Holdet 3h EN (2025/26) - Undervisningsbeskrivelse

Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2023/24 - 2025/26
Institution X - Gefion Gymnasium
Fag og niveau Engelsk A
Lærer(e) Janus Randbøll Jensen
Hold 2023 EN/h (1h EN, 2h EN, 3h EN)

Oversigt over gennemførte undervisningsforløb
Titel 1 Tilladte online hjælpemidler ved eksamen
Titel 2 Engelsk grundforløb
Titel 3 Introduction to literary analysis
Titel 4 SR-opstartsforløb SA/EN
Titel 5 Formal debate
Titel 6 English as a Lingua Franca
Titel 7 Animal Farm (literary work)
Titel 8 Literary Devices Chart
Titel 9 Book Club and Dystopia
Titel 10 Rhetoric in US Politics
Titel 11 US Political System and the Election
Titel 12 SRO: US Election
Titel 13 Black Country in UK and Manchester
Titel 14 Grammatikforløb
Titel 15 Britain and War
Titel 16 British Imperialism and (Post-)Colonialism
Titel 17 Shakespeare's Romeo and Juliet
Titel 18 Grammatik afrunding
Titel 19 English exam oral/written

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Tilladte online hjælpemidler ved eksamen

Følgende online hjemmesider er tilladt at tilgå under eksamen:
www.thefreedictionary.com
www.ordbogen.com

Grammatikbog (til kildehenvisning):
Herskind, Aase og Uffe Gravers Pedersen: Engelsk grammatik med synonymer (2012), 3. udgave, Gyldendal
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 0 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 Engelsk grundforløb

I dette forløb skal eleverne arbejde med temaet 'Growing Up'. Formålet er en overordnet introduktion til engelskfaget i gymnasiet, de forskellige arbejdsmetoder og tilgange til tekster, samt indblik i de forskellige teksttyper, vi arbejder med.
Eleverne bliver introduceret til forskellige tekstgenrer (poetry, fairy tale, short stories, movies, non-fiction); måden de skal arbejde med disse genrer er mere indirekte analytisk end fokuseret analytisk - fokus er dermed mere praktisk end teoretisk forankret. Derudover skal eleverne arbejde med grammatik med særligt fokus på kongruens.
Forløbet afsluttes med et engelsk analytisk essay over en af teksterne, vi har arbejdet med. Her skal eleverne lære at strukturere afsnit jvf. PEE(-L)-modellen, samt skabe en rød tråd fra indledning til konklusion. Eleverne skal evaluere hinandens essays ud fra nogle synlige læringsmål via IT-systemet peergrade.io, hvor fokus ligger på at give konstruktiv kritik til deres ligemænd.
Forløbet varierer i arbejdsformer fra individuel fordybelse henover pararbejde til gruppearbejde i matrixgrupper. Fokus i arbejdsmetoder ligger dermed på høj variation af metode i forløbet.

Materiale:
This Be the Verse (poem by Philip Larkin)
Hansel and Gretel (fairy tale by Brothers Grimm)
Rabbits (short story by Dorothy Nimmo)
Sunday in the Park (short story by Bel Kaufmann)
Child Development (theory on parenting styles by Laura E. Berk)
Eighth Grade (movie by Bo Burnham)
Front Region, Back Region (sociological theory by Erving Goffman)
Indhold
Omfang Estimeret: 14,00 moduler
Dækker over: 0 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 Introduction to literary analysis

Crash course to literary analysis, this course will do a forensic investigation into the mindset of the great literary author, the purpose of the unit being to gain a purpose with analyzing literature more than for the sake of the analysis itself.

The course will take its point of departure in the document 'Society and the Literary Text' to understand literature as critical comments on real life issues.

The course will primarily work with a deductive method where students will start with a hypothesis of the interpretation and from this use specific analytical tools to argue why this interpretation is correct. Students will mainly be writing in hand during this course to help develop skills for note-taking. Students will also work with telling the difference between the different taxonomical levels.

The unit will also be working with writing skills with two hand-ins, a) summmary and b) analytical essay.

Material will mainly consist of literary works that have a critical social focus commenting on structures and dynamics in society.

Materials:
Fiction:
a) She's Leaving Home, 1967 song by The Beatles
b) Black Panther 1973 and 2021 comic book excerpts
c) "The Sin Bin or Lucy's Heart", 2000 short story by Lucy Cross

Theory and methodology documents:
a) Society and the Literary Text
b) Racebending and representation in comic books
c) Writing summaries
d) Literary Analysis Chart
Indhold
Kernestof:
Omfang Estimeret: 8,00 moduler
Dækker over: 14 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 SR-opstartsforløb SA/EN

Tværfagligt projekt med Samfundsfag og engelsk. Forløbet arbejder med det republikanske partis kandidater og primærvalget samt kampagnevideoer. I samfundsfag arbejdes primært med forskellige politiske værdier og vælgergrupper, og i engelsk arbejdes primært med kommunikation og målgrupper. Projektet resulterer i en kampagnevideo samt en rapport over motivation for indholdet i rapporten. Af engelskfaglig teori arbejdes med filmiske virkemidler, appelformer samt sproglige virkemidler, og i samfundsfag arbejdes med hhv. kvantitativ og kvalitativ metode.
Materiale indeholder præsentation af de forskellige republikanske kandidater samt forskellige vælgergrupper inden for det republikanske parti i samfundsfag og præsentation af 5 forskellige typer politisk kampagne i engelsk.
Projektet evalueres sidst i forløbet igennem præsentationer af videoerne, hvor primært søstergrupper stiller kritiske spørgsmål til indholdet. Herudover udføres en spørgeskemaundersøgelse mht. elevernes oplevede tilegnelse af viden på baggrund af forløbet.
Indhold
Kernestof:
Omfang Estimeret: 3,00 moduler
Dækker over: 3 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 Formal debate

I dette miniforløb arbejder vi med debatgenren. Formålet er at udvikle jeres kritiske sans, diskussionsevner, metodiske bevidsthed, researchevner, mundtlig præsentation og struktur, samt mundtlig levering. Vi anvender kompendiet "The Speech and Debate Competition Handbook for-Schools 2014" samt to powerpoint præsentationer som retningslinje og metode. Vi afrunder med at se en film kaldet The Great Debaters.
Indhold
Kernestof:
Omfang Estimeret: 4,00 moduler
Dækker over: 4 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 6 English as a Lingua Franca

Dette forløb undersøger det engelske sprogs rolle i et globalt perspektiv. Vi undersøger det engelske sprogs udbredelse historisk set, hvordan det opstod, udviklede sig i forskellige retninger, accenter og dialekter, samt hvordan det har fået en rolle som lingua franca. Vi ser også på fordele og konsekvenser ved udbredelsen af engelsk som globalt sprog, samt analyserer fiktion og non-fiktion, der forholder sig til engelsk som et globalt sprog. Eleverne skal reflektere over, hvilken rolle forskellige former for engelsk spiller (fx standard engelsk vs. dialekter og idiomer).

Eleverne arbejder en del i forskellige former for gruppearbejde som resultat af coronasituationen.

Materiale:
David Crystal: What is a Global Language?, p.11
Why English?, p. 13 & What Is Standard English?, p. 16
Jennifer Jenkins: The Two Dispersals of English, The First Dispersal, English Is Transported to the "New World", p. 38 & The Second Dispersal: English Is Transported to Asia and Africa, p. 76
Jennifer Jenkins:  Pidgins and Creoles p. 78
Short story: "The Only Speaker of His Tongue" by David Malouf
Article: "Finding Academic Success Meant Leaving My Language and Culture Behind" by Jocelyn Moran: https://www.voiceofsandiego.org/topics/education/finding-academic-success-meant-leaving-my-language-and-culture-behind/

YouTube:
Beowulf the prologue - Oplæst: https://www.youtube.com/watch?v=2kv1z_7qZJ8
30 Dialects of the English language in the UK: www.youtube.com/watch?v=2pZ-Ny8q22o
The history of the English language in 10 minutes: https://www.youtube.com/watch?v=SfKhlJIAhew
Ricky Gervais Teaches You British Slang | Vanity Fair: https://www.youtube.com/watch?v=TISVaYgT4K4
Indhold
Kernestof:
Omfang Estimeret: 8,00 moduler
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 7 Animal Farm (literary work)

This unit is about George Orwell's Animal Farm. We will read the novel as well as theory on allegories, satire and the beast fable to be used for analysing how Orwell comments on the role power can have on humans. Like the famous idiom says: "Power corrupts, absolute power corrupts absolutely". These literary theories or tools will be the main focus of our work with the novel. Aside from reading the novel, students will do a remediation of the novel as well as writing essays at the end of the unit.

Material:
Animal Farm (novel) by George Orwell
"Allegories - explanation" (theory)
"Satire" (theory)

Extra materials:
"King Jong Il State Funeral - 2011 | Today In History | 28 Dec 17" https://www.youtube.com/watch?v=IH3ZoRTWNpI
Indhold
Kernestof:
Omfang Estimeret: 12,00 moduler
Dækker over: 13 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 8 Literary Devices Chart

Fokus på litterær analyse som metode i engelsk, hvor vi både arbejder med selve de litterære virkemidler via dokumentet Literary Devices Chart, på strukturering af analyser via PEEL-modellen samt på strategier for overstregning i tekster for at få overblik over de vigtigste og centrale dele i tekster. Forløbet står desuden i forlængelse af introduktionsforløbet "Introduction to LIterary Analysis" i starten af 1g (stamklasse).
Elever skal analysere novellen "The Death of Tommy Grimes", hvor de skal anvende ovenstående tre elementer i en håndskreven aflevering med særligt analytisk fokus på hhv. setting og mood.
Indhold
Kernestof:
Omfang Estimeret: 6,00 moduler
Dækker over: 6 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 9 Book Club and Dystopia

Course of unit:
Purpose:
To get to read a complete work and to appreciate literature. Also to try to be in charge of a discussion on literature. To work thematically with a work of literature. To work on something the teacher does not control, but which the students will control, thereby being more encouraged and motivated to learn (self-efficacy).
Content and material:
Book clubs of 3-4 students
A novel based on the theme dystopia
1 session of 20 minutes structuring the 5 book club sessions
5 sessions of 30 minutes September 3 to November 20
4 modules linking novels together into a collective angle
1 module “omlagt skriftlighed” (evaluation)
Theoretical text on the theme of dystopia linking all novels together
Creative group assignment preparing to present the book club novel to the rest of the class also explaining how you have worked with the novel and what things you have talked about, perhaps even recommend the book to the rest of the class?
Individual essays on the novel and theoretical text on dystopia
Short story as representation of dystopian fiction as preparation for oral exam


Session 1 (September 3) (20 minutes):
Read the first page and talk about the introducing paragraph: How does this paragraph set the mood and what theme do you expect to read about?
Talk about the very first sentence: First sentences of novels are often referenced by fans: Why are first sentences in novels this popular to quote, and in your particular novel, what do you find interesting about it?
Look at the following modules and distribute the book club sessions amongst you. That student will personally as the book club captain be in charge of that book club meeting deciding what should be discussed, analysed, reflected upon etc.
Distribute passages out evenly on each book club session making sure the entire book is read by the final book club session.
Rest of the module will be spent on individual reading of your  book club novels.

Sessions 2-5 (of 30 minutes each):
Student in charge will open the book club session by giving a short summary of the passage read for this session working as an introduction to the book club session
Perhaps student has prepared the rest of the book club on what you will be talking about so that while reading they will know what to focus on during this book club session.
Each student must choose a quote from the passage they find interesting so that you can always talk about this should you run out of other things to talk about.
Each session must have a specific analytical focus which you will write down in a collective google document you will share with your teacher. Remember to add quotes and page references in your analysis. These could be:
Session 2 (September 17): Characterisation of the main character and maybe one or two other characters
Session 3 (October 1): Setting analysis
Session 4 (IOctober 22): Language characteristics
Session 5 (November 8): Thematic analysis: Dystopian and other main themes, plot analysis + summing up

Module 1 September 5:
Homework: Theoretical text on dystopia
Group work talking about (and writing down) how the novel works with the theme and how it fits with the theory
Class talk on how to understand the theory

Module 2 November 13-ish:
“Omlagt skriftlighed I”: Starting on your individual essays

Module 3 November 14-ish:
Reading a short story with focus on how an oral exam might go about based on your individual novels.

Module 4 November 17-ish:
“Omlagt skriftlighed II”: Finishing your individual essays.


Books covered:
Hunger Games
The Handmaid's Tale
Lord of the Flies
The Maze Runner
Ready Player One
Indhold
Kernestof:
Omfang Estimeret: 7,00 moduler
Dækker over: 3 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 10 Rhetoric in US Politics

This theme stretches across two units, "Rhetoric in US Politics" and "US Political System" respectively.

In the first unit we will work with different rhetorical tools. We will cover 1) the three forms of appeal, 2) pronoun rhetoric, 3) common rhetorical devices, 4) the rhetorical pentagram.

In the second unit we will work with the US political system in relation to the 2024 US presidential election as a project. Students will start by investigating the two main candidates, Trump and Harris and their vice president candidates, which will be used to investigate their ethos. Then students will do a project on five different elements of the political system, a) checks and balances, b) two-party system, c) electoral college, d) congress, e) divided states of America.

These two units will lead up to the SRO-project (SA/EN) on Populism and the 2024 US Election.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 8 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 11 US Political System and the Election

This theme stretches across two units, "Rhetoric in US Politics" and "US Political System" respectively.

In the first unit we will work with different rhetorical tools. We will cover 1) the three forms of appeal, 2) pronoun rhetoric, 3) common rhetorical devices, 4) the rhetorical pentagram.

In the second unit we will work with the US political system in relation to the 2024 US presidential election as a project. Students will start by investigating the two main candidates, Trump and Harris and their vice president candidates, which will be used to investigate their ethos. Then students will do a project on five different elements of the political system, a) checks and balances, b) two-party system, c) electoral college, d) congress, e) divided states of America.

These two units will lead up to the SRO-project (SA/EN) on Populism and the 2024 US Election.
Indhold
Kernestof:
Omfang Estimeret: 12,00 moduler
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer


Titel 13 Black Country in UK and Manchester

This theme is part of the 2nd year class trip to Manchester.

This theme focuses on the industrial era in Great Britain. The main purpose of this module is to give students an insight into social, political, economic and engineering  aspects of the industrial age in the UK. The theme is divided into three main subthemes, 1) the life of a miner, 2) the canals as the highway of the industrial era and 3) the development of unionism. Students will be exploring the period through different types of media, both pictures, poems, novel excerpts, articles and series. Finally, the module will have students make their own products inspired by the material of the theme: They will do a creative assignment creating their own movie of Danish canals inspired by the British canal system; write texts expressing personal views on the life of a miner; write an analytical essay on a chosen text from the theme.

Material:
Google site: https://sites.google.com/gefion-gym.dk/blackcountryliving/start

Introduction:
- Extract from “A Short History of Literature in English – a Handbook” SYSTIME 2010 (pp. 41-55)

Theme 1: Industrialisation and the Life of a Miner
- Blog: Occupations: 19th century coal miners <<https://blog.britishnewspaperarchive.co.uk/2017/08/30/occupations-19th-century-coal-miners/>>
3 Poems:
- “The Chimney Sweeper” 2 poems from Songs of Innocence and of Experience by William Blake (1789 and 1793)
- “The Cry of the Children” poem by Elizabeth Barrett Browning (1843)
- Excerpt from Charles Dickens: The Old Curiosity Shop (1840-1841) “Chapter 45”
- “Aberfan Disaster” from Britannica Encyclopedia <<https://www.britannica.com/event/Aberfan-disaster>>
- “How filming the agony of Aberfan for The Crown revealed a village still in trauma” (2019) article from The Guardian <<https://www.theguardian.com/tv-and-radio/2019/nov/17/television-drama-the-crown-portrays-aberfan-disaster>>
- “The Crown” Season 3, Episode 3: Aberfan (2019) from NetFlix
Additional content:
- Assorted pictures:
<<https://www.ranker.com/list/vintage-coal-miner-photos/rylee_en>>

Theme 2: The Canals and Their History
- “A brief history of the canals of England and Wales” (2019) <<https://www.anglowelsh.co.uk/a-brief-history-of-the-canals-of-england-and-wales/>>
- “Fred Dibnah’s Building of Britain S01 E05: Building the Canals” (2002) BBC2 <<https://www.youtube.com/watch?v=C5anDIm-T60&t=2s>>
- “Canals Over Time: Explore the Lost Waterways” (2023) at Canal & River Trust (interactive map) <<https://storymaps.arcgis.com/stories/f0d6d5d96a964a358ee914d915e95edc>>
- “Great Canal Journeys” Episode 1 (2014) Channel 4 <<https://www.youtube.com/watch?v=8zRI7xwN_mU>>
- "Peaky Blinders" Season 1, episode 1 (2013) from NetFlix

Theme 3: Unionism
- “Trade Unions in the British Industrial Era” (2023) by Mark Cartwright <<https://www.worldhistory.org/article/2212/trade-unions-in-the-british-industrial-revolution/>>
- “Industrial Manchester, 1844” by Friedrich Engels <<https://sourcebooks.fordham.edu/mod/1844engels.asp>>
Indhold
Kernestof:
Omfang Estimeret: 20,00 moduler
Dækker over: 22 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 14 Grammatikforløb

Engelsk grammatik emner, der dækkes med brug af Engelsk Grammatik med Synonymer
- Ordklasser
- Syntaks
- Ordstilling §§194-196
- Kongruens §§1-12, 154-167
- Genitiv §§13-15 + §§56-58, 72c, 78b,  
- Substantivers bøjning §§1-6
- Apostrof §§205a, 216
- Artikler §§21-26
- Adjektiver §§27-36
- Adverbier §§37-47
- Hjælpeverber + modalverber §§104-130 + §§133-138
- Pronominer §§48-103
- Sproglig stil
- Konjunktioner §§168-172
- Småregler §§197-219
- Kommatering
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 13 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 15 Britain and War

This unit focuses on War from a British perspective and will both be a reflection on the individual human in war and the nation as an actor in war. The unit begins with a reflection on three main questions, 1) why would an individual go to war; 2) what would be good reasons for a nation to go to war; 3) what have been some specific reasons for nations to go to war in the past. These three questions set the direction of the unit as a whole. Students will further work with texts that are based on different wars in which Britain have had a share: Israel/Gaza today; World War II and the Dunkirk spirit; the Boer War. In addittion, students will do group presentations on propaganda (using the link under supplementary material below).
The unit is designed to prepare students for SRP, specifically how to analyse different genres (non-fiction, fiction/film, poetry) using a theoretical angle (propaganda).
To round up the unit, students can pick between a) carrying out a formal debate, b) making a propaganda video or c) writing a free essay.

Texts:
- Five Ways to Kill a Man (1997) by Edwin Brock (poem)
- War & Human Nature: Crash Course World History 204 https://www.youtube.com/watch?v=2NIgqS47m5k
- War and Civilization: Crash Course World History 205 https://www.youtube.com/watch?v=jdVLAG_ptQM
- Britain’s military embrace of Israel’s war on Gaza examined
By Iain Overton and Perri Dando on 17 Jun 2025 https://aoav.org.uk/2025/britains-military-embrace-of-israels-war-on-gaza-examined/
- Dunkirk (2017) by Christopher Nolan (movie)
- "Drummer Hodge" (1899) poem by Thomas Hardy

Written assignment (non-fiction essay):
- Text 1: “The Benefits of Service Life on Young People: Why school leavers should join the armed forces” (2020) by Levi, https://wavellroom.com/2020/07/30/the-benefits-of-service-life-on-young-people-why-school-leavers-should-join-the-armed-forces/
- Text 2: “'Snowflakes' wanted: British army rolls out millennial recruitment campaign” (2019) by Linda Givetash, https://www.nbcnews.com/news/world/snowflakes-wanted-british-army-rolls-out-millennial-recruitment-campaign-n954101

Supplementary material:
- https://www.historians.org/resource/gi-roundtable-2-what-is-propaganda-1944/
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 14 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 16 British Imperialism and (Post-)Colonialism

This theme focuses on the role British colonialism has played then and today. We will look at the history of British colonialism from its early years across its height and to its relative demise leading to the post-colonial era and the colonised nations' rediscovery of autonomy.
This unit's purpose is to give students a broader understanding of the history and consequences of British colonialism and imperialism on social structures. It covers three key terms, colonialism, imperialism and post-colonialism. It also covers three perspectives, first the British reasoning behind colonialism as altruistic; second as a British critique of the structures behind colonialism during a period of colonisation; finally as a critique in the post-colonial period of the remnants of colonial structures still present.

Material:
- "Colonialism", "Imperialism", ""Justification for Colonialism argued by Colonial Powers" in <<https://www.newworldencyclopedia.org/entry/Colonialism>> (excerpt)
- "What is Postcolonialism?" from <<https://www.perlego.com/knowledge/study-guides/what-is-postcolonialism>> (excerpt)
- "The White Man's Burden" (1899) poem by Rudyard Kipling
- "Lispeth" (1886) short story by Rudyard Kipling
- "The Moment Before the Gun Went Off" (1991) short story by Nadine Gordimer
- "Sweet Country" (2017) movie by Warwick Thornton

Mock exam:
- Judith Thompson, “Pink” (1986) (From Worlds of English, Systime 2010, p. 175-177)
- William Blake, “The Little Black Boy” (1789) (From Songs of Innocence)

Additional content:
- (post-)colonialism and/or imperialism expressed on social media
- debate with the motion: "This house believes, all things considered, colonialism and imperialism have created a stronger global sense of unity"
Indhold
Kernestof:
Omfang Estimeret: 14,00 moduler
Dækker over: 21 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 17 Shakespeare's Romeo and Juliet

This theme works with Shakespeare's Romeo and Juliet as a love tragedy. Students will work with Shakespeare's style of language in terms of structure (prose, blank verse, rhyming verse) and style (imagery, puns, banter etc.). Students will also read Sonnet 18, both to learn about the sonnet form, but also to put into perspective to the play's theme of love. In addition, students will learn about the Shakespearean theatre (the Globe, the actors etc.) and the tragedy format.

Students will do group work presentations. There are three different group types, 1: Background research, 2: Analysis of an excerpt, 3: Performing a scene excerpt.

Group 1: Background information - William Shakespeare and the Elizabethan theatre
Group 2: Analysis, act 2, scene 4
Group 3: Perform Act 3, scene 1, ll. 1-104
Group 4: Background information - the tragedy and Romeo and Juliet
Group 5: Analysis, Act 4, scenes 1-3
Group 6: Perform Act 5, scene 3, ll. 1-73(-120)

Students will also write individual essays, either on a specific scene or multiple scenes.

Material:
Copy: Oxford School Shakespeare: Romeo and Juliet (2008) ISBN 978-0-19-832166-8

Scenes read:
Prologue
Act 1, scenes 1-2
Act 2, scenes 1, 3-4
Act 3, scene 1, 3
Act 4, scenes 1-3
Act 5, scenes 1, 3

Sonnet 18

Movie: Romeo + Juliet (1996) directed by Baz Luhrmann

Mock exam: Act 5, scene 1

Additional content:
- How to read Shakespeare
- How to analyse Shakespeare
- Hierarchical overview of characters (social rank)
- The Melancholic Hero @https://animepapa.com/the-melancholic-hero-examining-common-tropes-and-their-subversion-in-psychological-thrillers/ (visited 3/1-2026)
- The Age of Shakespeare (group presentation)
- Tragedy description (group presentation)
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
3h EN terminsprøve 03-02-2026
Shakespeare presentation 05-03-2026
3h EN Essay on Romeo and Juliet 13-03-2026
Omfang Estimeret: 20,00 moduler
Dækker over: 28 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 18 Grammatik afrunding

Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 8 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 19 English exam oral/written

Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 4 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer