Holdet 3c EN (2025/26) - Undervisningsbeskrivelse

Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2023/24 - 2025/26
Institution Birkerød Gymnasium og HF
Fag og niveau Engelsk A
Lærer(e) Stine Helth
Hold 2023 EN/c (1c EN, 2c EN, 3c EN, 3c EN-skriv)

Oversigt over gennemførte undervisningsforløb
Titel 1 Computer Games
Titel 2 Forløb#1 Introduktion til studieretningen
Titel 3 Social Media
Titel 4 Robots, bots and AI
Titel 5 Mini-topic: WWII UK propaganda
Titel 6 The Lion, the Witch and the Wardrobe
Titel 7 Detective fiction
Titel 8 American Ideas and Identity
Titel 9 Forløb#4 SRO
Titel 10 Brian Bilston's Poetry
Titel 11 Ireland
Titel 12 Global Issues in Commercial and Pop Culture
Titel 13 Evil  - full work studied: MAUS
Titel 14 Forløb#6 Generalprøveforløbet
Titel 15 Looove according to Shakespeare
Titel 16 Man and Nature
Titel 17 Repetition

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Computer Games

Brief intro topic picking up on grundforløbet where all classes worked with the computer game Silent age.

We analyse computer games as a text type and try to design our own games.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 Forløb#1 Introduktion til studieretningen

Fællesfagligt emne: Sociale medier og socialisering

Deltagende fag:

Engelsk: Social Media as a general phenomenon leading to a special focus on their role in socialisation especially during the Covid pandemic. The class are working with epidemics and the plague in history as well.

Samfundsfag: Sa

Forløbets formål: Træning af fællesfagligt arbejde og indledende introduktion til videnskabsteori

Faglige metoder anvendt i forløbet:

Engelsk: Tekstanalyse, særligt fokus på avisartikler herunder bias og appelformer

Samfundsfag:

Viden og begreber knyttet til basal videnskabsteori anvendt i forløbet: vi arbejder med begrebsparrene fra bogen Vidensmønstre, vi har fokus på to af parrene, nemlig kvalitativ-kvantitativ og kausal-intentionel-funktionel

Kompetencer til at arbejde projektorienteret anvendt i forløbet:
(f.eks. problemformulering, problemløsning, innovation, vejledning, skrivning, mundtlig præsentation mm.)

Produktform:

Evaluering:
Lærerne har foretaget en mundtlig evaluering af forløbet i klassen. Eleverne foretager en skriftlig selvevaluering ved at udfylde portfolio under Opgaver i Lectio.


Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 Social Media

This topic explores the nature of social media and their impact on the lives of especially young people.

Our analytical focus is prose non-fiction, particularly newspaper articles:
* Appeal forms
* Layout terminology (Headlines, byline etc.)
* Bias - the different ways bias is created
* Critical source evaluation with the CRAAP model
* Structuring texts using PEE

The topic leads to the first FFF (FællesFagligtForløb) with samfundsfag which explores the impact of Covid-19 on the use of social media among young people.

Grammatikfokus: kongruens
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 Robots, bots and AI

This topic has as its goal to inform the students about the robots, bots and AI that make up such a big, and to some extent invisible, part of their lives. The students must understand on a superficial level how these robots, bots and AI work, what they can do and even more so, what they cannot do.

The topic is also a pilot project aiming to introduce programming and actual robots into other topics than math and science.

Finally, the topic is taught parallel with a Pre-IB class, and the students will have two modules where they work together, one with the school's and one creating a website.

As part of the topic, the students have started learning the format of formal debating.

Grammatikfokus: kongruens fortsat samt udvalgte fokusområder i elevernes egne fejl, herunder især genitiv og ordstilling.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 Mini-topic: WWII UK propaganda

This topic deals briefly with WWII history and propaganda. There are two overall goals with the topic:

1) Get some background understanding before studying the novel "The Lion, the Witch, and the Wardrobe"

2) Learn to analyse propaganda using relevant propaganda analysis tools, so students can recognise propaganda techniques in the media.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 4 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 6 The Lion, the Witch and the Wardrobe

The students are required to study at least 2 complete literary works during their 3 years, and this novel is the first literary work, C. S. Lewis' "The Lion, the Witch and the Wardrobe".

The topic is introduced with a very short pre-topic about propaganda during world war II. This is to create context for the novel, to tie in with concurrent topics in history and Danish, and to introduce analysis terms for propaganda as a non-fiction text type.

The study of the novel focuses on learning basic prose fiction analysis:
* Text type and genre
* Narration
* Setting
* Plot and conflict
* Figures of speech, especially allusion and allegory

Grammatikfokus: forberedelse til årsprøve ved at arbejde med egne fejl og dermed lære hensigtsmæssig brug af grammatikbogen samt det at bruge grammatisk terminologi.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 7 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 7 Detective fiction

This topic investigates the genre of detective fiction while working with basic prose fiction analysis.

Texts studied:
Sir Arthur Conan Doyle, "The Sussex Vampire", 1924
Charles Adai, "The Good Samaritan", 2006
P. D. James, "The Victim", 1973
Zoë Sharp, "Tell Me", 2006

Powerpoint med introduktion til genren: Crime Stories_no_timeline.ppt
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 8 American Ideas and Identity

This topic investigate the ideas and values that form the national basis for American identity. The basis is provided through three teacher-run modules after which the students teach areas of American ideas and identity that they find interesting. The topic runs parallel with a topic in samfundsfag about the USA leading up to the students' SRO about American exceptionalism. Our overall thematic focus is the importance of the idea of Manifest Destiny (American Exceptionalism) and frontier mentality to American identity.

Student taught topics:
* Abortion in the US
* Police brutality in the US
* Drug abuse in the US
* Native Americans
* Education in the US

Texts taught by Stine:

• "Action of Second Continental Congress, July 4, 1776. The unanimous Declaration of the thirteen united States of America" (The Declaration of Independence)

• "I Have A Dream" - Dr. Martin Luther King Jr. August 28, 1963. Lincoln Memorial in Washington D.C. (Transcript)

• PPP on Manifest Destiny and Frontier, including among other short quotes and pieces of information:
              Quote about Manifest Destiny from Barack Obama (President Obama’s Reclaiming Of American Exceptionalism, Zachary Stepp for Huff Post, January 11, 2017)
              Quote about manifest destiny from Donald Trump (Trump’s ‘manifest destiny’ in space revives old phrase to provocative effect, Teo Armus for Washington Post, February 5, 2020)
              Quote from John O'Sullivan's definition of Manifest Destiny: "The Great Nation of Futurity," The United States Democratic Review, Volume 6, Issue 23, 1839
              Quote from John Winthrop, City upon a Hill, 1630
              Quote from "The Significance of the Frontier in American History," 1893, F. J. Turner
              Painting: John Gast, "American Progress", 1872 - in PPP about Manifest Destiny and Frontier
              Painting: Emanuel Leutze, "Westward the Course of Empire Takes Its Way", 1861 - in PPP about Manifest Destiny and Frontier

Texts taught by students:

Abortion
• Amnesty International: ”Abortion Rights,” accessed on: https://www.amnesty.org/en/what-we-do/sexual-and-reproductive-rights/abortion-facts/
• Marc Rubio: “Senator Rubio Delivers Floor Speech on the Dignity of Life and the Need for Pro-Family Policies,” accessed on: https://www.youtube.com/watch?v=ZxIrdP8gNHw Tilladt at tilgå via internettet

Police brutality
• Clip from the movie “Straight Outta Compton,” accessed on: https://www.youtube.com/watch?v=VBYiVoNwzQo Tilladt at tilgå via internettet
• N.W.A.: “Fuck tha Police,” https://genius.com/Nwa-fuck-tha-police-lyrics

Drug abuse
• Teresa Dumain, “What Is Drug Addiction?,” WebMD, accessed on: https://www.webmd.com/mental-health/addiction/drug-abuse-addiction
• President Obama and Macklemore, “Weekly Address: A Conversation About Addiction,” the White House, accessed on: https://obamawhitehouse.archives.gov/the-press-office/2016/05/14/weekly-address-conversation-about-addiction

Native Americans
• Learn Bright n YouTube, “Native American History for Kids | An insightful look into the history of the Native Americans,”  accessed on: https://www.youtube.com/watch?v=uxNDKlh-Vjo Tilladt at tilgå via internettet
• Apache Legend “The Governor, Old Woman White Hands,” handout in lectio folder, similar version available here: https://www.legendsofamerica.com/na-mythwhitehands/

Education in the US
• “Why American Education Is Simply The Best,” XCL American Academy, accessed on: https://xaa.edu.sg/blog/tips-guides/why-american-education-is-simply-the-best/
• “What Students Are Saying About How to Improve American Education,” The New York Times, accessed on: https://www.nytimes.com/2019/12/19/learning/what-students-are-saying-about-how-to-improve-american-education.html
• “U.S. Public Education system in 90 Seconds,” AJ+, accessed on: https://www.youtube.com/watch?v=ZMBSBgzxil0 Tilladt at tilgå via internettet

Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 15 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 9 Forløb#4 SRO

Fællesfagligt emne:

Deltagende fag:

Samfundsfag:
(beskrivelse af fokus)

Engelsk:




Forløbets formål:

Faglige metoder anvendt i forløbet:

Viden og begreber knyttet til basal videnskabsteori anvendt i forløbet:

Kompetencer til at arbejde projektorienteret anvendt i forløbet:
(f.eks. problemformulering, problemløsning, innovation, vejledning, skrivning, mundtlig præsentation mm.)

Produktform:

Evaluering:
Lærerne har foretaget en mundtlig evaluering af forløbet i klassen. Eleverne foretager en skriftlig selvevaluering ved at udfylde portfolio under Opgaver i Lectio.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 14 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 10 Brian Bilston's Poetry

This topic explores the poetry of post-modern poet Brian Bilston and his take on current crises in the world. We focus on applying the following approaches to analysis and interpretation:

* Poetry analysis
* Figures of speech
* Humour analysis
* Post-modern criticism

Texts studied:
* Introduction to the collection "You Took the Last Bus Home"
* Ceci N'est Pas Un Poeme
* Life Is an inspirational Quote
* The Problem of Writing a Poem in the Shape of a Heart
* At the Intersection
* NHS Test Results
* Today's Climate Forecast
* The Question
* Refugees
* Escape into Nature
* Every Day the Planet Burns a Little More
* Penguins
* For We Shall Stare at Mobile Phones
* Selfie Stick


Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 11 Ireland

We start by looking briefly at Irish history to get an overview. We then study Irish fairytales as an element og Irish identity. Our main focus is the decade between 1914 and 1924, where we explore the communication of conflict experience through different text types: letters, diaries, poems, short story.

This topic is linked to our study trip to Dublin, and the class study Ireland in their history class as well with the same focus as in English.

Texts studied:

Irish fairytales:
* * McKenzie Perkins, "Irish Mythology: History and Legacy," ThoughtCo, 2019, accessed on: https://www.thoughtco.com/irish-mythology-4768762
* Niamh and Oisin | Emerald Isle Irish and Celtic myths, fairy tales and legends, accessed on: https://emeraldisle.ie/niamh-and-oisin
* Saint Patrick at the Hill of Tara | Emerald Isle Irish and Celtic myths, fairy tales and legends, accessed on: https://emeraldisle.ie/saint-patrick-at-the-hill-of-tara

Ireland in WWI
* The Animated History of Ireland OR History Summarized: Ireland, accessed on:
https://www.youtube.com/watch?v=dQvaGt9B6H0 Tilladt at tilgå via internettet
https://www.youtube.com/watch?v=RCCUEt8S61k Tilladt at tilgå via internettet
* Irish Home Rule and WWI: Ireland 1912-1916: An Animated History from Home Rule to Easter Rising accessed on:
https://www.youtube.com/watch?v=722S-m6T7Hw Tilladt at tilgå via internettet
* Selection of letters and diaries from Irish soldiers at the front in WWI: Charles Howard-Bury, 1881-1963 +
William Patrick Hone, 1866-1976

The Easter Rising
* Easter Rising | National Army Museum, accessed on: https://www.nam.ac.uk/explore/easter-rising
* Overview_groups_Ireland_independence.pptx
* Creative Centenaries - The Easter Rising, accessed on: https://www.youtube.com/watch?v=F3_W3ZFTymw Tilladt at tilgå via internettet
* Background on William Butler Yeats: https://poets.org/poet/w-b-yeats
* William Butler Yeats: "Easter, 1916"

The Irish accent in preparation for study trip:
* How to do an Irish Accent: https://www.youtube.com/watch?v=V9NKyBiu6FM  Tilladt at tilgå via internettet
* Every Irish Mother Is Like This | Foil Arms and Hog: https://www.youtube.com/watch?v=HWbrISjkiPM  Tilladt at tilgå via internettet
* High Kings: The Wild Rover:  https://www.youtube.com/watch?v=_jgd07Ica5s  Tilladt at tilgå via internettet

The Irish war of independence:
* Frank O'Connor: "Guests of the Nation," 1931 (published)

The Irish civil war:
* Katharine Tynan, "Curfew", 1922


Also:
* Background reading in:  Østergaard, Trine 2017. The English Handbook. Systime. https://theenglishhandbook.systime.dk
Chapter on analysing Fairy tales: https://theenglishhandbook.systime.dk/?id=149 Tilladt at tilgå via internettet
Chapter on Fairy tales as a genre: https://theenglishhandbook.systime.dk/?id=223 Tilladt at tilgå via internettet
Chapter on Folktales as a genre: https://theenglishhandbook.systime.dk/?id=224 Tilladt at tilgå via internettet
* Characteristics_Personal_Letter.docx
* Personal_Letter_elements_university_of_Kent.pdf


Voluntary supplementary texts:
WW1 - Oversimplified (Part 1): https://www.youtube.com/watch?v=dHSQAEam2yc Tilladt at tilgå via internettet
WW1 - Oversimplified (Part 2): https://www.youtube.com/watch?v=Mun1dKkc_As Tilladt at tilgå via internettet
An Irish soldier of WW1 describes life on the Western Front from 1914-1918: https://www.youtube.com/watch?v=ftCEtGVsyJs Tilladt at tilgå via internettet
Fit as Fiddles and as Hard as Nails: https://web.archive.org/web/20240229140307/https://www.tcd.ie/library/fitasfiddles/ Tilladt at tilgå via internettet
WW1 Exhibition at the National Library of Ireland: https://www.nli.ie/wwi/ Tilladt at tilgå via internettet
Gallipoli | Century Ireland: https://gallipoli.rte.ie/ Tilladt at tilgå via internettet
* BBC - History - 1916 Easter Rising: https://www.bbc.co.uk/history/british/easterrising/profiles/index.shtml
* National Library of Ireland entry about MacBride: https://www.nli.ie/1916/exhibition/en/content/executed/johnmacbride/
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 12 Global Issues in Commercial and Pop Culture

This topic explores what a global issue is and how different media in popular and commercial culture deal with and use global issues in their communication. In terms of skills, we will apply text type specific analysis tools to the different text types we study and acquire new analysis skills along the way. The text types studied will be:

* Art
* Memes
* Print advertising
* Music videos
* Cartoons

Texts studied:

ART:
* Wilmar Padilla, "Artistic Responses to Global Cultural Issues in 2024," Nonsuch Foundation. Accessed on: https://nonsuchfoundation.com/artistic-responses-global-cultural-issues/

Analysis tools in focus:
* Image analysis
* Figures of speech

MEMES:
* Karen Shih, "Maryland Today: What’s in a (Climate Change) Meme? ft. PhD Student Jeff Henrikson," Maryland University, 19/04/2023. Accessed on: https://ischool.umd.edu/news/maryland-today-whats-in-a-climate-change-meme-ft-phd-student-jeff-henrikson/
* Victoria Goldiee, "Climate Change Memes Are Helping People Cope with Eco Anxiety," Ourtrider, 26/08/2024. Accessed on: https://outrider.org/climate-change/articles/climate-change-memes-are-helping-people-cope-eco-anxiety. NOTE! No longer accessible, uploaded in documents folder as document.
* Various memes chosen and made by students.

Analysis tools in focus:
* Image analysis
* Humour analysis
* Appeal forms
* Figures of speech

PRINT ADVERTISING:
* Ravinder Bharti, "Shock Advertising: Explained with Examples," 07/02/2024, PMS. Accessed on: https://publicmediasolution.com/blog/shock-advertising-explained-with-examples/
Adverts used for illustration in class:
* Pubblica, advert for GeoPack, April 2013. Accessible on: https://www.adsoftheworld.com/campaigns/knife-22881965-fb77-4a13-84e4-97fdc0cd183a
* Oliviero Toscani, advert for Benetton.

Analysis tools in focus:
* Printadvertising analysis tools
* Shockvertising
* Figures of speech
* Image analysis
* Humour analysis
* Appeal forms

MUSIC VIDEOS:
* A selection of music videos chosen by different student groups for analysis and presentation in a video assignment
* Music video analysis with: "Music Videos - How To Analyse & Different Types - Mr B's Media Marvels," accessible on: https://www.youtube.com/watch?v=tSvNyEt-2-k (the video refers to Propp's character theory, the students got a handout with an oversimplified infographic version of this theory for clarity) Tilladt at tilgå via internettet

Analysis tools in focus:
* Music video analysis
* Figures og speech
* Appeal forms
* Image analysis

CARTOONS:
* Bill Watterson, a selection of Calvin and Hobbes cartoons.

Analysis tools in focus:
* Graphic novel analysis
* Humour analysis
* Figures of speech
* Image analysis

LINGUA FRANCA AS A CONCEPT TO APPLY IN OUR ANALYSIS AND DISCUSSION:
* Jennifer Jenkins and Barbara Seidlhofer, "Be proud of your lingua franca", The Guardian: 19/04/2001. Accessed on: https://www.theguardian.com/education/2001/apr/19/tefl4
* Michele Gazzola, "English still rules the world, but that’s not necessarily OK. Is it time to curb its power?" The Guardian: 27/127/2023. Accessed on: https://www.theguardian.com/commentisfree/2023/dec/27/english-world-power-language-linguistic-justice#img-1
* Debatewise: "Is the Global Spread of English Good or Bad?" Accessed on: https://debatewise.org/2165-is-the-global-spread-of-english-good-or-bad/#no2
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 20 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 13 Evil - full work studied: MAUS

This topic first studies the concept of evil through various lenses with a special focus on Hannah Arendt's ideas about the banality of totalitarian evil. We then study the full work of Art Spiegelman's graphic novel "The Complete MAUS" including its characteristics as a post-modern piece of literature.

We study MAUS in study groups with a focus on shared individual responsibility for reading, understanding and analysing the text and on teacher-student discussions in small groups of no more than 6 students at a time.


Texts studied:

Videos:
* Dr. Andrew Moore, "Hannah Arendt: Eichmann in Jerusalem." Accessed on: https://www.youtube.com/watch?v=2LjAESuTW-U  Tilladt at tilgå via internettet
* Dr. Andrew Moore, "The Banality of Evil | Hannah Arendt." Accessed on: https://www.youtube.com/watch?v=8Km0LQCK-9I  Tilladt at tilgå via internettet

Infographic:
* Gregory H. Stanton "The 10 Stages of Genocide," infographic posted on the website of Holocaust Memorial Day Trust. Accessed on: https://hmd.org.uk/learn-about-the-holocaust-and-genocides/what-is-genocide/the-ten-stages-of-genocide/

Graphic novel:
* Art Spiegelman, "The Complete MAUS," Penguin: 2003.
First Published as the Complet MAUS by Pantheon Books in 1996.
MAUS, Volume I first published by Pantheon Books in 1986
MAUS Volume II, first published by Pantheon Books in 1992

Analysis tools and approaches in focus:
* Graphic novel analysis
* Prose fiction analysis - NOTE! The book is biographical and autobiographical and thus not fiction as such, but aspects of fiction analysis are relevant due to it being conveyed through the text type of the graphic novel
* Figures of speech
* Application of context:
    * Post-modernism
    * The 10 stages of genocide
    * The banality of totalitarian evil
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 14 Forløb#6 Generalprøveforløbet

Fællesfagligt emne:

Deltagende fag:

Forløbets formål:

Faglige metoder anvendt i forløbet:

Viden og begreber knyttet til basal videnskabsteori anvendt i forløbet:

Kompetencer til at arbejde projektorienteret anvendt i forløbet:
(f.eks. problemformulering, problemløsning, innovation, vejledning, skrivning, mundtlig præsentation mm.)

Produktform:

Evaluering:
Lærerne har foretaget en mundtlig evaluering af forløbet i klassen. Eleverne foretager en skriftlig selvevaluering ved at udfylde portfolio under Opgaver i Lectio.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 6 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 15 Looove according to Shakespeare

Is this topic we will study how Shakespeare portrays different kinds of love in his sonnets and in excerpts from his plays.

We will focus on his language, the English Renaissance and its worldview and literary characteristics and on different ideas of love including platonic and courtly love.

Texts studied:

Background:
* Bo H. Clausen og Jesper Kaalund, "Romeo and Juliet" Systime: 2017, p. 7-10 - vi læste uddrag af bogens baggrundsmateriale om tidsperioden.
* Video: Drybones, "What is the Great Chain of Being?" Accessed on: https://www.youtube.com/watch?v=DIIyGiwbVLA  Tilladt at tilgå via internettet
* Video: Schooling online: "Macbeth Plot Summary in Under 4 Minutes." Accessed on: https://www.youtube.com/watch?v=pCsypkF5U_Y  Tilladt at tilgå via internettet
* Varíous handouts and PPP made by the teacher dealing with
    * Elizabethan ideas about astrology and medicine
    * Shakespeare's language
    * The Shakespearean sonnet
    * Courtly and platonic love

Texts by William Shakespeare
* Sonnets 18, 20 and 130 first published in a collection in 1609
* "The Tragedy of Romeo and Juliet," 1597, Act 1, scene 1, ll. 171-177, Act 1, sc 5, ll. 92-109.
* Our reading of the excerpt from the play was supported by two videos:
    * Schooling online: "Plot Summary Romeo and Juliet by Shakespeare." Accessed on: https://www.youtube.com/watch?v=6yv-9Tj1U0k  Tilladt at tilgå via internettet
    * Franco Zefirelli, "Romeo and Juliet ," 1968, xxcerpt of Act 1, scene 5. Accessed on: https://www.youtube.com/watch?v=xzxUg2SrS38  Tilladt at tilgå via internettet
* "The Tragedy of Macbeth" 1606/1623. We studied the following excerpts:
    * Act 1, sc. 5, ll. 1-36 (36 l.) - Lady Macbeth receives Macbeth's letter and prepares to get him to kill the king
    * Act 1, sc. 5, ll. 33-72 (39 l.) - Lady Macbeth is preparing herself, Macbeth arrives, they decide to kill Duncan.
    * Act 1, sc. 7, ll. 31-62 (31 l.) - Macbeth wants to give up the murder, Lady Macbeth convinces him to proceed
    * Act 3, sc.2, ll. 40-54 + Act 5, sc. 3, ll. 32-48 (30 l.) - Macbeth decides to kill Banquo + Macbeth talks to doctor about Lady Macbeth on his way to battle
    * Act 5, sc. 5, ll. 1-28 (28 l.) - Lady Macbeth kills herself, Macbeth goes into battle
* Our reading of the excerpt from the play was supported by:
    * BBC Wales, "Animated Shakespeare - Macbeth," 1992 (restored 2026), accessed on: https://www.youtube.com/watch?v=8tzpboZuMXw  Tilladt at tilgå via internettet
    * BBC Bitesize, Key plot details, Macbeth. Infographic accessed on: https://www.bbc.co.uk/bitesize/guides/z8qp9qt/revision/2
* "Much Ado about Nothing," 1600/1623. We studied the following excerpts:
    * Focus character: Claudio: Act 1, sc. 1, ll. 138-285
    * Focus character: Benedick: Act 2,  sc. 1, ll. 213-236 + Act 2, sc. 3, ll. 1-35 + Act 2, sc. 3, ll. 215-255
    * Focus character: Beatrice: Act 2, sc. 1, ll. 250-345 + Act 3, sc. 1, ll. 111-125

Film:
* Kenneth Branagh, "Much Ado About Nothing," 1993
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 15 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 16 Man and Nature

This topic uses the thematic starting point of the relationship between man and nature to study the portrayal of this relationship in different literary periods:
* The Romantic period
* The Victorian period
* The Modern period
* The Post-modern period
We finish the topic by a micro project where the students choose a current angle on the idea of the relationship between man and nature and how it is portrayed  and communicated globally through the use of English as a lingua franca, thus picking up on our previous topic about global issues in popular and commercial media and culture and English as a lingua franca.

Texts studied:

* Handout outlining the major periods of literary history in Britain and Europe with additional information about those periods in the US.

Several texts are studied in the course book Wider Contexts to which the students have access online and as a printed copy:
Printed copy: Engberg-Pedersen, Jonna, Mette Grønvold and Hanne Ohland-Andersen, "Wider Contexts. Basisbog til engelsk A," Systime: 2012.
iBook: Engberg-Pedersen, Jonna, Mette Grønvold and Hanne Ohland-Andersen. 2020. "Wider Contexts. Basisbog til engelsk A" Gyldendal. https://widercontexts.systime.dk Tilladt at tilgå online

ROMANTIC AGE:
* William Wordsworth: "Composed upon Westminster Bridge, September 3, 1802" (1802). Wider Contexts, p. 219
* William Blake: "The Ecchoing Green," (1789 ). "Wider Contexts," p. p. 202-203
* William Blake: "London," (1794), "Wider Contexts" p. 214-215

VICTORIAN AGE:
* Historical background on Victorian Britain on the webiste English Heritage: https://www.english-heritage.org.uk/learn/story-of-england/victorian/introduction/
* Charles Dickens: "Hard Times," excerpt: "Coketown" (1854). In "Wider Contexts," p.
* Matthew Arnold, "Dover Beach" (1867), accessed on Poetry Foundation: https://www.poetryfoundation.org/poems/43588/dover-beach

MODERN AGE:
* Historical background in the iBook "Through Literary Landscapes"
Back, Niels Randbo and Pia Rørkær Sigh 2020. Through Literary Landscapes - from The Romantic Age to Postmodernism. Systime.
https://throughliterarylandscapes.systime.dk/?id=183 Tilladt at tilgå online
* Brief background on the Lost Generation in handout: SpunkyNotes_TheLostGeneration.docx
* Ernest Hemingway: "After the Storm" (1933). In: The complete Short Stores f Ernest Hemingway, accessed on The Internet Archive: https://dn721606.ca.archive.org/0/items/hemingway_202012/hemingway.pdf. P. 227-230

POST-MODERN AGE:
* Comparison of Modernism and Post-modernism in handout: Table_Modernism_PostModernism_BasedOnLiteraryBooklet.docx  
* Margaret Atwood: "Chicken Little Goes Too Far" (2006). "Wider Contexts," p. 249.

Suggested reading to clear up the concept Stream of Consciousness on the website Litcharts: https://www.litcharts.com/literary-devices-and-terms/stream-of-consciousness
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 17 Repetition

Vi repeterer eksamensemnerne frem mod muligheden for en mudntlig eksamen.

Repetitionen fungerer på workshopbasis i selvvalgte reptitionsgrupper, med mulighed for hjælp og vejledning fra Stine.

Der er desuden mulighed for at lave øvelser mhp. at træne grundlæggende fagterminologi på tværs af de teksttypespecifikke begreber.

God ibog til skriftlig eksamen. Der står grundlæggende det samme, som I allerede har fået af Stine, men på en anden måde:
Christensen, Bjørn and Poul Tornøe 2020. Skriftlig eksamen i engelsk - STX og HF. Gyldendal. https://skriftligeksameniengelskstxoghf.systime.dk.
Må tilgås online til eksamen på: https://skriftligeksameniengelskstxoghf.systime.dk/?loopRedirect=1&id=1#c155

I må bruge den her grammatik iBog: https://www.minlaering.dk Må tilgås via internettet

Ordbøger:

Ordbogen.com - må tilgås via internettet
Thesaurus.com - må tilgås via internettet, men kun opslagsfunktionen
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 4 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer