Bilder till arbetsbladet Perspektiv på Romantiken från Nationalmuseums hemsida. Finns att ladda ner på http://nationalmuseum.se/sv/Skola/Arbeta-med-konsten-pa-egen-hand/Gymnasiet/Romantiken-Caspar-David-Friedrich/
Information about the CAE and some useful tips how to practice. The information is taken from the Cambridge English Advanced handbook for teachers (http://www.cambridgeenglish.org/images/cambridge-english-advanced-handbook-2015.pdf)
This document provides guidance on writing a formal argumentative essay. It discusses the key components of an argumentative essay including the introduction, body, and conclusion. The body should include multiple arguments supported by evidence. One should anticipate and refute counterarguments. Formal language requires an objective tone without informal language or contractions. Paragraphs need topic sentences, and coherence is created through linking words.
Information about the CAE and some useful tips how to practice. The information is taken from the Cambridge English Advanced handbook for teachers (http://www.cambridgeenglish.org/images/cambridge-english-advanced-handbook-2015.pdf)
This document provides guidance on writing a formal argumentative essay. It discusses the key components of an argumentative essay including the introduction, body, and conclusion. The body should include multiple arguments supported by evidence. One should anticipate and refute counterarguments. Formal language requires an objective tone without informal language or contractions. Paragraphs need topic sentences, and coherence is created through linking words.
The document discusses different viewpoints on fame from three students - Sasha, Amanda, and Felix. Sasha sees fame as glamorous and wants to be a famous actress. Amanda does not want fame due to a lack of privacy and constant media attention. Felix would like the money but not the fame, as he is shy and worries about losing his privacy even if famous as a writer instead of actor.
The document discusses different viewpoints on the supernatural from three students. Narra believes in the supernatural and has seen spirits. Maria comes from a superstitious village and is still afraid of spirits. Marc is skeptical and believes ghosts are nonsense, but thinks life may exist on other planets as science allows. The document provides discussion questions on beliefs in psychic powers, UFOs, ghost stories, and mysteries.
Swedish and Japanese cultures differ greatly. A group of Japanese students will visit Sweden for a 3-month exchange program. To help prepare them, students will create an 8-10 minute video covering: 1) Swedish customs and how they compare to Japanese customs, 2) an overview of a Swedish tradition like Christmas or Midsummer, and 3) what life is like in Malmo and places to visit. They have 3 weeks to film and must all participate. An update is required before filming on their progress and plans. They will be evaluated on the video and their participation in the project.
The document discusses different viewpoints on fame from three students - Sasha, Amanda, and Felix. Sasha sees fame as glamorous and wants to be a famous actress. Amanda does not want fame due to a lack of privacy and constant media attention. Felix would like the money but not the fame, as he is shy and worries about losing his privacy even if famous as a writer instead of actor.
The document discusses different viewpoints on the supernatural from three students. Narra believes in the supernatural and has seen spirits. Maria comes from a superstitious village and is still afraid of spirits. Marc is skeptical and believes ghosts are nonsense, but thinks life may exist on other planets as science allows. The document provides discussion questions on beliefs in psychic powers, UFOs, ghost stories, and mysteries.
Swedish and Japanese cultures differ greatly. A group of Japanese students will visit Sweden for a 3-month exchange program. To help prepare them, students will create an 8-10 minute video covering: 1) Swedish customs and how they compare to Japanese customs, 2) an overview of a Swedish tradition like Christmas or Midsummer, and 3) what life is like in Malmo and places to visit. They have 3 weeks to film and must all participate. An update is required before filming on their progress and plans. They will be evaluated on the video and their participation in the project.