Ergonomics

Ergonomics worksheetsA project for English and Physical Education.

The booklet includes information and facts relating to ergonomics as well as language exercises, vocabulary, reading comprehension etc. (Embedded booklet/worksheet to the right).

“Ergonomics is a science-based discipline that brings together knowledge from other subjects such as anatomy and physiology, psychology, engineering and statistics to ensure that designs complement the strengths and abilities of people and minimise the effects of their limitations. Rather than expecting people to adapt to a design that forces them to work in an uncomfortable, stressful or dangerous way, ergonomists and human factors specialists seek to understand how a product, workplace or system can be designed to suit the people who need to use it.” Read more about ergonomics at ergonomics.org.


Definition from Merriam Webster

 

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News and media

When learning or teaching English news are a gold mine. News items give you up to date English. They are short, can be chosen after your fields of interest or purpose. The quickest way I know of to improve your proficiency, without actually going to an English speaking country, is to daily read and listen to news in English.

Using news articles from the British Council will supply some help should you need it.


Some news sites:

BBC
CNN
CNN 10 (for students)
Newsweek (international edition)
The Local (Europe’s news in English)
The Local Sweden

Spara

The Celts

What do you know about the Celts?

At BBC iWonder you can take a digital trip to Celtic Britain

There are some clips from BBC programs which are available outside the UK; for example “The Celts: Blood, Iron and Sacrifice with Alice Roberts and Neil Oliver.”

Read the article “DNA study shows Celts are not a unique genetic group

Celts: Some stories and games (from BBC Wales)

 


Structuring your writing

Structure improves your writing. The function of structure and paragraphs  is to make a text clearer and easier to read and understand.

In this post there are some resources collected to help you with improving your writing. Links in the text below will take you to exercies and more extensive explanations when you feel a need for more help or information.

Click the image below to access the activity/exercise

Skillswise structure and paragraphs

All texts should have a clear beginning, a middle and an end, but there are many different types of text. Before you start writing an essay make sure you know which type of essay you are going to write.

You should also think about your audience. For whom are you writing? Format and style depend on what you write as well as on who you audience are.

“Structure, tone, style and adapting to your audience can help you create your own literary works”. Find out why they are important.

As a help you can use  TAP (T – text, A – audience, P – purpose)

Text refers to the type of text you are being asked to write: letter, magazine article, story, etc. T

Audience is who you are writing for. This may be teenagers, adults or even children.

Purpose refers to the point of the text and what it is aiming to do.

Now you should start planning your writing. (Instructions  on how to plan a text).

 

Resourses to improve your writing can be found at Bitesize and at Skillswise.


General Writing Outline

Please feel free to use the General Writing Outline.
The instruction is available online (click the embedded file to the left) where you can download the instruction in pdf-format.

 

 

 

 

 

The BFG (After reading the book)

When you have finished reading The BFG and worked both with language and content in the text there is a final task.

 


Now you write an ESSAY based on this book.  The BFG lessonplan
In this essay you mix your own imagination with information straight from the book. In other words, you must quote or retell parts from the book in your essay, while telling your own, made-up story.

Quote – Within this sign “ “ you quote exactly what is written in the book, and mention between brackets at what page you find these particular words, f.ex:
When describing one of the dreams the BFG says “This one would make your teeth stand on end!” (page 76).

Retell – This is when you, in your own words, tell parts of the story, f.ex:
One day Sophie has had enough and is determined to put an end to the awful eating habits of the terrible giants. She makes a very clever plan.

The essay should be 300 – 600 words long.
Choose ONE of the following topics:

1 The Ancestry of my Kind. My own True Story. (The BFG )
2 Sophie’s Diary after Having Met the Queen. ( Your own title. )
3 Report from the Pit. ( One of the nasty giants tells his story. )
4 What Dreams mean to Me. ( The Queen )
5 The Most Demanding Challenge in my Career. (The Queen’s Butler)


The complete worksheet can be found in pdf format below or just click the embedded file above to the right.

Worksheet: 1415297898_stock_save-pdfThe BFG_Work Sheet_illustrated_20160817


For more posts on Roald Dahl and The BFG

Roald Dahl- The BFG

The BFG (Part 1)

The BFG (Part 2)

The BFG (Part 3)

The BFG (Part 4)

The BFG (Part 5)

The BFG (After reading the book)

The assignment has been constructed in collaboration with Marie Erenius Bergqvist (content)

 

The BFG (Part 4)

The BFG, working with the text

By now you should have a good idea what kind of people the BFG and Sophie are. Continue to read and work with the text.

The BFG lessonplan

1. We read the following chapters: ( 40 minutes)

Dream-Catching, page 73,
A Throgglehumper for the Fleshlumpeater,  page 79,
Dreams, page 89,
The Great Plan, page 107.

Some questions to consider:

  • We all have bad dreams, what seems to be a particularly bad dream for a giant?
  • The BFG learns strange things from the dreams, what?
  • How did the BFG manage to learn to read and write?
  • Why does Sophie take charge by creating this plan to capture the bad giants, and not the BFG? Support your opinion with quotes.
  • Exactly how does Sophie reason when creating this plan?
  • Why does Sophie know so much about Buckingham Palace?
  • Besides stopping the giants, why is Sophie anxious to get out of Giant Country?

The complete worksheet can be found in pdf format below or just click the embedded file above to the right.

Worksheet: 1415297898_stock_save-pdfThe BFG_Work Sheet_illustrated_20160817


For more posts on Roald Dahl and The BFG

Roald Dahl- The BFG

The BFG (Part 1)

The BFG (Part 2)

The BFG (Part 3)

The BFG (Part 5)

The BFG (After reading the book)

The assignment has been constructed in collaboration with Marie Erenius Bergqvist (content)

 

The BFG (part 3)

The BFG, working with the text

Now you should have finished reading the first seven chapters and worked with the exercises that go with the text. (See the assigment below, either by clicking the pdf symbol or the image).

The BFG lessonplan

1. We read the following chapters: (53 minutes)

Snozzcumbers, page 40,

The Bloodbottler, page 47,

Frobscottle and Wizzpoppers, page 56,

Journey to Dream Country, page 62.

Some questions to consider:

  • Where do giants come from?
  • How long do they live?
  • On page 49 there is a description of the Bloodbottler. What is your reaction to the description, and why?
  • What is the most important difference between giants and humans?

The complete worksheet can be found in pdf format below or just click the embedded file above to the right.

Worksheet: 1415297898_stock_save-pdfThe BFG_Work Sheet_illustrated_20160817


For more posts on Roald Dahl and The BFG

Roald Dahl- The BFG

The BFG (Part 1)

The BFG (Part 2)

The BFG (Part 4)

The BFG (Part 5)

The BFG (After reading the book)

The assignment has been constructed in collaboration with Marie Erenius Bergqvist (content)

 

The BFG (Part 2)

The BFG, working with the text

After reading and working with the first third of the book it is time to continue with the next few chapters.

The BFG lessonplan

We read the following chapters: (30 minutes)

The Giants, page 23,
The Marvellous Ears, page 30.

Some questions to consider:

  • Why did this nice giant snatch Sophie away?
  • What does Sophie tell us about the orphanage where she lives?
  • Consider the excellent hearing ability of The BFG. If you hear as well as he does, what happens to you as a person?

The complete worksheet can be found in pdf format below or just click the embedded file above to the right.

Worksheet: 1415297898_stock_save-pdfThe BFG_Work Sheet_illustrated_20160817


For more posts on Roald Dahl and The BFG

Roald Dahl- The BFG

The BFG (Part 1)

The BFG (Part 2)

The BFG (Part 3)

The BFG (Part 4)

The BFG (Part 5)

The BFG (After reading the book)

The assignment has been constructed in collaboration with Marie Erenius Bergqvist (content)

The BFG (Part 1)

The BFG, working with the text

The BFG is the story of a girl called Sophie who meets the Big Friendly Giant. Although he looks scary he is a kind-hearted soul who is an outcast among the other giants  because he refuses to eat children.

We start by reading the first third of the book and work with words and expressions as well as text comprehension.

The BFG lessonplan

We read the following chapters: (25 minutes)

The Witching Hour, page 1,
Who? page 4
The Snatch, page 8,
The Cave, page 12,
The BFG, page 17.

Some questions to consider:

  • When Sophie looks out through the window at night how is the street described?
  • Read the description of the BFG on page 8 and 9. If you didn’t know that a giant was described, what would your impression be then?
  • Now we know that the giant is friendly. What signs would have told that before? In your answer state on what page those signs may be found.
  • The man-eating giants, how do they choose what kind of people to eat?

The complete worksheet can be found in pdf format below or just click the embedded file above to the right.

Worksheet: 1415297898_stock_save-pdfThe BFG_Work Sheet_illustrated_20160817


For more on Roald Dahl and The BFG

Roald Dahl- The BFG

The BFG (Part 2)

The BFG (Part 3)

The BFG (Part 4)

The BFG (Part 5)

The BFG (After reading the book)

The assignment has been constructed in collaboration with Marie Erenius Bergqvist (content)

Ska du arbeta med Läslyftet?

Syftet med läslyftet är att förbättra elevers läsförståelse och skrivförmåga genom att utveckla kvaliteten i undervisningen. Det är en fortbildning som pågår under 2015–2018 och du kan ta del av Läslyftets material på Läs- och skrivportalen.

Arbetet görs i moduler, didaktiskt material på olika teman. Mer om fortbildningsmodellen och hur du arbetar med den

Från och med i höst (2016) kan även gymnasieskolor arbeta med Läslyftet. Moduler för Gymnasieskola (7 moduler)