Holdet 2023 En/z - Undervisningsbeskrivelse

Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2023/24 - 2024/25
Institution Nærum Gymnasium
Fag og niveau Engelsk B
Lærer(e) Nanna Lund Jensen
Hold 2023 En/z (1z En, 2z En)
Oversigt over gennemførte undervisningsforløb
Titel 1 SOME
Titel 2 Science Fiction
Titel 3 Color Lines
Titel 4 Tourist or traveler?
Titel 5 Twisted Minds - Approaching written texts
Titel 6 EXAM: South Africa
Titel 7 EXAM: Normal People and Mental Health
Titel 8 EXAM: Great Speeches
Titel 9 EXAM: The Empire: Language, Legacy and Power

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

Forløbet har haft fokus på sociale medier og deres betydning for identitet, sociale relationer og overvågning i det moderne samfund. Gennem både fiktion og ikke-fiktion har eleverne arbejdet med, hvordan sociale medier påvirker individer og samfund. Da forløbet ligger kort efter klassedannelsen i 1g har forløbet haft  fokus på klasseledelse og relationsdannelse, hvor eleverne har styrket deres fællesskab og samarbejde gennem klassediskussioner og fælles opgaver.

Der er arbejdet med personkarakteristik (characterization), analyse af temaer og virkemidler, og eleverne har trænet at skrive resumeer (summaries) af både skønlitterære og ikke-fiktive tekster.

Tekster læst:
- Ali Smith, "After Life", short story, 2015
- Dave Eggers: "The Circle" (uddrag fra roman), 2013
- Vi har set filmen The Circle
- Sophie Borland, "More Children are self-harming due to social media", 2016, artikel

I alt cirka 25 NS
Indhold
Kernestof:
Omfang Estimeret: 9,00 moduler
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 2 Science Fiction

In this unit, students have analyzed and interpreted a selection of science fiction short stories, novel excerpts, and a film. The focus has been on understanding the characteristics of the science fiction genre, with particular attention to themes of utopia and dystopia.

Students have developed skills in analyzing fiction by examining key literary elements such as characterization, setting, and themes. Additionally, the unit has emphasized practicing how to write clear and concise summaries of fictional texts.

By working with both written fiction texts and a film (EX-MACHINA) students have learned to identify genre conventions in science fiction, including technological innovation, social critique, and speculative future scenarios. They have also been encouraged to connect these ideas to contemporary societal issues.

Kernestof:

Short stories:
Ray Bradbury: 2BR02B (1956), (9 ns)
Brian Aldis: Super-Toys Last All Summer Long (1969), (10,1 ns)
Kurt Vonnegut: Harrison Bergeron (1961), (6,3 ns)
Alex Garland: Ex Machina, film (2014)

I alt cirka 35 NS
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 3 Color Lines

The texts in this unit deal with some of the invisible lines that divide modern American Society: color lines. Color lines today are mostly invisible, because they are not based on the law anymore, they are not written down, they are not official. Yet, color lines are still found in education, in wealth, and in the criminal justice system - and they affect the opportunities and lives of millions  of people of color every day.

The voices in the unit are both fictional and real. They each invite us into their world, to give us a glimpse of what it's like to be on the wrong side of these color lines. Of what it's like to be young and black in an America, which in many ways has not yet freed itself from the shadows of its past.

In this unit you will..
- Learn about systemic racism in the USA
- Read texts about color lines in housing, education and the justice system
Drawn parallels to similar situations in Denmark and other English-speaking countries
- Practice your ability to analyze both fiction and non-fiction texts.
- Practice evaluating internet sources and finding reliable sources of information online.

Texts read:
- 7 Ways We Know Systemic Racism is Real, Ben & Jerry's (7 NS)
- Nikole Hannah-Jones: School Segregation, the Continuing Tragedy of Ferguson, an article, (6,3 NS)
- Angie Thomas: On the Come Up (2019), excerpt from the novel (10 NS)
- Ta-Nehisi Coates: Letter to My Son (2015), personal essay (7,3 NS)
- Joe Biden: Commemorating the 100th Anniversary of the Tulsa Race Massacre (2021), a speech (10 NS)


Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 4 Tourist or traveler?

I alle forløb anvendes Minlæring som grammatisk opslagsværk.

Mini-forløb der har til formål at repetere og klæde eleverne på til den kommende skriftlige årsprøve. Der er fokus på funktionel grammatik, nærlæsning og grundlæggende analyse af fiction og non-fiction tekster. Der lægges vægt på, at eleverne opnår bevidsthed om forskellige analytiske begrebsapparater ved non-fiction og fiction-tekster.

Kernestof:
- The Tourist (James Georgalakis, 2016), short story,  5 NS
- Are you a traveler or tourist? (2019, blog post), Robin Esrock 3 NS
- What's the secret of packing light for a holiday? Ask my mum, Adrian Chiles, Column, The Guardina, 2024

I alt 10 NS
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 7 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 5 Twisted Minds - Approaching written texts

This short deals with analysing different types of texts. The explored texts all revolve around the theme of a twisted mind - the dark side of a human being.'

The unit is aimed at strengthening students’ analytical skills when reading fiction and non-fiction. The texts in the unit revolve around a common thematic focus — twisted minds — and students will develop vocabulary related to this theme while being trained to draw connections and comparisons between the different texts.

In working with fiction, students will especially learn how to summarize, how to analyze characters, and how to identify what is expressed explicitly and implicitly. In working with non-fiction, the focus is on students’ ability to critically engage with the presented information and to identify linguistic elements that indicate, among other things, the angle and tone of the texts.

After the unit you will be able to:

- work with different analytical terms and methods: close reading of a text/zooming in on the language, denotation vs. connotation, semantic fields, setting, point of view, characterisation, narrator and mood of a literary text
- recognise the importance of applying different analytical terms to fiction and non-fiction
- recognise and apply the terms ethos, logos, pathos

Texts (all from Open Wide, Bækgaard et al., Lindhardt of Ringhof, 2015):
Non-fiction:
How My Brother Tried to Kill Me in "Honor Attack", article, CNN, by Anna Coren (2013) (3 NS)
Fiction:
Blood (Zdravka Evtimova, short story, 2005) (3 NS)
How to Set a House on Fire (Staze Budzko, short story, 2004) (1 NS)
Graveyard Shift (James M. Reasoner, short story, 1978) (3 NS)
Gravel (excerpt from a short-story, Alice Munro, 2011) (6 NS)

ordbog.gyldendal.dk
oxfordlearnersdictionaries.com
minlæring.dk
sproget.dk

50 NS

Indhold
Kernestof:
Omfang Estimeret: 11,00 moduler
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 6 EXAM: South Africa

This unit deals with South Africa before, during and after Aparthedid. The unit focuses mainly on the land question, the relationship between black and white South Africans, the role of Nelson Mandela and life during Apartheid. The aim of the unit has been to develop a basic and general historical understanding of Apartheid and its social and political impact.

At the end of the unit, you should be able to:
-explain what apartheid was and when it started and ended
-explain who Nelson Mandela was + other key figures such as F.W. de Klerk
- know some of the laws that were created during Apartheid
-know how to write a paragraph
-know what to comment on when making a charaterization or commenting on the setting
-know how to find the main theme
-know relevant terminology related to Apartheid and the history of South Africa
- know how to identify different types of text and what characterizes different text types (e.g. eyewitness report, poetry, short story).

We have watched the movie Goodbye Bafana and the following texts have been read:
- Sharpeville, 1960, infotext
- Humphrey Tyler's Eye-witness report, 1960
- The Child Who was shot dead by Soldiers at Nyanga, Ingrid Jonker, 1963 (poem)
- The Park, short story by James Matthews, 1962
- Stop thief!, short story by Dan Jacobsen, 1958

All texts are from the textbook 'From Dompas to democracy'

Teacher-produced material has also been utilized in this unit.

ANTAL SIDER: 40 NS

Læringsportalen Minlæring.dk har været anvendt i alle undervisningsforløb og er således tilladt til skriftlig eksamen/årsprøve.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 10 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 7 EXAM: Normal People and Mental Health

In this unit, you are reading the novel Normal People by Salley Rooney.

The first chapters (pp. 1–53) were read and annotated to strengthen your reading and comprehension skills. The rest of the novel was covered through a mix of homework and in-class reading, with a focus on comprehension, analysis, and interpretation. We explored key concepts such as patriarchy, language, power dynamics, mental health, the description of class and relationships. The unit also aimed to improve your reading strategies, including prediction, inference, and annotation of a longer text.

After finishing the novel, we have put the novel into the context of Mental Health. In order to gain a greater understanding "Normal People", you have read different texts related to mental health. Through different texts such as "the Bell Jar",  "Girl, Interrupted" and the first episode of the TV-series Normal People, we have discussed and investigated how different genres portray the theme of mental health.

Texts read:
Sylvia Plath, the Bell Jar (excerpt of the novel) (4 NS)
Susanna Kaysen: Girl, Interrupted (memoir) - excerpt from the opening of the book, (3 NS)
Video material: the first episode of Normal People (TV mini series, 2020)

Texts are from:
Jensen, D.H. (2025). 4. Theme: Mental Health. I READING NORMAL PEOPLE. Columbus. https://readingnormalpeople.ibog.forlagetcolumbus.dk/?id=137

Terms used:
Analytical terms and concepts used and applied in the work with the novel:
- Patriarchy, mental health, power dynamics, relationships, class structures
- Text-based framework: setting, themes, characterization, language, tone, stream of consciousness, narrative technique
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 8 EXAM: Great Speeches

In this unit, we have worked with different types of speeches. First, you have learned about types of speeches, modes of appeal and rhetorical devices. Then you have zoomed in on different examples of speeches. Each speech was examined not only for its rhetorical features but also in relation to its historical context. By exploring the time and society in which each speech was delivered, the unit also offered a historical perspective—highlighting how speeches reflect and respond to the social and political issues of their time. Focus has been on learning about rhetorical devices, identifying them and discussing their effect on a speech (or text).

In this unit, you also watched the movie The Darkest Hour to learn about Winston Churchill, life in the UK during World War II, and the power of speech in times of crisis.

Materialer:
PPTX om taletyper, appelformer og retoriske virkemidler
Abraham Lincoln: The Gettysburg Address (1863)
John F. Kennedy: Inaugural Address (1961)
Martin Luther King: I Have A Dream (1963)
Darkest Hour (film, 2017)
Greta Thunberg: Plea for the Planet (april, 2019)

Key terms applied in the unit:
Rhetorical devices (see complete list in the compendium) - modes of appeal - metaphors (vehicle and tenor) - types of speeches (see complete list in the compendium)
Indhold
Kernestof:
Omfang Estimeret: 6,00 moduler
Dækker over: 3 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 9 EXAM: The Empire: Language, Legacy and Power

In this unit, students gain knowledge about the British Empire, the consequences of colonialism, and the global role of the English language as a lingua franca.

The focus is on the analysis and discussion of literary and non-fiction texts within a historical and cultural context. Students learn to apply relevant concepts to enhance their understanding of texts and to relate them to global and contemporary issues.

Tekster, kernestof:
● White Man’s Burden - Rudyard Kipling (poem)
● Jomo Kenyatte: The Gentlemen of the Jungle (fable)
● Jamaica Kincaid - A Small Place (essay)
● Niall Ferguson: Empire - how Britain Made the Modern World (essay)
● Videomateriale: English in the European Union, Open University, 19 min video, 2011 https://www.youtube.com/watch?v=CKAeFi1IT54
● Videomateriale: David Crystal: Global English + Which English? (https://www.youtube.com/watch?v=0XT04EO5RSU&list=PL6303D94B68C71D1D&index=6 + https://www.youtube.com/watch?v=WZI1EjxxXKw

Central terms:
Analysis of texts: tone, style, genre, symbolism, imagery, modes of appeal, rhetorical strategies
Cultural and historical concepts: colonialism, power, identity, civilization, savagery, colonial rule, decolonization, ELF (english as a lingua franca), code switching, standard vs. non-standard English, language and identity, dialect and variation, Euroenglish

Glossary for the unit:
Colonialism
Empire
Identity
Civilization
Savagery
Colonial Rule
Decolonization
Imperial Guilt
ELF
Code Switching
Standard vs. non-standard English
Language and identity
Euro-English

Teksterne stammer hovedsageligt fra antologien ‘Angles’

Forløbets varighed: 5 moduler

I alle undervisningsforløb er følgende hjælpemidler anvendt og er derfor tilladt til eksamen:
www.minlæring.dk (grammatik-delen for Engelsk og e-bogen 'Do It, Write!')
www.ordbogen.com
www.thesaurus.com
www.oxfordlearnersdictionaries.com
https://www.merriam-webster.com/
Indhold
Kernestof:
Omfang Estimeret: 8,00 moduler
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer