Holdet 3g EN (2025/26) - Undervisningsbeskrivelse

Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2025/26
Institution Herlev Gymnasium og HF
Fag og niveau Engelsk A
Lærer(e) Lise Danelund
Hold 2025 3g EN (3g EN)

Oversigt over gennemførte undervisningsforløb
Titel 1 Forløb 0 (Tilladte hjælpemidler)
Titel 2 Going Global: Postcolonialism & Aspects of Africa
Titel 3 Shakespeare Forever (Værklæsning)
Titel 4 Edgar Allan Poe, Gothicism, and Dark Romanticism
Titel 5 Times of War

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Forløb 0 (Tilladte hjælpemidler)

TILLADTE HJÆLPEMIDLER – Engelsk STX A

SKRIFTLIG EKSAMEN
Til nærværende holds skriftlige eksaminer må følgende online hjælpemidler anvendes:

www.minlaering.dk
www.oxfordlearnersdictionaries.com  
www.britannica.com/dictionary (Det er den samme som www.learnersdictionary.com)
www.thesaurus.com  
www.ordbogen.com  

Eleverne må også tilgå de grammatikbøger på Systime, som de har anvendt i undervisningen.
Samt: https://sproglinks.dk/filarkiv/grammatik-engelsk.pdf

For nærværende hold er dette:
Getting Started -  https://gettingstarteda.systime.dk/?id=1
Get It Right - https://getitright.systime.dk

Endvidere må eleverne anvende:
Egne noter
Egne opgaver
Vejledende besvarelser til deres opgaver.
Noter udleveret på holdet

MUNDTLIG EKSAMEN - FORBEREDELSE

www.minlaering.dk
www.oxfordlearnersdictionaries.com  
www.britannica.com/dictionary (Det er den samme som www.learnersdictionary.com)
www.thesaurus.com  
www.ordbogen.com  

Eleverne må også tilgå de grammatikbøger på Systime, som de har anvendt i undervisningen.

For nærværende hold er dette:
Getting Started -  https://gettingstarteda.systime.dk/?id=1
Get It Right - https://getitright.systime.dk

Endvidere må eleverne anvende:
Egne noter
Egne opgaver
Vejledende besvarelser til deres opgaver.

MUNDTLIG EKSAMEN - eksamination
Medbring kun den udleverede tekst og din disposition

Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 0 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 Going Global: Postcolonialism & Aspects of Africa

This course focuses on imperialism, colonialism, and, in particular, historical and contemporary social conditions in English-speaking countries in Africa. We discuss post-colonial heritage with special emphasis on South Africa and Nigeria. Furthermore, students work with standard varieties of English, language variation, and the use of English as a lingua franca.

The following genres are studied:
speeches, plays, flash fiction, articles, autobiographies, short stories, poems, sculptures, and paintings.

The course introduces and applies the following key concepts:
The British Empire, imperialism, colonialism, post-colonialism, stereotyping and the dangers of a single story (differences vs similarities), colonial heritage, objectification, suppression, dehumanisation, constructions of Otherness, agency and paralysis, gender discrimination, as well as the construction of race, power, and social relations.

The course also addresses South Africa’s apartheid system, money marriage and modern-day slavery in Nigeria, the clash between tradition and modernity, and the United Nations Sustainable Development Goals.

Materiale:

Fra Finderup & Fog: "Worlds of English", (2023), Aspects of Britain:  https://worldsofenglish.systime.dk/?id=100
1. Britain: From island to empire and back https://worldsofenglish.systime.dk/?id=117
2. Rudyard Kipling: The White Man’s Burden (1899)

Fra Finderup & Fog: "Worlds of English", (2023), Aspects of Going global – being global: https://worldsofenglish.systime.dk/?id=69
1. Lars Jensen on colonialism and globalisation
2. Chimamanda Ngozi Adichie: The danger of a single story (2012). Ted Talk.
https://www.youtube.com/watch?v=D9Ihs241zeg (Tagged Nov 2022) + in Anne Thaysen & Lise Debel
Christensen: "Africa Unfold" (2015) (10 ns)
3. Judith Thompson: Pink (1986) (Play) (2,3 ns)
4. Molara Wood: Girl on the Wall. From Indigo  (2013) (Flash Fiction - a short short story) (1,3 ns)
5. Interviews with Molara Wood on Money marriage and modern-day slavery in Nigeria and  The clash between tradition and modernity (Systime, Worlds of English, https://worldsofenglish.systime.dk/?id=319) (3 ns)
6. Jasmin Goodman, Chuka Onwumechili: Women’s football in Nigeria has a long history of defiance (2021) (3 ns)
7. Nigerian playwright pushing for social change, equality: https://youtu.be/jJaHPbHWslw (1 ns)

Herudover:

Henry Labouchère's "The Brown Man's Burden" (tagged 11.05.26) https://shec.ashp.cuny.edu/items/show/751

Chimamanda Ngozi Adichie: Tomorrow is too far. (2009) In Anne Thaysen & Lise Debel Christensen: "Africa Unfold" (ns 8)

Molara Wood: Free Rice. From Indigo (2013) (Flash Fiction - a short short story) (2 ns)

Afua Hirsch: Brit(ish).(2018) Introduction: Identity Lessons. pp. 1-26

Comparative Analysis: Yinka Shonibare's art installation from 2003, The Scramble for Africa  and H. Lüders: Die westafrikanische Conferenz in Berlin. Die Gartenlaube (1884) https://worldsofenglish.systime.dk/?id=69

Oral presentations on Nigeria:
- Nollywood – genres, characteristics, economy, Literature, art, flourishing businesses
- Nigerian News, Facts: population, religion, geography, languages/dialects, ethnic diversity, rural areas, cities, poverty, challenges, politics, climate etc.  
- Sports and the music industry – genres, characteristics, including Pidgin English.
- Beauty and fashion industry, Traditional festivals and cultural practices

English as a Lingua Franca:
Fra Finderup & Fog: "Worlds of English", (2023), English as a Lingua Franca: https://worldsofenglish.systime.dk/?id=310
The Internation Dialects of English Archieve: https://www.dialectsarchive.com/globalmap
Euro English explained: https://www.youtube.com/watch?v=vf8KxvRYvQU  

Grammatik:
https://gettingstarteda.systime.dk/?id=1
Kapitel 4 og 5

Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 19 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 Shakespeare Forever (Værklæsning)

This course focuses on William Shakespeare, his historical and cultural context, and his continued relevance in contemporary culture and literature. The students work with the Elizabethan Era and the Renaissance, including the social, religious, and cultural conditions of England in Shakespeare’s time, with particular attention to London, the theatre culture, and developments in society and worldviews during the period.

The course introduces Shakespeare’s life, works, and literary influence, as well as the characteristics of Elizabethan drama and the Shakespearean tragedy. We work with Shakespeare’s language, including Early Modern English, verse and prose, imagery, metaphors and similes, the iambic pentameter, sonnet structure, as well as dramatic and literary devices.

The primary work studied is Romeo and Juliet, which is analysed and interpreted through close reading, textual analysis, and comparative perspectives.

We work with central analytical concepts such as plot structure, the tragic hero, conflict, humour, fate, love, family relations, identity, metafiction, and dramatic techniques. Furthermore, we analyse sonnets and examine the structure and function of the Shakespearean sonnet, including concepts such as volta, rhyme scheme, and poetic language.

The course also focuses on Shakespeare’s continued relevance today, the reasons why and the ways in which his themes and works are adapted and reinterpreted in modern culture. We work with comparative analysis through contemporary texts and media.

In addition, we have worked with comprehension, interpretation, and analytical questions related to genre, characterisation, conflict, themes, and literary techniques.

Materials:

Bo Høpfner Clausen and Jesper Kaalund: Romeo and Juliet – The Complete Play, Glossary, Tasks and Toolbox (Gyldendal) (240 pages)

Gitte Vest Barkholt and Jørgen Døssing Jepsen: A Short History of Literature in English. A Handbook. (2011). Chapter 2 The Renaissance. pp.11-24

John Green. The Fault in Our Stars. (2012) Chapter 20. (6 ns)

Taylor Swift: Love Story (2008)

“Why is Shakespeare more popular than ever?” BBC News (2016) https://www.bbc.com/news/magazine-36114485  

Material from Shakespeare Online: https://www.shakespeare-online.com

The students have also watched and analysed stage and screen adaptations of Romeo and Juliet:
a) The theatre production at Betty Nansen Teatret 2025
b) The 2021 filmed stage production by the British National Theatre.

Grammatik:
https://gettingstarteda.systime.dk/?id=1
Kapitel 3 og 7
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 29 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 Edgar Allan Poe, Gothicism, and Dark Romanticism

Horror, Gothic Fiction, and Dark Romanticism: Edgar Allan Poe

This course focuses on the horror genre and its literary traditions, with particular emphasis on Gothic fiction, Dark Romanticism, and the authorship of Edgar Allan Poe.

The primary focus of the course is the works of Edgar Allan Poe. Through close reading and literary analysis, we examine how Poe uses symbolism, unreliable narrators, atmosphere, and language to portray inner darkness, fear, and madness.

We also work with the historical development of horror literature and examine how horror reflects cultural anxieties, psychological mechanisms, and existential themes.
The course includes an introduction to the early roots of horror literature and to the development of Gothic fiction during the late eighteenth and early nineteenth centuries.

We work with theoretical and analytical concepts related to horror as a genre. This includes key concepts such as suspense, foreshadowing, the uncanny, symbolism, atmosphere, Gothic settings, narrative perspective, and psychological fear responses.

We look at gothic literature as a reaction against Enlightenment ideals such as rationality, science, and industrialisation.We examine characteristic Gothic settings and motifs, including castles, ruins, cemeteries, madness, secrecy, decay, and supernatural or unexplained events. And the course also briefly touches upon how Gothic fiction reflects fears connected to scientific progress, uncontrolled ambition, and the loss of moral and social control.

Special attention is given to Dark Romanticism. We examine how Dark Romanticism explores the darker aspects of the human mind and soul. The course focuses on themes such as sin, guilt, madness, obsession, paranoia, death, revenge, psychological conflict, inner fear, and human instability.

We discuss Stephen King’s understanding of horror as presented in Danse Macabre, focusing on the distinction between terror, horror, and revulsion (The gross-out) as different levels of emotional effect within the genre. We also discuss his ideas as to why we crave horror fiction.

We work with the following genres:
short stories, poetry, articles, interviews, film.

Material:

Stephen King. Three Types of Horror. In Danse Macabre. 1981.
Stephen King: Why We Crave Horror Movies. https://horror.systime.dk/?id=153

Edgar Allan Poe. The Cask of Amontillado. First published 1846.
Edgar Allan Poe. The Masque of the Red Death. First published 1842.
Edgar Allan Poe. The Tell-Tale Heart. First published 1843.
Edgar Allan Poe. The Raven. First published 1845.
Edgar Allan Poe. The Haunted Palace. First published 1839.

The Raven. Directed by James McTeigue. (2012). We have watched and analysed The Raven as part of the work on adaptations, intertextuality, and representations of Poe in modern popular culture.

Grammatik:
https://gettingstarteda.systime.dk/?id=1
Kapitel 2 og 6
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 19 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 Times of War

Times of War: Propaganda, War Poetry, and War Rhetoric

This course focuses on representations of war, propaganda, and war rhetoric, with particular emphasis on the First World War and contemporary American political discourse related to war and military intervention.

Through literary, visual, and rhetorical analysis, we examine how war is communicated, presented, and justified across historical periods and media. And we discuss how political rhetoric is used to justify military action, construct enemies, and reinforce ideological and cultural narratives.

The first part of the course centres on British recruitment campaigns during World War I and on the persuasive strategies used in propaganda. We analyse propaganda posters, recruitment material, songs, and war poetry in order to examine how war, patriotism, masculinity, sacrifice, and national identity are constructed and communicated.

We explore how propaganda seeks to shape public opinion and encourage military participation. Particular attention is given to the contrast between idealised representations of war and the traumatic realities experienced by soldiers.

The course introduces analytical concepts related to propaganda and rhetoric. This includes: persuasive language, emotional appeal, visual symbolism, imagery, stereotyping, enemy construction, nationalism, heroism, and the creation of “us versus them” dichotomies.

Special focus is placed on First World War poetry and on the ways poets both support and challenge dominant narratives of war. Through close reading and literary analysis, we work with themes such as patriotism, disillusionment, masculinity, trauma, sacrifice, death, and the both psychological and physical consequences of warfare.

The course also explores the fascination with war and examines how war may simultaneously be represented as heroic, meaningful, horrifying, and deeply traumatic.

In addition, this course examines contemporary American social and political conditions through work on the ongoing conflict between the United States and Iran.
We analyse modern military recruitment campaigns and political speeches in a comparative perspective, drawing connections between historical war rhetoric from World War I and contemporary political communication.

We engage in rhetorical analysis of speeches and public communication from the White House and from Donald Trump related to Iran and military intervention. In this context, we draw on knowledge from year 1 and 2 on American values and national myths, including the frontier heritage and American exceptionalism, as well as rhetorical strategies and persuasive techniques.

Key analytical concepts include: The rhetorical pentagram, modes of appeal (ethos, pathos, logos), rhetorical devices, and argumentative strategies, including straw man arguments, ad baculum, ad hominem, ad populum, hyperbole, and exceptionalism.


We work with the following genres:
War poetry, propaganda posters, songs, speeches, political rhetoric, documentary videos, recruitment campaigns, and film excerpts.


Material:

Background Material
BBC News: “The War to End All Wars”

Propaganda Posters:
From: Hanne Ullerup & Lene Kaaberbøl (eds.), Soldiers Don’t Go Mad. Klim, Aarhus, 2000:
“Daddy, What Did You Do in the Great War?”
“Women of Britain Say GO!”
“Whose Absent? Is it You?”
“Are You in This?”


War Poetry
(All poems from Hanne Ullerup & Lene Kaaberbøl (eds.), Soldiers Don’t Go Mad. Klim, Aarhus, 2000.)
Jessie Pope: The Call
Jessie Pope: War Girls
Lena Guilbert Ford: Keep the Home Fires Burning
Rupert Brooke: The Soldier
Wilfred Owen: Dulce et Decorum Est
Siegfried Sassoon: Glory of Women
Siegfried Sassoon: Suicide in the Trenches

Songs and Film
Keep the Home Fires Burning by Lena Guilbert Ford
Oh! What a Lovely War – “I’ll Make a Man Out of You” excerpt

Youtubevideos from the Imperial War Museums:
“How did WW1 Start? | Causes of the First World War”
“Life in the Trenches”
“Did WW1 Really Promote Women’s Rights?”

Speeches and Political Communication
Donald Trump: “Address to the Nation after the Iran Strikes” (Operation Midnight Hammer), 21 June 2025
Donald Trump: “President Trump Announces Iran Attack”, 28 February 2026
Donald Trump: “President Trump Attends a Medal of Honor Ceremony at the White House”, 2 March 2026
Posts on Truth Social and X related to Iran and military intervention, especially March 2026

Recruitment Videos
US Army Recruitment Video
Swedish Military Recruitment Video

Grammatik:
https://gettingstarteda.systime.dk/?id=1
Kapitel 8, 9 og 10
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer