Holdet 3i enB/HL (2025/26) - Undervisningsbeskrivelse - Lectio

Holdet 3i enB/HL (2025/26) - Undervisningsbeskrivelse

Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser

Termin(er)	2024/25
Institution	Stenhus Gymnasium
Fag og niveau	Engelsk -
Lærer(e)
Hold	2024 enB/HL (2i enB/HL)

Oversigt over gennemførte undervisningsforløb

Titel 1	Identities - English used as a lingua franca (ELF)
Titel 2	Educating Rita (Social organization)
Titel 3	Human ingenuity - Future humans
Titel 4	Animal Farm and Sharing the Planet
Titel 5	Migration (Experiences) and exam preparation

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

Titel 1

Identities - English used as a lingua franca (ELF)

This unit deals with the historic spread of the English language across the globe. The main focus of the unit is on the role of English: The English language used as global lingua franca (ELF) in the present day. We will look at norm and variation, Standard English and Non-Standard English with a view to the discussion of the "Myth of the Native Speaker" explained by David Crystal. Additionally, we will focus on understanding the definition of ELF and discussing how our own different uses of English relates to this definition.
We will be working with understanding the special circumstances surrounding the spread and use of the English language. We will practice analyzing non-fiction texts (articles, clips, videos) in connection with understanding explanations about variation in the English language and arguments for a specific view on English. Here, we practice using Toulmin's model for argumentation, the rhetorical pentagon, analyzing rhetorical devices as well as the three modes of persuasion Furthermore, we will practice writing skills in arguing for differing views about the English language. E.g., through the opinion column paper I writing exercise "For or against the motion: "English should be the official lingua franca of the world"".

After this unit, you should be able to:

- define English used as a lingua franca and give examples of ELF scenarios
- define and explain the terms "accommodation" and "amalgam"
- explain what Standard English is
- explain how language variation is linked to identity
- analyze and present argumentation from non-fiction texts about language (claim and grounds)
- know and use Toulmin's argumentation model and couple it with the rhetorical pentagram and modes of appeal (ethos, logos and pathos) in an analysis of non-fiction texts about English
- argue your own view on standard language and variation using what you learned about argumentation

Texts:

"English as a lingua franca" in Trine Østergaard: The English Handbook (Systime, 2020), pp. 184-185+189.
Joshua Posaner: "We'll All Be Speaking German Soon" (article), POLITICO, 26 June 2020.
Philippe Van Parijs: "Should English be Europe's common continental language?" (article), The Brussels Times, 17 July 2022.

Figure:

Braj Kachru's Model of world English (geographic model of traditional roles of the English language in specific parts of the world). Picture of figure from: https://en.wikipedia.org/wiki/World_Englishes

Videos:

Canguro English: "The Myth of the Native Speaker (with David Crystal)" (interview) on https://www.youtube.com/watch?v=p-kZLP2FWUI, (21 August 2019).
British Council Serbia: "David Crystal - Will English Always Be the Global Language?" (interview), (14 December 2013). https://www.youtube.com/watch?v=5Kvs8SxN8mc

Indhold

Kernestof:

Skriftligt arbejde:

Titel	Afleveringsdato
Poster presentation on argumentation	23-08-2024
Who am I? Who I am	23-08-2024
Writing workshop argumentation	26-08-2024

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Titel 2	Educating Rita (Social organization) The first of two literary works to be used for the IOA. We read the work with reference to the overall theme "Social organization". Links to the theme "Identites" are also made throughout our reading. The reading focuses on characterization and the genre drama. We explore the difference between flat and round characters and see how that is further enhanced through the form of the drama (the flat characters do not even appear on stage but are brought to life through the round characters on stage). As a common thread, we practice the PPE/PEE model, i.e. how you argue for a point you make in literary analysis and using reference to the text as proof. We have also worked with different writing exercises that helped us explore the two main characters. Finally, we watched the film adaptation of the play and moved on to an interpretation of the text, i.e. discussed the theme and message of the drama and the film.
Indhold	Kernestof: Bring the play Educating Rita. Read the rest of Act I Scene I in Educating Rita. Research the text type "opinion column". Write notes and write down any questions you may have about layout, content or questions about the assignment in general. Afsnit Bring the answers to the questions for the first scene and read Act I scene II in Educating Rita Read scene 3 Act I and bring the questions from last time. If you weren't in class friday, read act 1 scene 4. Those who were in class on friday: Finish the analyses and interpretations of your sections from scene 3-4 and have them ready to be presented in reading circles Read the explanation of the different genres and then do the exercise on the link below. Today, in our second English module, you have the chance to ask for individual oral feedback on a paragraph from your opinion column or ask me anything about the assignment, before you have to hand it in tonight. Therefore, prepare any questions you Finish the American vs British English and idiom exercises as well as the tasks on do-periphrasis from friday. Educating Rita - genre awareness.pptx description Read the rest of the first act of Educating Rita (scenes 6, 7 and 8 (pp. 27-34)). Answer the rest of the questions and bring your answers to the questions from friday about Act 1, scene 6+7+8. Today we'll have a cosy reading session to send you off on your fall break. Bring snacks (not too noisy, please) if you'd like. I'll bring tea. See ya! If you were away before the break, finish reading Educating Rita and write down three adjectives to describe Rita and three adjectives to describe Frank (at any given point in the play, you choose). You can use the first couple of pages in the attach Analysemodeller fra Wider Contexts.pdf description Revisit your notes on argumentation Bring pencils and erasers - you will be doing a test on paper, by hand today. Since we will need the time to finish the test, we will skip the lunch break and then instead finish the fourth module half an hour earlier. You are welcome to bring snacks to the test - just please consider your classmates and don't bring something We'll watch the rest of the movie and continue working with "the good paragraph" and analytical essay structure. Educating Rita outro - dilemma of the day exercise.pptx description Bring your characterizations of Rita and Frank. American election 2024.docx description Bring your characterizations again If you have not already read it or need to recap it, reread the description of "the good paragraph" on this link The good paragraph
Omfang	Estimeret: Ikke angivet Dækker over: 29 moduler
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Titel 3	Human ingenuity - Future humans
Indhold	Kernestof: Present how your national newspapers reported on the results of the American presidential election. Also, briefly present the media that you chose from your home countries. Focus is on the sender and receiver of the message in connection to the rheto Today we begin the unit "Future humans". Read page 116 in your new coursebook. Remember to also look at the "guiding questions" and "learning objectives" at the top of the page. Consider the statements a-h on page 117. You do not have to decide yet whether you think they each constitute an argument for or against cloning. You just have to be ready to discuss them in class. TIP: Use time on the vocabulary! On the left side of the page, you will find the "Word bank" related to the topic of the unit. The definitions of these words can be found in the glossary at the back of your books. Key words from the word bank will be Remember we are beginning our more analog and less digital era! Bring a notebook/notepad and a pen and have your computers/tablets closed when class begins. Do the exercise 1.2 in the coursebook on page 117. Choose one specific produce or meat to focus your answer around. Write your answer on paper/in a notebook, and have it ready to share with fellow students in groups. Do the first bulletpoint from exercise 6.3 on page 309. Use the terminology from the yoga centre brochure model text on page 307. Bring your brochures from last time. You'll finish working on them and then present them in class. Reread the key features of brochures on page 308-309 in the coursebook. Today, you'll present your brochures. Please bring your finished brochures. Those who are not presenting should be active listeners. Therefore, identify key features of the text type when another group is presenting Do exercise 1.6 on page 119 in the textbook Do exercise 1.9 on page 119 of the textbook, if you didn't already finish it in class. Bring your papers again if you have any questions about them. Do task 1.12 in the course book on page 121. Today we'll have a cozy Christmas reading session. We'll have tea and some Danish Christmas cookies. Bring your own book to read. Prepare a two minute presentation of your chosen piece of literature to give in small groups. In your presentation, say why you have chosen that book in particular, what made you interested in it, how excited you are abou Do task 1.20 on page 125 in your coursebook, i.e. prepare a 3-4 minute well-argued talk with research backing your opinion. Bring the homework you prepared for monday again. Read the excerpt from Ender's Game on page 130-131 in the coursebook. While you read, have a notepad next to you and make a list of questions that you have about the characters, the setting, or the storyline. Examples: "How old is Andrew?" or "Why is
Omfang	Estimeret: Ikke angivet Dækker over: 27 moduler
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Titel 4	Animal Farm and Sharing the Planet In this unit we work with the novel "Animal Farm" (1945) by George Orwell and ultimately connect it with the overall prescribed IB theme of "Sharing the planet". As a common thread, we continue to practice the PPE/PEEL model, i.e. how you argue for a point in literary analysis. The reading is focused around different literary and analytical terms, amongst others: - characterization - setting (social and physical setting) - atmosphere - language (propaganda, rhetoric, persuasion, power) - foreshadowing - theme(s) - message The genre allegory (also a literary term) is explored in connection with the above-mentioned aspects of analyzing the novel We compare the story to a real life scenario from more modern days ("the Arab Spring") via our reading and discussion of the article "The Guardian view on Tunisia's transition: a success story" (The Guardian, 2014) in our coursebook, and see how the novel can be viewed as allegorical of all revolutions. Part of the analytical work is structured around student driven projects in the form of flipped classroom exercises. Texts: George Orwell: "Animal Farm" (1945) "The Guardian view on Tunisia's transition: a success story" The Guardian, (2014) in Brad Philpot: "English B for the IB Diploma", Cambridge University Press (2018), second edition
Indhold	Kernestof: The homework depends on whether or not you have previously read Animal Farm. See details below. Those who have previously read it: Write a 150 word summary of what you remember from when you last read it. Minlæring - summary Those who have not read it: Based on a brief online search, write down what you expect the book to be about. Also write two questions about setting/characters/plot/form or something else that you would like to know the answers to. If you haven't done so, read the first chapter of Animal Farm (get someone to send you pictures of it, if you weren't there to pick it up Friday). Use this document to guide your reading and for while reading notes. Chapter 1 - reading focus and whil description Fill out the characterization document with the info you have about the characters thus far (find it under "præsentation" on the first module of Friday the 17th). Read Animal Farm chapter 2. Reading focus: understanding the power of commandments. While reading: Focus on the role of the pigs and the change of atmosphere – write notes and bring them to class The last group presents the analysis of chapter 1 Bring Animal Farm and the questions from last time (chapter 2) We'll continue to work with them in class. Set a timer and do 2×5 minutes of free writing; 5 minutes where you write down everything you learned monday about how to analyze the setting in a novel/short story and 5 minutes where you write down everything you can think of in connection with set Bring the worksheet for chapter 2 again Read chapter 3 of Animal Farm. Reading Focus: Understanding the dynamic between the Animals on the farm. Note-taking: Jot down information about the pigs' behaviour and the symbols used to create a sense of unity. Bring your quotes and notes on foreshadowing from last time. Watch the video (link below) and do the following: 1. Write down the main points about propaganda. 2. find (an) example(s) of propaganda and relate it/them to the explanations in the video Propaganda: Power and Persuasion - Defining Propaganda. Read chapter 5, Animal Farm. The group that is in charge of chapter 6 on Friday of this week (Zia, Kristyna, Kate and Anastasija) must be ready with their questions for their 15 minute consultation with me. Download and bring the comma PowerPoint from "præsentation" under the last module on Friday before the winter break. Those, who weren't there before the break: write down the comma rules, you know by heart (no research!) on slide number 4 of the PowerPoint mentioned above. Those who were there: finish writing down the comma rules you know by heart Read chapter 6, Animal Farm. The group that is in charge of chapter 7 on Monday next week (Solbjørk, Amalie, Liv and Maibrith) must be ready with their questions for their 15 minute consultation with me. Phone collector: Yasmina Read chapter 7. In charge: Amalie, Solbjørk, Maibrith and Liv. The group that is in charge of chapter 8 on Friday of this week (Sofiia, Joanna, Delia, Alex) must be ready with their questions for their 15 minute consultation with me. Phone collector: Timéo Read chapter 8. In charge: Sofiia, Joanna, Delia, Alex. The group that is in charge of chapter 9 on Monday next week (Maya, Ida and Jeppe) must be ready with their questions for their 15 minute consultation with me. Read chapter 9. In charge: Jeppe, Maya and Ida. The group that is in charge of chapter 10 on Friday of this week (Timéo, Yasmina, Max, Dario and Markéta) must be ready with their questions for their 15 minute consultation with me. Phone collector: Zia Read chapter 10. In charge: Dario, Yasmina, Timéo, Markéta and Max Phone collector: Solbjørk (Re)read a definition of the literary term "allegory" via this link: Allegory - Examples and Definition of Allegory in Literature Answer this question: how can we connect Animal Farm to the IB theme "Sharing the Planet". Aditionally, come up with at least one idea of other aspects that could be included in this overall theme (apart from the novel we just read). Here, you can al Bring the English B coursebook Analytical terms - Animal Farm Phone collector: Sofiia Essay writing - look at the description for the Animal Farm Essay and write down any questions you may have about the structure or the content. Work on your own. Writing in "elevfeedback" will count as presence. Here, you should write at least one question about your process/the structure/the content of the essay and/or write a draft of at least one paragraph (body paragraph or introduction) Bring an outline for your Animal Farm essay Bring your questions/drafts from Wednesday Phone collector: Maya Paper 1 test. Only pen and paper, no help allowed (no dictionaries, no electronic devices), apart from the following: bring your reflections, i.e. the three aspects you want to improve on (without the how-to part!!). This must be on a piece of paper Format of the test: You sit the whole test in one go and we end the second module earlier at 12.15. The canteen will set aside food for those of you from the boarding school. Work on your own - essay writing. Requirement for presence today is to upload a document to the assignment called "Animal Farm draft" in "opgaver". The document should include what you have written so far as well as a written reflection (highlighted Who still has their consultations for the essay writing: Max, Maya, Timéo and Yasmina It seems you have a lot on your plates at the moment, so both modules will be dedicated to essay writing.
Omfang	Estimeret: Ikke angivet Dækker over: 40 moduler
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Titel 5	Migration (Experiences) and exam preparation In this unit we will be working with the last of the five prescribed IB themes in English B: "Experiences". Furthermore, we will prepare for the upcoming oral exam. To this end, we will work with the coursebook "English B for the IB Diploma" by Brad Philpot (Cambridge University Press, 2018, second edition). We will be reading texts and working with tasks in the book under the theme "Experiences". We will also use the coursebook as a ressource book for preparing us for the upcoming oral assessments as well as look at examples of past exams and diving into the assessment criteria through exercises in class. Throughout the unit, we will continue our focus on oral language skills (grammar skills, idiomatic language, variation) We will practice dialogue and discuss being able to show a close reading of a text excerpt, i.e. the ability to analyse and interpret a text orally (PPE/PEEL format). Additionally, we will discuss IB learner profile elements in connection with approaching the topic "migration", which potentionally involves many different attitudes to issues, between students as well as found in texts, inviting students to be e.g. open-minded and caring learners Texts: Extracts from unit 2.3 in Philpot (2018), amongst other things: - Audio track 6 (of Syrian refugee living in Sweden and describing his experiences) - Video clip: "This is why people migrate" https://www.youtube.com/watch?v=sQHHNuc-1uA - Article from Metro: "Why people are finding notes in Lodon with messages from Syrian refugees" Film: Stephen Frears: "Dirty Pretty Things" (2003)
Indhold	Kernestof: Bring your definition of the word "immigrant" and the course book. Phone collector: Max Those who were not there on Wednesday: Learn the definitions of the vocabulary from the word bank on page 96 in the coursebook, read the red box on page 97 and the yellow box on page 98 and do the following tasks on page 96-98 in the coursebook: 3.2; In your groups from Wednesday: be ready to present the texts you found relating to the immigration debate in an English-speaking country (see the attached PPT). You do not need to have a PowerPoint, and only need to make a brief presentation of aroun Experiences - migration 1st lesson.pptx description Phone collector: Markéta I forgot to put this up on Friday, but I hope most of you heard in class anyway: Do the pre-listening-part of activity 3.9, page 99 in the coursebook (make two columns to prepare best for the following exercise; see description in the book). You can Phone collector: Maibrith Bring your Paper 1's if they were given to you Friday before the Easter break Phone collector: Liv Bring the idiom-task, where you filled in the gaps (two pages). We'll go over the correct answers. Idioms fill in the gaps - examples with idioms from quiz quiz trade.docx description Bring your papers again and prepare any questions you might have. We'll talk about criterion B and criterion C today Dear all. Please read about the internal assessment in the English B guide. Read pages 13-20; page 30; pages 40-42; and pages 50-56. You can find the guide in the "practical info" folder under 2i enB/HL here on Lectio in "dokumenter". Phone collector: Kristyna Bring your notes from hearing the recording of the IOA on Friday. In class: in the same groups, you will try to decide on which marks to award the student within the four different assessment criteria. Also bring the text extract and the assessment criteria-handout Unfortunately, my son is sick, so you will work on your own today with some exam preparation. Remember to be in the classroom at the start of each module, so the lektiehjælpere can check who is present. Follow the instructions in this Google docs: IB Here's a link to the Teams channel, where you should upload the video/audio files at the end of the two lessons: Teams channel generel, English B/HL Bring your coursebooks Think about answers to the following: What was done well in that last recording of an exam? What did the student do well? What did the teacher do well? Would you be inspired to do some of the same things you heard? What is your take away from hearing Phone collector: Joanna Today, we will listen to the recorded exam again and then practice preparing and talking about a literary extract once more. Please, take a look at this document with literary terms and a genre overview to recap. Glossary of Literary Terms and Genre Overview.pdf description Familiarize yourself with Minlæring, so you know how to work your way around the page for revision. E.g. recap how to work with analysis or use it for revision in general. For instance, if you are unsure about "setting", look at the "Fiction" column, In "dokumenter" in the folder "Tools" under our subject, you also have the document "Analysemodeller fra Wider Contexts" with useful models, terms and words for analysis.
Omfang	Estimeret: Ikke angivet Dækker over: 22 moduler
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