Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2019/20 - 2020/21
Institution Esbjerg Gymnasium
Fag og niveau Engelsk B
Lærer(e) Rasmus Skovdal
Hold 2019 En/l (1l En, 2l En)

Oversigt over gennemførte forløb
Titel A Introforløb engelsk (IKKE PENSUM)
Titel B Song Lyrics (IKKE PENSUM)
Titel C Speeches
Titel D Crime and Punishment (IKKE PENSUM)
Titel E The Outsider
Titel F Aspects of America
Titel G London Riots
Titel H South Africa: growing up with Apartheid
Titel I Monsters!
Titel J Tilladte hjemmesider til eksamen

Beskrivelse af de enkelte forløb (1 skema for hvert forløb)
Titel A Introforløb engelsk (IKKE PENSUM)

DETTE FORLØB OPGIVES IKKE TIL EKSAMEN


This was your introduction to English/HF, and the theme was a combination of 'Family life' and 'Growing Up' - practically speaking, this means that you can use either, or both, when you have to relate to a text during the exam. Consider what your text(s) say about these topics, or themes, and how they say it.

Your worked with:

A Fable (short story). When re-reading the text, pay attention to the author's attitude to his characters.

Champagne Flight (short story). When re-reading the text, pay attention to the basics of short story writing - what do we expect from a short story / what are the features of a short story. Also, notice how the characters interact thematically: they both desire what the other has (age and the perceived freedom that comes with age, and youth).

The Collapse of Family Life (article). When re-reading the text, pay attention to what the intention of the article is, and how it tries to convince you. Also, consider the theme of 'what is a modern family' (note that the article comes from a conservative source, and has opinions on what a family should be).

Shopping for One (short story). When re-reading the text, pay attention to how a story works when we follow a main character like this. Are there things we are not told? Has she perhaps been in this situation before. Also, consider what it might try to say about modern society and expectations towards women.

Whip It (film). If you re-watch the film, pay attention to character development and how the family here is something she chooses. This is a very classic coming of age story, and the 'sport' and the tournament are not as such the end goal - notice that losing becomes a victory.


Some of you may have read Say Yes if you read ahead, but we didn't work with it together. You may use it for the exam if you want to, and I would encourage you to read it as part of your exam preparations.
Indhold
Kernestof:
Omfang Estimeret: 14,00 moduler
Dækker over: 13 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel B Song Lyrics (IKKE PENSUM)

DETTE FORLØB OPGIVES IKKE TIL EKSAMEN


In this theme we worked with song lyrics, so the ‘genre’ was our unifying element rather than a specific theme. That said, we did find common themes across the majority of our texts.
The goal was to work with texts which are short, but contain as much character development, thematic content and figurative language as a longer text. It was an exercise in ‘reading between the lines’, basically.

You worked with (all songs attached, either in the compendium or the ‘USA lyrics’ file):

Paint it Black (depression, loss)
Dancing in the Dark (depression, need for change)

Peace Sells
Americana
Sleep now in the Fire
-These three share the common theme of ‘America’, and we looked at how they express their criticism of America and ‘the system’, becoming increasingly negative in their opinions. Peace Sells is negative, but with a touch of potential hope whereas Sleep now in the Fire sees America as a failed idea that is wholly negative.

Right in Two (religion, humanity as inherently violent)
Jeremy (bullying)
Logical Song (growing up, society destroying innocence)
David (alcoholism/substance abuse, religion, father roles)

In addition, you worked with some songs you chose. If they are on the list below, you may also use them in the exam:
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel C Speeches

This was our first real foray into nonfiction analysis, and the common thread here is, largely, American political speeches with a few other elements thrown in for variety.
We worked with basic rhetorical devices (use your analysis tools!) and looked at common elements – how does a speech look, and do the political speeches have things in common? A couple are atypical (Malcolm X, Chief Joseph) but still use basic rhetorical devices and language to affect their audience. So regardless, consider what the intention is and how they try to reach their goal.

George Bush, address to the nation following 9/11

Barack Obama, memorial speech (2011 Gabby Giffords shooting)

Martin Luther King, ‘I have a Dream’ speech

Malcolm X, ‘Ballot or the Bullet’ speech

JFK, speech in Berlin (‘Ich bin ein Berliner)

Richard Nixon, moon landing contingency speech (the speech written in case the moon landing failed)

Chief Joseph, speech to congress/government after Nez Percé surrender.


In addition, you worked with four speeches taken from a fictional source (movies). This was both to provide variety, but also to offer some other types of speeches. The links are attached in the Fictional Speeches Assignment file, and still work as of the start of the exam period.

They are:

‘Rousing the troops’ speech from Braveheart
‘Inspiring the team’ speech from Friday Night Lights
And two speeches that are technically monologues, but framed as speeches, in which one person talks to another in clips from Rocky (father and son) and Good Will Hunting (a man tries to convince his friend to better his life).
Indhold
Kernestof:
Omfang Estimeret: 12,00 moduler
Dækker over: 15 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel D Crime and Punishment (IKKE PENSUM)

DETTE FORLØB OPGIVES IKKE TIL EKSAMEN


In this theme we worked with ‘Crime and Punishment’.

Consider how each text/movie approaches this topic: what is the crime, and what is the punishment? Do we see both elements in them all, and what kinds of crimes are punished? In White Bear someone is punished ‘creatively’ for the murder of a child, but in Rendezvous, who is actually punished? The criminal is the man in the car, but the girl ends up being ‘punished’ by getting in the car.
Consider the ideas of justice versus revenge, and why/how we punish.

We worked with:

White Bear (short film)

Rendezvous (short story)

Tell Me (short story; note the lack of punishment here. Do we expect the killer to be caught in a story like this?)

Starred Up (film)

My sons on Death Row (article)
Indhold
Kernestof:
Omfang Estimeret: 16,00 moduler
Dækker over: 18 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel E The Outsider

In this theme we worked with the idea of outsiders in fiction, and worked with the idea of the outsider – who is an outsider, who chooses that, is it always a negative thing, and so on. Each of the texts (and one film) dealt with outsiders in some way, and in several cases you have to consider who the outsider is:


Everyone talked loudly in Chinatown (short story; the immigrant experience, wanting to fit in, rebelling against family. The main character is an outsider in her home, but her parents are out of step with the society they live in, which the girl wants to be part of)

How to Watch Your Brother Die (poem; a man visits his estranged, gay brother who is dying of AIDS. He becomes the outsider as he experiences his brother’s life, and learns some lessons – both how to hate (the border guard) and how to love (his children will be raised without “challenge”, even if they are different from him))

Love Doll (short story; a fable about a love doll who comes to life, revealing to us how its ‘’owner’’ is old fashioned and doesn’t understand the modern world. A story about feminism.)

Trainspotting (film; a group of junkies in Scotland. They are all outsiders, but are any of them also outsiders within their non-conforming group?)

On the Beach (short story; rich kids in Malibu meet a real challenge: one of their group is dying of cancer. These people are as much outsiders as those in Trainspotting, only wealthy instead of poor, and they solve their problems in the same way, through substance abuse. The main character might be an outsider within their group of outsiders.)

Cause and Effect (poem; a short poem about how a society can turn you into an outsider – the society is likely meant to be America)


In this theme you also worked with a novel of your own choice – you wrote a paper, and worked with the idea of outsiders in fiction, using your book as the example. You can refer to your book in the exam if you want to.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 15 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel F Aspects of America

For the 'Aspects of America' theme, we looked at America broadly, dealing with topics and elements of America that we see as 'typical' of America, or which are seen as clichés when dealing with America. This included looking at American ideals and values.

Part of the theme focused on 'America at war' (using Vietnam as the example), so while this was not a theme focused on history as such, it would be a good idea to read up on that conflict.


We worked with the following texts and movies:



This is my Living Room (short story; racism and the South, stereotypes)

Interview with Arnold Schwarzenegger (by Studs Terkel; interview; The American Dream)

'Game Makers Blamed' (article, actual title: Video-game Maker Blamed in '04 Killing; Gun Culture and entertainment)

God Bless America (2011, by Bobcat Goldwaith, movie; gun culture, politics)

The Lone Ranger and Tonto Fist Fight in Heaven (short story; from the collection of the same name; Native Americans, American identity)


The Things They Carried (excerpt, novel; Vietnam and America at war)

There was no Rules at All (article/essay; Vietnam, black soldiers)

Homecoming (excerpt, taken from Mark Baker's book 'Nam'; Vietnam and coming home, America's sense of self following the loss)

First Blood (movie; you only watched the first 15 minutes or so; A fictional look at Vietnam and the attitude to those who came back)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 17 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel G London Riots

Vi arbejdede med 'The London Riots' (august 2011). Her er det vigtigt, at I har en forståelse for hvad der foregik - hvis I har glemt alt, så få læst op på hændelser og fakta.

Vi arbjede med artikler, der alle har en vinkel eller unik pointe omkring optøjerne. De har alle det til fælles, at de er skrevet under eller lige efter hændelserne (vær opmærksom på datoer på eksamensteksterne her):


New Doomed Generation (en ung mands perspektiv, og frygten for at blive stemplet)

Police tell of life during riots (politiets perspektiv)

The Blog that Peter Wrote (om ord, og de ting folk siger om hinanden i situationen)

Two Sent to Jail for Swearing (om hvordan retssystemet reagerer på en usædvanlig situation, og en sammenligning med andre forbrydelser, som politisk pengemisbrug)

Brixton and the riots in 1981 (et perspektiv til sidste gang, der var "riots" i England)

England Friendly Canceleld after London Riots (hvad sker der, når landet for alvor ser konsekvensen af hvad der sker - pludselig kan de ikke se fodbold om søndagen - hvordan reagerer de? Læg mærke til, at nogle af de ytringer folk har, ligger til grund for 'The Blog that Peter Wrote')

Penny Red Blog (et personligt perspektiv, på samme måde som 'New Doomed Generation' og 'Blog that Peter Wrote', men hvor afsender har en lidt bredere forståelse for, hvad der måske lægger til grund for de her riots - og hvad der ikke gør)

'Hoodies, louts, scum': how media demonises teenagers (baggrund om synet på unge i England generelt, i visse kredse)



Derudover så Inogle uddrag fra videoer fra forskellige synspunkter (læg mærke til, at sidste video f.eks. matcher vinklen vi ser i 'Police tell...' artiklen):

En tilfældig persons 'hjemmevideo' fra hændelserne. En del af hans klip blev brugt i en del nyhedsudsendelser og andre videoer efterfølgende:

https://www.youtube.com/watch?v=5hIcvga-bZY

I så fire korte klip, hvert nogle minutter fra: 13.00, 16.50, 27.00, 43.00



En BBC udsendelse, der prøver at finde ud af hvad der skete i Manchester:

https://www.youtube.com/watch?v=rBptqkamnR8

Obs: den, der uploadede videoen har selv givet videoen en titel. BBC ville ikke snakke om 'chavs' på den måde.

I så fra starten til ca. 5.30.



Politiets synsvinkel:

https://www.youtube.com/watch?v=_qktOvVNXwc

I så fra starten til ca.9.00
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel H South Africa: growing up with Apartheid

In this theme you worked with Apartheid as the unifying topic, and with the idea that 'growing up with' something, an idea or an ideal, can make it hard to avoid becoming what your parents are, and what society is.


We used Lucy, from 'Pink', as the example of this. Is she racist? Why does she say the things she says? Is she meant to explain (not excuse!) something? We saw parallels to her in Corrie (Lifting), and in Unto Dust, Making of a Servant and The Last Three Bushmen, we found examples of how their attitudes and values were there even before there was such a thing as Apartheid, or even South Africa.


This was a thematic excersise and less focused on history, but we did talk about the broad strokes of South Africa's history and the history of Apartheid, and you should read up on anything you might have forgotten, including Soweto and the Soweto Riots.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel I Monsters!

In the Monsters! theme we worked with... monsters!

We looked at monsters as metaphor and symbol, and at what a monster is and isn't, and where monsters “come from”.

We did so by working with:

The Tell-Tale Heart (Short story: the “psychopath” for want of a better term; the human monster, and our introduction to the “monstrous” (the old man, his white eye) not being what it seems)


Ginger Snaps (Movie: the werewolf as metaphor for puberty)


The Terrapin (Short story: another human “monster”, but this time we see both monster and maker. The mother shapes the son, and she “pays” for it)


It Follows (Movie: we meet a sexually transmitted curse – again – and see the somewhat conservative side of horror.)


The Werewolf (Short story, Angela Carter: the human monster is back, this time playing with our fear of monsters (they aren't real, of course) and giving us a fairy tale twist)



In addition, we talked quite a bit about Dracula/vampires and symbolism/metaphor, and you saw a short clip (Lucy's 'final' death) from the Coppola 1992 film



This was not a theme about Gothic features, but we did talk about them, and I would encourage you to read up on the typical elements of that style/period in fiction.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel J Tilladte hjemmesider til eksamen

De følgende hjælpemidler må benyttes ved den mundtlige og skriftlige eksamen i engelsk:

https://ordbog.gyldendal.dk/ (Gyldendals eng/dk og dk/eng ordbog)
https://www.ordbogen.com/ (eng/dk og dk/eng ordbog)
https://dictionary.cambridge.org/ (Cambridge eng/eng ordbog)
https://www.oxfordlearnersdictionaries.com/ (Oxford eng/eng ordbog)

https://en.oxforddictionaries.com/grammar/word-classes-or-parts-of-speech (ordklasser)
-I må tilgå de enkelte underkategorier, men links der fører til andre sider/domæner end oxforddictionaries.com må ikke benyttes.

Vær opmærksomme på, at links på de pågældende sider, der fører til andre domæner, ikke må tilgås.

Før eksamen, sørg for at:

-downloade offline udgaven af Gyldendals, for en sikkerheds skyld.
-downloade alle vejledninger og analyseark fra Lectio, da I ikke har adgang til Lectio under eksamen.
-downloade gamle opgaver med noter, hvis I føler det kan hjælpe jer (skriftlig eksamen).
-DownloadeTekster og andre dokumenter til perspektivering og analyse (mundtlig eksamen).

Husk at medbringe (skriftlig eksamen):

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