Students see the picture and the Spanish word, they have to click on the respective fruit. The fruits names appear only in Spanish. The first is fresa (strawberry). When they click on the right fruit the next Spanish word appears

Student:
- is familiar with the concept of polyhedron;
- recognizes and names spatial solids;
- shows practical use of spatial geometry in everyday life;
- finds elements of geometry in different fields, e.g. in chemistry, architecture, nature;
- uses simple calculation to establish the volume area and surface area of geometric models.

“Let’s continue with the mysteries theme. I have some riddles for you.” The class is now divided into groups of 4-5 students, riddles are presented to the class one by one. Each group has to discuss the riddle in English and then the first group to find out what the answer is gets 1 point. If the riddle is too difficult for the students, the teacher gives hints. The winning group receives some present- something little, connected with the topic.

After the introduction, I will guide students through a video which deals with the Holocaust. This will give them a little background information so they will be able to participate in the lecture. This will take 15 minutes. This is an anticipatory set in which a framework for new learning is provided.

The Swedish national curriculum, Lgr 11 says that it is important to teach students how to write texts in different genres. Especially second languages learners need to be aware of the structure and grammar of different texts by explicit instruction.

There is a map. A student (for each crusade a different student) has to point the starting point of the first crusade and follow the route until the end. Then the class discusses the crusade in terms of aims, planning, choice of route, strategies, consequences and results. The same is done with the other 8 crusades.