Undervisningsbeskrivelse
Stamoplysninger til brug ved prøver til gymnasiale uddannelser
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Termin(er)
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2023/24 - 2025/26
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Institution
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Herning Gymnasium
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Fag og niveau
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Engelsk A
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Lærer(e)
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Gitte Østergaard Sørensen
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Hold
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2023 EN/b (1b EN, 2b EN, 3b EN)
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Oversigt over gennemførte undervisningsforløb
Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
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Titel
1
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Entering a World of Fantasy
This topic has focused on the fantasy genre, and we have read excerpts from well-known works of fantasy. Our work has mainly focused on the characteristics of the genre. We have talked about the following technical terms and used them when analyzing and interpreting the texts:
• The typical fantasy setting (parallel world, primary and secondary world)
• The typical fantasy-hero
• The typical characters (good guys vs. bad guys, helpers, mentor --> actantial model)
• The typical structure of fantasy texts (conflict – point of no return – quest – happy ending)
• The use of magical inventory
Our technical terms have come from the book ”Worlds of Fantasy”, Anne Mette Finderup and Agnete Fog, Systime 2005.
Texts
Neil Gaimann: "Stardust" (1999), excerpt, chapter 1
J.K. Rowling: ”Harry Potter and the Philosopher’s Stone” (1997), chapter 1
J.K. Rowling: "Harry Potter and the Order of Phoenix" (2003), excerpt from chapter. 37
C.S. Lewis: “The Lion, the Witch and the Wardrobe” (1950), excerpts from ”Worlds of Fantasy”, pp. 23-31
J.R.R. Tolkien: "The Hobbit, or There and Back Again" ( 1937), excerpt, chapter 1
Lewis Caroll: Alice in Wonderland" (1865) excerpt chapter 1
Film: "Stardust", Matthew Vaughn, 2007.
Additional material:
“What is fantasy” (non-fiction), fra ”Worlds of Fantasy”, Finderup and Fog, Systime 2005, pp. 8-12
Film: "The Chronicles of Narnia", Andrew Adamson, 2005 (only the scenes read in class)
Forløbets omfang svarer til ca. 60 ns.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
14,00 moduler
Dækker over:
14 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
2
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Dystopian Worlds
This topic has been about dystopian worlds. We have read several fictional texts about the text about the topic and talked about dystopian traits and focused on skills relating to analysis of fiction. We also discussed aspects of science fiction.
Texts:
Nancy Kress: To Cuddle Amy" (2000)
Ray Bradbury: "The Veldt" (1950)
George Orwell: "1984" (excerpt, 1949)
Brian Aldiss: "Supertoys last all Summer long (1969)
George Orwell. "Animal Farm" (1945) (novel)
Additional texts:
Film: Gary Ross: "The Hunger Games" (2012)
Forløbets omfang svarer til ca. 125 ns.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
24,00 moduler
Dækker over:
24 moduler
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Titel
3
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Club 27
In relation to this topoc we first spoke about what club 27 is, and then why our culture has an interest in these members of the club. We also spoke about analysis of songs/poetry. We analyzed a song together: Amy Winehouse:"Back to Black". Then the students worked in groups and prepared a presentation of an artist as well as an analysis of a song.
The artists:
Amy Winehouse
Kurt Cobain/Nivana
Jim Morrison/The Doors
Janis Joplin
Jimi Hendrix
Other Material:
“What is Behind Our Culture's Morbid Fascination with Dead Celebrities?”
Forløbet har et omfang på ca. 15 ns.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
7,00 moduler
Dækker over:
7 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
4
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Why English Matters
In this topic we have looked at the importance and relevance of the English language in education, career and every day life. We have talked about why English is the lingua franca of the world, and why reading literature is important for imrpoving English skills.
Kernestof:
https://qz.com/725130/english-is-and-will-be-the-lingua-franca-of-europe-in-spite-of-brexit/: ” English is and will be the lingua franca of Europe in spite of Brexit”, Andrew Linn (11. juli 2016, article)
http://time.com/3585847/mandarin-lingua-franca/: ”Why Mandarin Won’t Be a Lingua Franca”, Andrés Martinez (14. november 2014, article)
https://theconversation.com/the-english-language-is-the-worlds-achilles-heel-93817: “The English language is the world’s Achilles heel”, Guillaume Thierry (3. april 2018, article)
https://www.sunderland.ac.uk/study/explore/education-society/english-great-career/ : “Professor Angel Smith: Why studying English is great for your career” (11. September 2017, interview)
https://www.gradjobs.co.uk/news-and-advice/why-fluent-english-is-important-for-your-future-career: ”Why fluent English is important for your future career” (article)
https://www.brighthubeducation.com/teaching-methods-tips/100744-the-importance-of-teaching-literature/: ”Why Literature Should be Front and Center in the Classroom” (article)
Supplerende materiale:
https://bachelor.au.dk/engelsk/: Engelsk på Aarhus Universitet
Forløbet har et omfang på ca. 20 ns.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
12,00 moduler
Dækker over:
12 moduler
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Væsentligste arbejdsformer
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Titel
5
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Multicultural Britain - EXAM
When working with "Multicultural Britain”, we have focused on the four main areas of English: Society, history, culture and literary history. How does literature affect society and vice versa? We have read both fictional and non-fictional texts related to the topic. We started with an introduction to the Victorian period. Then we read texts from the imperial period and texts from our own period in time related to the topic - multicultural Britain. The discussion was concerned with literary and cultural conditions England has for being a multicultural country today?
Texts:
Rudyard Kipling: "White Man’s Burden" (1899)
Rudyard Kipling: "We and They (1926)
George Orwell: "Shooting an Elephant" (1936)
Robin Cook: "Chicken Tikka Masala Speech" (2001)
Hanif Kureishi: "My Son the Fanatic" (1994)
John Agard: "Listen Mr. Oxford Don" (1985)
Amanthi Harris: "Red Sari" (2004)
Film: "East is East" (instructor: Damien O'Donnell, 1999)
Additional material:
Documentary: "Arven efter imperiet", BBC 2011
Power point about "the Victorian Age"
Websites of political parties in Britain.
Advertisements from the period.
Forløbets omfang svarer til ca. 65 ns.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
28,00 moduler
Dækker over:
28 moduler
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Titel
6
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American Values - part 1
In this topic we have talked about the birth of America. the American dream and the development of it. We talked about the first settlers, independence and immigration from Europe. Everything was connected through a discussion of the concept "the American Dream": How did the dream arise, who was it for and how has the dream developed through time? We focused on the values of the frontier.
Texts:
The Frontier Heritage (background text from "Worlds of English", Systime 2010)
The Founding Fathers: The Declaration of Independence (1776) (excerpt)
Library of Congress: “What is the American Dream” (2002)
Emma Lazarus: “The New Colossus” (1883)
Additional material:
Ron Howard: Far and Away (film, 1992)
Forløbet har et omfang af ca. 60 ns.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
13,00 moduler
Dækker over:
13 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
7
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Storytelling and Disney (SRO)
The class has written an SRO in English and German/French. The topic was gender roles in fairy tales or the individuation process in fairy tales. In English we have talked about the typical structure of fairy tales. And we focused mainly on Disney films: Disnification and typical female and male characters in Disney - and the development thereof during time.
In English we have talked about analysis of films. We have compared a translated version of "Rapunzel" with the Disney movie "Tangled".
Forløbets omfang er ca. 20 ns.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
8,00 moduler
Dækker over:
8 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
8
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American Values - part 2
In the continuation of our topic about American Values, we worked with how the American dream developed in the 20th century. We focused on the rights of African Americans. And later the view on the American dream today.
Texts:
Abraham Lincoln: Emancipation proclamation (1863)
Walt Whitman: “I hear America singing (1860)
Langston Hughes: “I too” (1932)
Abel Meerolol: "Strange Fruit" (1932)
Malcolm X: "The Ballot or the Bullet" (1964)
Barack Obama: “The American Promise” (2008)
Group work about important actors in relation to African American history (The Jim Crow Laws, The NAACP, The Black Panthers, the KKK, Malcolm X, Martin Luther King Jr.).
Additional material:
Lee Daniels: “The Butler” (2013)
Group work about a song relation to the theme of American Values.
Forløbets omfang er ca. 50 sider.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
15,00 moduler
Dækker over:
15 moduler
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Væsentligste arbejdsformer
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Titel
9
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The Island of Ireland
We began the topic by talking about traditional Irish symbols and later we talked about popular culture as we listened to Eurovisions winners and the cultural importance of the revival of Riverdance in the 1990s.
Our topic about Ireland has had three main focus points ((chronological)). First we read about the Irish revolutionary period and worked with Irish independence from Britain. Then we covered the Troubles as we spoke about the impact of this conflict and the current peace agrement. We ended by working with contemporary Ireland: We talked about the fact that there was a recession in Ireland and worked with material about the housing crises. We talked about the somewhat recent abortion laws and the relationship with the EU.
Texts:
William Butler Yeats: "Sixteen dead Men" (1917) *
William Butler Yeats: "The Stare's Nest by my Window" (1923) *
Declan J. Connaugthon: "Field of Tears" (20'11) *
Donal Ryan: "Realtin" (2012) *
Emilie Pine: "From the Baby years" (2018) *
U2: "Sunday Bloody Sunday" (1983)
Additional material:
* McCollum: "The Island of Ireland" (we used this book in class and many of the texts are found in that book).
Pages about Irish history (9-12) + Irish economy (50 - 52) + the Troubles (p. 108 - 120) + Brexit (167) in the book mentioned above.
Film: "Rosie" (2018)
Videos of Eurovision songs and Riverdance from youtube.
Forløbets omfang er ca. 75 ns.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
14,00 moduler
Dækker over:
14 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
10
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American Minimalism - EXAM
In this topic we began by reading several texts by Ernest Hemingway, and then we proceeded to read texts by other American Minimalist. Our focus has been on textual analysis and minimalism as a style of writing. We focused on themes such as rite of passage, relationships, masculinity, war and voyerism.
Ernest Hemingway:
"Indian Camp" (1924)
"The Doctor and the Doctor's Wife" (1925)
"The Short, Happy Life of Francis Macomber" (1936)
"Hills like White Elephants" (1927)
"Soldier's Home" (1925)
Raymond Carver: "Neighbors" (1981)
Amy Hempel: "Beach Town" (2000)
Frederick Barthelme: "Galveston" (2000)
Ann Beattie: Snow" (1986)
Additional Material:
Everyone has written an analytical essay about Raymond Carver's "The Lie" (1986)
Material about Hemingway and Carver's style of writing + minimalism.
Forløbet har et omfang på ca. 40 sider
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
21,00 moduler
Dækker over:
21 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
11
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The Many Faces of Evil - EXAM
In relation to this theme we have worked with portraits of evil during time. We have read both romantic/gothic, Victorian, modern and postmodern depictions of evil. The theme is therefore connected to literary history. We have especially focused on: Narration, building of suspense and characteristics of the literary period. How is evil portrayed in the different periods?
Texts:
Romanticism/the Gothic:
Lord Byron: The Giaour (1813)
Mary Shelley: Frankenstein (excerpt) (1818)
Edgar Allen Poe: The Black Cat (1843)
The Victorian Age:
Robert Louis Stevenson: Dr. Jekyll and Mr. Hyde (excerpt) (1886)
Bram Stoker: Dracula (excerpt) (1897)
Modernism:
Shirley Jackson: The Lottery (1948)
Stephen King: Suffer the Little Children (1972)
Postmodernism:
Brett Easton Ellis: American Psycho (excerpt, "Killing Child at Zoo) (1991)
Additional material:
Film Francis Ford Coppola: "Bram Stoker's Dracula" (1992)
Forløbet har et omfang på ca. 50 sider.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
18,00 moduler
Dækker over:
18 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
12
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Australia - EXAM
In relation to this topic we have briefly looked into the history of Australia and the general characteristics of the country. We have also briefly talked about the Australian dialect and have seen examples hereof. In this connection we also spoke a little about English as a Lingua Franca.
We then focused on two aspects: the settlers and the stolen generation. We discussed who originally came to Australia and why. It also evolved into a look into the lives and hardships of the settlers. And then we discussed the circumstances of the aboriginals and later the stolen generation. We ended by reading the official apology to the stolen generation and discussed whether or not one can say that there is a new stolen generation today.
Texts:
Henry Lawson: The Drover's Wife (1892)
Ian Mudie: This Land (1935)
Nancy Cato: "The Dead Swagman" (1953)
Katharine Prichard: N'goola (1959)
Prime Minister Kevin Rudd: Apology to Australia (13. februar 2008)
Charis Chang: "The truth about how Aboriginal people are treated in Australia" (article from news.com.au, June 22nd 2020)
Film: Rabbit Proof Fence (2002)
Forløbet har et omfang på ca. 30 ns.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
18,00 moduler
Dækker over:
19 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
13
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The Roaring Twenties - EXAM
In this topic we have read and worked with Fitzgerald's "The Great Gatsby" from 1925. We have practized analytical skills and focused on understanding the period the 1920s in America. This means that we have used our knowledge from our topic about American Values from our 2nd year. We have mainly focused on the idea of the American Dream.
F. Scott Fitzgerald: "The Great Gatsby" (1925)
Film: Baz Luhrmann: "The Great Gatsby" (2013)
Forløbet har et omfang på ca. 125 ns.
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Indhold
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Supplerende stof:
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Omfang
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Estimeret:
13,00 moduler
Dækker over:
13 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
14
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Shakespare - Romeo and Juliet - EXAM
In this topic we have focused on excerpts from Shakespeare's "Romeo and Juliet". Our reading especially focused on Shakespeare's language and the structure of the story itself. We have discussed the themes of the play and its historical context. We have read the following excerpts from the play:
The Prologue
Act 1, scene 1 l. 1-95
Act 1, scene 5, l. 39-146
Act 2, scene 2
Act 3, scene 1, l. 1-128
Act 4, scene 1 l. 44-125
Act 5, scene 1
Film: Baz Luhrman: Romeo and Juliet (1996)
We have also read the following examples of his sonnets: number 18, 130 og 147. Here we focused on the structure, the language and the content of the sonnets.
Additional material:
A summary of the drama from Sparknotes.
Material about the history of the English language.
As a starting point of the topic, the students took part in a Shakespeare-lecture for all the 3rd year students. This day consisted of a lecture aout Shakespeare and his time. They read a background text about "The Chain of Being" as preparation for the lecture. On this day we also read and worked with an excerpt from "Macbeth". We ended by watching the film "Shakespeare in Love".
Forløbet har et omfang på ca. 50 sider.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
19,00 moduler
Dækker over:
20 moduler
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Særlige fokuspunkter
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- Faglige
- Læse
- Diskutere
- Almene (tværfaglige)
- Analytiske evner
- Kommunikative færdigheder
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Væsentligste arbejdsformer
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Forelæsninger
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Gruppearbejde
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Lærerstyret undervisning
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Titel
15
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Repetition
Vi har repeteret eksamensforløbene og set en eksamensvideo. Derudover generel træning af mundtlighed og ordforråd.
Eksamensemnerne fremgår af lectio.
Forløbets omfang er ca. 5 ns.
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Indhold
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Supplerende stof:
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Omfang
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Estimeret:
7,00 moduler
Dækker over:
7 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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