web viewsuggested year plan. using e2, på side 2-3, sier litt om hvordan e2 er tenkt brukt....
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Suggested Year PlanUsing E2, på side 2-3, sier litt om hvordan E2 er tenkt brukt. Som hjelp til planlegging av året og for å sikre arbeid med alle læreplanens kompetansemål, har vi satt sammen et forslag til årsplan. Den følger bokens oppbygging, men det er naturligvis mange andre måter å benytte verket på. Ved valg i USA kan det for eksempel være hensiktsmessig å begynne med The Media, og The In-depth Project kan gjerne legges til slutten av året når alle temaene er gjennomført.
Skoleåret består av omtrent 37 uker fordelt på 2 terminer. Start med å gjennomgå Part One med elevene. Den viser vei i forhold til hva som kjennetegner nettopp Internasjonal engelsk og hva elevene kan gjøre for å lykkes i dette faget. Dernest kan arbeidet med Part Two og Part Three begynne. For å imøtekomme ønsket om dybdelæring har vi valgt å dele inn Part Two i 4 kapitler, to til hver termin, pluss fordypningsarbeid. Kapitlene dekker kompetansemålene fra Kultur, samfunn og litteratur. Målene under Språk og språklæring og Kommunikasjon jobbes det med kontinuerlig, gjennom oppgavene til hver tekst, Content, Structure, Language og i Over to You-oppgavene.
Benytt kursene i Part Three når det er hensiktsmessig. I forbindelse med alle Over to You, hvor eleven trenes som produsent, er det henvisninger til kurs i Part Three for hjelp og tips. Kursene kan også benyttes i plenumsøkt dersom et emne er spesielt relevant.
De tre hovedmålene i læreplanen deles inn i:– Språk og språklæring – Kommunikasjon – Kultur, samfunn og litteratur
I denne oversikten vises kun hvilke kompetansemål som er i fokus i en gitt periode. Kompetansemålene under Språk og språklæring og Kommunikasjon arbeides det med kontinuerlig. Alle fremmedtekstene trener for eksempel elevens evne til å “understand, elaborate on and discuss lengthy discourses on general and specialized subjects”. Likedan trener alle Over to You-oppgaver eleven til å «employ a nuanced, well-developed vocabulary – for both general and specialized use”.
Å lese alle fremmedtekstene er ikke hensiktsmessig. Her er det opp til elev og lærer å velge etter evner og interesser.
AUGUST: COURSE INTRODUCTIONBli kjent med hverandre og faget ved å se nærmere på læreplanmålene og boken.Bruk gjerne Lesson Plan: A Visual Presentation of International English. Denne finner du på E2s Ressursbank, www.gyldendal.no/e2 og på https://engelsk.gyldendal.no/
Using E2 (p. 2) Part One – Succeeding in International English (p. 8)
Specific competence aimgive an account of fundamental principles for constructing texts in a variety of genres
SEPTEMBER – OCTOBER: GLOBAL ISSUES
Texts Courses Specific competence aimsIntroductory articleGlobal Perspectives (p. 19)
Authentic text selectionOverpopulation? Don't Panic! (p. 28)
No Plan Bee (p. 32)
Climate Migrants (p. 32)
Fix the Men! (p. 46)
The Reluctant Fundamentalist (p. 52)
The Times They Are A-Changing (p. 56)
Violence Vanquished (p. 60)
Inequality for All (p. 68)
Dirty Money (p. 72)
Preparing for the exam (p. 80)
1 Approaching a New Text (p. 238)
2 Choosing Sources(p. 240)
3 Commenting on Trends and Statistics (p. 244)
5 Giving Presentations(p. 270)
6 Understanding the Task (p. 272)
elaborate on and discuss a number of international and global challenges
give an account of his or her own language learning strategies and language learning outcomes
give an account of and evaluate the use of sources
use and communicate information based on figures and statistics
elaborate on and discuss a selection of literature and factual prose from the period 1950 up to the present
NOVEMBER – DECEMBER: MULTICULTURAL SOCIETIES + IN-DEPTH PROJECT
Texts Course Specific competence aimsIntroductory articleUnity and Diversity (p. 83)
Authentic text selectionCulture Clash! Kiss, Bow or Shake Hands (p. 90)
The UK: Britishness, Brexit and Beyond (p. 96)
The US: American Peoples(p. 104)
A Private Experience (p. 114)
Part 5 – The In-Depth Project(p. 229)
Preparing for the exam (p. 126)
4 Understanding Language Features (p. 246)
elaborate on and discuss various aspects of multicultural societies in the English-speaking world
reflect on how cultural differences and dissimilar value systems can affect communication
give an account of his or her own language learning strategies and language learning outcomes
give an account of fundamental features of English usage and linguistic structure
analyse linguistic tools in different kinds of texts
use language appropriate to the situation in social, professional and intercultural contextselaborate on and discuss a selection of literature and factual prose from the period 1950 up to the present
present technical material orally, in writing, or in the form of composite texts
use digital tools in an independent, critical and creative manner in the gathering of information, and in the communication and presentation of his or her own material
employ a nuanced, well-developed vocabulary – for both general and specialized use
present a major in-depth project on a topic from International English or another subject from his or her own programme area and assess the process
JANUARY – FEBRUARY: THE MEDIA
Texts Courses Specific competence aimsIntroductory articleMedia and society (p 129.)
Authentic text selection
Photo Journalism (p. 138)
Spotlight: Investigative Journalism (p. 142)
Echo Chambers (p. 148)
The Role of Social Media(p. 154)
The Intensive Care Unit (p. 162)
No to Surveillance? (p. 172)
Preparing for the exam (p. 176)
7 Getting Started (p. 276)
8 Extending the Five-Paragraph Essay (p. 278)
9 Making Introductions(p. 282)
10 Writing Body Paragraphs (p. 284)
11 Making Conclusions(p. 288)
12 Referring to Sources(p. 290)
13 Revising Your Text(p. 292)
analyse and assess the role of some English-language media in international society
elaborate on and discuss a selection of literature and factual prose from the period 1950 up to the present
give an account of fundamental principles for constructing texts in a variety of genres
write coherent, well-structured texts on general, specialized and literary subjects
MARCH – APRIL: WORK AND EDUCATION
Texts Courses Specific competence aimsIntroductory articleYour Future (p. 179)
Authentic text selectionJess, vi can English(p. 186)
Studying Abroad – Make it Happen (p. 190)
Personal Statement(p. 196)
You Don't Have to Have a Dream (p. 198)
My First Job (p. 202)
Applying for a Job (p. 210)
Will it Pay Off? (p. 214)
Work and Migration(p. 220)
Preparing for the exam(p. 226)
14 Preparing Conversations(p. 294)
15 How to Explain (p. 298)
16 How to Discuss (p. 302)
17 How to Persuade (p. 306)
18 How to Compare and Contrast(p. 310)
19 Writing More Precisely(p. 314)
locate, elaborate on and discuss international educational options and employment options
give examples of other varieties of English than those that are used in the Anglo-American core area, and reflect on their distinctive character
elaborate on and discuss a selection of literature and factual prose from the period 1950 up to the present
employ a nuanced, well-developed vocabulary – for both general and specialized use
understand, elaborate on and discuss lengthy discourses on general and specialized subjects
use language appropriate to the situation in social, professional and intercultural contexts
write coherent, well-structured texts on general, specialized and literary subjects
present technical material orally, in writing, or in the form of composite texts
use and communicate information based on figures and statistics
use digital tools in an independent, critical and creative manner in the gathering of information, and in the communication and presentation of his or her own material
Å lese en roman kan gjøres når som helst på året. Det er utarbeidet detaljerte planer for lesing og arbeid med romanene nevnt under, som tematisk står til hvert av de fire kapitlene i Part Two. Disse finnes på www.gyldendal.no/e2. Mange velger å lese roman i forbindelse med ferie. Ved å begynne i en ferie (jul/vinter) og avslutte etter neste ferie (vinter/påske) får elevene litt mer tid til å fordype seg i litteraturen.
NOVEL STUDY
Suggested novels (cf E2 web page)
Course Specific competence aims
The Reluctant Fundamentalist
We Need New Names
The Impefectionists
Joe College
20 Approaching Literature and Films (p. 318)
analyse, elaborate on and discuss at least one lengthy literary work and one film
write coherent, well-structured texts on general, specialized and literary subjects