Undervisningsbeskrivelse
Stamoplysninger til brug ved prøver til gymnasiale uddannelser
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Termin(er)
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2023/24 - 2024/25
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Institution
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TEC
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Fag og niveau
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Engelsk B
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Lærer(e)
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Trine Bjørnung Hasselbalch
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Hold
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2023 Bm En (B1m En, B2m En)
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Oversigt over gennemførte undervisningsforløb
Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
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Titel
3
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Accents & Identity (Lingua Franca)
indhold og fokus:
In this theme, we'll examine how accent and identity connect: how your accent reveals something about who you are, and how it's possible to (re)claim your identity through your accent. But what's the difference between accent and dialect? standard vs nonstandard dialect? what's phonetics? why don't we pronounce the way we spell? why do we judge people based on their accents? which accents are the most intelligble? what is the difference between how a native speaker speaks english from the way in which a nonnative does?is it possible to have a heavy accent and still be a "good" English speaker? Is it even possible to hear one's own accent? are we, as Danes, intelligble in English?
We'll explore the emergence of the English, American, Canadian and Australian accents and dialects, while examining some general tendencies to (and exceptions) how accents and dialcets change over time.
Then we'll dive into the concept of "accentism" and how that is connected to social class in the UK, stereotyopes on film and how Star Wars revolutionised that by casting a Mexian actor, with a Mexican accent, as the Hero of Rogue 1.
We'll explore the regional accent of NY, Code-switching in LND (minority vs. majority: who should accommdate whom?).
Finally, we examine the term: Lingua Franca and talk about the term's origin and how and why English has become a global language. what characterises the English that are used by nonnative speakers? how come they are easier to understand than native speakers and why does understanding go down if a native speaker enter their conversation? what is "good" and what is "bad" english? and what does it take in in order to understand and be understood? and what will happen with English in the future?
Kernestof:
https://www.bbc.com/culture/article/20160921-where-does-canadas-accent-come-from
https://www.independent.co.uk/news/world/australasia/australian-accent-is-a-product-of-early-settler-s-heavy-drinking-claims-academic-a6711486.html
https://www.nytimes.com/2020/04/16/arts/music/new-york-accent.html
https://www.washingtonpost.com/news/morning-mix/wp/2017/01/05/actor-diego-luna-kept-his-mexican-accent-in-star-wars-sending-a-powerful-message-to-latinos/
https://www.ted.com/talks/heather_hansen_2_billion_voices_how_to_speak_bad_english_perfectly
https://www.bbc.co.uk/programmes/m000ls8x
faglige mål: genrebevidsthed inden for de nonfiktive genrer, levels of formality, subjective vs "objective" texts. Retorisk analysemetode med særlig fokus på: det retoriske pentagram (specielt audience), structure and tone.
kernestof: tekstanalytiske begreber og metoder til analysere nonfiktive tekser og principper for tekstopbygning.
arbejdsformer: individuelt, pararbejde, gruppearbejde og klasseundervisning
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Indhold
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Kernestof:
Skriftligt arbejde:
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Afleveringsdato |
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Argumentative essay #1
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21-04-2024
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Omfang
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Estimeret:
10,00 moduler
Dækker over:
16 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
4
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California Dreamin'
The bigger the better! We'll explore the ultra decadent lifestyle of America’s America, the west of the west, the Golden State. Califor-nia occupies a special place in American mythology. This theme will explore California as the site of American aspirations and their be-trayal and renewal as expressed in documentaries, mostly.
tekstlæsnings, og redegørelseskompetence og retorisk analysemetode til analyse af nonfiktive tekster med særlig fokus på expository vs narrative vs persuasive writing, receiver/audience, message, subjective language, types of arguments og tone
tekstanalytiske begreber og metoder til analyse af nonfiktive tekster
KERNESTOF:
Jim Cullen, The American Dream: A short history of an idea that shaped a nation (2004)
https://www.theguardian.com/film/2018/dec/08/susanne-bier-the-last-taboo-hollywood-fixation-on-beauty-bird-box
Documentaries:
- Generation Wealth
- The Silicon Valley Untold
arbejdsformer:
individuelt, par, gruppe, klasseundervisning herunder leg og elevpræ-sentationer
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Indhold
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Kernestof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
15 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
5
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Unfulfilled dreams
During this theme we'll spend most of the time reading John Steinbeck's novel Of Mice and Men (værklæsning).
Additionally, we'll read Kate Chopin's short story the Story of and Hour (1894), and we'lle watch the film There Will be Blood (2007), by Paul Thomas Anderson.
What do these works have in common? Well, the novel and film both take place in California and are thus relateble to last year's theme on this particular American State. The short story, however, does not. At the end of the theme, and based on our analyses and interpretations, we will find a suitable title for this theme in class.
KERNESTOF
John Steinbeck, Of Mice and Men (107 sider)
Kate Chopin, The Story of an Hour (1894) (7 sider)
Film: There Will be Blood. Instr. Paul Thomas Anderson(2007) (2,5 timer)
SUPPLERENDE MATERIALER
Pia Rørkær Sigh, Of Mice and Men. Literary approaches. Systime 2024) (5 sider)
Fokusområder:
Værklæsning
Analyse, fiktion
Litterære tilgang: new criticim,, gender criticism, historical criticism, marxist criticism, biographical criticism.
Aktantanalyse
Filmiske virkemidler
Arbejdsformer: Selvstændigt gruppearbejde og gruppefremlæggelser.
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Indhold
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Supplerende stof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
25 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
6
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War
What is war, what causes wars, and how do they come to an end? What does it entail to "win" a war; is it even possible?
During this theme, we will approach developments in war theory and look into how wars and their preconditions have changed over time.
We'll make sure to focus on wars fought by and affecting anglo-saxon countires like the USA and the UK, but we will also be dealing with other examples, such at the long-lasting conflict between Israel and its foes and the ongoing war in Ukraine.
Fokusområder:
Repetere genrer og analysemetoder, dertil diskursanalyse
Arbejdsformer: Selvstændigt arbejde, par- og gruppearbejde, klassisk klassedialog samt rammesat dialogisk arbejde uden lærer.
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Indhold
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Kernestof:
Supplerende stof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
48 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
7
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The UK
Et forløb hvor eleverne gruppevis har har researchet et emne og analyseret en selvvalgt tekst relateret til emnet. Tekstanalysen er afleveret som skriftlig opgave, og er dertil inddraget i klassens præsentation af emnet for resten af klassen.
Alle elever har altså ikke læst alle materialer, men er blevet præsenteret for hovedpunkter og analyser.
KERNESTOF
Rudyard Kipling, The White Man's Burden (1899) (1 side)
David Cameron, Speech on the EU Referendum, May 9, 2016 (6 sider)
Boris Johnson, Speech on the EU Referendum, May 9, 2016 (4 sider)
Film: The Football Factory. Instr. Nick Love (2004) (1,5 time)
Fiona Barr, The Wall Reader, 1979 (short story) (8 sider)
SUPPLERENDE MATERIALER (Fra bøger på Systime 2025)
Worlds of English (1 side)
- Aspects of Britain
UK Now (i alt ca. 40 sider):
- History and Identity - A United Kingdom?
- Immigration and integration
- Economt and Welfare in Oost-Brexit Briatain
- Leaving Europe, Finding a Role?
- Popular Culture, Leisure and Sport
Technology and Society (4 sider)
- The Tonic that kept the British Empire Going
Divided Kingsom (1 side):
- What is Brexit?
The Island of Ireland (11 sider)
- The Troubles
From Where You Are (5 sider)
- Franklin Foer: How Football Explains the the Sentimental Hooligan (extract)
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Indhold
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Kernestof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
21 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
8
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Data in a digital age
A short theme in which we touch upon ethical aspects of using robots and artificial interlligence. The film was analyses and we discussed various interpretations:
- Ex Machina is a film about an ethical dilemma, namely whether we humans should treat AI's as humans, thus granting them human rights.
- Ex Machina is a film about gender. It problematizes the ways in which men and especially women are depicted in films and elsewhere.
- Ex Machina is about Hubris because it shows how humans' eagerness to create artificial intelligence is bound to lead to humanity's downfall.
- Ex Machina is about how internet users naively let the big tech companies too far into their lives by sharing with them too much information, thus becoming lured into a technological catch 22.
- Ex Machina is about slavery and how it can come to an end. In the film, androids are shown in much the same way as slaves are shown in numerous other films.
KERNESTOF
Film: Ex Machina. Instr. Alex Garland (2014) 1 time, 48 minutter)
Fokusområder/arbejdsform
Selvstændige analyser og diskussion.
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Indhold
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
7 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
9
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Grammatikemner gennem hele forløbet
På andet år har grundgrammatikbogen været Poul Thornøes "Getting Started" på Systime, men der har gennem forløbet været arbejdet med en række materialer. På første år var der et særligt grammatik-kursus i samarbejde med danskfaget.
EMNER/KERNESTOF
Ordklasser overordnet
Verbets former
Verbets tider
Kongruens
Uregelmæssige verber
Udvidet tid
Aktive vs. passive verber
Tegnsætning (navnlig komma)
Verbalmønstre
Ligefrem og omvendt ordstilling
Pronominer generelt, men navnlig relative pronominer
Sideordende og underordnende konjunktioner (tegnsætning, sætningsanalyse, funktion)
Grnitiv
Modalverber
Onomatopoetikon
Linkers and cohesion
Parentetiske og Definerende ledsætninger
Adjektiver og adverbier (fokus på form og funktion)
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Indhold
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
3 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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