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Titel
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Language and Power
Forløbet var et eksperimentelt forløb, hvor eleverne har arbejdet med robotter i undervisningen. Beskrivelsen er inddelt i tre, og ser således ud:
Premise: This unit aims to explore how the programming of robots can be used to make the relationship between language and power more tangible for students, and how we can use robots to understand why Donald Trump appeals to many American voters. The unit is split into three parts, with part one focusing on a more general aspect that aims to establish the theoretical foundation for the rest of the unit. The focus here is on trying to understand what is unique about language and power, what we need to know to make Fable robots do what we want, and what we need to know to try to get humans to do what we want; questions such as, what is language? What is power? What is Python? What is Blockly? Are central here. Apart from this, the students are introduced to the most common rhetorical devices found in any good attempt to persuade people to do something for others. Part one then culminates with the students programming Fable robots to drag an object from point A to point B, while also writing speeches aimed at getting humans to perform a similar task for them. The students have also been asked to reflect on the similarities between programming robots and persuading humans.
Part two focuses on the language of Donald Trump, where we analyse letters, tweets, and speeches leading up to, and during, his first term as president. Here we focus on the way Trump uses his language to apply pressure to different groups of people and individuals, and which types of power he primarily makes use of. Eventually, the students will be asked to take into consideration how effective Trump’s use of language is when we just look at the words (and text) themselves, which is a key part of the final phase of the unit. The second part culminates in the students writing two speeches: one using Trump’s language, and one reworking the same speech using the rhetorical devices we’re working with. Then, they will program their Fable robots to deliver the speeches, so they know how to work that element into the final part of the unit.
In the third part, the students will explore why Trump’s rhetoric is effective. To do this, we will look at the Capitol hill riots in 2021, select rally speeches, and articles discussing how Trump’s body language, innuendos, and connection to the audience are vital to his message and oratory skills. This leads into the students programming the Fable robots to pick a speech from the end of part two and attach their phone to the robot to give it facial expressions. They will then perform the same speech themselves and discuss how significant tone of voice, inflection, and body language are, combined with the words themselves, which will lead back to the initial question of whether language is limited; since the students will hopefully be able to see that language itself is (almost) never enough to make us behave/act a certain way, they will reflect on the significance of the speaker and the way the speaker connects with the audience – to this end, they will be asked how impac[ul and rewarding it was to work with programming robots, and whether it made it easier for them to understanding the topic.
Faglige mål:
Sprogfærdighed:
- forstå forholdsvis komplekse mundtlige engelske tekster og samtaler af en vis længde om almene og faglige emner fra forskellige regioner og i forskellige stillejer
- udtrykke sig flydende og spontant med formidlingsbevidsthed i præsentation, samtale og diskussion på nuanceret og velstruktureret mundtligt engelsk om en bred vifte af almene og faglige emner med høj grad af grammatisk korrekthed og med evne til selvkorrektion
- læse og forstå lange og komplekse tekster på engelsk i forskellige genrer og stillejer fra forskellige historiske perioder og engelsksprogede regioner, samt tekster fra andre fag end engelsk
- skrive længere, nuancerede og velstrukturerede tekster på engelsk om komplekse emner med høj grad af grammatisk korrekthed, beherskelse af skriftsproglige normer samt formidlingsbevidsthed
Sprog, tekst og kultur:
- analysere og beskrive engelsk sprog grammatisk og stilistisk med anvendelse af relevant faglig terminologi
- gøre rede for indhold, synspunkter og sproglige særtræk i engelsksprogede tekster
- analysere og fortolke forskellige nyere og ældre tekster med anvendelse af relevant faglig terminologi og metode
- perspektivere tekster litteraturhistorisk, kulturelt, samfundsmæssigt og historisk
- analysere og perspektivere aktuelle forhold i engelsksprogede regioner på baggrund af engelskfaglig viden om historiske, kulturelle og samfundsmæssige forhold i Storbritannien og USA
- orientere sig i et større engelsksproget stof, herunder udøve kildekritik og dokumentere brugen af forskellige informationskilder
- anvende faglige opslagsværker og øvrige hjælpemidler
- demonstrere viden om fagets identitet og metoder
Kernestof:
- det engelsk sprogs grammatik, udtale, ortografi og tegnsætning
- ordforråd, herunder orddannelse og idiomer
- sproglærings- og kommunikationsstrategier
- principper for tekstopbygning og tekstsammenhæng
- standardsprog og variation, herunder elementer af det engelske sprogs udvikling
- tekstanalytiske begreber og metoder til analyse af ikke-fiktive tekster
Samlet undervisningstid: 31,6 timer
Samlet fordybelsestid: 7,5 elevtimer
Antal sider læst: 29 (4,8% af pensum)
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