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

 

📚 Book Circle – Read, Think, and Talk

This book circle will last for five lessons and will finish on the 2nd of May (Friday). 

Every lesson Sara will have book talks with certain students. I will pick 2-3 students who will explain the quotes they have chosen and explain why. We will also discuss the questions below "Discussion questions". 

So two things to keep track of: 

* make sure you write "text and thoughts" in your notebook every lesson 

* be prepared to talk about your quotes. 

How to Choose a Book or Extract

1. Choose from two options:

   • Read a whole book (if you enjoy reading full stories and can finish a whole book before the 2nd of May)

   • Read an exciting extract (if you want to focus on a short, interesting part).

2. Browse these free books online and pick one: (or choose one of Sara's or bring your own)

• 📖 Free online books

• Ask yourself:

• Does the book sound interesting? 

• Is the language level okay for me?

• Can I understand the first page? 

3. Let Sara know which one you choose. 

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Option 1: Read a Whole Book

🎯 Assignment while reading.

Use your notebook: 

• Write down 5-10  new words per lesson. Look them up so you know the meaning. 

• When you have read 10 pages: Find a quote you like and explain why. Write about it in your notebook. Continue using the same method every tenth page: 

• Here's an example from The Hunger Games:

  📖 Quote:
  "May the odds be ever in your favour."

  💭 Thought:
  This sentence is supposed to sound encouraging, but it actually feels cold and unfair. The Games are dangerous, and luck should not decide who survives. It makes me think about power and control in the story.

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Option 2: Read an Exciting Extract

📖 What is an extract?
An extract is a short, exciting part of a book. You can read:

1. The beginning (to see if you want to continue reading).

2. A dramatic moment (a fight, discovery, or emotional scene).

3. A mystery or cliffhanger (to make you curious).

🔹 Examples of Exciting Extracts (Modern & Classic, Free & Online)

Book Title	Scene	Genre
The Hunger Games	The Reaping Scene	Dystopian / Action
The Hate U Give	The police shooting scene	YA / Social Issues
Percy Jackson & the Lightning Thief	Percy discovers he’s not normal	YA / Fantasy
The Call of the Wild	Buck’s first fight for survival	Adventure / Classic
The War of the Worlds	The aliens arrive	Sci-Fi
Frankenstein	The monster comes to life	Horror / Classic

• 🎯 Assignment while reading.

  Use your notebook: 

  • Write down 5-10  new words per lesson. Look them up so you know the meaning. 

  • When you have read 10 pages: Find a quote you like and explain why. Write about it in your notebook. Continue using the same method every tenth page: 

  • Here's an example from The Hunger Games:

    📖 Quote:
    "May the odds be ever in your favour."

    💭 Thought:
    This sentence is supposed to sound encouraging, but it actually feels cold and unfair. The Games are dangerous, and luck should not decide who survives. It makes me think about power and control in the story.

Discussion Questions 

💬 Four Key Questions for Any Book or Extract:

1. What did you like and why? (A scene, a character, a sentence?)

2. What did you dislike and why? (Something boring, confusing, or strange?)

3. What was surprising? (A twist, a secret, an unexpected event?)

4. What questions do you have? (About the story, the characters, or the author?)

📢 Extra Questions:

• If you could change something in the story, what would it be?

• If this book became a movie, who would play the characters and why? 

• If you met the main character, what would you ask them?

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Final Thoughts

This book circle helps you:
✔ Read in English and understand the story.
✔ Think critically about books.
✔ Learn new words.
✔ Share your thoughts with others.

👉 Now, go choose your book or extract – and start reading! 📚😊

Superheroes and Superpowers

 Superheroes and Superpowers

          (If you are a teacher and find this theme you need to know that I plan about 5 weeks for it. In the blog, you find the whole theme. During class I take parts of it and give instructions in Google Classroom.) 

You don’t need a cape, a mask, or disguise,

The power you seek is right there inside.

Courage and kindness are your greatest tools,

In a world full of chaos, compassion rules.

Be the hero you dream of; start here, start now,

With love in your heart, take your hero’s vow.

- Do you know the superheroes? 

First of all, I would like to know if you know the Swedish meaning of the words we will work with. 

Paper and pencils! Which alternative is correct? A, B or C? 

Superpowers- förförståelse på svenska

Before we move on we will look at some words and play Quizlet live. 

Quizlet - superpowers!

1. Courageous - Modig
2. Strong - Stark
3. Fast - Snabb
4. Intelligent - Intelligent
5. Quick-thinking - Snabb i tanken
6. Empathetic - Empatisk, förstå andra människors känslor
7. Just - Rättvis
8. Enduring - Uthållig
9. Self-controlled - Självkontrollerad
10. Determined - Beslutsam
11. Brave - Hjältemodig
12. Loyal - Lojal, man är pålitlig, "bror"
13. Honest - Ärlig
14. Resourceful - Påhittig, uppfinningsrik 
15. Compassionate - Medkännande, man vill hjälpa andra som har det svårt
16. Optimistic - Optimistisk, tror att framtiden blir bra. Det ordnar sig!
17. Patient - Tålmodig, kunna hantera svåra situationer utan att bli irriterad
18. Creative - Kreativ, komma på nya ideér 
19. Independent - Självständig
20. Hardworking - Arbetsam
21. Reliable - Pålitlig
22. Disciplined - Disciplinerad
23. Humble - Ödmjuk, inte överdriva sina förmågor, visa respekt för andra
24. Fair - Rättvis
25. Generous - Generös, delar gärna med sig tex av tid, pengar, känslor. Vill hjälpa andra

What makes a superhero powerful? 

* Discuss in pairs and decide which traits (egenskaper) are important for a superhero. 

Idiomatic expressions 

An idiomatic expression is a phrase whose meaning differs from the literal interpretation of the individual words. It often has a cultural or figurative meaning that native speakers understand but can be confusing for non-native speakers.

For example, "kick the bucket" means "to die," not literally kicking a bucket.

When it comes to superheroes, idiomatic expressions can be used to describe their actions or characteristics in a creative, figurative way. For example:

• "Save the day" means solving a problem or fixing a situation, similar to what superheroes do when they defeat villains and protect the world.
• "Bite the bullet" means to endure a difficult situation, like a superhero facing a tough challenge to save others.

Below there are idiomatic expressions that I would like you to learn: 

Save the day – Rädda situationen
The superhero arrived just in time to save the day. (Manage to make it successful.)
(Superhjälten kom precis i tid för att rädda situationen.)


Take a leap of faith – Våga lita på 
He had to take a leap of faith and trust his new superpower.
(Han var tvungen att våga lita på sin nya superkraft.)


Face the music – Ta konsekvenserna
After failing his mission, he had to face the music.
(Efter att ha misslyckats med sitt uppdrag var han tvungen att ta konsekvenserna.)


Rise to the occasion – Klara av utmaningen
When the city was in danger, the hero rose to the occasion.
(När staden var i fara klarade hjälten av utmaningen.)


Bite the bullet – Bita ihop, kämpa
The hero had to bite the bullet and enter the villain’s lair.
(Hjälten var tvungen att bita ihop och gå in i skurkens gömställe.)


Go the extra mile – Göra det lilla extra
She always goes the extra mile to help those in need.
(Hon gör alltid det lilla extra för att hjälpa de som behöver det.)


Throw in the towel – Kasta in handduken, ge upp
Even when things got tough, the hero refused to throw in the towel.
(Även när det blev tufft vägrade hjälten att kasta in handduken. (Ge upp)


Keep your chin up – Håll huvudet högt, vara stolt 
He told her to keep her chin up after their first defeat.
(Han sa åt henne att hålla huvudet högt efter deras första nederlag.)


Break the ice – Bryta isen, lätta upp stämningen
The hero broke the ice by cracking a joke before the battle.
(Hjälten bröt isen genom att dra ett skämt före striden.)


Burn the midnight oil – Jobba sent på natten
The scientist burned the midnight oil to create the hero’s new suit.
(Forskaren jobbade sent på natten för att skapa hjältens nya dräkt.)


Have a heart of gold – Ha ett hjärta av guld, vara snäll och omtänksam 
The superhero may be tough, but he has a heart of gold.
(Superhjälten kanske är tuff, men han har ett hjärta av guld.)


Hold the fort – Hålla ställningarna, ansvara för
The sidekick held the fort while the hero went on a mission.
(Medhjälparen höll ställningarna medan hjälten var ute på uppdrag.)


Fight fire with fire – Bekämpa eld med eld, slå tillbaka med samma mynt, samma sak
To defeat the villain, he had to fight fire with fire.
(För att besegra skurken var han tvungen att bekämpa eld med eld.)


Out of the blue – Helt oväntat, som en blixt från en klar himmel 
The superhero appeared out of the blue to save them.
(Superhjälten dök upp som en blixt från en klar himmel för att rädda dem.)


The sky’s the limit – Det finns inga gränser
With her new powers, the sky’s the limit for what she can achieve.
(Med sina nya krafter finns det inga gränser för vad hon kan uppnå.)

Here you can find all the words and idiomatic expressions in a Google doc plus Quizlet.   

 

Speaking!

 

Work in pairs

In front of you, you have different dialogues.

Read the dialogues and help each other understand them. 

Continue the conversation with at least 5 more sentences. 

Write your sentences in your notebook.

Show Sara what you have written.

Practice so you know your lines by heart. 

Act it out! 

1. The Missing Homework

Teacher: Why didn’t you do your homework?
Student: My dog ate it.
Teacher: Again? That’s the third time this week!
Student: He really loves learning.
Teacher: (laughs) What do you think your dog will eat next?
Student: Hmm… maybe…

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2. The Talking Parrot

Friend 1: Did you hear about my new parrot?
Friend 2: No, what’s special about it?
Friend 1: It speaks five languages!
Friend 2: Wow! What does it say?
Friend 1: Mostly “I’m hungry!”
Friend 2: What would you teach it to say next?
Friend 1: I think I’d teach it to say...

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3. The Birthday Cake

Customer: Excuse me, I ordered a birthday cake, but it’s wrong.
Baker: What’s wrong?
Customer: It says, “Happy Dirt Day” instead of “Happy Birthday”!
Baker: Oh no! What should we do now?
Customer: Hmm, maybe we can…

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4. The Lost Phone

Friend 1: I lost my phone yesterday.
Friend 2: Oh no! Where did you see it last?
Friend 1: I think I left it in the fridge.
Friend 2: The fridge?! Why?
Friend 1: I was… well… what would you do if you lost your phone?

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5. The Robot Waiter

Customer: Excuse me, my robot waiter just brought me a shoe instead of my dinner.
Waiter (Robot Voice): Error. Shoe equals food.
Customer: No, no, I want pizza!
Waiter: Pizza not available. Would you like…?

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6. The New Neighbour

Person 1: I think my new neighbour is a spy.
Person 2: A spy? Why do you think that?
Person 1: They always wear sunglasses… even at night!
Person 2: That’s strange. What else have you noticed?
Person 1: Well, yesterday I saw…

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7. The Alien at School

Friend 1: Did you see the new student?
Friend 2: Yes, but they’re… different.
Friend 1: I think they might be an alien.
Friend 2: An alien? Why?
Friend 1: They don’t eat food. They just…

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8. The Time Machine

Friend 1: Guess what? I built a time machine!
Friend 2: What? Really? Where will you go first?
Friend 1: I’m going to visit the dinosaurs.
Friend 2: That’s dangerous! What if…?
Friend 1: Hmm, good point. Maybe I should go to…

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9. The Talking Dog

Friend 1: You won’t believe it—I saw a dog talking today!
Friend 2: A talking dog? What did it say?
Friend 1: It said, “Stop staring at me!”
Friend 2: (laughs) That’s crazy! What would you ask it if you could talk to it?
Friend 1: Hmm… I think I’d ask…

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10. The Floating Chair

Person 1: My chair just started floating in the air!
Person 2: Floating? Are you serious?
Person 1: Yes! Look, it’s up by the ceiling now.
Person 2: That’s so weird. What do you think is causing it?
Person 1: Maybe it’s because…

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11. The Invisible Friend

Friend 1: My best friend is invisible.
Friend 2: Invisible? How do you know they’re real?
Friend 1: They help me with my homework!
Friend 2: (laughs) If I had an invisible friend, I’d ask them to…

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12. The Magic Pencil

Friend 1: I found a pencil that writes by itself.
Friend 2: No way! What does it write?
Friend 1: It wrote, “I’m hungry. Feed me.”
Friend 2: (laughs) What do you feed a pencil?
Friend 1: I don’t know! Maybe I’ll try…

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13. The Loud Neighbour

Person 1: My neighbour plays music so loud I can’t sleep.
Person 2: That’s annoying. What kind of music?
Person 1: Heavy metal at midnight!
Person 2: Wow. What would you say to them?
Person 1: I think I’d say…