Undervisningsbeskrivelse
Stamoplysninger til brug ved prøver til gymnasiale uddannelser
|
Termin(er)
|
2022/23 - 2024/25
|
|
Institution
|
Borupgaard Gymnasium
|
|
Fag og niveau
|
Engelsk A
|
|
Lærer(e)
|
Christine Bregnsbo Fastholm, Michael Dyrby
|
|
Hold
|
2022 EN/m (1m EN, 2m EN, 3m EN)
|
Oversigt over gennemførte undervisningsforløb
Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
|
Titel
1
|
Grundforløb Crime in Fiction
Fælles engelsk grundforløb for alle engelskhold på Borupgaard om "Crime in Fiction" baseret på bogen "Case Reopened" (Lindhardt og Ringhof, 2017)
Modulplan. Crime in fiction
1 – Introduction to English in high school and Murder in the Classroom.
2 – Guy Walks into a Bar - Brief introduction to crime in fiction, focus on characterization.
3 – Genre definitions and theory – Vocabulary exercises.
4 - Grammar. Introduction to Grammar assignment.
5 - A Study in Pink - Watching the episode together.
6 - A Study in Pink - Analyzing the film, focus.
7 - Introduction to App writer, reading in English & intro to second written assignment .
8 – Writing lesson in which the students work on their crime stories while the teachers coach them.
9 - The Man who Loved Flowers - analysis
11 – Peer assessment of grammar & assignment back.
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
0 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
2
|
Young Adult Fiction (værklæsning)
Young Adult Fiction - værklæsning
In this topic we work with genre and subgenres of fiction. Students will read the novel "Every Day" by David Leviathan in its entirety to meet the requirement of A-level English.
Questions to be answered in the course of the work with the topic:
- What is genre and what characterises Young Adult fiction?
- What characterises the readers of Young Adult fiction?
- What role does gender and LGBTQ play in Young Adult fiction?
- What is fan fiction and how does it relate to Young Adult fiction?
- What do young people read and why?
- Narration: point of view, narrative voice
Materials:
David Leviathan: "Every Day", Ember, 2012
Trine Østergaard: "The English Handbook", systime, 2017, s.57-99
Learning goals:
The students train their reading skills
The students are aware of genre traits as a way of describing and categorising literature
The students know and can identify elements of the genre: identity, dystopia, stereotypes, instalove, fan fiction, subgenres, love triangles etc.
The students can discuss and evaluate the quality of YA fiction as a genre and in individual examples
|
|
Indhold
|
Skriftligt arbejde:
| Titel |
Afleveringsdato |
|
This Is How I Learned English
|
25-11-2022
|
|
Young Adult Fiction
|
09-01-2023
|
|
Podcast opgave Young Adult Fiction
|
16-01-2023
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
20 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
3
|
Literary Journalism and Narrative Nonfiction
Formål:
Introduktion til at læse og analysere nonfiction
Kendskab til grundlæggende nonfiction genrer: newspapers, articles, magazines, blogs, reviews. biography, autobiography, podcast
Det retoriske pentagram
appelformerne
Viden om, hvordan elementer fra fiktion og ikke-fiktion ofte blandes og med hvilken effekt
Beskrivelse af stilleje og elementær stilistisk analyse
Opmærksomhed på argumentations opbygning både i tekster og elevers egen sprogproduktion herunder i skriftligt arbejde
Introduktion til non-fiction eksamensessay
Elevopgaver:
60 seconds lecture
Essay om nonfiction
Div. skriveøvelser i “Written Work Portfolio”
Stikord og begreber:
Expository Writing
Narrative Writing
Persuasive Writing
Inverted News Pyramide
Feature article
Op-ed, column
Editorial
Storytelling
Oral presentation
Types of speeches
ethos, logos, pathos
Rhetorical devices
Non-verbal communication
Low/ high style
Levels of formality
Claim, warrant, data,backing, qualifiers, rebutttal
Monological/ dialogical argument
Different types of arguments
Materialer:
Østergård: “The English Handbook”, systime, 2017-2019, s. 100-113, 144-158, 165-174
Brønsted, Larsen: “Narrating Truth”, Alt-i-Ord, 2021. Kap. “Truthfully” s. 13-51
|
|
Indhold
|
Skriftligt arbejde:
| Titel |
Afleveringsdato |
|
Non fiction analytical essay
|
27-02-2023
|
|
60 seconds lecture
|
19-03-2023
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
16 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
4
|
Spectators and Group Thinking
Materials:
The theme is based on the chapter "Spectators" from Engberg Pedersen, Grønvold, Ohland-Andersen: "Wider Contexts", Gyldendal, 2012
Description of the theme from the book:
The first part of this section focuses on conformity: people being spectators in the sense that they go with the crowd and do what other people do, either because they don’t question what they do or because they do not have the inner strength to go against the majority.
The second part of the section deals not only with people’s unwillingness to go against the crowd, but with people’s desire to observe the unhappiness and danger experienced by others, or even their deaths.
Documentary film AMY (2015) British documentary film directed by Asif Kapadia
|
|
Indhold
|
Skriftligt arbejde:
| Titel |
Afleveringsdato |
|
Podcast opgave 2
|
04-05-2023
|
|
Analytical essay 3
|
11-05-2023
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
11 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
5
|
Back to School
Læringsmål:
Repetition af analysemetoder og begreber til forskellige genre fra sidste skoleår
Kendskab til UK og USA skolesystemer
Kendskab til holdninger til skolegang gennem historiske og nutidige tekster af forskellige genrer
Viden om at argumentere og diskutere om aktuelle problemstillinger i en faglig sammenhæng
Innovationsforløb og karrierelæring
Spørgsmål som undersøges i forløbet:
Hvorfor går man i skole?
Hvad er motivation og hvordan kan skoler virke motiverende eller det modsatte?
Hvad skal vi med skolen, når der er AI og Chat gpt?
Hvordan udtrykkes holdninger til skolegang i forskellige genrer og forskellige tidsaldre?
Hvilken betydning har social ulighed i forhold til uddannelse?
Hvordan opbygger man et argument og hvilke vendinger og strategier er vigtige i en diskussion?
Forløbet munder ud i et innovationsforløb om FNs verdensmål om hvordan uddannelse kan afhjælpe fattigdom i den 3.verden.
Introduktion til materiale "Cambridge Advanced English"
Materialer:
William Blake: "The Schoolboy"
Logan La Plante: "Hackschooling Makes Me Happy", TED-Talk 2013
"Home schooling is widening attainment gap between rich and poor, finds report", The Guardian, 2021
"The Boy on the left had no future...", artikel, (fra "Contexts" antologi)
Charles Dickens: "Hard Times", romanuddrag kap. 1 (fra Munksgaards Engelsk antologi)
Netflix dokumentar: "Daughters of Destiny" - uddrag
|
|
Indhold
|
Kernestof:
Skriftligt arbejde:
| Titel |
Afleveringsdato |
|
Skriveøvelse Cambridge
|
22-08-2023
|
|
Skriveøvelse 2 argumentationsanalyse
|
08-09-2023
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
16 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
6
|
Inequality in Great Britain (exam)
Emnet danner også baggrund for klassens SRO med samfundsfag om ulighed i Storbritannien.
Materialer:
DR-TV serie: "Anne og Anders i Brexitland" (2023) - set i uddrag.
Film: "I, Daniel Blake", Ken Loach (2016)
Boris Johnson "Levelling Up Speech" (2021)
https://www.gov.uk/government/speeches/the-prime-ministers-levelling-up-speech-15-july-2021
Dokumentarfilm: How Ken Loach Directs a Movie", https://www.youtube.com/watch?v=69-wmL42ysg
Supplerende stof som baggrundsmateriale til SRO - tilbud til eleverne. Ikke alle har læst de samme:
Om filmen:
UK social security payments 'at lowest level since launch of welfare state' The Guardian (2019)
How important is social class in Britain today? BBC (2016)
https://www.information.dk/kultur/2016/12/ingenting-ken-loach-kaldes-roede-ken Monggård (2016)
How Movies Can Change Our Minds - The New York Times Guida (2015)
The Labour Party Partiets hjemmeside (2023)
How can films be politically engaging? - The Boar Student newspaper, Alexander (2019)
Om Boris Johnson talen:
Boris Johnson: What is the PM's relationship with the truth? - BBC News
Boris Johnson’s ‘levelling up’ speech: what he said – and what he really meant | The Independent Rentoul, The Independent (2021)
Did Boris Johnson explain what ‘levelling up’ actually means? | The Independent
Stone, The Independent (2021)
An analysis of Prime Minister Boris Johnson’s speech - Speak to Lead!
Bay, Speak to Lead, Academy of Rhetorics (2019)
Why public schoolboys like me and Boris Johnson aren’t fit to run our country | Private schools | The Guardian Beard, The Guardian (2021)
Understanding Boris Johnson's appeal: performative rebelliousness, impishness, and indiscipline | British Politics and Policy at LSE Margoulis (2019)
https://en.wikipedia.org/wiki/Populism
Forskere: Sådan brænder populistiske partier igennem - Altinget - Alt om politik Altinget website (2016)
UKBIC opened by Prime Minister Boris Johnson MP UKBIC website (2023)
|
|
Indhold
|
Kernestof:
Skriftligt arbejde:
| Titel |
Afleveringsdato |
|
Skriveøvelse 3
|
09-11-2023
|
|
Skriveøvelse 4 SRO resume
|
12-12-2023
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
17 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
7
|
From Battlemind to Homemind
We look at how veterans experience PTSD and how society reacts to them. Different genres from different ages are read to investigate how authors write about people traumatized by war e.g. PTSD and how they use the condition to convey their message.
Furthermore Wilfred Owen's poem "Dulce et Decorum est" and Jessie Pope's "Who's for the game" and some posters from the time are examples of WWI attitudes to soldiers' duty and task.
Questions to be answered in the course of the topic:
- What strategies do governments use to make people go to war? (WW1)
- How does it feel to be at war and how is it expressed?
- Is it possible to return home and deal with the experiences? Normalisation?
- How does society look at people with PTSD?
- How can PTSD be treated?
- What role can literature, film etc play in dealing with PTSD?
- How is war used symbolically and metaphorically in the arts?
- How can war be seen as both terrifying and fascinating at the same time? E.g. war films.
|
|
Indhold
|
Kernestof:
Skriftligt arbejde:
| Titel |
Afleveringsdato |
|
Eks.essay 1 - tekst "Red Flag"
|
19-01-2024
|
|
Eks. essay 2
|
04-03-2024
|
|
Grammatik/ sprogdel eks.opg
|
20-03-2024
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
20 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
8
|
The USA in Songs and Poetry (exam)
Vi ser på moderne amerikanske samfunds- og kulturforhold gennem digte og sange. Forløbet inddrager og uddyber elevenes allerede eksisterende viden om amerikanske forhold. Eleverne har set div. videoer hjemme som opsamling og baggrundsviden inden arbejdet med teksterne i timen.
Fokus er tekstanalyse og viden om amerikanske værdier og grundholdninger.
Fra antologien "Worlds of English":
Quiz om US historie
"The World's Love hate relationship with the US"
Emma Lazarus: "The New Colossus"
Ana Castillo: "We would like you to know" (Latinos)
Jason Aldean: "They don't know" + musikvideo analyse: https://www.youtube.com/watch?v=vKEp8uGrcjU (Small town USA)
Langston Hughes: "I, too" (Black Americans)
Walt Whitman: "I hear America singing"
Gwendolyn Brooks: "the mother" (1945) (pro life - pro choice)
"What are the most important American values"
"https://usahello.org/life-in-usa/culture/american-values/
|
|
Indhold
|
Kernestof:
Skriftligt arbejde:
| Titel |
Afleveringsdato |
|
Eks.essay 4
|
13-05-2024
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
9 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
10
|
Artificial Intelligence
Forløbet handler om muligheder og begrænsninger i brugen af kunstig intelligens (AI) og om hvordan den kan påvirke elevernes studier og senere arbejdsliv.
Fokus er på non-fiction tekster og dokumentarfilm og analyse af disse. Centrale begreber:
artificial intelligence
uncanny valley
antropomorphism
Spørgsmål som undersøges i forløbet:
What is artificial intelligence?
What tasks can be done by artificial intelligence and do we want it to?
What is the relationship between human beings and AI?
What are the ethical consequences of AI?
Discussions in class:
How can AI be used constructively in a learning context?
How will AI impact the future studies and work places of the students?
Materialer:
Joy Buolamwini: How I'm Fighting Bias in AI
https://www.youtube.com/watch?v=UG_X_7g63rY (TED Talk)
Asimov: "The Robot Chronicles"
Video om britiske A-level students karakterbedømt med AI under Co-Vid.
Video om anthropomorphism
Elevproduktioner:
Debatindlæg
Analytical essay med non fiction analysis
|
|
Indhold
|
Kernestof:
Skriftligt arbejde:
| Titel |
Afleveringsdato |
|
Personal Essay
|
19-08-2024
|
|
Short film pitch and plan
|
03-09-2024
|
|
Lille 2
|
17-09-2024
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
15 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
11
|
Conspiracy Theories
I dette forløb har vi arbejdet med konspirationsteorier. Teksterne i forløbet har været non-fiktion, hvilket betyder at vi har trænet vores evner ud i denne type af analyse. Fokus i forløbet har været at træne elevernes evne til at gennemskue, analysere og modbevise konspirationsteorier ved at dekonstruere konspirationsteoretikerens retorik og ved at bruge faglige og videnskabelige metoder.
Desuden ser vi på det amerikanske valg 2024 sammen med samfundsfag.
Teoritekster:
Truthers - On Conspiracy Theories (2021) - Fra bogen "Narrating Truth" - Katrine Brøndsted og Mathias Larsen
The Conspiracy Theory Detector (skeptic.com) - Michael Shermer
Helping people Escape a Rabbit Hole of Conspiracy Theories (www.psychologytoday.com) https://www.psychologytoday.com/intl/blog/freedom-mind/202208/helping-people-escape-rabbit-hole-conspiracy-theories
Kernetekster:
Enemies from Within (1950) - Joseph R. McCarthy
The Madness of David Shayler (2011) - Jon Ronson
Eleverne har desuden arbejdet i grupper med at undersøge en konspirationsteori efter eget valg og med at lave en strategi for at "debunke" denne teori og for at lave en "intervention " over for en konspirationstilhænger.
|
|
Indhold
|
Skriftligt arbejde:
| Titel |
Afleveringsdato |
|
Lille opg. 3
|
23-09-2024
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
7 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
13
|
Women of India (exam)
Basic knowledge on a former English colony with a special focus on history, culture, and language. Standard language and variations of the English language as a way of communicating globally).
Knowledge of Indian culture, customs, and traditions, with a perspective towards other English-speaking countries.
Knowledge on historic non-violent demonstrations
Be able to take part in debates on women’s rights and problems in India in regard to equality between sexes.
UVB: https://docs.google.com/document/d/1frEUxbX4ZdoqA2HU3dY2g0-UzKeRorFQTUw3rABXjS4/edit?tab=t.0#heading=h.17dp8vu
|
|
Indhold
|
Kernestof:
|
|
Omfang
|
Estimeret:
13,00 moduler
Dækker over:
13 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
-
Gruppearbejde
-
Individuelt arbejde
-
Lærerstyret undervisning
-
Pararbejde
-
Projektarbejde
|
|
Titel
14
|
Evil in Shakespeare (Macbeth) (exam)
Thematized reading of selected works from Shakespeare; knowledge of the time of Shakespeare, his works, and the cultural and historic time. Also, practicing doing presentations.
Focus of this theme is on evil in Shakespeare. We have have several dialogic readings.
UVB - Evil in Shakespeare: https://docs.google.com/document/d/1DEJ9fIuzEFN6MUXPfr__7ShWPw8X9troWote5hrvlfY/edit?tab=t.0#heading=h.30j0zll
|
|
Indhold
|
Skriftligt arbejde:
| Titel |
Afleveringsdato |
|
Grammar 2
|
02-03-2025
|
|
Grammar 2 - Opgavesæt 9+11
|
16-03-2025
|
|
EN 4 - Test
|
31-03-2025
|
|
EN 4 - Test
|
02-04-2025
|
|
|
Omfang
|
Estimeret:
11,00 moduler
Dækker over:
14 moduler
|
|
Særlige fokuspunkter
|
- Faglige
- Lytte
- Læse
- Diskutere
- Formidling
- Almene (tværfaglige)
- Analytiske evner
- Kommunikative færdigheder
|
|
Væsentligste arbejdsformer
|
|
{
"S": "/lectio/37/stamdata/stamdata_edit_student.aspx?id=666\u0026prevurl=studieplan%2fuvb_hold_off.aspx%3fholdid%3d52631623871",
"T": "/lectio/37/stamdata/stamdata_edit_teacher.aspx?teacherid=666\u0026prevurl=studieplan%2fuvb_hold_off.aspx%3fholdid%3d52631623871",
"H": "/lectio/37/stamdata/stamdata_edit_hold.aspx?id=666\u0026prevurl=studieplan%2fuvb_hold_off.aspx%3fholdid%3d52631623871"
}