Holdet 2a En (2025/26) - Undervisningsbeskrivelse

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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2024/25 - 2025/26
Institution Egaa Gymnasium
Fag og niveau Engelsk B
Lærer(e) Line Herold Netuka
Hold 2024 En/a (1a En, 2a En)

Oversigt over gennemførte undervisningsforløb
Titel 1 Fantasy
Titel 2 Serious Business
Titel 3 PROJEKTFORLØB 1
Titel 4 Evil [EXAM]
Titel 5 People in Motion: American Identity and Pol [EXAM]
Titel 6 From "Rule Britannia" to Brexit [EXAM]
Titel 7 Utopian Dreams & Dystopian Nightmares [EXAM]
Titel 8 Eksamensrepetition og hjælpemidler

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Fantasy

"Fantasy is hardly an escape from reality. It's a way of understanding it." - Lloyd Alexander

This course introduces students to reading a literary genre and using literary theory to highlight the differences between reading for entertainment or information and reading analytically using fiction analytical methods. We begin by establishing the genre features of fantasy literature, including plot structure, setting types, character gallery, subgenres, classic themes, and magical inventory. The texts studied are British children’s fantasy literature, which enables discussions of what adults can take away from reading children’s fiction and why the Brits seem to have an affinity for and fondness of the fantasy genre. C. S. Lewis’ Narnia: The Lion, the Witch and the Wardrobe (1950) introduces multiple interpretation layers to the class as we consider historical contexts of World War 2, and political and religious allegories. Finally, students learn how to make characterizations with emphasis on character types, round/flat, static/dynamic, and inner/outer characteristics using literary theory provided by Fields of Vision.


KERNESTOF
• Anne Mette Finderup og Agnete Fog. “What is fantasy?” og “The elements of Fantasy.” Worlds of Fantasy. Systime, 2013: 8-12 [5 sider]
• C.S. Lewis.  Uddrag af “Lucy Looks into a Wardrobe” fra The Narnia Chronicles: The Lion, the Witch and the Wardrobe (1950) i Anne Mette Finderup og Agnete Fog. Worlds of Fantasy. Systime, 2013: 24-31 [10 sider]
• Stardust (2007) dir. Matthew Vaughn.




SUPPLERENDE STOF
• J.K. Rowling. “Diagon Alley” og “The Sorting Hat” fra Harry Potter and the Philosopher’s Stone (1997) [10 sider]
• Lone Theils. ”Briterne drømmer om en anden og bedre verden – og får den i fantasylitteraturen.” Politiken, 3. maj 2015. [1 side]
• Colleen Gillard. “Why the British Tell Better Children’s Stories” The Atlantic, 6. januar 2016. [1 side]
• Still images from Stardust (2007)
Indhold
Omfang Estimeret: 12,00 moduler
Dækker over: 16 moduler
Særlige fokuspunkter
  • Faglige
  • Lytte
  • Læse
  • Skrive
  • Diskutere
  • Formidling
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Overskue og strukturere
  • Personlige
  • Kreativitet
  • Sociale
  • Samarbejdsevne
  • IT
  • Tekstbehandling
Væsentligste arbejdsformer
  • Forelæsninger
  • Gruppearbejde
  • Individuelt arbejde
  • Lærerstyret undervisning
  • Pararbejde

Titel 2 Serious Business

"Comedy is simply a funny way of being serious" - Peter Ulstinov

This course aims to create a collaborative, trusting, and – at times – fun atmosphere in the classroom by focusing on the genre of comedy and by emphasizing student-driven projects. Students are introduced to three main philosophical theories behind why we laugh, to which we add a neuro-scientist’s explanation. We compare British and American humor by studying a prototypical British comedy protagonist in Mr. Bean and the American counterpart in Homer Simpson. Students present group projects on topics in British or American comedy of their own choice as an evaluation of the course.


KERNESTOF
• Sophie Scott. “Why we laugh” (TEDtalk), marts 2015. URL: https://www.ted.com/talks/sophie_scott_why_we_laugh?language=da [5 sider]
• Bo Høpfner Clausen og Jesper Kaalund. “The Philosophy of humour” og “Humorous devices.” Serious Business: Satire, Wit and Humour from Shakespeare to Post-modernism. Gyldendal, 2011: 10-25. [7 sider]
• Mr Bean: “Ecce homo qui est faba” (titelsekvens), ITV 1990-95. [1 side]
• The Simpsons. “Deep Space Homer.” Fox, sæson 5, episode 15 (1994) [3 sider]



SUPPLERENDE STOF [samlet 10 sider]
• Elevernes eget katalog i padlet af jokes, memes, videoklip, sketches mm., som de finder sjovest
• Selvvalgte Mr. Bean episoder
• Ricky Gervais. “Ricky Gervais on England vs. America” fra Big Think, 23. april 2013
• Ricky Gervais: “The Difference Between American and British Humour”, 9. november 2011. URL: http://time.com/3720218/difference-between-american-british-humour/
• Par-/gruppeprojekter


SÆRLIGE FOKUSPUNKTER
• Diskussion af hvad komedie er, hvorfor vi griner, hvorvidt man kan (og bør) lave sjov ud af alting
• Diskussion af funktionen af komedie i samfundet og kulturen især Storbritannien og USA.
• Kendskab til basale forskelle mellem britisk og amerikansk humor fx i forhold til protagonisten, produktionen og typiske emner
• At give eleverne grundlæggende redskaber til at analysere humor i forskellige medier herunder billeder, memes, jokes, sketches (audiovisuelt), TikToks og sange.
• Kendskab til teori for forskellige typer humor: superiority, relief og incongruity
• At træne sproglig opmærksomhed herunder især humoristisk sprogbrug fx ordspil
• Mundtlig fremlæggelse efter gruppeprojekt som evaluering på forløbet
Indhold
Kernestof:
Omfang Estimeret: 9,00 moduler
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 PROJEKTFORLØB 1

Som en del af klassen 1.a En/ENs projektforløb 1 "Hvad er sandheden?" ses filmen The Truman Show (dir. Peter Weir, 1998) og der arbejdes i grupper med selvvalgte scener fra filmen i shot-to-shot analyse og næranalyse af enkelte stillbilleder.

• The Truman Show (dir. Peter Weir, 1998)
• Scener fra filmen: https://www.youtube.com/playlist?list=PLZbXA4lyCtqoD6F5sletnvZwwKBCKUxN7
Indhold
Omfang Estimeret: 2,00 moduler
Dækker over: 2 moduler
Særlige fokuspunkter
  • Faglige
  • Projektarbejde
  • Formidling
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Overskue og strukturere
  • Personlige
  • Ansvarlighed
  • Kreativitet
  • Sociale
  • Samarbejdsevne
  • IT
  • Præsentationsgrafik
Væsentligste arbejdsformer
  • Projektarbejde

Titel 4 Evil [EXAM]

“The battleline between good and evil runs through the heart of every man” – Aleksandr Solzhenitsyn

In this course, we examine evil from multiple angles, aiming to widen our understanding of the concept and to challenge the simple dichotomy of good and evil.
In non-fiction materials, we gain insight into the psychology of evi,l which will help us explain, categorize, and possibly also understand evil. We ask what role nature and nurture can play when an individual is evil and seek tentative answers in the research by Dr. Zimbardo and his Stanford Prison Experiment as well as the Norwegian philosopher Svendsen whose subtypes of moral evil propose that real-life evil is far more nuanced and varied than the 1% of us who are thought to be capable of sadistic evil, the subtype most commonly portrayed in literature and film.
In fictional texts, we examine that prototypical sadistic serial killer, but we also see examples of other evil main characters. We ask what literary and audiovisual devices are most effective in portraying evil and practice close reading of literature as well as of the intro sequence to a TV show.
Students are introduced to the non-fiction analytical essay as they write an assignment on “The Psychology of Evil” (TED Talk) as the evaluation of the course.



Central terms
• Natural vs. moral evil and the four subtypes of moral evil: sadistic, instrumental, idealistic, and thoughtless
• The nature vs. nurture debate
• The universal capacity for evil and the Lucifer Effect
• The three makers of evil
• Dichotomies
• Foreshadowing
• The anti-hero



KERNESTOF
• Philip Zimbardo. “The Psychology of Evil” Ted Talk, 2008. [5 sider]
• Jeff Lindsay. ”Chapter 1” i Darkly Dreaming Dexter. London: Orion Publishing Co, 2004. [6 sider]
• Michael Cuesta. ”Pilot” s01e01af Dexter. Showtime, 1. oktober 2006. [8 sider]
• Digital Kitchen: title sequence to Dexter (Showtime 2006)
• Bret Easton Ellis: "Killing Child at Zoo" from American Psycho (1991) i Jonna Engberg-Pedersen, Mette Grønvold og Hanne Ohland-Andersen. Wider Contexts. Gyldendal: 178-82. [5 sider]



Supplerende materiale
• NPR: ”On the Scale of Evil, Where do Murderers Rate?” from August 21st, 2010. URL: https://www.npr.org/2010/08/21/129175964/on-the-scale-of-evil-where-do-murderers-rate
• Svendsen, Lars: paraphrased in “Det onde som frihed” from the e-textbook Psykologiens Veje, Systime.
• N.a.: “Stanford Prison Experiment” in The Encyclopedia Britannica. URL: https://www.britannica.com/event/Stanford-Prison-Experiment
• M.C. Escher. Angels and Devils, 1960.
• Claudia Dreifus. “Finding Hope in the Universal Capacity for Evil.” The New York Times, 3. April 2007 [4 sider]
Indhold
Omfang Estimeret: 15,00 moduler
Dækker over: 16 moduler
Særlige fokuspunkter
  • Faglige
  • Lytte
  • Læse
  • Søge information
  • Skrive
  • Diskutere
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Overskue og strukturere
  • Personlige
  • Ansvarlighed
  • Sociale
  • Samarbejdsevne
  • Åbenhed og omgængelighed
  • IT
  • Tekstbehandling
Væsentligste arbejdsformer
  • Forelæsninger
  • Gruppearbejde
  • Individuelt arbejde
  • Lærerstyret undervisning
  • Pararbejde

Titel 5 People in Motion: American Identity and Pol [EXAM]

“America is not just a country, it’s an idea” – Edward de Bono


“People in Motion” is a study of American identity and politics with an emphasis on mobility and music as an attempt to studieretningstone 2.a En’s studieretning with Music A-level. In total, students encounter three central myths that explain Americans as immigrants; as Frontier men; and as idealists sharing central values including the American dream.
In the first part of the course, we examine the narrative of voluntary/forced physical mobility centered on immigration and the idea of E Pluribus Unum. Students read Obama’s 2014 rhetoric on immigration, the poem “The New Colossus” (1883), and study the contemporary rhetoric in Trump’s America with emphasis on ICE.
Secondly, we study the physical mobility of the frontier including the idea of Manifest Destiny. Students read an excerpt of Frederick Jackson Turner’s Frontier Thesis (1893) and consider a narrative like Toy Story as an example of “the space cowboy” and space as the final frontier.
Finally, we examine socio-economic mobility through the idea of the American Dream, and central American values as expressed for instance in Dr. King’s “I have a Dream” speech (1963), considering their origins in the Declaration of Independence (1776) and the preamble to the US Constitution (1789).
As an evaluation of the course, students conducted individual oral presentations on an American music artist/genre/song/album that focused on different forms of mobility and expressions of American identity and/or politics.


KERNETEKSTER
• The Declaration of Independence (1776)
• The US Constitution (1789): preamble, article II section 1, Amendments XX and XXII
• Obama: “Remarks by the President in Address to the Nation on Immigration” (Nov 20th, 2014)
• Emma Lazarus: “The New Colossus” (1883)
• Robin Williams: Key Values of US Culture (1970)
• Martin Luther King, Jr.: “I have a Dream” (1963) via https://kr.usembassy.gov/martin-luther-king-jr-dream-speech-1963/



SUPPLERENDE STOF
• A catalogue of common intertextual references to American identity and values
• Donald Trump’s poster “ILLEGAL IMMIGRATION INTO THE U.S.” from the presidential campaign of 2024. URL: https://apnews.com/article/immigration-trump-chart-butler-border-67866bd05a894a6bea0d670de2adc4f7
• Remarks by Trump on immigrants from Dec. 16, 2023, New Hampshire rally; March 4, 2024, interview with Right Side Broadcasting Network; April 2, 2024, Grand Rapids, Michigan, campaign event.
• Presidential Election,” “American Government” and “American identity” from Being American by Mette Holm. Systime i-bog, 2020.
• Poster adverstising the 1908 play ”The Melting Pot” by Israel Zangwill
• Hokyoung Kim: “Even God Cannot Hear Us Here: What I Witnessed Inside an ICE Women’s Prison.” (July 17th, 2025 in Vanity Fair). URL: https://www.vanityfair.com/news/story/rumeysa-ozturk-what-i-witnessed-inside-an-ice-womens-prison?srsltid=AfmBOopslb9BFbPypHS62_KR6cvJO9nSYuonddSHfLIpELoUOANVEsGn
• GALLUP: “Republican and Democratic Voters’ Top Five Issues”
• Statista: “The Most Important Issues for Voters Reflected in the Debate”
• PEW RESEARCH CENTER: “The number of unauthorized immigrants in the U.S. grew from 2019 to 2022”
• PEW RESEARCH CENTER: “Immigrant share of U.S. population nears historic high”
• Photographs and reports from “NO KINGS” protests in the USA 2025 including a CBS News report from June 14th 2025¨
• “We the people” by Center for Civic Education. URL: https://www.youtube.com/watch?v=haVniSWSGJA
• Yascha Mounk: “The Doom Spiral of Pernicious Polarization” in The Atlantic
• American Progress (1872) by John Gast
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 20 moduler
Særlige fokuspunkter
  • Faglige
  • Lytte
  • Læse
  • Søge information
  • Diskutere
  • Projektarbejde
  • Formidling
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Overskue og strukturere
  • Personlige
  • Selvstændighed
  • Initiativ
  • Ansvarlighed
  • Kreativitet
  • Sociale
  • Samarbejdsevne
  • IT
  • Præsentationsgrafik
Væsentligste arbejdsformer
  • Forelæsninger
  • Gruppearbejde
  • Individuelt arbejde
  • Lærerstyret undervisning
  • Pararbejde
  • Projektarbejde

Titel 6 From "Rule Britannia" to Brexit [EXAM]

This course examines whether the national consciousness of the British Empire can be used as a primary explanation for Brexit, an argument proposed by Gary Younge in the article “British Imperial fantasies have given us Brexit” published in The Guardian (2018), which students read in this course.

Initially, students are given basic information about the internal development of the British Isles and the politics of the UK. How, when,and why did the United Kingdom emerge? How is the UK governed, and what are some examples of national, regional, and single-issue political parties?

Next, we turn to the EU Referendum of 2016. After accounting for Brexit, students work with the specialized language surrounding the event, including relevant portmanteau words like Brexit, bregret, brexiety, and brexhaustion. In group projects students focus on a total of five explanations for Brexit emphasizing economy and the NHS, immigration, UKIP and populism, Euroscepticism, as well as historical colonial exceptionalism. We read Boris Johnson's 2016 speech on Brexit.

At this point, students gain an overview of the British Empire and the external development of the British Isles before being introduced to postcolonial criticism. Going back to “Rule Britannia” (1740) we see an example of the continued popularity of patriotic poems from the colonial period, and compare the motivations for colonialism and imperialistic views in “The White Man’s Burden” (1899). John Agard's poem is studied as an example of a postcolonial poem.


KERNESTOF
• Gary Younge: “Britain’s imperial fantasies have given us Brexit” in The Guardian, February 3rd 2018. URL: https://www.theguardian.com/commentisfree/2018/feb/03/imperial-fantasies-brexit-theresa-may
• James Johnson: “Rule Britannia” with music by Thomas Augustin Arne (1740)
• Rudyard Kipling: “The White Man’s Burden” (1899) from Wider Contexts (eds. Jonna Engberg-Pedersen, Mette Grønvold and Hanne Ohland-Andersen, Gyldendal 2013: 261-63)
• John Agard: "Therapeutic Exercise with the Union Jack"
• Boris Johnson’s Speech on the EU Referendum (May 9th, 2016)


SUPPLERENDE MATERIALE
• Skött, Jakob Sinding & Casper Sylvest: “Table 1.1. Facts about the United Kingdom” (9); “3.3 The External Perspective” (32 34); “Decline and New Questions of Identity” (38 41); “5.2 The Westminster Model” (55 56); “The Landscape of Political Parties” (65 69)69); “Text box 10.4: “Old” and “New” Commonwealth” ( 126); “Newspapers” (160, 162 63) in UK NOW: An Introduction to Modern Britain . Columbus, 2023
• Thaysen Anne Hess & Lise Debel Christensen: “Vocabulary: hidden words” (10); “Campaign slogans” (11); “Language” (25, 27); “Breixon vocabulary” ( in Divided Kingdom: Brexit and Beyond. Columbus, 2023
• “Anger over ‘Begret’ as Leave voters say they thought UK would stay in EU” by Lizzie Dearden, The Independent, June 25th 2016. URL: https://www.independent.co.uk/news/uk/politics/brexit-anger-bregret-leave-voters-protest-vote-thought-uk-stay-in-eu-remain-win-a7102516.html
• Jenkins, Jennifer: “The First Dispersal: English Is Transported to the ‘New World’” (38-39) and “The Second Dispersal: English is Transported to Asia and Africa” (76-77) in Leif Frederiksen’s English: Global Language – Global Anguish. Malling Beck, 2007
• The British Empire Quiz from The UK – From Island to Empire and Back (eds. Anne Mette Finderup and Agnete Fog, Systime, 2010: 30-31)
• Conductor David Robertson: “Rule Britannia” from Last Night at the Proms (2009), BBC Synphony Orchestra, Singers and Choir with soloist Sarah Connolly. URL: https://www.youtube.com/watch?v=rB5Nbp_gmgQ
• “The British Empire & the Commonwealth” by Marion Horner (2010)
• “Cruel Britannia” by Steve Bell, unknown publication
• BullionByPost: “Who is Britannia?.” URL: https://www.bullionbypost.co.uk/index/gold and silver/who is britannia/
• Alex von Tunzelmann: “The Imperial Myths Driving Brexit” in The Atlantic Aug 12th, 2019. URL: https://www.theatlantic.com/international/archive/2019/08/imperial-myths-behind-brexit/595813/


Group work with explanations for Brexit
• ”Why Vote Leave’s £350 million weekly EU cost claim is wrong” from The Guardian (2016)
• Ole Helmersen: “Figur 3.1 Godt/dårligt ved Storbritannien – ifølge briterne selv” from Broken Britain?. Columbus, 2013.
• ”Issues facing Britain: February” by Ipsos MORI
• “What are British people most proud of?” by Ipsos MORI
• “The health services makes more people proud to be British than our history, our culture, our system of democracy or the royal family” by The Health Foundation
• “Figure 7.2. Attitudes Among Leave and Remain Voters” from Lord Ashcroft: “How the United Kingdom voted on Thursday… and why” (June 24th 2016)
• VICE News: ”Why did England’s North vote to leave the European Union?” (link) c
• “Table 7.1 Voting Patterns in the 2016 EU Referendum” by YouGov
• “United Kingdom Independence Party” from Encyclopedia Britannica
• “UKIP Support: Groups most/least likely to vote UKIP” from YouGov
• “Breaking Point” ad by UKIP
• “Tekstboks 2.5: Donald Trump – nationalist og populist? Emotions of politics” from USA's udfordringer by Peter Brøndum and Annegrethe Felter Rasmussen, Columbus.
• “Britisk euroskepsis” From Ole Helmersen’s Brexit Britain: Great Britain eller Little England? pp. 38-41.
• “Lack of trust in the EU” from Eurobarometer
• “Trust but verify” from Economist.com
• “Half of Conservative and Leave voters are proud of the British Empire and think their countries are better off for having been colonized” from YouGov
• “Public pride in imperialism and colonialism” by YouGov
• “How Britain voted in the EU Referendum” by Gregor Aisch, Adam Pearce and Karl Russell. URL: https://www.nytimes.com/interactive/2016/06/24/world/europe/how-britain-voted-brexit-referendum.html
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 21 moduler
Særlige fokuspunkter
  • Faglige
  • Lytte
  • Læse
  • Søge information
  • Skrive
  • Diskutere
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Sociale
  • Samarbejdsevne
  • IT
  • Tekstbehandling
Væsentligste arbejdsformer
  • Forelæsninger
  • Gruppearbejde
  • Individuelt arbejde
  • Lærerstyret undervisning
  • Pararbejde

Titel 7 Utopian Dreams & Dystopian Nightmares [EXAM]

As dystopian novels have topped the bestseller lists and audiovisual adaptations have featured heavily in cinema and TV for the last 15 years, we ask: why is this literary genre so popular at the moment? We begin our study by briefly examining utopian literature and Twin Oaks, an attempted real-life community in the USA, before turning to its fictional counterparts for an in-depth study of dystopian fiction. Literary theory for understanding dystopias is supplied by Gregory Claeys and various other sources, and an overview of the popularity of the genre is given by Shiau before the course splits up into our common studies and differentiated novels. Examples of different dystopian visions are provided by Shirley Jackson, Black Mirror, Margaret Atwood and Kurt Vonnegut, while the remainder of class is organized as literary circles where students study different novels in groups. The course ends with oral group presentations of the novels.


Central terms include
- utopia vs. dystopia
- the three main variations (Claeys): static vs. dynamic, ascetic vs. want-satisfying, hierarchical vs. egalitarian
- forms of control: corporate, bureaucratic, technological, philosophical/religious



KERNESTOF
• Gregory Claeys: “Three main variations of the utopian ideal” fra Searching for Utopia, Thames & Hudson Ltd (2011)
• Read-write-think. “Dystopias: definition and characteristics” (2006)
• Shirley Jackson: “The Lottery” (1948) from Wider Contexts, eds. Jonna Engberg-Pedersen, Mette Grønvold og Hanne Ohland-Andersen, Gyldendal, 2012: 25-32.
• Dir. Reed Morano: “Offred,” sæson 1, episode 1 af The Handmaid’s Tale, HBO (2017).
• Dir. Euros Lyn: ”Fifteen Million Merits,” sæson 2, episode 1 af Black Mirror, Netflix (2011)
• Kurt Vonnegut: “Harrison Bergeron” (1961) fra BRAVE NEW WORLDS eds. John Joseph Adams. San Francisco: Night Shade Books, 2011: 369-374.




KERNESTOF DIFFERENTIERET
I litterære cirkler (projektorienteret gruppearbejde) har eleverne arbejdet med forskellige romaner, som de har læst som værk og har udarbejdet en fremlæggelse omkring:
• Lærke ML, Kaare, Hilde, Lærke VH: The Handmaid’s Tale af Margaret Atwood (1985)
• Freja, Johanne, Alfred, Otto: The Maze Runner af James Dashner (2009)
• Kunuk, Elias, Sune, Lukas: Lord of the Flies af William Golding (1963)
• Marie, Lærke KB, Anine, Carla: Never Let Me Go af Kazuo Ishiguro (2005)
• Anna & Kirstine: Station Eleven af Emily St. John Mandel (2014)




SUPPLERENDE MATERIALE
• M.H. Abrams: “Utopias and Dystopias” fra A Glossary of Literary Terms: 327-28.
• Yvonne Shiau: “The Rise of Dystopian Fiction: From Soviet Dissidents to 70’s Paranoia to Murakami,” 26. juli 2017 via electicliterature.com. URL: https://electricliterature.com/the-rise-of-dystopian-fiction-from-soviet-dissidents-to-70s-paranoia-to-murakami-a73b945c5d37
• “Welcome to Twin Oaks Community” via twinoaks.org. URL: https://www.twinoaks.org/about-twinoaks-community/welcome
• Transition Bus: “Twin Oaks: an Egalitarian Community” (2014). URL: https://vimeo.com/89076764
• Trine Østergaard: “2.2.1 Young Adult Fiction” from The English Handbook. Systime, 2020. URL: https://theenglishhandbook.systime.dk/?id=210
• Eun Kyung Kim: “Sales of Orwell’s ‘1984’ up over 6,000 percent after NSA news” on Today.com June 11th, 2013. URL: https://www.today.com/news/sales-orwells-1984-over-6-000-percent-after-nsa-news-6c10282307
• Dyfed Loesche: “George Orwell’s 1984 is Back on the Agenda” statistic from Statista from February 5th to 12th, 2017 provided by Publishers Weekly and Nielsen. URL: https://www.statista.com/chart/8113/george-orwell-dystopian-classic-1984-donald-trump/
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 23 moduler
Særlige fokuspunkter
  • Faglige
  • Lytte
  • Læse
  • Søge information
  • Diskutere
  • Projektarbejde
  • Formidling
  • Selvrefleksion
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Overskue og strukturere
  • Personlige
  • Selvstændighed
  • Initiativ
  • Ansvarlighed
  • Sociale
  • Samarbejdsevne
  • IT
  • Præsentationsgrafik
Væsentligste arbejdsformer
  • Forelæsninger
  • Gruppearbejde
  • Individuelt arbejde
  • Lærerstyret undervisning
  • Pararbejde
  • Projektarbejde

Titel 8 Eksamensrepetition og hjælpemidler

Følgende hjælpemidler er tilladt til eksamen

Hovedtelefoner (medbring gerne 2 sæt)

Hjemmesider (klik direkte på linket (også kaldet et deep link) her i den downloadede studieplan)
www.ordbogen.com
www.thesaurus.com
www.oxfordlearnersdictionaries.com
www.merriam-webster.com
www.minlaering.dk

Download og/eller print på forhånd
"Engelsk Grammatik med Synonymer" (bog)
"Toolbox" (lærerudarbejdet kompendium)
Handouts, arbejdsark, kompendier og slides udarbejdet til undervisningen, hvis downloadet/printet på forhånd



Sådan dokumenterer du brugen af EGMS eller MinLæring i assignments 1-4. Du skal lave en fodnote eller skriv det nederst i din besvarelse


MinLæring
• STANDARDTEKST: "Titel på afsnit" (forkortelse med tal, der viser hvilken sektion, du har brugt). ENGRAM, MinLæring. URL: hjemmeside.
• EKSEMPEL: "Omvendt (V S O) ordstilling på dansk – ligefrem (S V O) på engelsk" (O.1.1). ENGRAM, MinLæring. URL: https://app.minlaering.dk/bog/1/kapitel/27537/sektion/27541

Engelsk grammatik med synonymer
• STANDARDTEKST: "Overskrift på paragraf." Aase Herskind & Uffe Gravers Pedersen, Engelsk grammatik med synonymer. 2002: s. ?
• EKSEMPEL: "126b – must." Aase Herskind & Uffe Gravers Pedersen, Engelsk grammatik med synonymer. 2002: s. 68.

Gyldendals Røde Ordbøger
• STANDARDTEKST: ”Overskrift på opslaget.” Gyldendals Røde Ordbøger. Link
• EKSEMPEL ”Violence.” Gyldendals Røde Ordbøger. https://ordbog.gyldendal.dk/#/pages/result/daen/violence/expert?cache=1543311934537
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 6 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer