan skolbiblioteket bli en del av rasten? Raster måste inte handla om bollar och King Out... eller hur? 

Som skolledare behöver du utse en person som hjälper dig att följa upp hur det går samt kunna handleda lärare som tycker det är jobbigt.  Denna person hjälper också dig med uppföljningen av insatsen och håller koll på att tex minuttesten genomförs och dokumenteras.

Genom att systematiskt följa upp insatsen och göra cirkeldiagram för att synliggöra elevernas progression får lärarna upp ögonen för hur det ser ut i respektive klass. Utifrån resultaten behöver lärarna sedan tänka till kring sin planering. Om majoriteten i en klass inte klarar att läsa undertexten på film, eller inte hinner läsa texten på lärarens Powerpoint - då måste läraren tänka till och tänka om kring undervisningen och inte bara köra på som vanligt. 

Här är ett exempel från en årskurs 7: 

I årskursen ovan blev det mycket tydligt att lärarna var tvungna att tänka om kring sin undervisning, vilket de också gjorde. I kombination med 4 intensivläsningsperioder, och strukturerat arbete med skönlitteratur och textsamtal såg resultaten väldigt fina ut i slutet av läsåret. Nu gäller det som skolledare att inte släppa taget! Det är lätt att lärarna tror att nu är det klart och eleverna kan läsa! Men om vi inte håller i så kommer eleverna tappa sin läskondition. Många elever läser inte en bokstav under sommaren och flera talar kanske inte ens svenska alls. Då har vi tappat konditionen över sommaren och behöver direkt ta tag i den igen.  

Så kan skolledningen arbeta strategiskt

PLANERA

• Sätt tydliga mål: Vad vill vi åstadkomma? Hur mår läsförmågan i vår skola?

• Välj målgrupp: Vilka klasser eller årskurser? Hela skolan? 

• Hur ska du göra för att få all personal med på tåget? 

• Hur har du involverat skolbibliotekarien? 

• Hur har ni planerat in läsfrämjande insatser så att ni arbetar för att väcka läslust? 

• Lägg in tid för planering av läsning. Varva läsning av skönlitteratur i svenska och engelska. Se till att lärarna samplanerar när läsningen ska ske så det inte blir för mycket på en gång. 

GENOMFÖR

• Schemalägg lästid: Ge plats för intensivläsningen i det ordinarie schemat.

• Stöd lärarna: Ge struktur och utrymme för diskussioner och planering. 

• Påminn om att läsning har två ben: avkodning och förståelse. Båda behövs för att kunna stå. 

• Varva läsning av skönlitteratur i svenska och engelska så att eleverna hela året har en skönlitterär bok att läsa.  Tex i åk 7 inleder vi vecka 36-40 med att läsa Fula tjejer och vecka 41-45 läser vi Matilda på engelska. 46-50 läser vi noveller ur läromedel i svenska etc... 

FÖLJ UPP

• Samla in resultat och gör tydliga cirkeldiagram per klass

• Analysera diagrammen och rikta insatserna mot de klasser det behövs (alla klasser behöver kanske inte en insats?)

• Är det någon klass som sticker ut? Har lärarna genomför insatsen enligt plan? Hur behöver ni göra inför nästa läsår? 

UTVÄRDERA OCH UTVECKLA

• Justera modellen efter era behov.

• Planera för återkommande intensivläsningsperioder och se till att det finns i ert årshjul.

🎯 Förslag på konkreta kvalitetsmål

• ”Minst 90 % av eleverna ska varje vecka delta aktivt i textsamtal av litteratur antingen på svenska eller engelska ”

• ”Alla elever i årskurs 7 ska ha nått målet om en läshastighet över 100 ord per minut”

• ”Alla lärare ska genomföra intensivläsningsperioder med sina klasser och kunna analysera resultatet.”

---

Här kan du ta del av hur Gullhögskolan i Vårgårda arbetat med Intensivläsning i helklass: 

"Vi ser en en stor förbättring i elevernas läshastighet"

Eurovision Goes Viral: Your English Adventure! 🎤✨📱

 Get ready for an exciting journey that will combine the fantastic world of the Eurovision Song Contest with the buzzing universe of social media! Over the next six lessons, we'll practice our English skills—speaking, reading, and listening—while diving into this spectacular event and how it connects with the online world.

Our Mission: To explore how Eurovision and social media go hand-in-hand, understand different opinions online, and even put ourselves in the shoes of someone managing a Eurovision artist's online presence!

Here's a sneak peek at our adventure:

Lesson 1: What is Eurovision? Let's Talk! 🗣️

• Warm-up: Think about what you already know about Eurovision. Have you seen it? What comes to mind?

• Watch & Discuss:

• Sweden has won Eurovision seven times! Do you know who won and which songs?

• Talk to your neighbour and try to remember! No computers are allowed!

• Which is your favourite song? Let's listen to short clips of the 7 different winners.

• Vote! Motivate your opinion.

• Group Chat: In small groups, discuss these questions:

• Have you ever watched Eurovision? What do you remember most?

• Why do you think so many people around the world enjoy watching Eurovision?

• What do you think about this year's winner: Bara Bada Bastu?

• Have you ever taken a sauna and what do you think about it?

• How do you think platforms like Instagram, TikTok, and Snapchat have changed how people experience Eurovision?

• Share Your Thoughts: Each group will share one or two interesting ideas from your discussion with the class.

• Reading comprehension: Read the text about the Eurovision Song Contest. Use your notebook and answer the questions. No computers are allowed!

• Homework: Find one interesting fact about the Eurovision Song Contest for our next lesson. It can be about a past winner, a funny moment, or anything that catches your attention!

• Your task is to tell the class about what you have found. (Not much, just talk for 30 sec to a minute)

Lesson 2: Eurovision & Social Media: Reading All About It! 📰📱

• Fact Sharing: Let's start by sharing the cool Eurovision facts you discovered!

• Turn to your neighbour and tell your friend what you have found out. Your friend needs to take short notes because your friend will tell the rest of the class what you have found.

• Reading Time: Read this short article about how social media and Eurovision are connected. There are two versions: the first one has more advanced vocabulary. Try to challenge yourself with the first version.

• Eurovision and Social Media: A Powerful Partnership
  
  

• Vocabulary Check: In pairs, find any new or difficult words in the article. Try to guess what they mean from the text, and then check with a dictionary or ask me. We'll discuss these words as a class.


Use your notebook and answer the questions:

Questions:

1. According to the text, how has social media changed the way fans experience

 The Eurovision Song Contest?


2. What are some ways that artists utilise (use) social media concerning the 

Eurovision Song Contest?


3. How does the Eurovision Song Contest organisation use social media 

to enhance (improve, boost) the viewing experience?


4. What is one of the challenges that artists face due to the immediate nature

 of social media feedback during Eurovision?


5. In what way does social media contribute to the spread of information, 

both positive and negative, surrounding the Eurovision Song Contest?


Lesson 3: Listening to the Buzz! 🎧🗣️

• Quick Review: What did we learn about the link between Eurovision and social media in our last lesson?

• Listening Activity: We're going to listen to Loreen when she talks about her songs and Eurovision, and we will watch when super fan Joel interviews some of his idols. Use your notebook and take notes while listening.

• 
  

Before we watch the video, we will take a look at the questions below. You may write while you are listening: 


1. What is the video mainly about?
2. What are some key points discussed in the video? 
3. What is the main message of the video?
4. Some insights are shared in the video.  
Turn to your neighbour and discuss which insights you find most important and why. Make sure you understand before you start talking. Rank the insights from, according to you, the most important to the least important.


• Trust what feels right. Go with your gut feeling.
• Be okay with things changing. Get good at going with the flow.
• Work well with others and connect with people. Team up and build relationships.
• It's okay to question how things are usually done. Don't be afraid to do things differently.
• Pay attention to the little things. Small details can be important.
• Stick to what you believe in as an artist. Follow your own creative path.
• Don't worry too much about the rules. Sometimes it's good to break them.
• Be ready for chances you didn't see coming. Keep an open mind.
• Keep learning and getting better. Grow and develop.
• Be yourself and don't apologise for it. Be genuine and confident.


Super-fan Joel interviews the 2019 acts - BBC: 

• What did the interviewer say about Jim's hair?
• What did the interviewer lose in the pool?
• What does the interviewer say about Norway's Eurovision history?
• What does the interviewer say about the meaning behind his song?
• When was the last time the UK won Eurovision?

Role-Playing: In pairs, one of you will pretend to be a Eurovision artist, and the other will be a fan, leaving a short comment online (it can be positive or just a general reaction).

• You happen to bump into the artist and decide to say the same comment face-to-face

• Write a short conversation between you and the artist. (Just a few sentences. You need to be able to act it out and show the rest of the class, so mind your language.)

• Wrap-up: What different kinds of things might artists hear or read from fans online? How do you think the artists react to the comments? Do you think they read them? Why/Why not? What would you have done?

Lesson 4: The Not-So-Nice Side: Dealing with Online Hate 😠📰

• Thinking About Online Negativity: Have you ever seen negative or unkind comments online? Have you written unkind and mean things to classmates, friends or celebrities?

• Reading Examples: Read these examples of (simplified and anonymised) comments that Eurovision artists sometimes receive online. It's important to remember these are just examples, and they don't represent everyone's opinions.

• 
  

• "Your singing was terrible!"

• "That costume is so ugly."

• "Your country should never send songs like this."

• "You are a bad performer."

• You look so fat in that dress

• Get another dress- you look cheap

• Group Discussion: In groups of three, discuss these questions about the comments you read:

• How might the artist feel if they read comments like these?

• Why do you think some people write mean things online?

• Do you think this kind of online behaviour is okay? Why or why not?

• Have you written mean things to someone? Why did you do it? How did you feel afterwards? How do you think the person you wrote to felt?

• Wrap-up: Why is it important to be respectful when we communicate online, even if we don't like something?

One important guideline is: if you can't say it face-to-face, don't write it!

Lesson 5: You're the Social Media Manager! 🧑‍💻📱✍️

• Recap: Let's quickly remember what we've learned about social media and Eurovision, both the good and the bad.

• Your New Role: Imagine you are now part of the social media team for a Swedish Eurovision artist who just finished performing. You're looking at the comments online, and there's a mix of reactions – some great, some not so great, and sadly, some unkind ones.

• Team Task: Work in your teams. I will give each team:

• A short profile of your artist (their name, song title, a little about their performance).

• A selection of real-looking (but simplified) social media comments – some positive, some neutral, and a few of the negative ones we talked about.

• Your Task: Decide as a team how you will respond to these comments. Think about:

• Which comments should you reply to? How will you reply in English?

• What should you do about the really hateful comments? (Ignore them? Delete them? Report them? Should the artist make a statement?)

• How can you encourage more positive messages and support for your artist online?

• Write down 2-3 example responses you would post on the artist's social media accounts.

• Quick Share: Each team will briefly share what they talked about and show an example of a reply they wrote.

Lesson 6: Writing & Reflecting! 🗣️👂✍️

Take a look at the topics below. Choose one. Take a piece of paper and prepare your text by writing a mind map.

Go to Trelson and write your text. Use size 12 and write 150- 600 words.

Topic 1: My Change of Heart - A Letter

Scenario: At first, you didn't like your country's Eurovision song and you wrote some not-so-nice things online. But after you saw the artist perform live and how much they cared, you changed your mind completely.

Task: Write a letter (like an email or a note online) to everyone or to the artist. In your letter, explain why you didn't like the song/artist at the start and what made you change your mind. Talk about how your first bad comments might have made others feel and what you've learned about sharing your ideas online.

What to Write About:

• Why you didn't like the song or artist at the beginning.
• What you saw in the live show or what the artist did that made you change your mind.
• What you think about the bad comments you wrote before and how they might have affected people.
• What you've learned about sharing your opinions online in a better way, especially about Eurovision.
• Say sorry or show your new support for the artist.

Topic 2: My Eurovision Turnaround - A Blog Post

Scenario: You write a blog about Eurovision. When your country's song first came out, you wrote a very negative review. But after watching the artist's journey, seeing interviews, and the Eurovision show, you now feel bad about what you said and have become a fan.

Task: Write a blog post called "My Eurovision Turnaround." Explain why you first didn't like the song and what made you completely change your opinion. Talk about how people who write online should be careful with their words and how important it is to see the whole story.

What to Write About:

• A catchy start that talks about your big change.
• What you said in your first bad review.
• The things that made you think differently (like an interview or the live show).
• What you think about people who write online and how their words can affect others
• What you learned about judging something before you know everything about it, especially with Eurovision artists.
• Clearly say that you support the artist now.

I'm really looking forward to seeing your ideas and hearing your discussions! Let the Eurovision social media adventure begin! 🌟

Sara