Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2018/19 - 2019/20
Institution Øregård Gymnasium
Fag og niveau Engelsk B
Lærer(e) Kirsten Syppli Lakjer
Hold 2018 En/x (1x En, 2x En)
Oversigt over gennemførte undervisningsforløb
Titel 1 What is Meant by Modern Day Slavery?
Titel 2 Capital Punishment and American Culture
Titel 3 Minimalism
Titel 4 Anvendte netmaterialer, som kan bruges til eksamen
Titel 5 ELF - English as Lingua Franca
Titel 6 Dystopia: Fear and Hope - What will the future...
Titel 7 The Making of Multicultural Britain
Titel 8 The Catcher in the Rye

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 What is Meant by Modern Day Slavery?

COURSE TITLE:
What Is Meant by “Modern Day Slavery”?

COURSE OBJECTIVE
This course sets out to create an awareness of modern day slavery to especially emphasise that slavery is not a phenomenon of the past, but one that lives on, albeit in different forms, in the 21st Century. The aim is for students to be able to
- define the phenomenon “modern day slavery”
- understand the role of such slavery in the Western consumerist culture
- understand how human trafficking works in the Western world
- reflect on how to combat modern day slavery, both politically and culturally

COURSE MATERIALS


1) Introduction to the different forms of modern day slavery
Abigail Ulman: “Warm ups” (2015) in Ulman, Abigail. _Hot little Hands_ (Spiegel and Grau, 2016)

Chloe Hamilton: “Primark shoppers say they are attracted by the price and style of clothing, not its quality or origins” (2013) _The Independent_, April 25, 2013.

Jedi Mind Tricks: “Shadow business” (2006). Downloaded at https://genius.com/Jedi-mind-tricks-shadow-business-lyrics [09/07/17]

Leslie T. Chang: from Factory Girls (2009) (Spiegel and Grau, 2009)

2) Captivity and Human Trafficking
Ben Rossington, Christopher Bucktin: “Amanda Berry: three…” (2013). _Daily Mirror_, May 7, 2013.

Sophie Hayes: from Trafficked (2012) (Harpercollins Publishers, 2012)

Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 10 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 2 Capital Punishment and American Culture

COURSE TITLE
Capital Punishment and American Culture

COURSE OBJECTIVE
This course introduces students to an ever-recurring American discussion which forms a substantial part of modern American culture. As with abortion, the question of whether or not to employ capital punishment continues to divide America. Nevertheless, only a handful of Northern states do not have the death penalty in their statute book, no politician dares to campaign for the presidency on abolitionist grounds.

Basing itself upon poems by musicians Bruce Springsteen and Eddie Vedder, newspaper articles ("My Sons on Death Row"), and prose written by inmates (Gary Gillmore), the course sets out to discuss capital punishment as it is presented in both fiction and non-fiction today.


COURSE MATERIALS

1) Introduction

Materials off the Death Penalty Information Center website: http://www.deathpenalty.org [23/12/17]
Kevin O' Sullivan: "My Sons on Death Row" (1980). From _The Daily Mirror Woman_, Sept 18, 1991, in Johansen, Claus, et.al., eds. _The Lift_. Gyldendal, 1993.

2) Bruce Springsteen: "Dead Man Walking"
(downloaded at http://www.sing365.com/music/lyric.nsf/Dead-Man-Walking-lyrics-Bruce-Springsteen/0ABF08809EE057C848256871000ED68B [20/2/10])

3) Eddie Vedder/Pearl Jam: "Dead Man"
(downloaded at http://www.azlyrics.com/lyrics/pearljam/deadman.html [20/2/10] )

4) Gary Gilmore: "Letters to Nicole"
(Downloaded at http://bellsouthpwp.net/c/a/caseyst/letters.htm [02/03/10]).

5) The President of the United States and Capital Punishment

Mufson, Steve. Mark Berman. "Obama Calls Death Penalty 'Deeply Troubling', but his Position hasn't Changed". _The Washington Post_, Oct 23, 2015.

Vazquez, Maegan. "Trump Calls for Death Penalty in NYC Truck Attack". Downloaded at http://edition.cnn.com/2017/11/02/politics/death-penalty-trump-tweet/index.html [02/01/18]

SUPPLEMENTARY MATERIALS

A&E documentary on Gary Gilmore (http://www.youtube.com/watch?v=fR-oM00ZKYE)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 31 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 3 Minimalism

COURSE TITLE

Minimalism

COURSE OBJECTIVE

This course sets out to identify the so-called "minimalism" in the narrative technique of Ernest Hemingway and Raymond Carver. Special attention will be paid as to how Hemingway's style has influenced Carver's matter-of-factness in his storytelling and, also, how the aimlessness and disillusion in Hemingway's characters seems to be taken even further by Carver through his alcoholic and often neurotic narrators. Finally, it will also be discussed how Hemingway's portrayal of the relations between the sexes takes it shape in Carver's fiction.


COURSE MATERIALS

1) Ernest Hemingway: "A Very Short Story"
(Hemingway, Ernest. "The Short Stories". Scribner Classics, 1953)

2) Ernest Hemingway: "Hills Like White Elephants"
(Rosenvold, Eva, ed. "Passwords". Systime, 2005).

3) Ernest Hemingway: "Mr. and Mrs. Elliott"
(Christensen, Jørgen Riber, ed. 50 Tekster. Gyldendal, 1988).

4) Raymond Carver: "They're Not Your Husband"
(Carver, Raymond. "Where I'm Calling From". Vintage Contemporaries, 1989).

5) Raymond Carver: "The Pheasant" (Metacom Press, 1982)

6) Raymond Carver: "Neighbours" (McGraw-Hill Education, 1971)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 18 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 4 Anvendte netmaterialer, som kan bruges til eksamen

Anvendte netbaseret materiale, som kan tilgås ifm. den skriftlige eksamen:

Gyldendals Ordbøger, inkl. verbebøjninger:
https://ordbog.gyldendal.dk

Ordbogen.com:
https://www.ordbogen.com

Oxford Learner's Dictionary:
https://www.oxfordlearnersdictionaries.com
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 88 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 5 ELF - English as Lingua Franca

Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 4 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 6 Dystopia: Fear and Hope - What will the future...

COURSE TITLE:

Dystopia: Fear and Hope - What will the future bring?

COURSE OBJECTIVE:

- Understanding the concepts of "utopia" and "dystopia" and how these have been presented in 19th and 20th century fiction
- Comparing visions of the future and why these have often included a totalitarian regime and/or a company in a governmental position.

COURSE MATERIAL:

John Lennon: ”Imagine” (1971)
W.B. Yeats: ”The Second Coming” (1919)
Kurt Vonnegut, Jr.: “Harrison Bergeron” (1961)
Ian Litterick and Chris Smithers: “Big Brother” from Your society – check it out! Friisberg, Gregers, red. Columbus (2007).
George Orwell: from _1984_ (Penguin Books, 1981)
Mathias F. Clasen: ”Science fiction som brobygger”, Aktuel Naturvidenskab (2005)
Aldous Huxley: from _Brave New World_ Longman, (1995)
Ray Bradbury: "A Sound of Thunder" (1952)
Brian Aldiss: "Supertoys Last All Summer Long", Harper's Bazaar (1969)


FILM
Minority Report (Dir: Steven Spielberg, 2002)


TV-serie:
Første afsnit af Handmaid’s Tale



Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 35 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 7 The Making of Multicultural Britain

FORLØBSTITEL: The Making of Multicultural Britain

FORMÅL
- At eleverne får kendskab til det multikulturelle Storbritannien fra da Windrush først ankom i 1948 over Robin Cooks ”Chicken Tikka Masala Speech” i 2001 til ”the Windrush scandal” i 2018
- At analysere og for indblik i forstå oplevelsen som indvandrer i England som skildret i forskellige litterære værker
- At analysere fiktive og ikke-fiktive tekster og forstå og diskutere forskellige perspektiver i debatten om konsekvenserne for indvandring og ”multiculturalism” i Storbritannien
- At udtrykke sig sammenhængende og forholdsvis flydende, herunder formulere egne synspunkter, i præsentation, samtale og diskussion på engelsk om historiske, kulturelle og samfundsmæssige forhold i Storbritannien.

INDHOLD

Forløbet har til formål at integrere engelskfagets tre hovedområder: sprog, litteratur og kulturforståelse i et samlet forløb med fokus på det multikulturelle Storbritannien fra da Windrush først ankom i 1948 over Robin Cooks ”Chicken Tikka Masala Speech” i 2001 til ”the Windrush scandal” i 2018 til Robin. Det er hensigten at eleverne gennem analyse (og fortolkning) af udvalgte fiktive og ikke-fiktive tekster får indblik i og forståelse for oplevelsen som indvandrer i England som skildret i forskellige litterære værker. At analysere ikke-fiktive tekster og forstå og diskutere forskellige perspektiver i debatten om konsekvenserne for indvandring og ”multiculturalism” i Storbritannien. Afslutningsvis bør eleverne i store træk have dannet sig et overblik over, hvordan Storbritannien har udviklet sig til et multikulturelt samfund og være i stand til at diskutere forskellige syn på konsekvenserne af ”multiculturalism” i Storbritannien.


MATERIALE
- Leo Benedictus: “Every race, colour, nation and religion on earth”, Guardian Unlimited, January 21, 2005. From “What’s up Britain” (2008)
- Samuel Selvon: from The Lonely Londoners (1956)
- Enoch Powell: from “Rivers of Blood”-speech + “Speech at Eastbourne” (1968)
- Louise Bennett: “Colonization in Reverse” (1966)
- Linton Kwesi Johnson: “Inglan is a bitch”,”Fite Dem Back”, ”Rage”  (1975)
- John Agard: “Listen Mr. Oxford Don” (1973)
- Hanif Kureishi: “My Son, the Fanatic” (1994)
- Robin Cook: “Tikka Massala”-speech (2001)
- Linton Kwesi Johnson: ”It was a myth that immigrants didn’t want to fit into British society. We weren’t allowed”, Guardian interview, 27 April (2018)
- Peter Walker and Amelia Gentleman: ”Theresa May apologises for treatment of Windrush -. ”Immigration”. Downloaded at: www.bnp.org.uk/policies/immigration [25.09.2015] citizens”, Guardian, 17 April (2018)

- Documentary: ’Rivers of Blood’ (Excerpts. BBC, 2007). Downloaded at https://www.youtube.com/watch?v=vFo1xOSlGgg [24/01/15]
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 27 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer