Holdet 2u En (2025/26) - Undervisningsbeskrivelse

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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2024/25 - 2025/26
Institution Gentofte HF
Fag og niveau Engelsk B
Lærer(e)
Hold 2024 En-u (1u En, 2u En)

Oversigt over gennemførte undervisningsforløb
Titel 1 Eating and Drinking
Titel 2 American Dream
Titel 3 Multicultural Britain
Titel 4 Love and Sex
Titel 5 Genocide
Titel 6 Fantasy (Exam)
Titel 7 Relationships - eksamen
Titel 8 Gothic Horror
Titel 9 Lingua Franca/Global English (Exam)

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Eating and Drinking

Theme: Food, Health and Society in the UK/US

The course is based on authentic texts and documentary films that explore the relationship between food culture, health, alcohol consumption, and social issues in primarily British and American contexts. Through work with both fiction and non-fiction, students develop their language skills as well as their ability to analyse, discuss, and put cultural and societal issues into perspective.
Food & Drinking

"Penne With Pasta" in From Where You Aree (pp. 6-7) Systime 2010

"The Naked Chef" in From Where You Are (pp.8-10) Systime 2010

"A Baconburger for Fatso here" in From Where You Are (pp. 26-28)

"Bad Food Britain" in From Where You Are (pp. 12-17) Systime 2010

"Super Size Me" (Filmklip) Morgan Spurlock 2004

"Smashed" in From Where You Are (pp.84-89)

"On the Streets of Binge Britain" in From Where You Are (pp.91-95)

"Binge Drinking is Good for You" in From Where You Are (pp.105-107)

"Super Size Me" 2004, Morgan Spurlock

"A Royal Hangover" Documentary, BBC, 2020.


Faglige mål (Engelsk B hf)

Forløbet bidrager til, at kursisterne kan:

- forstå hovedindhold og væsentlige detaljer i autentiske engelsksprogede tekster og film

- redegøre for og diskutere sundhedsmæssige, kulturelle og sociale problemstillinger i engelsksprogede lande

- anvende et relevant og situationsbestemt ordforråd

- udtrykke sig sammenhængende og forståeligt i mundtlig og skriftlig engelsk

- analysere og fortolke både fiktive og ikke-fiktive tekster samt dokumentariske virkemidler


Kernestof

Forløbet dækker følgende dele af kernestoffet:

centrale kulturelle og samfundsmæssige forhold i Storbritannien og USA

autentiske tekster af forskellig art og sværhedsgrad

både fiktive og ikke-fiktive genrer, herunder dokumentarfilm

arbejde med sproglige og kommunikative strategier
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 23 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 American Dream

AMERICAN DREAM, COURSE DESCRIPTION

The frontier heritage of The United States of America arguably gave rise to a unique set of national norms and values which are often considered collectively under the heading: “the American Dream”.

This course presents students with a brief historical outline of the rise (and fall?) of “the American Dream”. It offers an overview of how this national mythos has developed since the beginning of European settlement until the ascent of the US to a modern nation and a superpower. However, the course also problematizes overly positive notions of the American Dream as a safeguard of liberty and equality for all.

During the course, students engage with texts of fiction and non-fiction as well as films which explore the idea of “The American Dream” from different angles. They obtain a topical vocabulary which includes the following terms and phrases:

- The American Dream
- equality
- liberty
- individualism
- the ‘can-do-spirit’
- social mobility
- patriotism.


Curriculum texts:
“Frontier Heritage” (1984), article by Edward N. Kearny
“Everything Is Far from Here” (2017), short story by Cristina Henríquez
“American Idiot” (2004), song by Green Day
Park Avenue (2012), documentary film directed by Alex Gibney
The Blind Side (2009), film directed by John Lee Hancock
“Traditional American Values and Beliefs”, article by Edward N Kearny, Jo Crandall, and Mary Ann Kearny in American Ways (2005)


Forløbet dækker følgende dele af kernestoffet:

- centrale kulturelle, historiske og samfundsmæssige forhold i USA

- autentiske engelsksprogede tekster af forskellig art og sværhedsgrad

- både fiktive og ikke-fiktive genrer, herunder film, dokumentarfilm og sangtekster

- arbejde med sproglige, analytiske og kommunikative strategier
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 29 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 Multicultural Britain

Global Britain – Everyone Is Here

As part of the theme "Global Britain – Everyone Is Here", students have worked with a range of texts and media exploring issues such as migration, identity, white privilege, and superdiversity in contemporary Britain. The course included both fiction and non-fiction, as well as visual texts such as short films and documentaries.

Students began by working with the historical background of the Windrush generation and watched the drama Sitting in Limbo (2020), which provided insight into the personal consequences of the UK immigration scandal. They also read and responded to A Letter Home (1958) by writing their own creative letters in the voice of a migrant.

Throughout the course, students will work in groups to analyse texts such as The Artist (short story), extracts from the anthology Everyone Is Here, and poems like The British (serves 60 million) and Englistan by Riz Ahmed. In these activities, they will focus on how language and form reflect themes of cultural identity and belonging.

Students will prepare and give presentations in class, summarising their findings and discussing key concepts such as white privilege and superdiversity, based on the relevant chapters in Everyone Is Here. They will also watch The Long Goodbye (short film) and the documentary Undercover: Exposing the Far Right (2024) to reflect on modern racism and political extremism in the UK.

The aim is to develop students’ ability to understand and discuss complex social issues in English, both orally and in writing, using relevant vocabulary and analytical tools.


Introduction and Windrush.

Baggrund Everyone is Here, pp. 7-9,


* Sitting in Limbo (2020)* – true life drama. Facebook link: https://www.facebook.com/ItsBlackRooted/videos/sitting-in-limbo/804683260247423/

*A Letter Home (1958) - letter (vedhæftet)

White privilege.  
Baggrund Everyone is Here, kapitel 3, kun afsnit “White Privilege”

The Artist (2004) – short story, i bogen Everyone is Here, reference:

The Long Goodbye (2020) – short film, reference:

https://www.youtube.com/watch?v=Lzz50xENH4g 


Superdiversity.  

Baggrund Everyone is Here, Chap. 5, pp. 175-179,

The British (serves 60 million) - poem, reference: https://sophieis.files.wordpress.com/2015/11/the-british-poem.pdf 

Englistan – poem/song from Riz Ahmed, reference: https://genius.com/Riz-ahmed-englistan-lyrics  

'Undercover: Exposing the Far Right' (2024) Havana Marking, Channel 4.


Kernestof:

Forløbet dækker følgende dele af kernestoffet:

- centrale kulturelle og samfundsmæssige forhold i Storbritannien med fokus på migration, identitet og mangfoldighed

- autentiske engelsksprogede tekster og medier af forskellig art og sværhedsgrad

- både fiktive og ikke-fiktive genrer, herunder kortprosa, digte, film og dokumentarfilm

- arbejde med sproglige, analytiske og kommunikative strategier i relation til komplekse samfundsmæssige problemstillinger
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 22 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 Love and Sex

LOVE & SEX:

Theme: Love and Sex

This course explores the themes of love, relationships, gender, sexuality, and modern intimacy in contemporary English-speaking societies. Through a range of literary, non-literary, and visual texts, students examine how ideas about love and sex are shaped by cultural norms, media representations, and social expectations.

The course includes poetry, journalistic articles, music, documentaries, and television drama, allowing students to engage with multiple genres and perspectives. Topics such as romantic ideals, marriage, single life, alternative relationships, and LGBTQ+ issues are discussed and analysed. Students work with both traditional and modern representations of love and relationships and compare personal, social, and media-driven perspectives.

Throughout the course, students develop their receptive and productive language skills and acquire a thematic vocabulary related to relationships, identity, and sexuality. The course strengthens students’ ability to analyse texts, discuss social and cultural issues, and express viewpoints in spoken and written English.


Kernestof:

Roger McGough: "40 - Love" (http://home.planet.nl/~brui1713/litbite/40love.html)

"Meet the Men who gave up dating in favor of life-sized dolls"
(http://www.businessinsider.com/meet-the-men-who-gave-up-dating-for-life-sized-dolls-2012-5?op=1)

"Same Love" af Maclemore, Ryan Lewis & Mary Lambert 2012

"Single or married - for better or worse?" Viv Griskop 2006 http://engelsk.sidenom.dk/singleormarriedforbetterorworse.htm

"Guys and Dolls" (BBC documentary, 2010)

Forløbet dækker følgende dele af kernestoffet:

- centrale kulturelle og samfundsmæssige forhold i engelsksprogede samfund med fokus på kærlighed, relationer og seksualitet

- autentiske engelsksprogede tekster af forskellig art og sværhedsgrad

- både fiktive og ikke-fiktive genrer, herunder poesi, artikler, dokumentarfilm og tv-dramatik

- arbejde med sproglige, analytiske og kommunikative strategier i relation til sociale og kulturelle problemstillinger
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 Genocide

Forløb: Genocide and the Holocaust

Beskrivelse:
In this course we will define the concept of genocide, look at its origin, and analyze some examples the world has provided us with. The students will work on this in connection with their study trip to Berlin/Hamburg. The course integrates historical, cultural, and ethical perspectives and combines literary, documentary, and visual materials.

Keywords:
Genocide, Holocaust, Extermination / Annihilation, Persecution, Survivor testimony, Dehumanization, Memory / Remembrance, Human rights, Justice / Accountability, Propaganda, The 10 Stages of Genocide, discrimination, prejudice.


Materialer

Literary texts:

o Maus, Art Spiegelman (pp. 184–195)
o Faces in the Smoke, Josef Perl (2001)
o Holocaust Survivors (excerpts)


Non-fiction / factual texts
o “What is genocide?” – articles from the USHMM
o The 10 Stages of Genocide (YouTube clip: link)

Film
o Hotel Rwanda, dir. Terry George (2004)


2.1. Faglige mål
Eleverne skal kunne:
• forstå og diskutere komplekse tekster (litterære og ikke-fiktive) om Holocaust og genocide.
• udtrykke sig mundtligt i diskussioner, præsentationer og refleksioner om etiske, historiske og kulturelle problemstillinger.
• skrive analyserende og reflekterende tekster på engelsk med fokus på både sproglig korrekthed og formidlingsbevidsthed.
• analysere og fortolke forskellige teksttyper (graphic novel, vidnesbyrd, artikler, film) med relevant faglig terminologi.
• perspektivere teksterne historisk, samfundsmæssigt og kulturelt (Holocaust, Rwanda, andre folkedrab).
• anvende kildekritik i arbejdet med historiske og nutidige kilder.

2.2. Kernestof
Forløbet arbejder med kernestof gennem:
• grammatik, ordforråd og sproglige udtryksformer i elevernes egne skriftlige og mundtlige produkter.
• tekstanalyse af både fiktive og ikke-fiktive tekster:
o Maus (graphic novel, litterær analyse)
o Holocaust survivor accounts og vidnesbyrd (ikke-fiktion, historisk perspektiv)
• faglig læsning af engelsksprogede artikler fra USHMM om definitioner og historiske cases af genocide.
• væsentlige kulturelle og historiske forhold i engelsksprogede regioner (USA’s og Storbritanniens rolle i formidling og bearbejdning af Holocaust og andre folkedrab).

2.3. Supplerende stof

Forløbet udvides med:
• Hotel Rwanda (film) – der perspektiverer Holocaust til nyere folkedrab i Afrika.
• YouTube-klippet 10 Stages of Genocide – et analytisk redskab, der kobles til Holocaust og Rwanda.
• Uddrag af Josef Perl og andre ikke-engelsksprogede stemmer (i oversættelse), som giver autentiske perspektiver.
• Artikler og ressourcer fra USHMM.org, som giver eleverne indblik i aktuel forskning og forebyggelse af folkedrab.
• Flerfagligt samarbejde med historie (Holocaust, Nürnbergprocesserne, FN’s konvention) og samfundsfag (etik, international politik, menneskerettigheder).
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 22,5 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 6 Fantasy (Exam)

Forløb: Fantasy

Beskrivelse:
In this course the students will explore the fantasy genre with a focus on its devices, structures, and traditions. The primary text will be Alice’s Adventures in Wonderland by Lewis Carroll, supplemented with both literary and non-literary materials. Students will work with author background, close reading, and oral presentations of selected chapters.


They will also be introduced to broader aspects of the genre, such as dark fantasy and symbolic interpretations of fantasy works in relation to real-world issues. (Only A level)


Materialer:

Primary text
o Lewis Carroll: Alice’s Adventures in Wonderland (1865) full text PDF
o Audiobook/reading: YouTube

Supplementary texts
o “Entering the Worlds of Fantasy” (article, pp. 8–12)
o Disney: Alice in Wonderland (1951)
o Dave Reed: “What is Dark Fantasy as a Genre?” (2021, article) Only A-level
o Kristin Cashore: Graceling (2008, pp. 3–19) (Only A-level)



2.1. Faglige mål
Eleverne skal kunne:

Sprogfærdighed
o læse og forstå komplekse engelske tekster (klassiske og moderne fantasy-værker).
o udtrykke sig mundtligt i præsentationer af Alice’s Adventures in Wonderland og i diskussioner af fantasygenren.
o skrive analyserende og reflekterende tekster på engelsk om fantasyens tematikker og virkemidler.

Sprog, tekst og kultur
o analysere og fortolke fiktive tekster med anvendelse af tekstanalytiske begreber.
o identificere genretræk og traditioner i fantasy.
o sætte værker i perspektiv til kulturelle og historiske sammenhænge (fx Carrolls baggrund og Victoriatidens kultur).
o diskutere, hvordan fantasy kan fungere som allegori eller symbolik i forhold til virkelige problemstillinger (fx magt, identitet, moral).
o orientere sig i et bredere udvalg af fantasyværker og udøve kildekritik, når de arbejder med artikler og sekundærlitteratur.

2.2. Kernestof
Forløbet inddrager kernestof ved at arbejde med:
• tekstanalytiske begreber og metoder til analyse af fiktive tekster.
• et genremæssigt bredt udvalg af fiktive tekster: klassisk litteratur (Alice’s Adventures in Wonderland), moderne fantasy (Graceling), samt film (Disney).
• væsentlige strømninger i britisk litteraturhistorie (Victorian nonsense literature).
• sproglige og kulturelle aspekter i relation til fantasy (fx nonsenssprog, symbolske lag).
• skriftlighed og mundtlighed: eleverne træner både præsentation, analyse og skriftlige produkter.

2.3. Supplerende stof
Forløbet perspektiveres og udvides med:
• Dave Reed: “What is Dark Fantasy as a Genre?” (2021) – introduktion til moderne undergenrer.
• Kristin Cashore: Graceling (2008) – eksempel på YA (young adult) fantasy med fokus på køn, magt og identitet.
• Disney’s Alice in Wonderland (1951) – filmisk adaptation, der giver anledning til at diskutere forskelle mellem tekst og visuel fortolkning.
• Artikler og sekundærlitteratur, der sætter fantasy i relation til real-world issues (fx social kritik, identitet, moral).

Arbejdsformer
• Individuelt arbejde: Close reading, skriftlige analyser, refleksionsopgaver.
• Mundtligt arbejde: Elevfremlæggelser af udvalgte kapitler i Alice’s Adventures in Wonderland; klassediskussioner om genretræk, symbolik og perspektiver.
• Gruppearbejde: Sammenligning af Alice med Graceling eller Disney-filmen; genrediskussioner.
• Flerfaglig dimension: Mulighed for perspektivering til fx historie (Victoriatidens samfund), psykologi (drømme og fantasi) eller samfundsfag (magtkritik, køn).

Keywords:
• The fantasy genre
• Imagination
• Symbolism
• Allegory
• Escapism
• Reality vs. unreality
• Nonsense literature
• Structure / Narrative devices
• Hero(ine)’s journey
• Dark fantasy
• Good vs. Evil
• Identity / Transformation
• Coming of age
• Social criticism
• Authorial context (Lewis Carroll, Victorian society)
• Adaptation (novel → film → modern fantasy)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 14 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 7 Relationships - eksamen

Relationships -eksamen

The theme focuses on minimalism and dirty realism. Hemingway´s short story Hills Like White Elephants is analyzed with a focus on dialogue and subtext, just as  Raymond Carver's story Tell The Women We're Going is used as an example of a short story with minimal information about what the characters do and what they say - thereby involving the reader in reading between the lines. We touch upon the Roaring Twenties watching "The Great Gatsby" and focus on the strong women in this period opposed to the "he-man" in Hemingsway's writings. Looking at Carver we focus on the essentials of Dirty Realism and its characteristics.

"The Roaring Twenties"
"Ernest Hemingway's style"
"Cat in the Rain" Ernest Hemingway
"Hills Like White Elephants" Ernest Hemingway
"The Sea Change" Ernest Hemingway
"A Few definitions of Dirty Realism"
"Neighbors" Raymond Carver
"Tell the Women We're Going" Raymond Carver
"Why Don't you Dance" Raymond Carver
"The Great Gatsby", 2013, Baz Luhrmann


Forløbet dækker følgende dele af kernestoffet:

- centrale litterære og kulturelle forhold i engelsksprogede samfund, herunder minimalisme, Dirty Realism og 1920’ernes kultur

- autentiske engelsksprogede tekster af forskellig art og sværhedsgrad

- både fiktive og ikke-fiktive genrer, primært korte fortællinger og noveller

- arbejde med sproglige, analytiske og kommunikative strategier, herunder analyse af dialog, subtekst og narrative virkemidler
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 22,5 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 8 Gothic Horror

The course introduces students to the historical development of Horror from its early beginnings in the late 1700s until today. During the Gothic Horror course, students read a number of horror stories and watch horror films and tv-series. They learn to identify the elements that define the two different, but closely connected, genres "The Gothic" and "Modern Horror", respectively. Moreover, the course teaches students to identify and reflect on the representations of the following recurring figures/archetypes in horror: the psychopath, the ghost and the mad scientist..


KEYWORDS:
Gothic, first and second waves of Gothic literature, the uncanny, the ghost, the psychopath, horror, terror, labyrinthine settings, 'the journey underground' (character development), transgressions, damsels in distress, femme fatale, taboo.


Forløbet dækker følgende dele af kernestoffet:

- centrale kulturelle og litterære forhold i engelsksprogede samfund med fokus på horror, gotisk litteratur og moderne horror

- autentiske engelsksprogede tekster af forskellig art og sværhedsgrad

- både fiktive og ikke-fiktive genrer, herunder noveller, artikler og film

- arbejde med sproglige, analytiske og kommunikative strategier, herunder identifikation af genretræk, arketyper og narrative virkemidler


CURRICULUM:
______________
Kerr, Margee: “Why Is Being Scared So Fun?” (2016), TED Ed
Poe, Edgar Allan: “The Tell-Tale Heart” (1843), short story
Dickens, Charles "The Signal Man" (1866) Short story
Foulkes, Lucy "The Psychopath in You" 2016. Article
TEDEd: "Why You Should Read Edgar Allan Poe"
Foulkes, Lucy: “The Psychopath In You” (2016), article
de la Mare, Walter: "The Listeners" (1912)
Kubrik, Stanley: "The Shining" (1980) film
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 13 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 9 Lingua Franca/Global English (Exam)

Course descriptions:
English today is a global lingua franca (ELF) that brings very large populations of people together, enabling them to communicate with each other for a variety of purposes. Having one global lingua franca in such unprecedented dimensions certainly brings the need to approach the topic critically, including its origin, status and ownership issues. This course aims to provide students with an overview of the varieties of English as a lingua franca. In particular, how it is used in the areas of India, Australia, as the dominant language in the EU and in speeches by non-native speakers as presented by Greta Thunberg.

Article:
https://blog.lingoda.com/en/a-guide-to-australian-english/ A Guide to Australian English

“Den engelske sprog anvendt som globalt Lingua Franca” af Janus Mortensen i Anglo File 198/4. 2020 (KUN ENGELSK A)

Poem:
“Singh Song” (2008)by Daljit Nagra From: Look We Have Coming to Dover!
Publisher: Faber and Faber, London

Speeches:
https://www.youtube.com/watch?v=rYNM4rsnNFM Speech by Greta Thunberg to the British Parliament (2019)

https://www.google.com/search?q=elizabeths+birthday+speech+the+crown&oq=elizabeths+birthday+speech+the+crown&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIJCAEQIRgKGKABMgkIAhAhGAoYoAEyCQgDECEYChigAdIBCTE0Mjg5ajBqOagCALACAQ&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:097e3e3a,vid:O5j3p9IUBJc,st:0

Clips:
https://www.google.com/search?q=best+of+raj+big+bang&oq=best+of+raj+big+ba&aqs=chrome.1.69i57j0i22i30j69i64.5790j0j4&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:f3b374fb,vid:0y07dp4luyA Best of Raj in Big Bang Theory

https://www.google.com/search?q=the+indian+accent&oq=the+indian+accent&aqs=chrome..69i57j0i22i30l9.2857j0j9&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:ff96051d,vid:OoF4i77kPak How to speak Indian

https://www.youtube.com/watch?v=CKAeFi1IT54 English in the European Union
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 15 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer