torsdag 13 augusti 2026

Who did it?

ALIBI

Today we are going to play "Alibi"!


Warm-up: Test your awareness

Before we start, watch this. It is 60 seconds long. Your job is simple: watch carefully.

👉 Whodunnit? – Test Your Awareness (Transport for London)

🚨 You are all suspects.

Last night, between 19:00 and 21:00, someone broke into this school.

The door to the headteacher's office was forced.

A laptop is missing.

So is the school trip money:

£4,000 in cash.

The police have no leads.

But they know one thing:

Three people worked together.

And everybody in this room is a suspect.

Your job?

Prove that you were somewhere else and that your group is not guilty. 

You have fifteen minutes to build an alibi that can survive a police interrogation.


Build your alibi

Get into your group of three. (I choose the groups!)

You were together the whole evening, from 19:00 to 21:00.

You need to agree on one story.

You have 10 minutes.

Decide:

  • Where were you?

  • What were you doing?

  • What did you eat?

  • What did you drink?

  • Who paid?

  • What were you wearing?

  • What did you talk about?

  • What was on TV?

  • Who arrived first?

  • Who arrived last?

  • What was the weather like?

  • What time did you leave?

Agree on every detail.

Then write your alibi down.

All three people must write exactly the same story.

Why?

Because later, the police will separate you.

And then you will have to remember your story without looking at it.


3. Your two papers

Every student has two papers.

THE ALIBI

This is the story your group agreed on.

You need this when you are the suspect.

THE QUESTIONS

These are the eight questions your group will ask.

You need this when you are the police.

Keep both papers safe.

You will use both during the game.


4. Become the police

Now choose eight questions from the list.

Your whole group must choose:

  • the same eight questions

  • in the same order

Write them down.

Remember:

Small questions are better than big questions.

Anyone can prepare an answer to:

Where were you?

But it is much harder to prepare an answer to:

Whose phone rang?


5. The questions

Choose eight.

  1. Where exactly were you at 8 o'clock?

  2. What did you eat?

  3. Who paid?

  4. What were you wearing?

  5. What did you talk about?

  6. Who arrived first?

  7. How did you get there?

  8. Whose phone rang?

  9. What was on TV?

  10. What was the weather like?

  11. What time did you leave?

  12. Who left last?


6. Learn your two roles

You will be both a suspect and a police officer.

You will change roles during the game.

👤 When you are the SUSPECT

When the teacher says:

SEPARATE!

Go to your assigned seat.

Put THE QUESTIONS face down.

You do not need them.

The police will come to you.

Your job:

Answer the eight questions from memory.

You are not allowed to read your alibi.

Do not look at another suspect.

Do not ask your group members for help.

You may say:

"I don't remember."

But only once.

After that, you must answer.


🕵️ When you are the POLICE

Take THE QUESTIONS with you.

Find the suspect you have been assigned to interview.

Ask all eight questions.

Write down the answers.

Listen carefully.

Do not help the suspect.

Do not tell them what another person said.

Do not give them the answer.

You are trying to find contradictions.

You can ask:

"Are you sure about that?"

or:

"That's not what your friend said."


Round 1

The teacher will say:

🔴 SEPARATE!

One person from your group becomes the suspect.

The other two become police officers.

The suspect goes to their assigned seat.

The police officers take their questions and find their suspect.

Police: ask the questions.

Suspect: answer the questions.

Nobody should hear another suspect's answers.

When the teacher says:

🟢 REGROUP!

Go back to your original group.

Compare the answers.

Look for contradictions.


Round 2

Now change roles.

A different person from your group becomes the suspect.

The other two become police officers.

When the teacher says:

🔴 SEPARATE!

Repeat the interviews.

When the teacher says:

🟢 REGROUP!

Return to your group.

Compare the answers again.


What counts as a contradiction?

A contradiction happens when the answers to the same question do not match.

Example:

Question: What did you drink?

Rita: Tea.
Dorothy: Tea.
June: Coffee.

CONTRADICTION

That counts as one contradiction.

But different words can mean the same thing.

Example:

Question: Who arrived last?

Rita: June arrived last.
Dorothy: June arrived last.
June: I arrived last.

MATCH

Same meaning. No contradiction.

Remember:

Do not look for identical words. Look for the same meaning.


Who did it?

Now count your contradictions.

0–3 contradictions

Your alibi holds.

🟢 NOT GUILTY

4 or more contradictions

Your alibi does not hold.

🔴 GUILTY

The group with the most contradictions becomes the final suspect group.


11. Useful English

👤 If you are the suspect

We were at …

I was watching …

We were just talking.

Sorry, could you say that again?

I don't remember.

Remember:

"I don't remember" only once!


🕵️ If you are the police

Where were you at …?

Who else was there?

What were you doing?

Are you sure about that?

That's not what your friend said.


🚨 THE BIG CASE

The group with the most contradictions has been caught.

All three of you come to the front of the class. 

You are now being questioned by the whole class.

But remember:

You are a team.

You never answer alone.


How it works

Another group asks you one question in English.

For example:

What colour was your friend's jacket?

All three of you:

  1. Write your answer on a piece of paper.

  2. Do it at the same time.

  3. Do not talk.

  4. Do not look at each other's answers.

  5. You have 10 seconds.

Then the teacher says:

🔴 SHOW ME!

Turn your papers around at the same time.

The class decides:

MATCH or CONTRADICTION? 

Every group in the classroom may ask one question. 

If there is a contradiction...

You have 30 seconds to explain your answer together.

Then the next question.

Finally, the class votes:

GUILTY OR NOT GUILTY?


The final rule

You were together the whole evening.

You must tell the same story.

You must remember the details.

You must speak English.

And you must trust your memory.

Because:

Anyone can prepare the big answers.

The small details reveal the truth.

Good luck, detectives. 🔎

söndag 3 maj 2026

🎸 Join the Grammar Rebels!


Did you know that some English words are rebels? They refuse to follow the normal
rule of just adding an -s when there are many of them. 

 For example: one horse - many horses, one girl - many girls 

Today, your mission is to find these rebels and group them by their "secret powers."

🛠 Your Mission:

  1. Find a pattern (mönster): sort out all the words you think belong together and put them on the desk. 

  2. Where do they belong? Sort the rebels: Place your word pairs under one of the four Heading Cards.

  3. Find the secret rule: Look at the words in each group. Can you figure out how they change? Write it down and form a rule to remember. 

  4. Present your rule to the class. Show the class an example that motivates your rule. 



🚩 The Four Rebel Groups (Headings)

The Vowel Changers          The F-Transformers       The Y-Spies       The Rebels (Unique)
They change their inside.     They change f into ves.    Y becomes ies.   They have no rules!

måndag 20 april 2026

Freedom Writers Diary - Our Perfect School


Our Perfect School 

Create your idea of the perfect school. 

You will share your ideas with the rest of the class, so do your best, most thoughtful work.

Work in pairs!

Two lessons to prepare in class.

Deadline: Presentations will start on Monday, the 4th of May.

You will need to write down your ideas and create Google Slides to present

your school.

Owning a school generates money - the more students that choose your

school the more money you make!

Make students choose YOUR school! 

When you are done with your presentations the class will vote for the


best school!

The questions below are just to help you - no need to answer them all! 

Create at least 6 slides, using both pictures and text. 


Not too much text. Just a few lines per slide - speaking English is your focus!

Feel free to use AI to generate pictures.


You need to show me your slides before you present.


Here you can find templates for slides: Slidesmania 


1.)  What would the name of your school be?

2.) What courses would you keep?  What courses would you eliminate?

3.) What new courses would you offer?  Describe them thoroughly.

4.) What kinds of teachers would you hire? What qualities do an excellent

teacher have?

5. What about teaching materials - would you have real books, everything

online or a mix?

6.) How long would the school year be and what hours would it

start and end?

7.) Would the school have bells to indicate the end of a period or would

there be something else?

8.) What sports would your school have?  Are there any sports you would

add that the school does not already have? 

Would you eliminate any sports?

9.) What would you offer at the school cafeteria?

10.) What are the students able to do during their breaks?

11.) Would you have computers and mobile phones in your school?

Motivate your opinions.

12.) Describe the physical layout of your new school. 

    a.) What would the building be like? What would its layout be like?
    b.) What would each classroom be like? 

Would the desks, for instance, be in rows as in most classes in the

school today? Would there even be desks? 

What might be introduced into your new school that would make it more

comfortable and inviting?

    c.) What would you do to improve the climate in the school?

13.)  Add anything else you can think of that would make your school

a perfect place for learning

Freedom Writers Diary- stand on the line if..


Stand on the line if...
  • 🟡 Group pressure
    • Stand on the line if you have ever done something just to fit in.
    • Stand on the line if you think friends can influence your choices a lot.
    • Stand on the line if you think it is easy to be yourself in a group.
    • –  have ever been teased, made fun of, or bullied.
    • –  have ever been teased, made fun of, or bullied, and you
    • tried to play it off like it didn’t bother you, but it did.
    • –  have ever teased, made fun of, or bullied someone else.
    • –  have ever given in to peer pressure to do something you didn’t want to do.
    • –  have ever peer-pressured someone to do something they didn’t want to do.

    🔵 Criminality

    • Stand on the line if you have ever tried to vape
    • Stand on the line if you think people can be pushed into crime.
    • Stand on the line if you believe people can change after doing something wrong.
    • Stand on the line if you think young people sometimes don’t understand
    • the consequences of crime.

      • –  have witnessed violence or serious crime
      • –  have had someone break a promise they made to you.
      • –  have broken a promise you made to someone else.
      • –  have told a lie to protect someone else.
      • –  have told a lie to protect yourself.


    🔴 Drugs

    • Stand on the line if you think young people feel pressure to try drugs.
    • Stand on the line if you think drugs can destroy a person’s future.
    • Stand on the line if you think it is important to talk openly about drugs.
    • Stand on the line if you have tried to stop a friend from using drugs.

    🟣 Mixed / reflection

    • Stand on the line if you think it takes courage to say no.
    • Stand on the line if you think one bad choice can change your life.
    • Stand on the line if you think friends should protect each other.

    💡 Follow-up prompts (important!)

    After each statement, ask:

    • Why did you choose this position?
    • Can you give an example?
    • Do you think many teenagers feel the same?






söndag 19 april 2026

Freedom Writers Diary



 -What did you think about the movie? Motivate your opinions.

- Who is your favourite character? Describe him/her and motivate why he/she is your favourite.

1. Choose 3 of the questions and write down the answers:

Tolerance
1. Why does Erin compare the drawing of an African-American student to the drawings of Jewish
men during the Holocaust?
2. Why do you think Erin refers to the Nazis as the most famous gang in history?
3. Why does this comparison make the students begin to listen to her?
4. Do you think Ms. Gruwell’s teaching methods should be used at the entire school? At other
schools? Why? Why not?
5. What would you do to break the ethnic and racial barriers in Ms. Gruwell’s classroom?
6. Think about your own school or out-of-school activities. Are youth respectful of each other’s differences? Are there, at our school, problems similar to those in Wilson High? If so, what
can you do to make a change? 

- Choose 3 of the questions below and write down your answers: 
Respect 

 1. Why is it important that teachers and students can trust each other?
2. Why do the students feel betrayed when they get to know that Ms. Gruwell will not continue
teaching them in their junior and senior years?
3. How do the classmates learn to trust one another?
4. Imagine you are Ms. Gruwell. What would you have done in her situation?
5. What would you have done to earn the trust of the students?
6. Respect and trust issues are not the only problem among the students. The teachers and
administrators at Wilson High do not support Ms. Gruwell’s teaching methods. Why do they
refuse to trust her?

- Choose 9 of the questions:
Families 
1. What makes Eva choose to “go against her people” in the courtroom?
2. Do you think this was a good decision? How do her family and friends react?
3. Do you think it’s more important to “protect your own” or do what’s right?
4. Put yourself in Eva’s shoes. Would you tell the truth in the witness stand or protect
your friend?
5. In the book, the students write openly in their diary entries about sensitive family problems
such as drug use and sexual abuse. Would you too have been that open?
6. In the movie, how does Erin Gruwell’s obsession with work conflict with her marriage?
Describe the changing relationships with her husband.
7. What does Erin’s father think about Erin's choice to work as a teacher- at the beginning
of the movie and at the end of the movie?
8. In what ways does Ms Gruwell’s classroom become a family for the students?
Do you have a “family” outside your actual family?
9. Why are the students so angry at the beginning of the movie?
Do you think their anger is reasonable?
10. Why aren’t Ms. Gruwell’s students motivated to succeed in school?
What outside factors affect their ability to learn?
11. Why do so many of Ms. Gruwell’s students believe they won’t live past the age of 18?
12. How do teachers and students deal with bullying, violence and/or gang activity in your
school? 

Make sure you have answered 15 of all the questions. Write in English and size 12.

söndag 8 mars 2026

Personal Narrative- the SENDD Method



Writing a personal narrative isn't about telling everything that

happened in an entire day. It is about zooming in on

a small moment—like looking at a single frame in a movie instead of the whole film.




See It in Action: The Pool Example 🏊‍♂️​

Here is how a student used SENDD to write about a single, scary

moment on a diving board.

Notice how they didn't write about the whole swim lesson—just the few

seconds before jumping.





Part of the Text

SENDD Analysis

I stood at the very edge of the trembling blue diving board in the crowded pool hall.

Setting

The air smelled strongly of chlorine, and I heard the other children's screams echoing against the tiled walls.

Experience (Senses)

I looked down at the glittering water, which seemed a mile away.

Next Step

"Jump now!" my big brother shouted. My knees shook so much I had to use my arms to keep my balance.

Dialogue & Action

My heart hammered in my chest like a trapped bird. I was terrified, but I had never been closer to my goal.

Deep Feeling



Activity 1: Analyse a Moment 🕵️‍♀️​

Read the short paragraph below about taking a test. Identify the SENDD

elements:




The Exam Room


The classroom was completely silent, except for the loud ticking

of the clock above the whiteboard. I smelled the sharp scent of

pencil shavings and saw thirty heads bent over their papers.

I turned the page of my exam, the paper crinkling loudly in the

quiet room. "Five minutes left," the teacher announced, and I

gripped my pen tighter until my knuckles turned white. Panic

fluttered in my stomach; I knew I wouldn't finish in time.


Activity 2: Create Your Own Small Moment ✍️​


Choose one of the prompts below. Use the table to draft a sentence for each part of SENDD. Remember: zoom in on just a few seconds!


Prompts:

  1. The moment you dropped your lunch tray in the dining hall

  2. The second before you scored a goal in the Champions League

  3. Opening a surprising gift you got from someone you love



SENDD Checklist

Your Sentences

Setting

(Where are you?)





Experience

(What do you see/smell/hear?)





Next Step

(What happens?)





Dialogue & Action

(What is said/done?)





Deep Feeling

(Physical feeling in body)





Take a look at the assignment:

  • identify SENDD

  • has the author written about all three parts? 



Model Text: Being a Teen – Now and in the Future 

The blue light from my phone screen glows in the dark room at 6:00 AM as I begin another day as a teenager in my hometown. I can hear the distant hum of traffic outside and the soft, repetitive "ping" of new notifications on social media. I slowly reach out to silence my alarm, already thinking about the long day of school and practice ahead. "Five more minutes," I mumble to myself, even though I know the pressure of grades and future expectations is already waiting for me. Being a teen here feels like a constant race between the digital world and reality—it is exciting and exhausting all at once.

This is the reality for many of us, and as you gather for the international youth conference in Madrid, there are specific issues you must address. First, the conference should focus on mental health, as the pressure to perform in education and maintain a perfect image on social media is creating a crisis of anxiety. Secondly, you must prioritise the environment and climate change; young people today feel a deep sense of responsibility for the planet's future, and we need to see global leaders take real action. These issues are vital because they define our quality of life and determine whether we feel safe and supported in our transition to adulthood.

Looking ahead, life as a teenager will likely change significantly in the future. Education may become entirely digital, allowing for more flexibility but perhaps making real-life friendship harder to maintain. While technology might solve some problems, the economy and the changing nature of jobs could make our future more unpredictable. However, despite these changes in lifestyles, the need for human connection and a fair world will always be at the heart of the teenage experience. By focusing on these issues now, the Madrid conference can help ensure that the teenagers of the future have the tools they need to thrive.



Without looking at your notes! Do you remember?

  1. What does SENDD stand for?

  2. Which part shows feelings?

  3. Which part moves the story forward?

  4. Why is dialogue useful in a story?


Now go to Trelson and write your own text! 

Final Assignment: Will be published on the same day

You write.