Undervisningsbeskrivelse
Stamoplysninger til brug ved prøver til gymnasiale uddannelser
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Termin(er)
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2024/25 - 2025/26
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Institution
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NEXT
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Fag og niveau
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Engelsk B
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Lærer(e)
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Hold
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S2024 En/k (S1k En, S2k En)
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Oversigt over gennemførte undervisningsforløb
Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
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Titel
1
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Horror
This course on horror explores how the genre can be used to understand the ways film, art, and literature communicate ideas, emotions, and messages.
Horror often differs from other genres through its explicit and intense forms of expression, making it especially useful for analysing how atmosphere, fear, and suspense are created.
Throughout the course, students will strengthen their reading comprehension and develop basic analytical skills for working with literary texts and placing them in a broader context.
The course introduces key concepts such as narrator, point of view, characterization, setting, themes and message, symbolism, atmosphere, and foreshadowing.
In the second part of the course, students will be introduced to different perspectives on horror as a genre, including Stephen King’s three categories of horror: “the Gross-Out”, “the Horror”, and “the Terror”.
The overall aim is to improve students’ analytical abilities, genre awareness, vocabulary, and oral communication skills in English.
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Material:
-Stephen King, “Why We Crave Horror” (1982), in Horror, Systime 2016, digital version: https://horror.systime.dk/?id=55
-“Horror a Mirror of the Human Psyche”, “Horror a Mirror of Society” and “Horror a Mirror of Human Nature” in Horror, Systime 2016, digital version: https://horror.systime.dk/?id=55
“How Postmodern Man is Scared” in Horror, Systime 2016, digital version: https://horror.systime.dk/?id=55
"A History of Dracula in Pop Culture" ´article by Annika Barranti Klein , https://bookriot.com/dracula-in-pop-culture/
"Analyzing Films", Finderup & Fog, Systime (2022), https://worldsofenglish.systime.dk/?id=283
-”Suffer the Little Children” Stephen King, Cavalier (1972)
-"I am the Doorway", Stephen King , Cavalier (1971)
-“The Tell-tale Heart”, Edgar Allen Poe (1843)
-"I am Legend". Richard Matheson (1957)
Song analysis: The Cure "Lullaby" (1989), https://www.youtube.com/watch?v=ijxk-fgcg7c
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Indhold
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Kernestof:
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Omfang
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Estimeret:
26,00 moduler
Dækker over:
26 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
2
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Let's talk about sex
Let’s Talk About Sex is an interdisciplinary course in collaboration with biology and social studies, where students explore topics related to sex and sexuality from different academic perspectives.
In English, the main focus is on the USA as a case study as we examine issues such as sexual education, gender identity, and abortion.
We also discuss the taboo surrounding menstruation in other parts of the world, including India, where we watch the short documentary "Period. End of Sentence".
Throughout the course, students work with both factual texts and fiction, including an extract from The Handmaid’s Tale, and analyse the material using relevant analytical methods.
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Material:
“Sex Education: Last Week Tonight with John Oliver (HBO)” https://www.youtube.com/watch?v=L0jQz6jqQS0
Kristen Roupenian, “Cat Person” (2017) https://www.newyorker.com/magazine/2017/12/11/cat-person
Laura Meckler, “Gender identity lessons, banned in some schools, are rising in others” excerpt (2022), Washington Post, Original text: https://www.washingtonpost.com/education/2022/06/03/schools-gender-identity-transgender-lessons/,
Moira Donegan, “A year ago Roe v Wade was overturned. Grieve for the new America” (2022), The Guardian, https://www.theguardian.com/commentisfree/2023/jun/23/roe-v-wade-overturned-abortion
Marjorie Dannenfelser, “Democrats' gruesome abortion vision is already a reality in some states” (2023), Fox News, https://www.foxnews.com/opinion/democrats-gruesome-abortion-vision-already-reality-some-states
Rayka Zehtabchi, “Period. End of Sentence” (2020), https://www.youtube.com/watch?v=Lrm2pD0qofM (Netflix documentary on Youtube).
Margaret Atwood, “The Handmaid’s Tale” (1985) (CH. 5 xcerpt)
Vijay Varman & Tomisin Adepeju, “The Right Choice” (2020), https://www.youtube.com/watch?v=1tBcRlUHpak
In addition, we focus on language and imagery, for example idioms and expressions related to sex and sexuality, where students’ own linguistic experiences play an important role in understanding how language shapes meaning.
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Indhold
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Kernestof:
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Omfang
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Estimeret:
12,00 moduler
Dækker over:
14 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
3
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The British Empire
The British Empire was once known as “the empire on which the sun never sets.”
At its height, it covered almost a quarter of the world’s landmass, raising the question of how a relatively small island nation like England managed to build such a vast and powerful empire.
Between 1815 and 1914, Britain experienced its golden age of global dominance, a period often referred to as Pax Britannica.
During this time, Britain had defeated its major rivals and enjoyed relative peace, economic prosperity, and worldwide influence through trade, industry, and colonial expansion.
However, the two World Wars marked the beginning of the empire’s decline, as Britain and its colonies suffered enormous human and economic losses. In the early twentieth century, Britain gradually granted greater self-government to colonies such as Canada and Australia, and the empire slowly began to dissolve.
This course aims to explore the rise, dominance, and decline of the British Empire, examining how Britain became a global superpower and how its influence shaped politics, economics, culture, and societies across the world.
Students will investigate key historical events, the impact of imperialism on both Britain and its colonies, and the lasting consequences of the empire in the modern world
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Material:
Andrew Porter: "Britain's Empire", BBC History (2011)
https://www.bbc.co.uk/history/british/empire_seapower/britain_em-pire_01.shtml?fbclid=IwAR3X_Uynn9v7qrqsun6mm1CAEAPJ9ZJHnmgcf4SYP_wlj-toVY8G4aGzO4wM
Eric Evans: "Victorian Britain", BBC History, (2011)
https://www.bbc.co.uk/history/british/victorians/overview_victori-ans_01.shtml?fbclid=IwAR0nppXR-lywYtN6gOz8W71HsTXb8i1wjHMxSt9u2E7otu7ZsAgn7GDWLG3I
-George Orwell: “Shooting an Elephant” (1936)
-George Orwell: “A Hanging” (1931)
-Chimamanda Ngozi Adichie: “The danger of a single story” (2009) http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Texts from https://worldsofenglish.systime.dk/?id=117 :
-"Britain: From island to empire and back."
-Rudyard Kipling: “White Man’s Burden” (1899)
-Khuswant Sing: "Karma" (1950)
-George Orwell: “Shooting an Elephant” (1936)
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Indhold
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Kernestof:
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Omfang
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Estimeret:
20,00 moduler
Dækker over:
20 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
4
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Robots
The Robotics course focuses on how artificial intelligence and robots are used in society today, as well as the impact this technology has on both individuals and society as a whole.
Through a variety of texts and articles, students explore themes such as human interaction with robots, ethical questions, and the future role of AI in everyday life.
The course combines science fiction and factual material, including works by Isaac Asimov and Brian Aldiss, to encourage discussion about technology, humanity, and social change.
By analysing these materials, students develop their English skills while gaining a deeper understanding of one of the most important technological developments of our time.
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Course material:
Robots Compendium (tilgængeligt på lectio)
-Isaac Asimov: "Segregationist" (1967) & "The three laws of robotics" from "I,Robot"
-Elizabeth Marks: "Make sure your android went to finishing school"
-Jeremy Hsu:"Why "Uncanny Valley" Human Look-Alikes Put Us on Edge"
https://www.scientificamerican.com/article/why-uncanny-valley-human-look-alikes-put-us-on-edge/
-Schaub:" My android twin"'
-JJ Pickle Research Campus "Definition of a robot"
-Aldiss: "Super toys last all summer long" (excerpt) Oliver Moreland: "Where's my robot?"
-Alan Bloch: "Men are different"
-Charles Q. Choi: "Sex and marriage with robots? It could happen."
https://www.nbcnews.com/id/wbna21271545
The Laws of Robotics:
https://www.historyofinformation.com/detail.php?entryid=4108
-Film: I, Robot (2004), dir: Alex Proyas , 115 min.
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Indhold
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Kernestof:
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Omfang
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Estimeret:
18,00 moduler
Dækker over:
12 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
5
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Civil Rights in America
Civil Rights in America explores the largest social movement of the 20th century and its lasting impact on the United States today.
This course examines the Civil Rights Movement of the 1950s and 1960s through the lens of modern events and issues, helping students connect the past to the present.
Students will study how African American men and women, alongside white allies, organized at local and national levels to fight for equal rights and opportunities guaranteed by U.S. citizenship.
Through legal action, negotiations, petitions, and powerful nonviolent protests, activists challenged segregation and discrimination and transformed American society.
The course also highlights how the movement inspired later struggles for equality, including the women’s rights movement and student activism of the 1960s.
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Course material:
-Film:
"Mississippi Burning" (1988) dir, Alan Parker
Texts:
"A Mother’s White Privilege", article by Elisabeth Broadbent, Manic Pixie Dream Mama. August 17, 2014, Link: https://www.huffpost.com/entry/a-mothers-white-privilege_b_5698263
-"Americanah" by Ngozi Adichie (2013) - excerpt, link: https://blackvoices.systime.dk/?id=176
-"Post-racist America?" excerpt from "Black voices : the African-American experience from slavery to current racial issues" 2016, Systime
Anne Moody: "Coming of Age in Mississippi" (excerpt), 1968. Link: https://blackvoices.systime.dk/?id=278
“I Have A Dream” – speech by Martin Luther King, 1963 https://www.americanrhetoric.com/speeches/mlkihaveadream.htm
“The Ballot or the Bullet” (speech) Malcolm X ,April 3, 1964 in Cleveland, Ohio https://www.gilderlehrman.org/sites/default/files/inline-pdfs/ballot_or_bullet.pdf
-“We shall overcome” Charles Albert Tindley (1901)
Important events:
Brown v. Board of Education
Little Rock,
Arkansas Central High School
Rosa Parks
The Montgomery Bus Boycott
Oral Presentations on following subjects:
-The Birmingham Campaign 1963 ,March on Washington for jobs and freedom 1963
-Selma to Montgomery marches 1965
"The Civil Rights Act 1964", https://www.archives.gov/milestone-documents/civil-rights-act
"The Voting Rights Act 1965" , https://www.archives.gov/milestone-documents/voting-rights-act
-David Nye: American History, From Great Society to Watergate 1960-75, Chapter 9.2 "Cultural Unrest in the Great Society" link: https://ushistory.systime.dk/?id=166
Martin Luther King & the NAACP ,Dr. Martin Luther King Jr’s influence on black culture in the USA? ,The philosophy of non-violence ,The Southern Christian Leadership Conference (SCLC),
The "NAACP": https://www.loc.gov/exhibits/naacp/the-civil-rights-era.html
Malcolm X, influence on black culture in the US, link: https://www.youtube.com/watch?v=8woU9Rq0cPI
Negative Reactions by “Whites” ,Relate to Plessy v. Ferguson “separate but equal” doctrine. ,Emmett Till •Mississippi civil rights workers' murders ,The murder of Medgar Evans –role in the Civil Rights Movement, link: https://www.bbc.com/news/world-us-canada-47477354
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Indhold
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Kernestof:
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Omfang
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Estimeret:
24,00 moduler
Dækker over:
14 moduler
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Særlige fokuspunkter
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- Faglige
- Lytte
- Læse
- Søge information
- Diskutere
- Formidling - Mundtlige Oplæg i klassen
- Almene (tværfaglige)
- Analytiske evner - Fokus på elevens evne til, at kunne arbejde meto- disk, systematisk og vinklet med analyse og fortolkning af en tekst på tekstens præmisser.
- Kommunikative færdigheder
- Personlige
- Selvstændighed
- Initiativ
- Ansvarlighed
- Sociale
- Samarbejdsevne
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Væsentligste arbejdsformer
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Gruppearbejde
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Individuelt arbejde
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Lærerstyret undervisning
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Titel
6
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British Identity
British national identity is a supranational identity deriving from an imperial past.
Warfare created Britain in the eighteenth century, and at first glance mass war in the twentieth century seemed to reinforce it. War, however, was a twoedged sword.
On the one hand, it dominated the lives of Britons between 1900 and 1945, yet war and its social-political demands weakened the fabric of the British state which was designed to be a nation-state, rather a state-nation.
This Course also deals with the new Britain, a society with deep divisions, both when it comes to class, economy, demographics, ethnicity, culture and much more. This became clear in the Brexit vote, and the divisions have far-reaching consequences for Britain.
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Course material:
Material:
Film: "Bend it like Beckham" dir, Gurinder Chadha, 112 min, (2002)
Texts:
"Bend it like Beckham and the Art of Balancing Cultures"Rajpreet Heir (2017)
https://www.theatlantic.com/entertainment/archive/2017/04/bend-it-like-beckham-and-the-art-of-balancing-cultures/522477/
"How Britain has been skaped by Migration", S. Moeslund, Systime (2021), https://everyoneishere.systime.dk/?id=134
"Language and Diversity", S. Moeslund, Systime (2021), https://everyoneishere.systime.dk/?id=133
"Speaking in Tongues" , Zadie Smith (2008), https://everyoneishere.systime.dk/?id=141
"How many suits of language are you wearing?" https://www.youtube.com/watch?v=MNWytyRXzMo
"Paki", Gautam Malkani (2005), https://everyoneishere.systime.dk/?id=140
"Britain and the Second World War: Identity and Remembrance", Wendy Uglioni, (2018) https://britishonlinearchives.com/posts/category/articles/84/britain-and-the-second-world-war-identity-and-remembrance
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Indhold
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Kernestof:
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Omfang
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Estimeret:
29,00 moduler
Dækker over:
29 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
7
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Hooliganism
This course on Hooliganism examines the cultural and societal aspects surrounding one of the most controversial parts of British football history.
Students will explore what hooliganism is, why it emerged, and how it became connected to football culture in the United Kingdom.
The course traces the origins of football violence from the late 19th century through its peak during the 1970s and 1980s, when intense club rivalries, drinking culture, class tensions, and political conflict shaped the experiences of many supporters.
Particular attention is given to the social climate of 1980s Britain under Margaret Thatcher, including the decline of industrial working-class communities, the Miners’ Strike, and the portrayal of football fans in the media.
Through the study of major incidents, government responses, policing strategies, and changing stadium culture, students will investigate how hooliganism affected the reputation of British football both at home and abroad.
The course also considers the long-term impact of hooliganism on British society and asks whether football violence still exists in the modern game today.
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Material:
-Nick Hornby:”Faith” (1998) – Short Story from textbook "From where you are" by Tony Andersen & Morten Petersen, Systime, 2011
-Football Culture Past & Present: “No One Likes Us” – Short Story
-Tim Hearn: Football Hooliganism – Is I still a problem? 2014, article, Huffington Post
-Kevin Whitcher and Football in general: https://fromwhereyouare.systime.dk/?id=169, chapters 2.10.1-7.
-Franklin Foer: "How football explains the sentimental Hooligan", extract from "How Football Explains The World" Cornerstone Publishing, 2006
-Will Storr,: The Undercover Football Hooligan, the Telegraph (2013) https://www.telegraph.co.uk/men/active/10453005/The-undercover-football-hooligan.html
Film: Football Factory, dir: Nick Love, 131 min, (2004)
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Indhold
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Kernestof:
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Omfang
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Estimeret:
24,00 moduler
Dækker over:
10 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
8
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The American Dream
The American Dream is one of the most important ideas in American culture and history. It refers to the belief that everyone, regardless of background or social class, has the opportunity to achieve success and build a better life through hard work, determination, and freedom.
The concept became especially popular after historian James Truslow Adams used the term in 1931, describing America as a place where life should be “better and richer and fuller for everyone.”
Over time, the American Dream has come to symbolize goals such as financial success, home ownership, education, and personal freedom, but it has also been debated and criticized because not all people have had the same opportunities to achieve it.
In this course, we will explore how the American Dream has shaped American society, literature, and identity, and discuss whether it is still achievable today.
Material:
The Declaration of Independence. July 1776.
https://www.archives.gov/founding-docs/declaration-transcript
The New York Times: "Defining the American Dream" 2009,
https://www.youtube.com/watch?v=C48aGtPIuZo
James Truslow Adams: "The American Dream", https://naf.systime.dk/?id=140
CBS Sunday Morning: "Is the American Dream still alive?"
https://www.youtube.com/watch?v=XxS31Sa8y-Q
Kimberly Amadeo: "What is the American Dream Today?" article in The Balance (2018)
https://newdream.org/blog/the-balance-what-is-the-american-dream-today?
Kelly Richman-Abdou: "Jacob Riis: The Photographer Who Showed "How the Other Half Lives" in 1890s NYC"
https://mymodernmet.com/jacob-riis-how-the-other-half-lives/
Film: "Scarface", 170 min ,dir Brian DePalma, (1983)
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Oral presentations have been carried out by students on the following subjects:
1.The American Dream: Definition(s), origin and historical background. Among other points, Manifest Destiny, "City upon a Hill", the "chosen" Land.
2.All men are created equal: Explain and elaborate on the introduction to the Declaration of Independence from 1776. Considering also cases of Blacks, Hispanics, and other minorities.
3.Equality of opportunity and social mobility. Among other points, include the hopeful description of 18th-century Henry St. John de Crévecoeur in his third "Letter from an American Farmer".
4.The American Dream in art then and now: Albert Bierstadt, Norman Rockwell, Andy Warhol and Lauren Greenfield.
5.The American Dream in literature then and now: F. Scott Fitzgerald, John Steinbeck, Toni Morrison and Amy Tan.
6.The American Dream and consumerism: Ads and commercials for cars and other American products, major brands like Nike or Coca Cola, or events like the Super Bowl.
7.The American Dream in popular culture: Music and films that reflect the American Dream.
8.From rags to riches: Compare America and Denmark regarding "social mobility".
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Indhold
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Kernestof:
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Omfang
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Estimeret:
24,00 moduler
Dækker over:
22 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
9
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Humour
This course looks at humour and why it matters. We work with many different types of texts: satire, stand-up comedy, sitcoms, opinion pieces, film clips, sketches, and TED Talks to explore, how humour is used in real life.
The students look at how humour can make us laugh, but also how it can persuade, criticise society, challenge norms, or even create controversy.
A big part of the course is learning to recognise different humorous devices, such as irony, parody, exaggeration, self-deprecating humour, and dark humour.
Studenst explore how these techniques work in different situations and why the same joke can feel funny in one context and offensive in another.
Class discussions focus on how things like the audience, the speaker’s intention, cultural background, and power relationships influence how humour is understood.
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Course material:
Course Material:
Jennifer Aaker & Naomi Bagdonas: "Why great leaders take humour seriously" Ted Talk (2023) https://www.ted.com/talks/jennifer_aaker_and_naomi_bagdonas_why_great_leaders_take_humor_seriously
Thomas Hills: Humor Psychology: The Funniest Words in the English Language (2017)https://www.psychologytoday.com/us/blog/statistical-life/201712/humor-psychology-the-funniest-words-in-the-english-language
"Exploring and Understanding British Humour: A Guide for language learners."
https://englishonline.britishcouncil.org/blog/articles/exploring-and-understanding-british-humour-a-guide-for-english-learners/
Cassidy Rush: "What makes British Humour unique?" (2025)
https://www.remitly.com/blog/en-gb/culture/british-humour/
Oral Presentation Work:
"Understanding British Humour", (2021), https://studyinternational.com/news/understanding-british-humour/
-Smut and Innuendo
Sketch: Monty Python “Nudge nudge”
http://www.youtube.com/watch?v=jT3_UCm1A5I
-Disrespect to Members of the Establishment
Sketch: Yes Minister “Sir Humphrey explains foreign policy: https://www.youtube.com/watch?v=7hsNfNM0SvE
-The Absurd
The Green Wing “Accents”, http://www.youtube.com/watch?v=8Lp_5ySgNyY
-The dark (black humour),
sketch: The League of Gentlemen “Tubbs and Edward, police” http://www.youtube.com/watch?v=YOtpgz4L5d8&feature=channel
-The British class system
sketch: "Keeping up Appearances" (the first 1,50 minutes)
https://www.youtube.com/watch?v=N2t3X-nTSkk
-Making fun of Foreigners:
"Fawlty Towers: I know nothing” , http://www.youtube.com/watch?v=s6EaoPMANQM
-Bullying and Harsh Sarcasm
The Young Ones: “TV licence Anarchy"
http://www.youtube.com/watch?v=TYJv0pIy2UQ&feature=channel
-Parodies of Stereotypes
Little Britain: “The only gay in the village ”
https://www.youtube.com/watch?v=gfpsnT5BBgs
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Indhold
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Kernestof:
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Omfang
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Estimeret:
20,00 moduler
Dækker over:
20 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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