Teacher’s Teacher’s guide
& Zelda’s Adventure Activity Book
Peter Gröndal • Melissa Nilsson
Teacher’s
guide
Helena Dahlgren • Melissa Nilsson • Peter Gröndal
Studentlitteratur AB
Box 141
221 00 LUND
Besöksadress: Åkergränden 1
Telefon 046-31 20 00
studentlitteratur.se
Kopiering tillåten
Detta verk är skyddat av upphovsrättslagen. Kopieringsunderlag får dock kopieras, men endast för användning i den egna klassen.
Användning av detta verk för text- och datautvinningsändamål medges ej.
Art.nr 47842
ISBN 978-91-44-19157-7
Upplaga 1:1
© Författarna och Studentlitteratur 2025
Redaktion: Lára Flosadóttir, Jill McCabe
Formgivning: Louise Nordborg, Louise GrafiskForm
Illustrationer: Cecilia Birgerson Nordling
Ljudproduktion Activity Book: Johan Falck, SayIt
Printed by
Preface
Welcome to a new approach in learning English!
Team English has been designed with one goal in mind: to engage you and your students in an active, collaborative learning experience. We understand that students today seek to learn English in diverse, more modern ways – ways that are interactive, dynamic, and, most importantly, enjoyable.
With Team English, your students will embark on a reading adventure that we hope will be as addictive as their favorite TV show. Sam’s Secret is meant to teach the language but also to entertain and inspire.
In Sam’s Secret and Activity Book students get to know realistic peers from the English-speaking world which gives the students role models to identify themselves with and learn from.
We believe that the key to mastering a language is cooperation. Learning together allows students to share insights, solve problems, and encourage each other. Team English emphasizes teamwork and communication, helping students to build language skills.
So, get ready to learn English in an exciting new way together. Let’s make this learning journey one that you and your students look forward to every day!
Teamwork makes the dream work!
/ Melissa, Helena, Peter, Louise, Cecilia, Johan, Jill and Lára
Zelda’s Adventure – a quick look
TEACHER RESOURCES
SLIDESHOWS
Zelda’s Adventure A quick look
Zelda’s Adventure Five facts about Trinidad and Tobago
HANDOUTS
Zelda’s Adventure Five facts about Trinidad and Tobago
Zelda’s Adventure Trinidad and Tobago
A QUICK LOOK
Zelda’s Adventure – a quick look ger förslag på uppgifter att arbeta med innan eleverna börjar läsa boken. Uppgifterna handlar om att introducera huvudpersonerna i boken, bokens upplägg samt miljön som den utspelar sig i, det vill säga ön Tobago i landet Trinidad och Tobago.
Presentera och samtala om boken för att skapa förförståelse och förväntningar. Låt eleverna svara på frågorna i par innan ni går igenom dem i helklass. Avsluta med att läsa texten på omslagets baksida.
THE COVER
LOOK AT THE COVER.
What is the title of the book?
Who has written the book?
What can you see in the picture?
What kind of book do you think it is?
What do you think it is about?
PEER READERS
What do other students think the book is about?
If you like, you can watch the first Peer Reader video: Before reading the book.
MEET THE CHILDREN
LOOK AT THE PICTURE OF THE CHILDREN ON THE INSIDE OF THE COVER.
What are their names?
How old do you think they are?
What do they look like? What are they wearing?
Om eleverna har läst Sam’s Secret är de redan bekanta med de fyra huvudpersonerna. Då kan du behöva anpassa frågorna ovan, och eleverna kan i stället berätta vad de kommer ihåg om barnen.
What do you remember about the children? Families, interests, personalities …
TRINIDAD AND TOBAGO
LOOK AT THE MAP ON THE INSIDE OF THE COVER.
QUESTIONS
What is the name of the country?
What is the name of the biggest island?
What is the name of the capital city of Trinidad and Tobago?
What is the name of the country south of Trinidad and Tobago?
ANSWER KEY
(The Republic of) Trinidad and Tobago
Trinidad
Port of Spain
Venezuela
QUESTIONS
What is the name of the continent south of Trinidad and Tobago?
What bodies of water surround the country?
What do you know about Trinidad and Tobago?
ANSWER KEY
South America
Caribbean Sea, North Atlantic Ocean
VISA ELEVERNA VAR TRINIDAD OCH TOBAGO LIGGER PÅ EN VÄRLDSKARTA.
CHAPTERS AND THEMES
LOOK AT THE TABLE OF CONTENTS ON PAGES 2 – 3.
QUESTIONS
How many chapters are there in the book?
What’s the name of the first chapter?
How many themes are there in the book?
What are the names of the themes?
LOOK AT THE SYMBOL ON PAGE 3.
QUESTIONS
What does the symbol mean?
On what page do you find the symbol for the first time?
ANSWER KEY 21
Wish you were here 7
Weather & Seasons, Nature & Animals, Crime, Sports, Music, Tourism & Travel, Truth & Tales
ANSWER KEY
You listen to the chapter. page 17
Reading is like having a magic passport. You can visit new countries, learn cool words, and meet people from everywhere. Go! Team English!
Zelda
Liam Sam
Matilda
Wish you were here
TEACHER RESOURCES
HANDOUTS
Chapter 1 The letter to Zelda
Chapter 1 Write a reply letter
BEFORE READING
In this chapter
SLIDESHOWS
Chapter 1
In this chapter we meet Zelda. It is summer break and she is bored. But there is a mysterious letter for her in the post box. Who is it from?
Chapter name and pictures
Prata om kapitelnamnet och titta på kapitlets bilder. Låt eleverna förbereda sig genom att svara på frågorna enskilt och i par innan ni går igenom dem i helklass. Du kan läsa mer om strukturen EPA – enskilt, par, alla och variationer på den i avsnittet Om kooperativt lärande och engelska i de inledande delarna i lärarhandledningen.
I den förberedda genomgången finns kapitlets bilder och frågorna nedan.
QUESTIONS
What is the name of the chapter?
What does it mean?
LOOK AT THE PICTURE ON PAGE 7.
Who is she?
What does she look like?
What is she doing?
LOOK AT THE PICTURE ON PAGE 9.
What is Zelda holding in her hand?
What can you see in the photograph?
Words
ANSWER KEY
Wish you were here Önskar att du var här.
Zelda, one of the main characters in the book.
She has dark, curly hair and glasses. She is wearing a purple tank top and grey shorts.
checking the postbox, holding/ sniffing a letter
a photograph a girl standing on a beach with palm trees
PAGE 7 PAGE 9
Arbeta med orden i lässtödsordlistan innan ni läser texten. Orden nedan finns i den förberedda genomgången Chapter 1 och det är dessa ord som eleverna arbetar med i de digitala övningarna.
Ett annat sätt att arbeta med orden i lässtödsordlistan är enligt den kooperativa strukturen Fråga, fråga, byt! Du kan läsa mer om den strukturen i avsnittet Om kooperativt lärande och engelska i de inledande delarna i lärarhandledningen.
FÖLJANDE ORD TRÄNAS I DE DIGITALA ÖVNINGARNA:
Zelda’s Adventure
Zelda’s Adventure Support
bored uttråkad bored uttråkad enough tillräckligt summer break sommarlov finally äntligen change ändras were supposed to skulle finally äntligen pacing gå fram och tillbaka were supposed to skulle stuffed cat gosedjurskatt stuffed cat gosedjurskatt no sight of syntes inte till perhaps kanske peeked kikade except förutom curious nyfiken letter brev recognise känna igen return address avsändare familiar bekant recognise känna igen tilted lutade travelled rest besides dessutom envelope kuvert envelope kuvert stains fläckar slightly en aning taken taget torn trasig closely närmare stains fläckar age ålder tore slet denim jeans postcard vykort twin tvilling closely närmre share dela wasn’t used to var inte van vid slowly långsamt fair-skinned ljushyad turned vände freckles fräknar written skrivet wonder undrar message meddelande turned vände wish önskar seen sett were here vore här written skriven wish önskar
DURING READING
Stop and check
Läs till och med s. 7 tillsammans. Gör en paus i läsandet och ställ några frågor för att få en uppfattning om eleverna har förstått innehållet. Frågor och svar i fet stil gäller endast de som har läst originalversionen av Zelda’s Adventure.
QUESTIONS
How is Zelda feeling?
What did Zelda find in the post box?
What did the letter look and smell like?
ANSWER KEY
bored, excited to see her friends a letter
It was torn and had tons/many stamps and stains on it. It smelled like saltwater and coconut.
AFTER READING
Reading comprehension
Ställ några frågor om den sista delen av kapitlet.
QUESTIONS
What was inside the envelope?
What does the girl in the photo look like?
What was written on the back of the photo?
ANSWER KEY
a photograph of a girl on a tropical beach
She looks like Zelda. She looks like Zelda’s twin: same hair, same skin, same smile, freckles. Wish you were here.
Bland de självrättande övningarna i elevens digitala läromedel finns också läsförtsåelsefrågor under rubriken Read & Answer. Dessa kan användas som uppföljande individuella uppgifter, som läxa eller som ett alternativ till frågestunderna i par och helklass. De digitala läsförståelseuppgifterna är anpassade efter den nivå som eleven läser.
Talk
HANDOUT:
Chapter 1 The letter to Zelda
Eleverna arbetar i par och berättar för varandra vem de tror har skickat brevet till Zelda och varifrån de tror att det kommer. I kopieringsunderlaget The letter to Zelda finns frågor som eleverna kan använda som underlag för samtalet.
Låt eleverna fundera en stund enskilt för att sedan i par berätta för varandra. Paren kan skriva ner sina förslag innan du låter några par redovisa förslagen för hela klassen.
EXTENSION ACTIVITY
Write
HANDOUT:
Chapter 1 Write a reply letter
Eleverna arbetar i par och skriver ett svar på Zeldas brev. I kopieringsunderlaget
Write a reply letter finns en mall med en inledning och avslutning på brevet.
Låt några par läsa upp sina brev för hela klassen.
Eleverna kan följa arbetsgången i den kooperativa strukturen Turas om när de gör uppgiften. Strukturen beskrivs i avsnittet Om kooperativt lärande och engelska i lärarhandledningen.
Practice reading English by reading the first part of chapter 1, pages 5 to 7. When you feel sure about how to pronounce all the words, read the text out loud to somebody or record yourself reading the text. Which words did you think were difficult to pronounce? Why are they difficult? Write down the words and practice reading them a few more times. Try to think of a way for you to remember the pronunciation.
Who’s that girl?
TEACHER RESOURCES
HANDOUTS
Chapter 2 What happens next?
Chapter 2 The girl in the photo
SLIDESHOWS
Chapter 2
BEFORE READING
Previous chapter
Zelda was waiting for her friends to come over when she found a mysterious letter in the post box.
In this chapter
In this chapter Zelda meets her friends and shows them the letter. What do they think she should do?
Chapter name and pictures
I den förberedda genomgången finns kapitlets bilder och frågorna nedan.
QUESTIONS
What is the name of the chapter?
Who do you think the girl is?
LOOK AT THE PICTURE ON PAGE 10. Who is he?
What has he got on his right arm?
What do you think has happened to him?
LOOK AT THE PICTURE ON PAGE 12.
What are they doing?
LOOK AT THE PICTURE ON PAGE 14.
Who is the man in the picture? What is he doing? What else can you see in the picture?
PAGE 12
Words
ANSWER KEY
Who’s that girl? the girl who wrote the letter, the girl in the photo
Liam, one of the main characters in the book.
a cast
talking, looking at the letter and the photo
Zelda’s dad typing/writing
PAGE 14
Arbeta med orden i lässtödsordlistan innan ni läser texten. Orden nedan finns i den förberedda genomgången Chapter 2 och det är dessa ord som eleverna arbetar med i de digitala övningarna.
Ett annat sätt att arbeta med orden är att dela in klassen i par. En av eleverna i paret väljer ett engelskt ord från lässtödsordlistan och beskriver det på engelska utan att säga själva ordet. Den andra eleven ska komma på vilket ord klasskompisen har valt och när eleven gissar rätt så byter de roller.
Zelda’s Adventure
Zelda’s Adventure Support
thought of tänkte på stared stirrade actually faktiskt thought of tänkte på terrible hemsk met träffat secret hemlighet terrible hemsk find out ta reda på secret hemlighet kept hålls suddenly plötsligt hidden gömda hugged kramade for a reason av en anledning hurt skadade grinned flinade cast gips cast gips been up to hittat på believe tro horror books skräckromaner joked skämtade guy kille stared stirrade scary läskiga anyway i alla fall relative släkting continued fortsatte bet slår vad om horror books skräckromaner hesitated tvekade scary läskiga disturbed störd reached out sträckte sig typing skriver, knappar weird konstigt nice trevlig except for förutom won’t mind har inget emot weakly svagt study arbetsrum added la till knocked knackade raised höjda twinkle tindra be solved lösas bet slår vad om relative släkting hesitated tvekade disturbed störd study arbetsrum locked himself låste in sig nice trevlig won’t mind har inget emot knocked knackade
DURING READING
Stop and check
Läs till och med s. 12 tillsammans. Ställ några frågor för att uppmärksamma eleverna på några detaljer som är av betydelse för berättelsen.
QUESTIONS
How are Matilda and Liam related?
What has Liam been doing all summer?
Para ihop eleverna och låt dem diskutera med varandra om de gillar skräckromaner eller inte. Låt några par redovisa sina åsikter.
Do you like horror books?
Explain your answer.
AFTER READING
Reading comprehension
Ställ några frågor om den sista delen av kapitlet.
QUESTIONS
Why didn’t Zelda want to go and talk to her dad?
What is her dad’s job?
Talk
HANDOUT:
Chapter 2 What happens next?
Eleverna arbetar i par och berättar för varandra vad de tror kommer att hända när Zeldas pappa öppnar dörren. I kopieringsunderlaget What happens next? finns frågor som eleverna kan använda som underlag för samtalet.
Låt några par redovisa sina förslag för hela klassen.
EXTENSION ACTIVITY
ANSWER KEY
They are twins. reading horror books
Explain your answer.
ANSWER KEY
He doesn’t like to be disturbed when he works.
She doesn’t know.
Write
HANDOUT:
Chapter 2 The girl in the photo
Eleverna skriver vad de tror att Zeldas pappa kommer att säga när han får se fotografiet. Börja med att i helklass diskutera olika förslag. I kopieringsunderlaget The girl in the photo finns frågor och exempel på ord och fraser som eleverna kan använda som stöd för skrivandet.
Låt eleverna läsa upp sina texter för varandra parvis.
Write a short summary (3–5 sentences) of the chapter. Read your text aloud to someone.
Families are complicated
TEACHER RESOURCES
HANDOUTS
Chapter 3 Text file
Chapter 3 What is Zelda thinking?
Chapter 3 In Dad’s study
BEFORE LISTENING
Previous chapter
SLIDESHOWS
Chapter 3
Zelda met her friends and showed them the letter. They decided to ask Zelda’s dad about it.
In this chapter
In this chapter Zelda asks her father about the photo. Can he explain the mystery?
Chapter name and pictures
I den förberedda genomgången finns kapitlets bilder och frågorna nedan.
QUESTIONS
What is the name of the chapter?
What does the word complicated mean?
LOOK AT THE PICTURE ON PAGE 16–17.
Who is the man in the picture?
What is he doing?
Where are they?
What else can you see in the picture?
ANSWER KEY
Families are complicated difficult, hard Zelda’s dad Looking at the photo. in a study
Words
Arbeta med orden i lässtödsordlistan innan ni läser texten. Orden nedan finns i den förberedda genomgången Chapter 3 och det är dessa ord som eleverna arbetar med i de digitala övningarna.
Dessutom finns det extra ordövningar till detta kapitel. I Find arbetar eleverna med att hitta orden i uppslagsbilden och i Use kompletterar de meningar med ord som fattas hämtade från denna unit.
Zelda’s Adventure
Zelda’s Adventure Support complicated komplicerade complicated komplicerade frown bekymrad min stay for dinner stanna på middag nickname smeknamn weird konstig examined undersökte quiet tyst flinched ryckte till sad ledsen stroked smekte granny farmor granny farmor before förut never mind strunt i kept secret höll hemliga exhaled andades ut how come varför suggested föreslog hardly knappt might kanske too young för ung hardly knappt grownups vuxna sighed suckade whispered viskade jaw käke clenched pressades ihop I elevmaterialet används grownups, men både grownups och grown-ups är korrekta stavningar. grownups vuxna forced tvingad mushy peas mosade ärtor regular vanliga crunchy krispiga sting bränner wiped torkade typing skriver, knappar
DURING LISTENING
Det här är första kapitlet i boken som eleverna enbart lyssnar till. Var tredje kapitel i boken är ett hörförståelsekapitel. Ljudfilen till kapitlet finns i eleverna digitala läromedel. Som lärare har du också tillgång till ljudfilen via lärarpaketets digitala resurser. Hörmanus till kapitlet för både versionerna av boken finns som kopieringsunderlag Chapter 3 Text file.
AFTER LISTENING
Listening Comprehension
Eleverna har en digital hörförståelseövning till kapitlet i sitt digitala läromedel anpassat efter vilken version av boken de läser. Det individuella arbetet med den digitala övningen kan med fördel kombineras med samtalsfrågorna till klassen i Talk.
QUESTIONS
How did Zelda’s dad react when he looked at the photo?
What did he recognise in the photo?
What did he say about the girl in the photo?
ANSWER KEY
He was quiet. He looked sad.
It looked like home. The beach looked like a beach near Granny Stella’s house.
He didn’t recognise her. He had never seen her before.
Talk HANDOUT:
Chapter 3 What is Zelda thinking?
Eleverna arbetar i par och berättar för varandra hur de tror att Zelda känner sig när hennes pappa inte svarar på hennes frågor. Inled övningen med att i helklass prata om ord som beskriver känslor och lista orden så att eleverna kan använda dem när de gör parövningen. I kopieringsunderlaget What is Zelda thinking? finns frågor som eleverna kan använda som underlag för övningen.
Write
Eleverna skriver en lista med engelska ord utifrån bilden på s. 16–17 i elevboken. Därefter skriver eleven egna meningar med några av orden. Bild och instruktioner finns i kopieringsunderlaget In Dad’s study.
EXTENSION ACTIVITY
Pretend that you are Zelda and that you are writing in a diary after the conversation with your dad. What would you write? You can start like this: Dear Diary,
Today I asked Dad about the photo, …
Unit 1 – Chapter 1–3
TEACHER RESOURCES
HANDOUTS
Chapter 1–3 Zelda meets her friends
DO YOU REMEMBER?
Eleverna svarar på frågor om de tre kapitlen som ingår i Unit 1. Eleverna arbetar i par och skriver svar på frågorna innan ni går igenom svaren tillsammans. Låt eleverna leta efter svaren i texten.
QUESTIONS
What are the names of the chapters?
How had Zelda’s summer been?
What was in the letter that Zelda got sent?
What did Zelda’s dad say about the photo?
ANSWER KEY
Wish you were here/Who’s that girl?/ Families are complicated boring, nothing had happened a photo of a girl on a tropical beach/a message that said Wish you were here He recognised the beach./It looked like home./He had never seen the girl.
Det finns en Peer Reader till Chapter 1–3 i elevernas digitala läromedel där andra elever pratar om vad som har hänt i denna unit, ger sina synpunkter på det och spekulerar framåt. I slutet av filmen finns frågor som klassen kan svara på. Lyssna tillsammans och låt sedan klassen tänka efter en stund innan de själva uttalar sig om det som hänt i boken.
MY LANGUAGE WORK
HANDOUT: Chapter 1-3 Zelda meets her friends
Eleverna skriver meningar utifrån bilden på s. 12 i boken. Elevernas arbete sparas i deras portfolio.
I det här kapitlet träffar eleverna Finlay från Edinburgh i Skottland och arbetar med temat Weather & Seasons.
CHAPTER
Weather & FINLAY
8 – 27 Seasons from
• Which Season?
• A Year in Edinburgh Dressing for Edinburgh, the Weather Scotland
TEACHER RESOURCES
SLIDESHOWS
Edinburgh Verbs
HANDOUTS
Word List: Weather & Seasons
Let’s Talk: Weather
Grammar Grabber Extension: Past Tense
I lärarens digitala resurs finns ljudfiler till bokens Let’s Listen hörövningar och Let’s Read texter.
Här finns också facit som du kan skriva ut eller visa i helskärm.
LET’S TALK LET’S ACT
Weather & Seasons 1
LET’S DRAW LET’S PLAY
LET’S WRITE FEEDBACK + REWRITE GRAMMAR GRABBER
• Weather • Seasons in Weather and Seasons: Verbs:
• A Year in Edinburgh My Hometown
• Weather Interviews
• Describe a Season • Rain or Rained?
• An Essay About My Verbs: Hometown • Was or Were?
TITLE PAGE
PREVIEW AND PREDICT: WEATHER & SEASONS
Draw students’ attention to the title page for this chapter.
1. Read Finlay’s speech bubble together.
2. Ask students what they see in the pictures. What do they think they will learn about?
What do they hope to learn more about through this chapter?
3. Ask students to describe what Finlay is wearing and guess which season it might be based on his clothes.
Where’s Edinburgh?
What do you know about Scotland?
Have you ever seen this flag before?
(More on p.148 in Activity Book)
Which season is your favourite, and why?
What’s the weather like where you are today?
Do you have a favourite rainy-day activity?
What do you think the woman is feeling when the wind is blowing her hair?
Which season do you think each of the four trees shows?
Does the building look old or new? What makes you think so?
How do you think the seasons in Edinburgh compare to where you live?
Let’s Read: Which Season?
Have students read the four text boxes aloud and identify which season is being described.
MY WORDS – YOUR WORDS Word Work: Which Season?
In this activity, students explore vocabulary for describing the seasons.
My Words
1. Give students 2–3 minutes to match adjectives (e.g. cold, blooming, windy) with the correct seasons. Ask them to come up with at least one original adjective for each. Some words could apply to more than one season.
Your Words
2. Students compare answers with a classmate. Encourage discussion:
“Did you match the same adjectives?”
“Why did you choose that word for summer?”
Remind students that some words (e.g. cloudy, chilly) could apply to more than one season.
Extension Ideas
Ask students to sort the adjectives into two categories: positive and negative. Which adjectives usually make us think of positive things (e.g. sunny) and which give us a more negative feeling (e.g. cloudy)?
Worldwide English
Use the example of autumn/fall to briefly explain British vs. American English. Ask: “Which one do we use in Sweden?” “Have you seen both in books or movies?”
In Scotland, people also use some words that are different from standard English. Students may notice similarities to Swedish or other languages they know.
These are not listed in the activity book, but can be fun to discuss with the students.
Scots English Similar word in Swedish Origin
ken know känna
aye yes –
bairn child barn
bonnie beautiful –
From the Germanic Old English and Anglo Saxon word cunnan meaning to know or be acquainted with
No one is exactly sure, but there are three main theories:
1. It is a shortened form of the phrase “I assent” (meaning, I agree)
2. From the Middle English yai meaning yes
3. From Old Norse ei or ey meaning ever and always
From the Germanic Old English word bearn and the Old High German word barn, both meaning child.
No one is exactly sure where this comes from either, but it is generally assumed that it was taken from the French bon meaning good.
Word Work: Seasons & Months
1. Ask the students to write the months in English next to the season they belong to.
2. Pair up students to work together to compare notes. Remind students to be careful of their capitalization. Students should also practice pronunciation together.
3. Take volunteers or choose students to name (perhaps writing it on the board to emphasise the spelling and pronunciation) and share with the class which season it belongs to. Traditionally, it would be this:
a. Winter – December, January, February
b. Spring – March, April, May
c. Summer – June, July, August
d. Autumn – September, October, November
ASK AND ANSWER
Let’s Talk: Weather
Print the weather cards provided as a handout in the online section. Review each card with the class, checking if students already know the weather types in English. Support pronunciation as needed.
STEP 1: Model the activity
Choose a volunteer and demonstrate a short conversation using the sentence starters in the book and the Weather Types word list.
STEP 2: Pair work
Divide the class into pairs. Give each pair one weather card. Decide who will start (e.g. the younger student begins). Students use the weather on their card and the sentence starters to talk for about 1 minute, then switch roles.
STEP 3: Rotate cards
When both students have finished, pairs pass their card to another pair. Continue until students have tried several weather types, or until you decide to end the activity.
STEP 4: Independent completion
Ask students to complete the sentence starter dialogue in their books on their own. After practising, they should be able to create their own short conversation.
Students in need of a challenge can write a poem about a season using the adjectives they’ve learned. They can also write a description or a weather report of today’s weather. Challenge Yourself!
Grammar Grabber 1
Grammar Grabber – Rain or Rained?
This Grammar Grabber is partly a review of the simple past tense from Activity Book A. Begin by reviewing the grammar rules for regular verbs, for example: rain + ed = rained.
In this activity book, students also meet spelling rules for trickier regular verbs in the past tense. Verbs like cried, stopped, and planned are still regular because they all end in -ed. Only the spelling changes, and that spelling needs extra practice.
If students are not familiar with the terms consonant and vowel, use the examples in the book to point them out and explain.
Practice the pronunciation of these verbs by having students repeat after you. There are some special rules for -ed endings. If students want more detail, you can explain the rules below. For most learners, it is enough to practice and listen carefully to how the verbs are pronounced.
Rules for pronouncing -ed:
• Pronounce the -ed as /d/ after voiced consonant (except /d/): played, rained, screamed
• Pronounce the -ed as /t/ after unvoiced consonants (except /t/): cooked, liked, walked, talked, watched
• Pronounce the -ed as /id/ after /d/ and /t/: wanted, visited
If needed, revise how to make questions with did. Remind students to not make the mistake of using the past tense twice, e.g. “Did you went…?” instead of “Did you go…?”
Game Suggestion: Pictionary
Write down various seasonal or weather-related activities in the past tense (e.g., ”watched fireworks,” ”planted flowers”, “built a snowman”) on slips of paper.
Divide the class into teams. One student from each team picks a slip of paper and draws the activity on the board while their team guesses what it is.
Once the activity is guessed correctly, the team must formulate a sentence in the past tense describing it (e.g., ”Last spring, I planted flowers in the garden”).
Teams earn points for correctly guessing the activity and forming past tense sentences.
The team with the most points at the end of the game wins.
Grammar Work: Rain or Rained?
This activity gives students practice with spelling rules for regular past tense verbs. Go through the first example together to model how to choose and spell the correct verb form. Remind students to watch out for tricky endings like -y -ied and double consonants.
For more practice, use the Grammar Grabber Extension handout in the digital section.
Grammar Work: Yesterday I…
In pairs, students will talk about what they did yesterday. Give students a minute to think about their day yesterday and what words they might want to use, including words to describe yesterday’s weather.
Choose one student in each pair to start. You could do this in a number of ways, such as “The person with the longest hair will start.”
The student starting will talk about their day yesterday for 30-90 seconds (you decide) using a timer.
Alert the students that their time is up, and the next student should start talking about their day yesterday (for the same amount of time as the first partner).
At the end of the time, the students summarize each other’s day.
If you wish, choose students to talk about their partner’s day yesterday with the class.
Let’s Read: A Year in Edinburgh
In this chapter, students meet Finlay, the first character in the book, who takes them to Edinburgh as the first stop on their journey through the UK. The text is written in the past tense and can serve as a model for students’ own writing later on.
Talk about how the story is organized with time phrases (In the spring…, In the summer…) and how everyday activities, places, and events are described. The vocabulary box also gives useful support for describing nature, weather, and local traditions, which students can reuse when writing about a year in their own hometown.
NOTE! You may show one example of a past tense verb, but avoid pointing out more, since students will practice this themselves in the activity on p. 21.
Fun facts about Edinburgh Castle
• The castle is in Edinburgh City Centre.
• The castle is built on top of an old volcano.
• It is more than 900 years old and has been a royal palace, a fortress, and a military base.
• The Scottish crown jewels are kept there.
• Every day a cannon is fired from the castle, a tradition that started in 1861.
• It is the most visited tourist attraction in Scotland, with millions of visitors each year.
TAKING TURNS
Let’s Talk!: A Year in Edinburgh
Students work with a partner to find the answer to each question in the text. They should take turns answering the questions. The first student will find the answer to the first question with help and encouragement from their partner, and then it is the second student’s turn. You will likely need to model this method for the students, including how they support and encourage a partner. Encourage students to answer in full sentences.
CULTURAL POINTS
• Scotland is known for its own traditions and symbols, such as bagpipes, kilts, tartan (criss-cross patterned fabric), haggis (a meat pudding), and the world’s biggest arts festival, the Edinburgh Festival Fringe.
• Many Scots speak English with a recognizable Scottish accent, with a strong “r” sound, and some also use Scots or Scottish Gaelic.
• The United Kingdom (UK) consists of four countries: England, Scotland, Wales, and Northern Ireland. More about this on p. 148–149 in the student book.
• A common part of UK everyday life is drinking tea throughout the day, often even with dinner, which might surprise Swedish students who are used to water or milk with meals.
• In Scotland, New Year’s Eve is called Hogmanay. It includes fireworks, parades and always ends with people singing Auld Lang Syne together.
• You can show short videos of Hogmanay celebrations (e.g. fireworks, street parties, or the song Auld Lang Syne) if your students are interested in learning more.
Let’s Draw: Seasons in My Hometown
In this activity, students create a drawing to help them prepare for their own writing, similar to the text A Year in Edinburgh. The drawing is a way to plan ideas and practice vocabulary for weather, seasons, and activities. It also helps students to use the past tense, which they will need for their writing.
Let’s Show and Tell!
After students have finished their drawing, there are several ways to extend this activity:
• Let them present their drawing to a partner or the class using the past tense
• Have them label the drawing with short notes in English (weather words, verbs in past tense, activities).
• Ask them to compare their drawings with a partner, using simple questions like “What was the weather like in spring?” or “What did you do in summer?”
• Set up a “gallery walk”. Students lay out their drawing on their desk, and have the opportunity to wander the room and see what their classmates have drawn.
Grammar Grabber
Grammar Work: Was or Were?
This is review work from Activity Book A. Remind students of the verb “to be” (am, is, are) and remind them that in past tense it is “was” or “were” depending on the pronoun in use. Let students know that this is an example of an irregular verb. In other words, it does not follow the rule about adding -ed to the end of a verb to conjugate it to the past tense.
Go through the irregular verbs provided as examples. It is helpful to also share the Swedish translations. Practice saying the word were, as many students pronounce it the same way you would pronounce the word where.
Ask students for other examples of irregular verbs that they know.
Grammar Work: Past Tense Verb Hunt
Now that students have practiced verbs in the past tense, it’s time to find them in the text on p. 16–17.
• Ask students to circle all verbs in the past tense.
• Encourage them to first work individually, then compare in pairs.
• TIP: Remind them that not all past tense verbs end in -ed. Some are irregular (e.g. went, had, saw).
Grammar Work: Was or Were?
Students practice choosing between was and were. Read the sentences together first and check that students understand them. Remind students that was is used with singular subjects (I, he, she, it) and were with plural (we, you, they).
Extension: Ask students to make their own sentences using was and were about yesterday or last week.
Grammar Work: Other Irregular Verbs
Students practice forming sentences with common irregular verbs. Go through the verbs in brackets together and say the past tense forms aloud (e.g. go went).
Let students complete the sentences individually, then check together as a class.
For support: provide a word bank with the past tense forms. For a challenge: ask students to add an extra detail to each sentence (e.g. We went to the beach last summer and swam in the sea.).
ASK AND ANSWER
Let’s Talk!: Weather Interviews
In this activity, students practice asking and answering questions in pairs about the weather and seasons in the past. One student takes the role of A and the other B. The script and word list gives students clear support to use past tense verbs and seasonal vocabulary.
Afterwards, share some answers with the class so everyone hears a variety of ideas.
You can turn this into a pair carousel: after one round, students change partners and repeat the interview. This gives them more speaking practice and helps build confidence using past tense.
Let’s Listen: Dressing for the Weather
1. Read the instructions and questions for Part 1 together. Remind students that it’s important to read the questions before they listen so that they know what to listen for.
2. Play the first audio clip.
3. Give students time to circle their answers to the three questions.
4. Repeat the process for Part 2 and Part 3. For one of the questions in part 2, students will check one of the boxes rather than circle an answer.
5. If you have students that struggle to understand what they hear in English, you can play the audio more than once.
Let’s Write: Seasons in My Hometown
Now it’s time for a written assignment. Students get to apply everything they’ve learned: the words, phrases, and grammar from this chapter.
In this task, students have the choice to write a description of one season in the past (the base option) or an overview of the seasons for the past year (the more advanced option). For both options, students can get support from the mentor text A Year in Edinburgh earlier in the activity book.
Rewrite …
Write feedback in the form of two stars and a wish in the students’ activity books. You can also write feedback directly in the margins of their writing, and have a classmate write the star and wish feedback. A suggested focus for feedback for both of these options is on correct use of the past tense (including spelling) and capitalization.
Students write a final draft of their writing with the support of the feedback on a separate piece of paper or on the computer
THINK – SHARE – CREATE
Let’s Reflect: Chapter 1
REFLECTION: THINK – SHARE – CREATE
1. Ask students to write down two things they practiced during this chapter. Then let them write or draw how those two things connect to their own life or interests.
Student example: weather words, Scotland I love summer and sunny weather. I like learning about other countries.
2. Give students 2–3 minutes to compare notes in small groups. They can also discuss what they felt confident about, what they found difficult, and what they would like to learn more about.
3. Ask each group to share their favorite points from the chapter with the class. Collect the ideas into something made together, such as:
• a big class cloud on the board
• a mind map with branches for different topics
• a sticky-note word collage
• a poster with words and simple drawings
4. Students color in the emoji which matches how they felt about their learning/understanding of the content of this chapter. This can help you to discuss further with students who may have struggled, and to plan next steps.
Great job!
Now go to the map and colour in my region of the United States.
Students go to the back of the book to color in the Finlay’s region of the map. By the end of the book, they will have colored in all of the regions.
Next Step Challenges
• Keep a diary of the weather during the week (or use the Internet to look up the weather for the past week) and give a report to a partner or to the class explaining the weather for the past week. Speak in the past tense.
• Write a poem about your favourite season. Include details about the weather and activities you like to do in that season. Challenge yourself to put the poem into past tense.
Extension Activities: Realia
These could be done by individual students, or as additional whole class activities/discussion for groups that need a challenge.
1. Create a poster comparing your own city/country to Edinburgh or to Scotland. Include images and facts about both places.
2. Imagine you are visiting Scotland and write a postcard to a friend or family member describing your experience. Describe what you saw, the weather, the food, and any activities you did, using descriptive language. Challenge yourself to include information about Scottish history or culture such as a visit to a famous castle or going to a local festival. It might be easiest to pick one town or city in Scotland rather than working with the whole country.
TEAM ENGL i SH
Activity Book
Team English B Teacher’s Guide består av en tryckt lärarhandledning och en digital resurs. Lärarpaketet innehåller nödvändiga resurser för arbetet med elevpaketets två böcker; läseboken Zelda’s Adventure och Activity Book B . Lärarhandledningen inleds med övergripande information om läromedlet och de pedagogiska tankar som ligger till grund för serien, bland annat om kooperativt lärande och läsning på olika nivåer.
Lektionsplaneringen för Zelda’s Adventure innehåller förslag på aktiviteter att göra före, under och efter läsningen av respektive kapitel. I lektionsplaneringen till Activity Book finns klassrumsinstruktioner och tydliga arbetsgångar, kulturella referenser och extra lekar och övningar. Lektionsplaneringarna är främst på engelska vilket underlättar när läraren använder målspråket i klassrummet. För att följa individuella elevers utveckling finns det förslag på hur man kan använda portfoliometodik till Zelda’s Adventure och till Activity Book ingår test.
I de digitala resurserna finns:
• ljudfilerna till Activity Books texter och hörövningar
• kopieringsunderlag för vidare arbete med läsningen av Zelda’s Adventure och extra övningar till Activity Book
• förberedda genomgångar kring realia, grammatik och till läsebokens kapitel
• facit till Activity Book
• tillgång till elevernas digitala läromedel till Zelda’s Adventure
• en digital version av den tryckta lärarhandledningen
Learn more English together!
Läs mer om serien Team English på studentlitteratur.se/team-english