Magazine_2004-2 by Cappelen Damm

C a p p e l e n s Il l u str a sj o n: Ing e r D a l e

nr02-2004

t i d s s k r i f t

f o r

e n g e l s k l æ r e r e

Leder

LQQKROG

Living a Boyâ&#x20AC;&#x2122;s Adventure Tale by Ă&#x2DC;ystein Hals

KjĂŚre leser I siste nummer skrev jeg om Cappelens 175-ĂĽrs jubileum. NĂĽ jubilerer ['mĂŚgÉ&#x2122;'zi:n] ogsĂĽ! Bladet har blitt 5 ĂĽr og 10 nummer gammelt, en parentes i forlagets historie selvfĂ¸lgelig, men vi er stolte av ['mĂŚgÉ&#x2122;'zi:n], kollega Birger og jeg. Riktignok kvalifiserer vi ikke til festforestilling i Oslo RĂĽdhus slik forlaget nylig gjorde, men vi syns nok det er grunn til ĂĽ nevne vĂĽrt jubileum ogsĂĽ. Vi har i lĂ¸pet av disse ĂĽrene fĂĽtt mange hyggelige tilbakemeldinger fra dere lesere som gjĂ¸r at vi akter ĂĽ fortsette. Kanskje det blir 175 ĂĽr og RĂĽdhus pĂĽ oss ogsĂĽ til slutt. Den som lever fĂĽr se â&#x20AC;Ś Det er veldig hyggelig ĂĽ fĂĽ hĂ¸re at vi lager et blad med stoff som interesserer dere engelsklĂŚrere, og at vi ogsĂĽ har stoff som innimellom kan brukes i klasserommet. Vi liker godt at dere tar kontakt med oss for ĂĽ fĂĽ publisert tanker og undervisningsopplegg. Ta en titt i skuffen, har du noe som kan deles med oss og kolleger? For, hvis du har det, sĂĽ hjelper du oss til ĂĽ gjĂ¸re ['mĂŚgÉ&#x2122;'zi:n] enda bedre. Har du stoff som vi bruker, blir du selvsagt honorert for det.

Til vĂĽren kommer vi med et gratis hefte til dere som bruker Departures. Vi har fĂĽtt signaler fra enkelte brukere om at de opplever background-delen som utilstrekkelig. Det er meldinger som vi tar pĂĽ alvor og vi lager derfor heftet Departures Extra. Du kan lese mer om hva det kommer til ĂĽ inneholde i dette nummeret. Vi har ogsĂĽ bedt Richard Burgess om ĂĽ skrive en artikkel om hvorfor og hvordan engelsk sprĂĽk slo rot i Australia (den vil siden bli forenklet og gĂĽ inn som en del av en stĂ¸rre artikkel om engelsk som verdenssprĂĽk i Departures Extra). Jeg tror du kommer til ĂĽ kose deg like mye over Richards litt skjeve blikk, skarpe og humoristiske penn som jeg gjorde da jeg fikk den.

John Charles Anthony Karin Hals Robert Mikkelsen Richard Hugh Peel Theresa Bowles SĂ¸rhus

Read It! by David Oâ&#x20AC;&#x2122;Gorman

Departures Extra: gratis supplement til lĂŚreboka Departures

English â&#x20AC;&#x201C; the Story of the Ugly Duckling by Richard Burgess

Yrkesretting av engelsk pĂĽ yrkesfaglige studieretninger av Sheila Benestad

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SĂĽ Ă¸nsker jeg dere en god hĂ¸st og vinter og trekker meg tilbake til en ny rolle som redaksjonsmedarbeider. Roret overlater jeg herved til den unge garde ved Birger, som har en stor del av ĂŚren for at ['mĂŚgÉ&#x2122;'zi:n] har hatt sĂĽ mange gode og interessante artikler gjennom disse 5 ĂĽrene. Takk til dere som har delt lederspalten med meg!

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CAPPELEN UNDERVISNING

BrukerundersĂ¸kelse om Passage

Ansvarlig redaktĂ¸r: Kirsten Aadahl

videregĂĽende skole,

Common European Framework og nasjonale prĂ¸ver i engelsk

Denne gangen har vi bl.a. ogsĂĽ en artikkel om engelskundervisning i yrkesfaglige studieretninger. Sheila Benestad, som har beina solid plantet i den hverdagen, deler sine tanker og erfaringer med dere. Hun gir ogsĂĽ noen gode tips! Har du kanskje bare lyst til ĂĽ slappe av litt i godstolen uten ĂĽ tenke skole? Les reisebeskrivelsen fra Ă&#x2DC;ystein Hals som har vĂŚrt pĂĽ 4-ukers ferie i USA. Kanskje du som jeg vil vurdere om du skal gi USA en sjanse som feriemĂĽl allikevel?

Notiser: smĂĽtt og stort om engelskfaget

Review of Tapestry by Jan Ingebrigtsen

God lesning!

Postboks 350 Sentrum,

Redaksjon:

0101 Oslo

Birger Nicolaysen

Telefon: 22 36 51 77/5195 E-post: kirsten.aadahl@cappelen.no

Produksjon: PrePress as

â&#x20AC;&#x153;

Whatâ&#x20AC;&#x2122;s your road, man? - holyboy road, madman road, rainbow road, guppy road, any road. Itâ&#x20AC;&#x2122;s an

â&#x20AC;?

anywhere road for anybody anyhow. From On The Road

by Ă&#x2DC;ystein Hals

tremendous American continent. And so

Everything was in place. My friend Morten Lyse and I had arranged the basics: the finances, the plane

we embarked on our journey. From D.C., we

headed down to Knoxville via Virginia, pass-

ing the wonderful Blue Ridge Mountains on

our way, as well as crossing the bridges

over Madison County, and visiting Memphis,

Tennessee.

ticket to New York, the first night

The next day we arrived in Louisiana. So what

could the Pelican State offer two adventur-

Washington D. C., a Ford with free

ous Norwegians? Well, we decided to go

mileage, and we were now ready to

to New Orleans. We associated so much

with this city â&#x20AC;&#x201C; Cajun cooking, the French

Quarter, Mardi Gras, alligators and Bourbon

Street. And we were not let down. The French

Quarter was wonderful with all its architec-

tural grandeur, and the streets were crowded

with outgoing people. And it was almost like

roughly 5182 miles (8291 kilometers)

you could quietly hear Sting singing in the

through the American heartland with

background:

in Manhattan, a place to stay in

follow in the footsteps of De Soto and other great explorers. And we knew only one thing - that we had three weeks to get to Los Angeles. Driving

only a Best Western map to navigate from - was I living the dream, or was I totally lost?

Driving through the states of New Mexico and Arizona was phenomenal. The scenery was truly magnificent, and so very different than what we are used to.

After having spent a week in New York and Washington D.C., covering all the sites and

Oh youâ&#x20AC;&#x2122;ll never see my shade or hear the

monuments expected from tourists, we craved

sound of my feet. While thereâ&#x20AC;&#x2122;s a moon over

the experience of driving across the

Bourbon street.

Day 6

lifetime â&#x20AC;&#x201C; subjectively speaking. But the

We drove to Dallas, Texas. Morten and I have

most important thing was that the locals

always been fascinated by the conspiracy

had accepted us, and we enjoyed a night

theories involving the assassination of JFK,

where we almost felt like natives.

so we went to have a look for ourselves. To be frank, it is quite a spectacle. A mark in the street shows exactly where Kennedy was

The Grand Canyon, Arizona.

shot, and numerous books on sale at nearby

We decided to really do the Grand Canyon.

And from every bar or restaurant you could

bookstalls tastelessly display pictures of a

That included going to both the South Rim

see (and hear!) live music, preferably blues

fallen leader. I was feeling ambivalent about

and the North Rim. The South Rim is the most

and jazz. After a nice Cajun meal, we ended

the whole thing. On the one hand it was inter-

crowded one, so we decided to start hiking

up in a bar where Slim Jim was playing the

esting to be â&#x20AC;&#x153;on the trails of the assassinsâ&#x20AC;?

quite early in the morning. Overlooking the

blues. I think he was quite moved by our

and actually seeing for yourself the

presence and dedication, especially

venue of such a historic event.

offered a mule ride

considering that we were the only guests left

But on the other hand it felt

all the way down. We

at 3 a.m. in the morning.

sacrilegious, and it was

declined. I donâ&#x20AC;&#x2122;t trust

Unfortunately, we had signed up for a swamp

somewhat disappointing to see how commer-

tour at 7 a.m., which would prove a bit tough

cial JFKâ&#x20AC;&#x2122;s death had become.

after having done Bourbon Street the night

before. We got two hours of sleep before we

Next stop was Albuquerque, New Mexico. We

had to go exploring the swamps of Louisiana.

roamed around in Old Town, and took the

Needless to say â&#x20AC;&#x201C; we were not delicately

Sandia Peak Tramway, 2.7 miles long and

royal in our appearance. But Morten saved

reaching an altitude of 10,378 feet. This

the day by telling our fellow tourists: â&#x20AC;&#x153;Youâ&#x20AC;&#x2122;ll

is the worldâ&#x20AC;&#x2122;s longest aerial tramway, and

have to excuse our alcohol breath!â&#x20AC;? And after

is definitely worth the experience. That

we had stigmatized a whole nation, we sat

night we asked some locals what to do, and

quietly for the rest of the tour. If you have

they strongly recommended Nedâ&#x20AC;&#x2122;s Karaoke.

never been in the swamps, I can tell you that

We took the bait, and ended up in a far-

it is quite an experience. Our guide reassured

away place with locals only. After a long

us that the alligators were indeed afraid of

run of Billy Ray Cyrus, Garth Brooks and

human beings, and that it was perfectly safe

Dolly Parton songs, it was my turn to sing

to feed them marshmallows. Well, we did not

Losing My Religion by R.E.M. The local DJ

quite buy that. Au contraire, they looked scary

introduced me as â&#x20AC;&#x153;Oysteeen â&#x20AC;&#x201C; he must be a

as hell. When we had returned home safely,

virgin!â&#x20AC;? I took the mike, and retorted â&#x20AC;&#x153;Iâ&#x20AC;&#x2122;m

we were a bit sad that we had not actually

Norwegian â&#x20AC;&#x201C; and thereâ&#x20AC;&#x2122;s a difference, you

touched one of the beasts. So without hesi-

knowâ&#x20AC;Śâ&#x20AC;? And just like that I had won the

tating, we went to Bourbon Street and had

crowd over. Quite satisfied with my snappy

one for dinner.

comeback, I gave the performance of a

Bright Angel Trail, we were

Morten revels in the beauty of the Grand Canyon

mules. A wise man once said that insanity is

ning clay and mud, or for that

would not give for some

never that far away â&#x20AC;&#x201C; it is as close as saying

matter among suicidal mules

SvolvĂŚrpostei. But we man-

yes to the wrong impulse. And I know what

with hysterical tourists in the

aged to get through, and

mules are liable to do. Seriously, anyone who

saddle. But fortunately, we sur-

were delighted to have seen

has mounted and ridden a mule up the steep

vived. And we were comforted by the fact that

the very extremes of the the Grand Canyon

steps of Santorini, Greece, knows what can

this evidently occurs only every second year.

within 24 hours.

happen if they go all crazy on you. The first

We headed back to our base in Flagstaff, and

The next day we drove north through Utah to

hour went fine, but then it suddenly started

were determined to succeed the next day.

get to the northern part of the canyon, the

raining. But for two mountain guys from

We started descending the South Kaibab Trail

North Rim. This part is equally spectacular,

Norway, this was nothing. After a while we

at 7.30 a.m., and the Grand Canyon could not

but without the masses of people visiting the

could hear thunder. And naturally, if thunder

have presented itself in a more majestic

national parkâ&#x20AC;&#x2122;s South Rim.

comes, can lightning be far behind? All of a

manner. We had the trail more or less to

sudden our undaunted attitude was nowhere

ourselves, and we made sure we had brought

to be seen. We had no alternative â&#x20AC;&#x201C; we had to

enough water, about a gallon each. It was

Day 11 â&#x20AC;&#x201C; Las Vegas

turn around. On our way up, when we thought

magnificent to see the Colorado River in all

The neon city in Nevada is really unique in

it could not get any worse â&#x20AC;&#x201C; we were exposed

its glory at the bottom of the trail.

all its tackiness. We had actually brought our

to a hailstorm. Would you believe it? In the

It is recommended that you calculate 1/3

suits for one sole purpose â&#x20AC;&#x201C; Saturday night

middle of July! Although most tourists around

of the time for the descent, and 2/3 for the

gambling at Binionâ&#x20AC;&#x2122;s Horseshoe, the home

us were whining and complaining, I found

ascent. And halfway up we felt a bit tired,

of many a world championship in poker. We

myself smiling. Now, where is the best place

and checked for warning signs: altitude sick-

soon discovered that we were the only suits

to seek shelter from thunder, lightning and

ness, exhaustion, shortness of breath, fatigue.

in downtown Las Vegas that night. And for

hail? Probably not in open areas full of run-

And the hunger started to set in. What we

that we paid the price. We were mistaken for

Carmel, Hollywood and Camarillo and some lazy days in Santa Monica. But before we knew it, our time was up, and we had to catch a flight to Boston. But that was easier said than done. At LAX (L.A. International Airport), the security check was massive, probably due to the fact that Boston at the time hosted the Democratic Partyâ&#x20AC;&#x2122;s national convention. So we had to remove our shoes and socks, and perform some circular tricks while the security guards took a scan of our bare feet. These days, you realize the need for such measures, but at the same time you try to fight off the compulsion to smile. However we came to our senses and refrained from even the slightest smirk. So, to conclude â&#x20AC;&#x201C; what impressions am Fear and Loathing in Las Vegas

I left with after a month on the road? Well, I will never again listen to Luther Vandrosss

Germans, businessmen and homosexuals, in

an audio tour, see that the lock mechanism

Dance with my father again, that is for sure.

that order. But in the business of poker faces,

is still operational, etc. To me, however, the

I would also advise against trying to talk

we sucked it up, and played along. Now, if

biggest impression was the way the prison

sense to raving alcoholics in the Bronx after

you wear a suit at a poker table, people will

was designed; wherever you looked, you could

a Yankee game. It may also be wise to get

respect you â&#x20AC;&#x201C; at least until they have figured

see San Francisco or the sea. One can eas-

a decent map of the United States. I cannot

you out. Did I look the part? No, they could

ily fathom the frustration

see right through me. Basically, without elab-

the prisoners must have felt being so close

map will get you from Washington D.C. to Los

orating too much - things went to the dogs.

to freedom, but yet so far away. It almost

Angeles. But maybe that is what made it all

Unlike Brando, I never really could have been

seemed like a cruel joke by the warden at

worthwhile. We deliberately avoided exces-

a contender. I was way out of my league, and

the expense of the inmates â&#x20AC;&#x201C; see, but do not

sive planning, and instead went for a more

no suit or boyish smile would change that.

touch.

happy-go-lucky approach. Sure, our trip did

The best way to get from San Francisco to Los

not turn out exactly as we had planned. It did

guarantee that Best Westernâ&#x20AC;&#x2122;s hotel guide

Angeles is to take the scenic route along the

not look like the pictures in the brochure. We

Day 14 â&#x20AC;&#x201C; San Francisco

Pacific Coast. And we decided to take our time

made some wrong turns, and sometimes lost

Scott McKenzie insisted that if youâ&#x20AC;&#x2122;re going

getting to the City of Angels. We enjoyed a

our way. But then you realize that that was

to San Francisco, be sure to wear some flow-

nice town barbecue in Monterey, pit stops in

the best part of the ride.

ers in your hair. That may be true, but you

should also make sure you pay Alcatraz a

visit. This notorious prison was used as a

federal maximum security institution from

1934 until 1963. Reputedly, no one ever man-

aged to escape from The Rock. And you can

see why. Situated right outside San Francisco,

the island looks great with its cliffs and bird

wildlife. Although some of the facilities have

fallen into disrepair, Alcatraz has lost none

of its appeal and ability to fascinate. As a

visitor, you get to visit Al Caponeâ&#x20AC;&#x2122;s cell, take

Alcatraz

3E N G E L S KA

REVIEW OF TAPESTRY John Charles Anthony Karin Hals Robert Mikkelsen Richard Hugh Peel Theresa Bowles SĂ¸rhus

By Jan Ingebrigtsen

Not very surprisingly, this new edition of the

TAPESTRY Tapestry textbook for the Advanced English Course II

(3 Engelsk A) is much changed. The authors claim

that it has been carefully designed to cover the

areas of study specified by the syllabus.

So how successful is the new edition in satisfying teachers and students?

The United States is a huge and extremely complex society in constant change. We could have gone into any number of developments, but we have chosen to focus on three current issues: â&#x20AC;˘ the shift in power and population from the North to the South, â&#x20AC;˘ how the differences between the rich and the poor are growing larger, â&#x20AC;˘ how the attacks of September 11, 2001 have put civil liberties under pressure.

Activities Spot check 1. What is a â&#x20AC;&#x153;primaryâ&#x20AC;? election and why is it held? 2. When does the party decide who its candidate for president will be? 3. What is a party â&#x20AC;&#x153;platformâ&#x20AC;? and how is it made? 4. What is the Electoral College and what role does it play in the presidential election? 5. What difficulties can be caused by this system?

4. Why was there trouble in Florida regarding the presidential election of 2000? How was the election finally decided?

Listening exercise: The Vanishing Voter Make groups of three. Listen to the recording for this activity on the Tapestry CD and then see if you can answer the questions below:

Issues in Modern America

TAPESTRY Considering further

Use the Internet to try to find information about the following. You will find helpful links on Tapestry Online:

1. Why did states begin holding primary elections instead of having a state party convention? 2. What is an â&#x20AC;&#x153;openâ&#x20AC;? and a â&#x20AC;&#x153;closedâ&#x20AC;? primary? 3. Concerning the most recent presidential election: a) How many states held primary elections? b) When did primary elections begin? c) When did they end? d) How many votes did a candidate need to win the presidential nomination at the Democratic national convention? What about the Republican national convention?

1. What is the tendency in the voting pattern of Americans? 2. What do Americans think about the two great political parties? 3. Why does lower voter turnout strengthen pressure groups? 4. Why does it strengthen the rich? 5. Which of the two parties gains from lower voter turnout? 6. Why do older people vote more? 7. What factors are mentioned as reasons for lower voter turnout? 8. Discuss which one of the factors mentioned you believe is most important. 9. Are there similar forces at work in Norway?

Issue I: The rise of the Sun Belt

civil liberty borgerrett/borgarrett

Perhaps the most important political development in the United States during the last decades has been the rise of the Sun Belt. But to understand the rise of the Sun Belt you must first understand the fall of the South. When the eleven Confederate States of America were defeated in the Civil War of 1861 to 1865, the South lay in ruins. Its society, its economy and its political institutions were shattered. After the war, = Sun Belt states

325

324

Tapestry by John Charles Anthony, Karin Hals,

and devices of novels. At first we wondered

Hamlet is the best and most inclusive presen-

Robert Mikkelsen, Richard Hugh Peel,

about the choice of story, but then realised

tation of the drama that I have found in any

Theresa Bowles SĂ¸rhus

that we were all familiar with The Brothers

textbook.

(ISBN 82-02-21004-6, Cappelen 2003)

Lionheart so it was in fact the perfect choice.

These â&#x20AC;&#x153;Enjoyingâ&#x20AC;Śâ&#x20AC;? sections of the book, that

The choice of the excerpt from The Pickwick

After using the new book, I must say that I am

explain how to approach drama, poetry, novel

Papers, however, may not be a happy one to

quite happy with it. A very successful aspect

and short stories, were extremely helpful. The

illustrate the style and writings of Dickens.

of the book is its use of real and delightful

â&#x20AC;&#x153;Enjoying poetryâ&#x20AC;? section was fun and infor-

My own studentsâ&#x20AC;&#x2122; reactions were mixed (with

art (photos and paintings) to illustrate texts,

mative, and the explanation of sonnets (page

comments from â&#x20AC;&#x153;Whatâ&#x20AC;&#x2122;s the point of this

and my students enjoyed many of the paint-

51) was much appreciated by all my students.

really?â&#x20AC;? to â&#x20AC;&#x153;This is really confusing. I donâ&#x20AC;&#x2122;t

ings that were reproduced. Not only that,

some of the illustrations also generated

The selection of texts, needless to say, might

interesting discussions about the history and

provoke reactions, as there is so much to

nature of art, literature, life and the world.

choose from. The section on Shakespeare

We found the factual parts and their design

Others seemed out of place to my students,

worked very well, providing my students with

more than adequate, with articles explaining

prompting some to query why, for example,

tasks and questions that made them think

aspects of British and American â&#x20AC;&#x153;backgroundâ&#x20AC;?

English-language literature is illustrated

hard, which I believe is good. I am also glad

and others pinpointing issues to be discussed.

using a photo of a Norwegian actor in a play

that Tapestry gives a full soliloquy; this is

Thus students are encouraged to consider and

originally written for children by a Swedish

where the real genius of Shakespeare often

think, asking questions that will make them

author. The answer is of course that this

shines best. With the time limitation we

learn more and in general encouraging respon-

section used The Brothers Lionheart as an

have, it would be too much to attempt to do

sibility for their own learning. The section

example to explain the literary techniques

the entire play. Tapestryâ&#x20AC;&#x2122;s presentation of

on America was especially up-to-date, with

understand thisâ&#x20AC;?) but then again, others might see this differently.

Elizabeth Bishop wrote slowly and painstakingly. All in all she wrote no more than one hundred poems. Often she would spend many years writing a single poem. â&#x20AC;&#x153;Iâ&#x20AC;&#x2122;m not interested in big-scale work as such,â&#x20AC;? she once told a friend. â&#x20AC;&#x153;Something neednâ&#x20AC;&#x2122;t be large to be good.â&#x20AC;?

One Art By Elizabeth Bishop The art of losing isnâ&#x20AC;&#x2122;t hard to master; so many things seem filled with the intent to be lost that their loss is no disaster. Lose something every day. Accept the fluster of lost door keys, the hour badly spent. The art of losing isnâ&#x20AC;&#x2122;t hard to master.

Elizabeth Bishop (1911â&#x20AC;&#x201C;1979) was born in Massachusetts but spent many years living outside the USA. Her first book of poetry was published in 1946 after having first been rejected by several publishing houses. While on a trip to Brazil in 1951 Bishop became ill and ended up remaining in Brazil for the next eighteen years. It was there that she found her great love in a relationship to a well-known female architect. After the suicide of her lover, she returned to live in the US.

Then practice losing farther, losing faster: places, and names, and where it was you meant to travel. None of these will bring disaster. I lost my motherâ&#x20AC;&#x2122;s watch. And look! my last, or next-to-last, of three loved houses went. The art of losing isnâ&#x20AC;&#x2122;t hard to master. I lost two cities, lovely ones. And, vaster, some realms I owned, two rivers, a continent. I miss them, but it wasnâ&#x20AC;&#x2122;t a disaster.

Magdolna Ban: â&#x20AC;&#x153;Given My Allâ&#x20AC;?, 1997

TAPESTRY â&#x20AC;&#x201C; Even losing you (the joking voice, a gesture I love) I shanâ&#x20AC;&#x2122;t have lied. Itâ&#x20AC;&#x2122;s evident the art of losingâ&#x20AC;&#x2122;s not too hard to master though it may look like (Write it!) like disaster.

intent hensikt/siktemĂĽl fluster kav realm rike

410

students finding the Sunbelt and â&#x20AC;&#x153;soft powerâ&#x20AC;?

in the Modern Worldâ&#x20AC;?, particularly the

dents the meaning of a word can be equally

themes especially important and enlighten-

selections that were not old standbys. The

well accomplished in English, one would think.

ing. I feel that both the British and American

approach to the poem â&#x20AC;&#x153;Diggingâ&#x20AC;? by Seamus

background sections more than adequately

Heaney was especially popular with my stu-

I made very good use of the Writing Skills

prepared my students for the exam and gave

dents, and we took the challenge and worked

section, but why is this tacked on at the end

an excellent basis for class discussions and

on the second Heaney poem in the exercises

as an appendix? This is an important part of

projects. Well done indeed.

(â&#x20AC;&#x153;When all the others were away at Massâ&#x20AC;?).

English studies, but the students donâ&#x20AC;&#x2122;t get

This poem was a great hit (we used the CD

this impression when it is only an appendix.

The overview sections were also informative

discussion as well) and that is a major plus

I would have liked to see this section given

and gave good introductions to the literary

for this book! The exercises throughout are

a more prominent place and equipped with

sections. It is interesting that these sections

imaginative and varied, and when they in addi-

exercises.

do not have exercises themselves, but then we

tion offer further in-depth studies like this,

had more than enough to work on in the review

teachers will never find that they are lacking

Teachers are probably as different as

activities.

in material or ideas! It was a brave and

students, it is obvious that one might

welcome step to include something so â&#x20AC;&#x153;newâ&#x20AC;?

quibble with this selection or that in

I always like to encourage students to read

and different as the short story â&#x20AC;&#x153;Rideâ&#x20AC;?. This

Tapestry. I am nevertheless happy to report

literature and more literature, and this they

was a challenge indeed, but one that my

that this textbook is a success, at least for

do, some with more passion than others.

students enjoyed very much.

me and my students. The only question I am

really left with is whether the textbook really

Finding texts that generated discussions and

appreciation was never a problem in Tapestry.

Using only English in a textbook for this

needs to be so heavy? Then again, a slightly

It really has a rich blend of interesting

level is to my thinking an absolute must, and

heavy book may be a cheap price to pay when

literary texts, and most of my students

everything here is in English, of course, with

you only need the one textbook! And the

expressed satisfaction with the literature

the exception of explanations of words and

weight of knowledgeâ&#x20AC;Ś

they read here.

terms in the margin. I disagree with using

Norwegian at all in an English textbook, as I

Quite a few of my students found their

believe that it is necessary for students to

personal favourites in the section â&#x20AC;&#x153;Literature

use English all the time. Explaining for stu-

Notiser: smått og stort om engelskfaget Topptung læreplangruppe elsk forslag til ny læreplan for eng Gruppen som skal legge fram og personer fra universitetsfor 1.-13. klasse domineres av høgskolemiljø. Leder:

tor(50 %)/prosjektleder(50 %), Angela Hasselgreen: post dok institutt Universitetet i Bergen, engelsk Medlemmer: or ved NTNU • Hæge Hestnes, Førstelekt , stipendiat • Andreas Lund, Engelsk, UiO , u.skole, Sarpsborg. • Cicel Dahl, lærer Valaskjold lelektor i Tromsø. • Annelise Brox Larsen, høysko seter u.skole • Berit Jansby, rektor ved Hov e læreplangrupper på Du vil finne lister over samtlig pdf ad/Lareplan/oversikt_lpmedl. http://www.skolenettet.no/uplo

Følg arbeid et

med de nye lære

planene! Departemen tet har uttalt at de satser omkring arbe på en åpen pr idet med de osess nye læreplan Skolenettet ene. På nettst har Utdanning edet sdirektorate side der de vi t opprettet en l “legge ut in egen formasjon om og retningsli framdriftspl njer for arbe an er idet med læ ha en ‘åpen ka replaner [...] nal’ for inns og pill til direkt en e-post ad oratet, i form resse (som vi av l bli tilgjeng Innspillene elig om kort vil bli regist ti d) . re rt, sortert og dering i det tatt med for videre arbeid vu ret.” Ønsker du å følge med ka n du gå inn vi http://skole a nettet.ls.no/ (gå til “Lære “Arbeid med re/Ledere” og nye læreplan velg er” i menyen i venstre mar g).

Evaluer in prøver g av nasjona le Våren 20 04 gjenn omførte singer n ca 60 00 asjonal 0 10. kla prøve i e skal det sngelsk. gjennom Våren 20 føres na engelsk 05 sjonal p for grun røve i nkurset s. 12). N i vgs åh gjennom ar rektorer og læ (se også før rere eva lu det som ingen av vårens kom fram prøver, o ert g noe av var at ru ne på 10 . tr nd var pass inn mente at va t 75% av lærernskeligh e. Når d et g etsgrade av utbyt n tet av pr jaldt lærernes vurderin øvene, s tene gir a ca 70% g informa at result sjon om i underv hva s aisn klasse/g ingen av den en om bør styrkes kelte ele ruppe. R v eller apporten http://w finn ww F44FD52 .utdanningsdire er du her: 80A.ppt ktoratet .no/dav/

et Endringer i timefordeling for engelskfag fagene i fag- og timefordeling i grunnskolen og felles I utdanningsdirektoratets innstilling til ny timer. Dette skal å redusere engelsk på ungdomstrinnet med 38 videregående opplæring (12.10), foreslås det . For yrkesfaglige på barnetrinnet (1.-7. trinn) økes med 76 timer kompenseres med at timetallet for engelsk gjøre seg ferdig med timetallet med én time, slik at elevene kan utdanningsprogrammer foreslås det å utvide ell studiekomet bort i “programområde for påbygging til gener engelskfaget i vg2. Dermed faller engelskfag til at det fortsatt eredende utdanningsprogrammene, ser det ut petanse”. For engelskfaget på de studieforb blir fem timer det første året (vg1). en med forslagene til nye læreplaner, dvs. i Fag- og timefordelingen skal ut på høring samm begynnelsen av 2005.

l Hverdagsengelsk holder ikke må es Bank sier at svært gode Toppledere i Statoil, Hydro og Norg s ansatte. I Hydro er engelsk engelskkunnskaper er et krav til dere derfor på engelsk. I det stadig mer konsernspråk og alt som skrives er lskkunnskaper som en viktig faktor internasjonale Statoil regnes enge g ansatte 26 traineer, valgte de ved ansettelser, og da selskapet nyli folk som kunne engelsk flytende. power, uttaler at mange firBente Tangen, rekrutteringssjef i Man e krav om gode engelskkunnskaper maer ikke tar seg bryet med å nevn som en selvfølge. Andre norske i stillingsannonser, da dette regnes lsk for at søkerne skal måtte doku firmaer utlyser stillingene på enge re søknaden. Kan ikke søkeren leve mentere sine engelskkunnskaper i en tapt, i følge Tangen. en god søknad på engelsk, går jobb marsj i akademikermiljøer. Samtidig er engelsk på stadig fram ved Universitetet i Oslo skrives Hele to av tre doktoravhandlinger rdal hevder at dette er en stor i dag på engelsk. Rektor Arild Unde at det ofte gjør at de bruker to belastning for mange studenter og sjonsdirektør i Norges Bank, Poul til tre ganger så lang tid. Informa e bruken av engelsk i høyere Henrik Poulsson, sier at den utstrakt studentene behersker engelsk utdanning gjør at de ferdig skolerte

elsk mot eng r e r a v Uri ad

i hevder elene Ur H r e t t rfa erta sker og fo k kan ov Språkfor at engels r fo e r fa net, om at det er i samfun r e lt fe g kan mener o et. Dette visse do av språk n e k u r b iver fattigere ket blir vi overdr å r p s e k s at t det nor gere og føre til a blir dårli t e d å r r råkat ordfo t med sp gjennom olde trit h å r e r ke kla norsk ik en. g tullete utvikling vendig o d ø n u r e tras det Uri syne elsk på in g n e r e k er bru n. Hun ke firma unikasjo når nors m m o k g li hverdags språket nett og i t norske e d e d a k s ette kan mener d sten) o (Aftenp på sikt.

godt. (Aftenposten)

brillede r den be e å n g ,o of Mass an Mole eapons til Adri W d l e alltid o h h t r d o han vel le an r et f l o a i h v M t s n e s a l o i l v dr 0-ta fleste a roman A pp på 8 e: n for de nds nye okste o e e v M s . n m il Norg r o w e s o t t Alle Sue T ylles t to gut I h l . i s e t n k r a a a h b f e r er lten til og alen 3 år. He anti-he blitt 38 å 13 /4 n p a g h n i r l e pjæ tion, itanic. oetisk s Destruc to the T om og p d s e l n ø e f r p e p ov hat ha være en are of w shores Ever aw to your n r u jo o y I will s Norwa One day 1982 , h t England 2 1 June ddle of i y a m d r e . u h g t t Sa ellin I live in cult sp of diffi . d s n l a e L ! w vo Norway tery strange But! your wa n behind i y s t e u d a i e l res your b nd dots My sou Hiding days, a orway! t r N o h s , ghts iiords long ni yords f f Land of s d r o i f ’s. over ‘O s deer Inlets. tic rein s je a m ting Rumina floes y on ice l i r a w Tread

n! rir igje e l o M Adrian

Common European Framework og nasjonale prĂ¸ver i engelsk VĂĽren 2004 ble det gjennomfĂ¸rt prĂ¸ver i engelsk skriving og lesing for

Men hva er egentlig Common

10. klassetrinn i det norske skoleverket. I 2005 kommer turen til grunn-

European Framework, og

kurset i videregĂĽende skole. I innevĂŚrende prosjektperiode skal det

hvorfor er dette rammeverket

utvikles lese-, lytte- og muntligprĂ¸ver for 4., 7., 10. og 11. klassetrinn,

lagt til grunn ved utarbei-

og skriveprĂ¸ver for 7., 10. og 11. klasse. Lytte- og leseprĂ¸vene er computeradaptive, dvs. at eleven tar en prĂ¸ve pĂĽ computer som automatisk

dingen av nasjonale prĂ¸ver i

tilpasser oppgavesett til elevens nivĂĽ. Eleven fĂĽr tilbakemelding om

engelsk? I denne artikkelen

nivĂĽet sitt umiddelbart etter ĂĽ ha tatt prĂ¸ven. Skrive- og muntligprĂ¸ven

finner du svar pĂĽ disse og

tas â&#x20AC;&#x2122;liveâ&#x20AC;&#x2122; og blir rettet av klassens lĂŚrere. OpplĂŚring gis i dette til

andre aktuelle spĂ¸rsmĂĽl

samtlige lĂŚrere. PrĂ¸vene skal knyttes til nivĂĽbeskrivelsene i Common

knyttet til de nasjonale

European Framework of Reference for Languages: Learning, teaching,

prĂ¸vene.

assessment (Council of Europe, 2001) ÂŠ Scanpix

Hva er CEF-skalaen? Common European Framework (CEF) er et resultat av mange ĂĽrs forskning pĂĽ sprĂĽklĂŚring, -undervisning og -vurdering i regi av EuroparĂĽdet. Dokumentet er tilgjengelig pĂĽ engelsk (Council of Europe 2001) og vil snart vĂŚre tilgjengelig ogsĂĽ pĂĽ norsk. CEF-skalaen er sentral i dette dokumentet. Skalaen er utarbeidet for skrive-, lese-, tale- og lytteferdigheter i et fremmedsprĂĽk, og den beskriver hva elevene sprĂĽklig sett er i stand til ĂĽ gjĂ¸re pĂĽ seks nivĂĽer: A1, A2, B1, B2, C1 og C2. A1 er nivĂĽet for en nybegynner i et sprĂĽk, mens C2 er sĂĽ avansert at det er uoppnĂĽelig for de fleste av oss pĂĽ et andresprĂĽk. PĂĽ s. 13 vises skalaen for skriving og lesing, tilpasset skoleelever i Norge. Hvordan bruker vi CEF-skalaen? Resultatene pĂĽ Nasjonale prĂ¸ver i engelsk vil bli relatert til CEF-skalaen. Dette betyr at elevene plasseres pĂĽ et nivĂĽ for hver ferdighet de prĂ¸ves i, for eksempel A2 i skriving og B1 i lesing. Det er et stort sprang mellom hvert hele nivĂĽ, og vi bruker derfor ogsĂĽ mellomnivĂĽer, for eksempel A2/B1, B1/B2, selv om disse ikke er eksplisitt beskrevet. MellomnivĂĽene gir mulighet for ĂĽ pĂĽvise en progresjon bedre enn en skala med bare hele nivĂĽer. For Ă¸vrig brukes ikke hele skalaen for hvert klassetrinn som skal ta de nasjonale prĂ¸vene. Eksempelvis forventes at fĂĽ 10. klassinger vil vĂŚre pĂĽ et lavere nivĂĽ enn A2 i engelsk, og at ingen elever nĂĽr C2-nivĂĽet, selv om de har en bakgrunn som morsmĂĽlsbruker i engelsk. Dette fordi C2 krever en grad av modenhet utover det vi forventer av de fleste 16-ĂĽringer. En elev med spesielt god, morsmĂĽlsliknende beherskelse av engelsksprĂĽket, befinner seg rundt C1. Dette betyr at de aktuelle nivĂĽene for

10. klasse er: C1, B2/C1, B2, B1/B2, B1, A2/B1, A2 De fleste 10. klassingene forventes ĂĽ befinne seg pĂĽ B1 â&#x20AC;&#x201C; B1/B2 i skriving og noe hĂ¸yere i lesing. Hva er fordelene med ĂĽ bruke CEF-skalaen? Det er mange fordeler: â&#x20AC;˘ Elevene fĂĽr konkrete beskrivelser av hva de kan gjĂ¸re pĂĽ alle trinn, og kan se hva de trenger ĂĽ beherske for ĂĽ utvikle seg videre. â&#x20AC;˘ Elevene fĂĽr en profil over ferdigheter, slik at deres sterke og svake sider synliggjĂ¸res. Elevene blir da i stand til ĂĽ se hva de trenger ĂĽ jobbe mer med. â&#x20AC;˘ Fremskrittene elevene gjĂ¸r nĂĽr de beveger seg oppover i nivĂĽene, er tydelige og motiverende bĂĽde for svake og sterke elever. â&#x20AC;˘ CEF-skalaen kan brukes i klasserommet hele ĂĽret og ikke bare i tilknytning til de nasjonale prĂ¸vene. â&#x20AC;˘ CEF-skalaen gjelder for livslang lĂŚring. Den samme skalaen brukes fra barneskolen til den videregĂĽende skolen, og videre fremover. â&#x20AC;˘ CEF-skalaen brukes i Ă¸kende grad, og blir stadig mer kjent pĂĽ skoler, universiteter og arbeidsplasser over hele Europa. Dette betyr at elevenes sprĂĽknivĂĽ er meningsfullt hvis de Ă¸nsker ĂĽ studere eller jobbe i utlandet. â&#x20AC;˘ CEF-skalaen er basert pĂĽ grundig forskning og vi kan derfor stole pĂĽ den. Passer CEF-skalaen for vĂĽre elever? Skalaen er tilpasset bruk i det norske skolesystemet gjennom mange ĂĽrs forskning utfĂ¸rt av Bergen-Cando-prosjektet (www.ecml.at/cando ). Dette var et nordiskbaltisk prosjekt, ledet av Angela Hasselgreen,

Universitetet i Bergen, som ogsĂĽ er leder for nasjonale prĂ¸ver i engelsk, der det ble utredet hva vĂĽre elever faktisk gjĂ¸r nĂĽr de bruker et sprĂĽk. PĂĽ bakgrunn av dette arbeidet ble selve nivĂĽene formulert og eksemplifisert pĂĽ en mĂĽte som passer for elever, og en samling Jeg kan-utsagn ble utarbeidet for hvert nivĂĽ. Disse reflekterer elevenes virkelige verden. Nasjonale prĂ¸ver i engelsk bygger videre pĂĽ disse utsagnene i utarbeidingen av oppgavene vi bruker i prĂ¸vene og kriteriene vi bruker nĂĽr vi vurderer elevenes svar. CEF-skalaen i en bredere skolesammenheng CEF-skalaen introduseres i skolene vĂĽre gjennom Nasjonale prĂ¸ver i engelsk. Skalaen kommer imidlertid snart til ĂĽ bli brukt i utstrakt grad i det norske utdanningssystemet for all fremmedsprĂĽks- og andresprĂĽkslĂŚring. Dette betyr at alle nye fagplaner, lĂŚrebĂ¸ker og andre former for vurdering, for eksempel SprĂĽkpermen (en form for mappevurdering), blir relatert til denne skalaen. En ny form for mappevurdering, SprĂĽkpermen, som ogsĂĽ bruker CEF-skalaen, er allerede under utvikling for sprĂĽkundervisning i den norske skolen. Den vil mĂĽle sider av sprĂĽkbruken som ikke blir fanget opp av de nasjonale prĂ¸vene. Dette kan vĂŚre prosjektarbeid, lesing av bĂ¸ker og lignende. PrĂ¸vene og SprĂĽkpermen vil derfor utfylle hverandre, og resultatene pĂĽ prĂ¸vene vil vĂŚre svĂŚrt relevante og nyttige for ĂĽ bekrefte pĂĽ hvilket nivĂĽ en elev befinner seg.

A1 Listening

I can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

Reading

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

Spoken Interaction

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what Iâ&#x20AC;&#x2122;m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

U N D E R S T A N D I N

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. I can read very short, I can understand texts simple texts, I can find that consist mainly of specific, predictable high frequency everyday information in simple or job-related language. everyday material I can understand the such as advertisements, description of events, prospectuses, menus feelings and wishes in and timetables and I personal letters. can understand short simple personal letters.

I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.

I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.

I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.

I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.

I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.

I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.

I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.

S P E A K I

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I canâ&#x20AC;&#x2122;t usually understand enough to keep the conversation going myself.

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

N G Spoken Production

W R I T I N G

Writing

I can use simple phrases and sentences to describe where I live and people I know.

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. I can write short simple I can write simple notes and messages connected text on topics relating to matters which are familiar or of in areas of immediate personal interest. I can need. I can write a very write personal letters simple personal letter, describing experiences for example thanking and impressions. someone for something.

I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. I can present clear, I can present a clear, detailed descriptions smoothly flowing of complex subjects description or argument integrating sub-themes, in a style appropriate developing particular to the context and points and rounding with an effective off with an appropriate logical structure which conclusion. helps the recipient to notice and remember significant points.

I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.

I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind.

I can write clear, smoothly flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

Ofte stilte spĂ¸rsmĂĽl til den samme skalaen fra 4. til 11. klasse. The

1. Engelskfaget er mer enn et sprĂĽkferdig-

Common European Framework som prĂ¸vene er

europeiske rammeverket? Ville det ikke

hetsfag. Hvordan blir engelskfaget som

basert pĂĽ, gir en beskrivelse av sprĂĽkferdigheter

vĂŚre bedre ĂĽ bruke karakterer elevene

kunnskapsfag og kulturfag ivaretatt i de

fra nybegynner til et svĂŚrt hĂ¸yt nivĂĽ. Det betyr

kjenner fra fĂ¸r?

nasjonale engelskprĂ¸vene?

at elevene kan se sin egen progresjon pĂĽ skalaen

Det er flere fordeler med ĂĽ bruke det europeiske

De nasjonale prĂ¸vene skal mĂĽle elevenes basis-

fra en prĂ¸ve til den neste i stedet for at de bare

rammeverket (Se s.12). For det fĂ¸rste er dette et

ferdigheter i engelsk. De sier noe viktig om en

sammenlikner sine karakterer med klassekame-

sett beskrivelser av sprĂĽkferdigheter som har

del av det elevene lĂŚrer i engelsktimene, deres

ratenes. En svak elev kan kanskje ha utviklet seg

blitt utviklet over en 30-ĂĽrs periode, og som har

sprĂĽkferdigheter, men det er en rekke kunnskaper

mer fra en prĂ¸ve til den neste enn en sterk elev.

blitt etterprĂ¸vd grundig. Det er krevende ĂĽ utvi-

og ferdigheter de ikke mĂĽler, som faktakunnskap,

SĂĽnn sett ĂĽpner disse prĂ¸vene for at elevene kon-

kle gode ferdighetsbeskrivelser, og her har vi et

kulturkunnskap, samarbeidsevne, prosessorientert

kurrerer med seg selv og ikke bare med

grunnlag som letter dette arbeidet. I tillegg er

skriving og lignende. Dette mĂĽ ivaretas og mĂĽles

klassekameratene.

disse nivĂĽene innarbeidet i en rekke europeiske

Hvorfor er prĂ¸vene knyttet opp til det

land, noe som gjĂ¸r at de er meningsfulle ĂĽ ta

pĂĽ andre mĂĽter, f. eks gjennom mappevurdering.

5. Hvorfor mĂĽ engelsklĂŚrerne pĂĽ kurs for

med seg nĂĽr man for eksempel skal studere i

2. Vil ikke de nasjonale prĂ¸vene i engelsk

ĂĽ lĂŚre ĂĽ vurdere elevene? Kan de ikke det

utlandet.

virke styrende pĂĽ undervisningen, og vil

fra fĂ¸r?

Den stĂ¸rste fordelen er kanskje likevel at det er

ikke det vĂŚre uheldig?

Selv om en del lĂŚrere fĂ¸le at de er godt rustet

en skala som beskriver utviklingen av sprĂĽkfer-

I hvilken grad prĂ¸vene vil virke styrende pĂĽ

til ĂĽ vurdere elevenes sprĂĽkferdigheter alle-

digheter fra man bare kan kopiere enkeltord til

undervisningen, kommer an pĂĽ hvor viktige de

rede, har vi fĂĽtt tilbakemelding fra andre om

man kan skrive komplekse akademiske tester.

blir. Det er det for tidlig ĂĽ si noe om nĂĽ. Hvis de

at de fĂ¸ler seg usikre pĂĽ dette. Dessuten er jo

Det er en livslang skala som kan brukes til ĂĽ

oppleves som viktige, vil de nok pĂĽvirke under-

disse prĂ¸vene knyttet til The Common European

beskrive elevenes sprĂĽkferdigheter fra fĂ¸rste

visningen slik at lĂŚrere, elever og kanskje ogsĂĽ

Framework, sĂĽ det blir en litt annen type vur-

prĂ¸ve i 4. klasse og siste prĂ¸ve i 11., og videre

foreldre, vil forberede elevene til prĂ¸ven. Dette

dering enn den de gjerne kjenner fra fĂ¸r. The

gjennom universitetsutdannelse eller studier

trenger ikke ĂĽ vĂŚre negativt. Tvert i mot, en god

Common European Framework skal innfĂ¸res som

i utlandet, for den del. Resultatene pĂĽ prĂ¸ven

prĂ¸ve er blant annet en prĂ¸ve som har en positiv

mĂĽlestokk i sprĂĽkundervisning i Norge i den nĂŚr-

tydeliggjĂ¸r derfor elevens progresjon pĂĽ en bedre

tilbakevirkende kraft pĂĽ undervisningen, det vil

meste fremtiden. Dermed fĂĽr disse lĂŚrerne et

mĂĽte en de tradisjonelle karakterene.

si at elevene blir bedre i engelsk av ĂĽ Ă¸ve seg til

forsprang gjennom opplĂŚring i hvordan dette kan

I tillegg kan samme skala brukes for alle sprĂĽk-

prĂ¸vene. Det er vĂĽrt mĂĽl at prĂ¸vene skal virke pĂĽ

anvendes i vurdering av sine elever

fagene. NĂĽr man bruker dette rammeverket vil

denne mĂĽten.

Men dette er ikke den eneste ĂĽrsaken til kurs-

man se tydeligere at det er en reell forskjell

ing i vurdering. For at elevene skal fĂĽ en sĂĽ lik

i ferdighetsnivĂĽ mellom en firer i engelsk

3. Vil de nasjonale engelskprĂ¸vene

og rettferdig vurdering som mulig, er det viktig

og en firer i fransk pĂĽ ungdomsskoletrinnet.

medfĂ¸re mye ekstraarbeid for lĂŚrerne?

at lĂŚrerne legger vekt pĂĽ de samme sidene av

Tilsvarende vil en synliggjĂ¸re en progresjon som

Lese- og lytteprĂ¸vene skal vĂŚre nettbaserte

sprĂĽkferdighetene nĂĽr de vurderer. Og det er

det tradisjonelle karaktersystemet tilslĂ¸rer:

og rettes automatisk av datamaskinen. Disse

viktig at de er tilnĂŚrmet like strenge, altsĂĽ at

En firer i 10. klasse og en firer i 8. klasse har

prĂ¸vene vil derfor ikke medfĂ¸re noe ekstra rette-

de bruker nivĂĽskalaen noenlunde likt. Derfor har

selvsagt ganske ulikt innhold.

arbeid for lĂŚreren. SkriveprĂ¸vene og de muntlige

vi utarbeidet vurderingsskalaer og eksempler pĂĽ

prĂ¸vene vil imidlertid mĂĽtte rettes av lĂŚreren.

besvarelser pĂĽ de ulike ferdighetsnivĂĽene.

For vurdering av disse ferdighetene vil lĂŚreren

fĂĽ vurderingsmateriell ĂĽ stĂ¸tte seg pĂĽ. Om det

6. Er det ikke uheldig at resultatene pĂĽ

kan ta litt tid ĂĽ sette seg inn i dette, hĂĽper vi

prĂ¸vene skal offentliggjĂ¸res?

lĂŚrerne vil oppleve det som nyttig og lĂŚrerikt,

Mange vil nok synes det. Men offentliggjĂ¸ring av

som en mĂĽte ĂĽ styrke kompetansen i vurdering av

resultater og rangering av skoler begynte fĂ¸r de

elevsprĂĽk og ikke som unĂ¸dvendig ekstraarbeid.

nasjonale prĂ¸vene, mĂĽ vi huske. Vi har Ă¸nsket ĂĽ

gi tilbakemelding i form av en profil og ikke en

4. Vil ikke innfĂ¸ring av nasjonale prĂ¸ver i

gjennomsnittskarakter som er lett ĂĽ bruke i ran-

engelsk medfĂ¸re unĂ¸dvendig konkurranse

gering av skoler. Slik hĂĽper vi at resultatene vil

mellom elevene?

fĂĽ stor verdi for lĂŚrer og elev, og mindre verdi

En fordel med de nasjonale prĂ¸vene i engelsk er

for rangeringslystne journalister.

at elevenes ferdigheter blir vurdert i forhold

Nyttige lenker: http://info.nationaltests.no/

http://www.culture2.coe.int/portfolio/ documents_intro/common_framework.html

http://www.ls.no/artikler/?id=21598

www.ecml.at/cando

www.ealta.eu.org

by David Oâ&#x20AC;&#x2122;Gorman GreĂĽker videregĂĽende skole

Read It! It! Read

writerâ&#x20AC;&#x2122;s comments on the â&#x20AC;&#x153;Oxford commaâ&#x20AC;?.

A panda walks into a cafe. He orders a

There are, after all, other considerations.

sandwich, eats it, then draws a gun and fires

Here she is ultrapedantic.

two shots in the air. â&#x20AC;&#x153;Why?â&#x20AC;? asks the confused waiter, as the panda

Orwell himself, one of the great masters of

makes towards the exit. The panda produces a

twentieth-century English prose, disliked

badly punctuated wildlife manual and tosses

the semi-colon, as Ms Truss tells us in no

it over his shoulder.

uncertain terms. Nevertheless, having read a number of dissertations written by Norwegian

â&#x20AC;&#x153;Iâ&#x20AC;&#x2122;m a panda,â&#x20AC;? he says, at the door. â&#x20AC;&#x153;Look it up.â&#x20AC;?

postgraduate students at universities in the UK, the USA and Australia, I feel that this

The waiter turns to the relevant entry and, sure

book would be a great asset to anyone aspir-

enough, finds an explanation.

ing to write academic English. The semi-colon, â&#x20AC;&#x153;Panda. Large black-and-white bear-like

despite what many regard as its indetermi-

mammal, native to China. Eats, shoots

nate status, is a very practical punctuation

and leaves.â&#x20AC;?

mark which our graduates do not seem to know anything about. Misuse â&#x20AC;&#x201C; in this case overuse â&#x20AC;&#x201C; of the comma instead of appropriate use of

It is no less than amazing that a book on

as the standard works by Carey, Partridge and

the semi-colon has led to misunderstandings

punctuation â&#x20AC;&#x201C; yes, punctuation â&#x20AC;&#x201C; topped the

the Grand Old Man (Fowler), but it makes the

and low grades.

nonfiction bestseller lists in English-speak-

same points as those respected authorities

ing countries week after week for months

do, and in an entertaining, informal, refresh-

There are also more subtle elements in Lynne

after its publication in November 2003. This

ing way.

Trussâ&#x20AC;&#x2122;s book, such as the placing of inverted

commas before or after the full stop or ques-

little book was also very favourably reviewed

in quality newspapers and periodicals on both

Our author devotes a good deal of space to

tion mark. How many of us have not hesitated

sides of the Atlantic, and was a favourite

the apostrophe and the comma, and has a

on that score? She also has a number of

Christmas present last year. With well over

few words of wisdom on the use of the semi-

worthwhile comments to make on the subject

2,500,000 copies sold, it is obvious that large

colon. These are areas which concern those of

of italics, which our pupils should be made

numbers of people are concerned with matters

us who teach written English in Norway and

aware of. After all, they may be selected to

such as full stops, commas, colons and the

other countries.

write about literature at examinations.

There are differences between were and weâ&#x20AC;&#x2122;re,

In conclusion, I must say that reading Eats,

its and itâ&#x20AC;&#x2122;s, girls and girlâ&#x20AC;&#x2122;s (and, of course,

Shoots & Leaves has been a valuable experi-

Lynne Truss makes no apology for being a ped-

girlsâ&#x20AC;&#x2122;) which can mean a difference between

ence. Ms Truss is unashamedly prescriptive,

ant and a stickler regarding the way we ought

a 3 and a 4 at a written examination in which

and is fastidious on the subject of accuracy,

to, and often do not, use punctuation marks as

accuracy, despite some current misunder-

but may this not help provide a healthy

they should be used in the interests of clar-

standings of the Communicative Approach, is

balance to the â&#x20AC;&#x153;anything-goes-provided-you-

ity and accuracy. Pedant and stickler though

still valued by most examiners.

know-what-I-meanâ&#x20AC;? attitude engendered by

like. For those of us who work in the field of language teaching, this is good news indeed.

some interpretations of the Communicative

humour in her choice of examples of misuse

Lynne Trussâ&#x20AC;&#x2122;s rules on the comma are stated

Approach in recent years? I hope this book

and her comments on them, and this is one of

very clearly, but if teachers are to use this

both stimulates and provokes readers on this

the bookâ&#x20AC;&#x2122;s major selling points. Eats, Shoots

work as a resource book, and I suggest they

side of the North Sea as it has done else-

& Leaves is, at first glance, not as academic

use it as such only, they should ignore the

where.

she may be, Ms Truss shows a great deal of

Departures Extra: Gratis supplement til lĂŚreboka Departures LĂŚreplanen for 2 engelsk 1 (VK 1) sier fĂ¸lgende i MĂĽl 3:

Elevane skal ha kunnskap

I lĂŚreverket Departures tar to av de fire hovedkapitlene opp samfunnsforhold i den engelsksprĂĽklige verden. I disse kapitlene finnes et variert utvalg tekster: -

sakprosatekster skrevet spesielt for boka

autentiske artikler

skjĂ¸nnlitteratur.

Forfatterne har valgt temaer som de mener er sentrale for forstĂĽelsen

om og forstĂĽing for

av det amerikanske og det britiske samfunn i perioden etter 1850.

samfunnsforhold i den

Mange brukere er svĂŚrt fornĂ¸yd med boka, men vi har ogsĂĽ mottatt

engelsksprĂĽklege verda med hovudvekt pĂĽ Storbritannia og USA etter 1850.

en del innsigelser pĂĽ oppbygningen av de to kapitlene som nevnes ovenfor. Det er tydelig at mange lĂŚrere Ă¸nsker at elevene skal fĂĽ hjelp til ĂĽ danne seg et oversiktsbilde over samfunnsforhold i den engelsksprĂĽklige verden. Dessverre synes noen at de ikke fĂĽr denne oversikten gjennom tekstene i Departures. Vi Ă¸nsker selvfĂ¸lgelig at alle som bruker Departures skal vĂŚre glade og fornĂ¸yde! Derfor kommer vi vĂĽren 2005 ut med Departures Extra â&#x20AC;&#x201C; en gratis samling oversiktsartikler med tilhĂ¸rende oppgaver.

Hovudmoment Elevane skal munnleg og skriftleg kunne kommunisere om - sentrale utviklingstrekk i britisk og amerikansk historie - forholdet mellom folkegrupper - regionale forhold, sĂŚrpreg og konfliktar

Hvordan fĂĽr lĂŚrere og elever tak i Departures Extra? â&#x20AC;˘ Departures Extra vil bli plastpakket sammen med grunnboka, slik at alle som kjĂ¸per Departures i bokhandelen fĂĽr med

Departures Extra pĂĽ kjĂ¸pet â&#x20AC;&#x201C; uten ekstra kostnad. â&#x20AC;˘ Elever som kjĂ¸per Departures brukt, kan fĂĽ tilsendt Departures

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Richard Burgess er fĂ¸dt i Dover, England i 1956 og flyttet til Norge i 1976. Han tok engelsk mellomfag ved Universitetet iTromsĂ¸ og litteraturvitenskap grunnfag og norsk hovedfag i Oslo. De siste 15 ĂĽrene har han vĂŚrt ansatt som lektor ved Frederik II videregĂĽende skole i Fredrikstad. I tillegg har han hatt diverse frilansoppdrag, bl.a. i Undervisningsradioen og i flere forlag. by Richard Burgess

En av tekstene i Departures Extra forteller historien om hvordan engelsk har utviklet seg fra et ubetydelig sprĂĽk snakket av noen fĂĽ Ă¸yboere nord i Europa, til det verdenssprĂĽket vi kjenner i dag. Artikkelen tar oss med til fire svĂŚrt forskjellige land innen den engelsk-sprĂĽklige verden â&#x20AC;&#x201C; Irland, Canada, Australia og India. Utdraget nedenfor dreier seg om Australia, og i tillegg til en god miks av generell historie og sprĂĽkhistorie, kan denne teksten gi deg svar pĂĽ en god del ting du kanskje har lurt pĂĽ lenge. For ĂĽ

a national language fairly recently, and that

ta et eksempel: Hva betyr egentlig

still hasnâ&#x20AC;&#x2122;t agreed on a standardised grammar

language

â&#x20AC;&#x153;scremblexâ&#x20AC;??

or spelling â&#x20AC;&#x201C; what chance does Norwegian

of the church

have of becoming the leading language of the

and the Bible. The few books that were printed

world in 500 yearsâ&#x20AC;&#x2122; time?

were usually in Latin too. Both in official

['mĂŚgÉ&#x2122;'zi:n], og vil bli bearbeidet og foren-

business and private correspondence the King

klet for Departures Extra. I Departures Extra

was likely to use French. English was seen

vil teksten selvfĂ¸lgelig bli utstyrt med fullt

as rather an rough language, suitable for the

glossar i margen og oppgaver!

street and the tavern, but for little else. Once

you left Englandâ&#x20AC;&#x2122;s shores it was of no use to

you at all.

NB: Teksten nedenfor er skrevet for

The year is AD 2500. The General Secretary

of the United Nations is holding his annual speech to the General Assembly. He is speak-

The story of how this ugly duckling of a

ing in Norwegian. Some delegates are listen-

language grew to be the undisputed king of

ing to the simultaneous translation, but most

the birds it is today, spoken by more than 750

million people and the dominant language in

over 60 countries, is a fascinating one. It is

ÂŠ Scanpix

are following his speech without earphones, nodding occasionally in agreement. For many

â&#x20AC;&#x153;English? It will never catch on! â&#x20AC;?

Norwegian is their mother tongue, although

If you had made the same prophecy about

not the story of a language that in itself was

they are from nations spread all over the

English 500 years ago, you would probably

the perfect choice for a lingua franca. Indeed,

globe. For others itâ&#x20AC;&#x2122;s a second language,

have got much the same reaction. Around AD

with its enormous vocabulary, its complicated

learned at school from an early age and

1500 English was spoken by some five or six

grammar and, not least, its idiosyncratic

through the influence of a Norwegian-

million people in England. Elsewhere in the

spelling, English seems most unsuitable.

dominated media.

British Isles other languages dominated: Irish

Norwegian would have been much better!

in Ireland, Welsh in Wales and in Scotland Not a very likely scenario, you might say.

either Irish or Scots, then considered a quite

However, it is not grammar or spelling that

A Northern European tongue spoken today by

separate language. Even in England English

decides whether a language gains influence or

only 4 million people that only emerged as

was not without competition. Latin was the

not. There are strong political and economic

forces in play. The rise of English as a world language is first and foremost the story of colonial expansion, involving the domination of cultures and peoples by another, and the spread of native speakers of English to distant parts of the globe. It is a story of winners and losers, for linguistic domination comes at a price. We need go no further than Englandâ&#x20AC;&#x2122;s immediate neighbours â&#x20AC;&#x201C; Wales, Scotland and Ireland â&#x20AC;&#x201C; to see how the rise of one language means the decline of another. In more distant outposts of the Empire the fate of native languages was even more dramatic. For example, who knows today what language the Aborigines of Tasmania spoke â&#x20AC;&#x201C; because they are gone, every one of them, hunted and persecuted to extinction. ÂŠ Scanpix

In this text we will be looking at Australia and seeing how English took root there and how

good crowd and were often rowdy, dangerous

malnutrition or due to brutal floggings. For

the manner in which this happened has left its

affairs where public sympathy as often as not

those who survived, their troubles had only just

mark on the way the language is

lay with the victim rather than the law-makers.

started. Transports were treated as slaves, as

spoken and written there today and on the role

Developments across the Channel in revolu-

this verse from a contemporary ballad shows:

it plays in the life of the nation. It is not a

tionary France frightened the authorities and

story with an ending, because any living lan-

they began to think of ways to tackle the crime

guage is constantly changing.

wave that did not risk stirring up the mob.

Oh! When that we were landed upon that fatal shore The planters they came flocking round, full twenty score or more. They ranked us up like horses and sold us out of hand. They yoked us to the plough, my boys, to plough Van Diemenâ&#x20AC;&#x2122;s Land.

With prisons full to bursting there was a Australia

need for some creative thinking. The solution

The origins of modern Australia and of

was as simple as it was brilliant â&#x20AC;&#x201C; transporta-

Australian English are to be found in the nar-

tion. Take the troublesome elements of

row, dimly lit back-streets and teeming tene-

British society and dump them. As far away

ment dwellings of 18th and 19th century British

as possible.

cities. As the Industrial Revolution gained

pace, more and more people flocked to the cit-

The first choice of dumping ground was

ment of convicts. Worse still was Norfolk

ies, looking for employment. Many found it in

Virginia, but the American Revolution soon put

Island, reserved for the hardest and most

the factories and mines, but many did not. For

an end to that. So when Captain Cook returned

dangerous individuals. The â&#x20AC;&#x153;plantersâ&#x20AC;? referred

these there was no other alternative than to

from his first voyage to the southern hemi-

to are settlers drawn to Australia by the offer

turn to crime. Pick-pocketing, thieving, highway

sphere with tales of a terra australis incogni-

of free land and free convict labour. As time

robbery, forgery, prostitution â&#x20AC;&#x201C; these were

ta, an unknown southern continent, it was seen

passed, many of these free Australians were

some of the career opportunities open to what

as the perfect solution. In 1787 the First Fleet

ex-convicts who chose to remain rather than

the authorities referred to as â&#x20AC;&#x153;the criminal

of transport ships set sail for Botany Bay,

return to Britain. The convict element remained

classesâ&#x20AC;?.

named by Captain Cook because of the wealth

an important factor in the birth of Australia as

of botanical specimens found there.

a nation. Two generations after the arrival of

Van Diemenâ&#x20AC;&#x2122;s Land is present-day Tasmania, and it became notorious for its brutal treat-

Remember that Georgian England had no

police force. Law and order was left to local

It is difficult today to understand just how far

settlers were either convicts, ex-convicts

parishes with few resources for law enforce-

away Australia must have seemed to those

or of convict descent.

ment. To compensate for this, punishments

unfortunate â&#x20AC;&#x153;transportsâ&#x20AC;?, as they were called.

were extremely harsh. Poaching, stealing a

Space travel is perhaps the nearest equivalent.

Two centuries on and only a small percentage

loaf of bread, setting fire to a haystack â&#x20AC;&#x201C; such

The continent was largely uncharted and the

of Australiaâ&#x20AC;&#x2122;s 15 million inhabitants can claim

crimes could earn you a hanging. Executions,

voyage could take anything up to eight months.

convict descent. Yet the special

which were public events, always attracted a

Many died on board, either through disease,

circumstances of the nationâ&#x20AC;&#x2122;s birth are still

the First Fleet, some 87% of Australiaâ&#x20AC;&#x2122;s

Australian slang is among the most colourful in the English language, and it is constantly coming up with new and startling expressions. â&#x20AC;&#x153;To come the raw prawnâ&#x20AC;? (meaning to be dishonest with somebody), â&#x20AC;&#x153;lonely as a country dunnyâ&#x20AC;? (dunny = toilet), â&#x20AC;&#x153;scarce as rocking horse manureâ&#x20AC;?, â&#x20AC;&#x153;to strain the potatoesâ&#x20AC;? (to urinate) â&#x20AC;&#x201C; it may not be great poetry, but the effect of such unexpected and very down-to-earth imagery is undeniable.

Language like this is often associated with a certain stereotype of Australians; direct, vulÂŠ Scanpix

gar, friendly and unsophisticated. It is a stereo-

reflected in the sounds and vocabulary of

for Europeans, but for the native population,

type partly fostered by Australians themselves,

Australian English. In the penal colonies the

some of whom stood watching in fear and confu-

for example by Paul Hogan, star of the Crocodile

dominant group would have been the poor of

sion as the First Fleet put ashore, it was the

Dundee films, and by Barry Humphries, as his

south-east England, particularly London. It is

only known world. It has been estimated that

alter ego Dame Edna Everage. But it has also

their speech that we hear in the characteristic

at the time there were some 300,000 Aborigines

become the object of parody and ridicule from

Australian pronunciation of words like â&#x20AC;&#x153;bikeâ&#x20AC;?

living in the continent, spread over an area

abroad. Witness, for example, the Monty Python

and â&#x20AC;&#x153;miceâ&#x20AC;? â&#x20AC;&#x201C; which, in broad â&#x20AC;&#x153;Aussieâ&#x20AC;? speech,

the size of Western Europe. The white settlers

sketch where a group of philosophy lecturers

can sound like â&#x20AC;&#x153;boikâ&#x20AC;? and â&#x20AC;&#x153;moisâ&#x20AC;?, just as it can

thought of them as one people (and a grossly

at the University of Woolloomoolloo, all wear-

in London. The same can be said of words like

inferior one, too), but in fact they spoke hun-

ing bush hats and all called Bruce, welcome

â&#x20AC;&#x153;lateâ&#x20AC;? and â&#x20AC;&#x153;sayâ&#x20AC;? â&#x20AC;&#x201C; which tend sound close to

dreds of different languages. They had names

a visiting â&#x20AC;&#x153;Pommie bastardâ&#x20AC;? (Englishman)

â&#x20AC;&#x153;lightâ&#x20AC;? and â&#x20AC;&#x153;sighâ&#x20AC;?. In 1965 Afferbeck Lauder

for every aspect of the wildlife and landscape

who, confusingly, is called David. In recent

published a light-hearted guide to Australian

that seemed so alien to Europeans, and many

years â&#x20AC;&#x153;soapsâ&#x20AC;? like â&#x20AC;&#x153;Neighboursâ&#x20AC;? and â&#x20AC;&#x153;Home

pronunciation called â&#x20AC;&#x153;Let Stalk Strineâ&#x20AC;? (i.e.

of these words have passed into English. Some

and Awayâ&#x20AC;?, and police dramas like â&#x20AC;&#x153;Stringerâ&#x20AC;?

Letâ&#x20AC;&#x2122;s Talk Australian). In it he mentions

examples are â&#x20AC;&#x153;boomerangâ&#x20AC;?, â&#x20AC;&#x153;dingoâ&#x20AC;?, â&#x20AC;&#x153;koalaâ&#x20AC;?

have helped to redress the balance and pre-

â&#x20AC;&#x153;wordsâ&#x20AC;? like â&#x20AC;&#x153;gonnieâ&#x20AC;?, as in â&#x20AC;&#x153;Gonnie apples?â&#x20AC;?

and â&#x20AC;&#x153;billabongâ&#x20AC;&#x153;. The origin of the word â&#x20AC;&#x153;kanga-

sented a more urban and sophisticated image of

(i.e. Have you got any apples?), â&#x20AC;&#x153;scremblexâ&#x20AC;?

rooâ&#x20AC;? is disputed. One rather amusing theory is

Australian culture.

(scrambled eggs), and phrases like â&#x20AC;&#x153;Emma

that it means â&#x20AC;&#x153;what did you say?â&#x20AC;?, which was

chisit?â&#x20AC;? (How much is it?) and â&#x20AC;&#x153;Sleece tiger doâ&#x20AC;?

the response given when a white man asked

The story of English in Australia is one of a

(Itâ&#x20AC;&#x2122;s the least I could do).

â&#x20AC;&#x153;what do you call that animal?â&#x20AC;?

mother tongue, transported (if you will pardon

the pun) to the other end of the globe, and

When it comes to vocabulary, the British origins

As settlers and Aborigines met, varieties of

unpacked at the other end. English never met

of Australian English are even more apparent.

â&#x20AC;&#x153;pidginâ&#x20AC;? developed, simplified mixtures of

with any real opposition or competition. The

For example, there is the word â&#x20AC;&#x153;mateâ&#x20AC;?, a famous

Aborigine and English. Some pidgin English made

native population was small and scattered, and

feature of both Cockney and Australian. Then

its way into the mainstream language, like the

easily swamped by settlers. In other parts of

there is a whole host of slang words that seem

terms â&#x20AC;&#x153;blackfellaâ&#x20AC;? and â&#x20AC;&#x153;whitefellaâ&#x20AC;? for the two

the globe, however, it was different story. The

to come right off the pages of Dickensâ&#x20AC;&#x2122; Oliver

ethnic groups. The word â&#x20AC;&#x153;walkaboutâ&#x20AC;?, referring

process of replacing the native language could

Twist: â&#x20AC;&#x153;bashâ&#x20AC;? (hit), â&#x20AC;&#x153;croakâ&#x20AC;? (die), â&#x20AC;&#x153;grubâ&#x20AC;? (food),

to the nomadic habits of Aborigines, is a pidgin

be long and tragic, as for example in Ireland.

â&#x20AC;&#x153;judyâ&#x20AC;? (woman), â&#x20AC;&#x153;swellâ&#x20AC;? (gentleman), to name

word that has now entered global English. The

English sometimes found itself competing with

a few. Other well-known items of Australian

term â&#x20AC;&#x153;royal walkaboutâ&#x20AC;? was recently coined

another colonial language, as in Canada. Or it

vocabulary, like â&#x20AC;&#x153;cobberâ&#x20AC;? (friend), â&#x20AC;&#x153;fair dinkumâ&#x20AC;?

to describe when members of the British royal

imposed itself from the top down by becoming

(OK) and â&#x20AC;&#x153;larrikinâ&#x20AC;? (hooligan), all have their

family on official visits terrify their security

the language of a small but powerful minor-

origins in British dialects.

guards by wandering off to speak to people in

ity, as in India. In fact, looking back at how an

the crowds.

obscure North Sea dialect spread to every cor-

ner of the globe, we can safely say that there is

no story of English â&#x20AC;&#x201C; there are stories.

But not all of what we now call Australian English took the journey halfway around the

A feature of Australian English, sometimes

world. Some of it was, in a sense, waiting for

seen as a legacy of the large numbers among

them. Australia might have been terra incognita

the early settlers, is its sheer creativity.

Yrkesretting av engelsk pĂĽ yrkesfaglige studieretninger av Sheila Benestad, Kvadraturen Skolesenter Engelskfaget pĂĽ videregĂĽende skole er bygget opp

rad, og kan dermed bygge opp en viss innsikt i

av 3 moduler. Elever pĂĽ yrkesfag tar modul 1 fĂ¸r-

faginnholdet ved studieretningen, bl.a. gjennom

ste ĂĽret, og modul 2 andre ĂĽret, med to uketimer

samarbeid med yrkesfaglĂŚrerne (se nedenfor).

hvert ĂĽr (4-timerskurset). Mellom 40 og 60 % av

Sheila Benestad er adjunkt ved Kvadraturen Skolesenter i Kristiansand hvor hun har vĂŚrt ansatt siden 1995. Hun underviser hovedsakelig i engelsk, norsk og samfunnslĂŚre pĂĽ yrkesfaglige studieretninger og pĂĽ tilrettelagt avdeling. Hun har utdanning i offentlig administrasjon, skoleutvikling og ledelse i tillegg til engelsk og norsk. Hun har ogsĂĽ vĂŚrt med og tilrettelagt lĂŚrebĂ¸ker i engelsk og norsk for svake elever.

lĂŚrestoffet er knyttet til elevens yrkesfaglige

Noen studieretninger er relativt enkle for oss

studieretning. Elever pĂĽ yrkesfag kan velge ĂĽ ta

allmennfaglĂŚrere ĂĽ forholde oss til. Dette

Etter et par besĂ¸k pĂĽ verkstedet vil faktisk

allmennfaglig pĂĽbygging senere, og tar da modul

gjelder bl.a. helse- og sosialfag, som i stor

engelsklĂŚreren fĂĽ en fĂ¸lelse av ĂĽ kjenne

3. Dette tilsvarer en uketime. Elever pĂĽ allmenn-

grad er teoribasert og inneholder mye stoff

sĂĽpass godt til faget at han/hun kan plukke

faglig studieretning tar alle modulene fĂ¸rste

som er allment kjent.

ut tekster som er relevante for elevene. LĂŚrebĂ¸kene inneholder som regel en del yrkes-

ĂĽret, og dette tilsvarer fem uketimer. Verre er det med teknologifag, som for eksem-

faglige tekster som er ganske perifere i forhold

Fordeler og ulemper ved moduloppbyggingen

pel mekaniske fag, elektrofag og kjemi-/pro-

til yrkesfaget â&#x20AC;&#x201C; problemet er at vi ikke klarer

Fordelen med denne moduloppbyggingen i

sessfag. Min erfaring fra ĂĽ undervise i engelsk

ĂĽ luke disse ut uten hjelp fra yrkesfaglĂŚrerne.

allmenne fag er at elevene har mulighet for ĂĽ

ved disse studieretningene er at elevene har

Etter hvert vil engelsklĂŚreren kunne nok om

bygge seg opp studiekompetanse ved hjelp av

godt utbytte av ĂĽ trene vokabular sammen

yrkesfaget til ĂĽ kommunisere meningsfylt med

de fagene de allerede har i stedet for ĂĽ mĂĽtte

med lĂŚreren, samtidig som de forklarer

elevene om dette.

ta alle fagene pĂĽ en ny studieretning.

allmennfaglĂŚreren hvordan ting fungerer i praksis. Aldri ser du elevene pĂĽ mekaniske

Meningsfulle mĂĽter ĂĽ trene vokabular pĂĽ

En ulempe ved denne type moduloppbygging

fag sĂĽ lykkelige som nĂĽr de triumferende kan

NĂĽr vi skal lĂŚre ĂĽ kommunisere om et yrke

av engelskfaget er at elevene ikke er sĂŚrlig

fortelle engelsklĂŚreren at tegningen pĂĽ side

kommer vi ikke utenom begreps- og glosetre-

godt forberedt pĂĽ modul 3, siden 40-60% av

222 er feil. Acetylenflasker skal nemlig vĂŚre

ning. En del faguttrykk er nye for elevene pĂĽ

undervisningen har vĂŚrt yrkesrettet. Elevene

rĂ¸de, mens oksygenflaskene skal vĂŚre blĂĽ!

norsk ogsĂĽ, og de fleste opplever det som nyt-

har brukt mye energi pĂĽ ĂĽ lĂŚre seg yrkesfagets

Siden engelsklĂŚreren i dette tilfellet er den

tig og meningsfylt rett og slett ĂĽ pugge gloser.

terminologi pĂĽ engelsk, og dette gjĂ¸res i stor

â&#x20AC;?uvitendeâ&#x20AC;? har elevene ingen problemer med ĂĽ

Det enkleste er ĂĽ lage gloselister som elevene

grad ved ĂĽ trene pĂĽ vokabular elevene ikke fĂĽr

forklare sammenhengen, selv om de mĂĽ gjĂ¸re

selv oversetter og jobber med. Vanligvis finnes

bruk for i vanlig kommunikasjon pĂĽ engelsk.

det pĂĽ engelsk.

det en fagordliste i engelskbĂ¸kene som kan

Denne vokabulartreningen gĂĽr pĂĽ bekostning av

sprĂĽkĂ¸velser, tekstlesing og tekstproduksjon.

brukes i dette arbeidet. I tillegg er det nĂ¸dvenTips om yrkesretting i engelskundervisningen

dig ĂĽ Ă¸ve inn disse glosene i forskjellige typer

NĂĽr vi underviser i yrkesrettet engelsk er

tekstsforstĂĽelseoppgaver fĂ¸r de kan begynne

Fordeler og ulemper ved yrkesretting av

vi helt avhengige av et godt samarbeid med

ĂĽ kommunisere selvstendig om disse temaene

engelskfaget

yrkesfaglĂŚrerne. I praksis betyr det at vi om

bĂĽde muntlig og skriftlig.

De fleste elevene som ikke skal ta allmennfag-

mulig bĂ¸r legge vĂĽr terminplan opp mot deres,

lig pĂĽbygging synes det yrkesrettede fagstoffet

slik at nĂĽr de gjennomgĂĽr et emne sĂĽ bruker

Elever med mangelfulle forutsetninger

det mest interessante ved engelskfaget. Mange

vi tekster relatert til dette emnet i engelsk

Det stĂ¸rste problemet pĂĽ yrkesfaglig

finner motivasjon i arbeidsmuligheter interna-

ogsĂĽ. NĂĽr elevene pĂĽ mekaniske fag gjennomgĂĽr

studieretning er at en fĂĽr enkelte elever som

sjonalt, for eksempel innenfor kjemi-/prosess-

sveising, kan vi altsĂĽ lese tekster om sveising

egentlig ikke er kvalifisert til ĂĽ fĂĽ undervis-

fag og elektronikk.

i engelsk ogsĂĽ. I tillegg kan vi avtale med

ning i engelsk pĂĽ videregĂĽende nivĂĽ i det hele

yrkesfaglĂŚreren at vi kan komme pĂĽ besĂ¸k i

tatt. Dette er hovedsakelig elever som har

Ulempen med sterk yrkesretting er at vi

verkstedet, og sĂ¸rge for at vi da er ikledd nĂ¸d-

vĂŚrt fritatt for engelsk pĂĽ ungdomsskolen og

engelsklĂŚrere ikke er fagutdannet innenfor

vendig verneutstyr. Elevene mĂĽ fĂĽ sjansen til ĂĽ

minoritetssprĂĽklige elever som aldri har hatt

omsorgsfag, elektro, kjemi, byggfag osv. Vi

vise lĂŚreren verktĂ¸yet og verkstedet sitt. Her

undervisning i engelsk.

er rett og slett allmennfaglĂŚrere, men det

er elevene pĂĽ hjemmebane, og fĂ¸ler seg trygge.

forventes at vi skal kunne yrkesrette faget

Det er noe vi mĂĽ benytte oss av. Vi kan gĂĽ

Noen ĂĽrsaker til at elever har vĂŚrt fritatt

vĂĽrt til hvilken som helst studieretning. Er vi

rundt til den enkelte elev og snakke med dem

engelsk kan vĂŚre store lese- og skrivevansker,

heldige, fĂĽr vi samme studieretning flere ĂĽr pĂĽ

pĂĽ engelsk om et fag de kjenner bedre enn oss.

generelle eller spesifikke lĂŚrevansker eller

andre ting. Felles for dem alle er at vi ikke

ikke lov ĂĽ sette elever i grupper etter nivĂĽ for

USA/Storbritannia og presentasjon av prosjekt

kan frita dem for noen del av engelskfaget pĂĽ

et helt skoleĂĽr, sĂĽ vi lot dem velge om igjen og

e.l. Det er eleven som selv bestemmer i hvil-

videregĂĽende skole. De skal ha vurdering i bĂĽde

fĂĽ mulighet til ĂĽ bytte gruppe et par ganger i

ken grad denne delen av eksamen yrkesrettes.

skriftlig og muntlig engelsk uansett, ellers fĂĽr

lĂ¸pet av et semester. Da fordelte elevene seg

Tanken bak eksamen er at eleven skal fĂĽ mulig-

de ikke fagbrev. Regelen er nemlig slik at de kan

selv i grupper som â&#x20AC;?nivĂĽ 1, nybegynnereâ&#x20AC;?, â&#x20AC;?nivĂĽ

heten til ĂĽ vise mest mulig av hva han/hun

sĂ¸ke dispensasjon for stryk i inntil to allmenn-

2â&#x20AC;? og â&#x20AC;?nivĂĽ 3â&#x20AC;?. Dette var faglig sett veldig

kan, og vi skal ikke prĂ¸ve ĂĽ avdekke det eleven

fag og fĂĽ fagbrev, men de kan ikke sĂ¸ke dispen-

vellykket, og de fleste elevene mente de hadde

ikke kan. En taktisk elev som ikke Ă¸nsker ĂĽ

sasjon for ĂĽ ikke ha hatt undervisning i faget.

lĂŚrt mer i disse gruppene enn de ville gjort i

bli testet i yrkesrettet engelsk, vil derfor

vanlige klasser. Vi fikk en sĂĽ uensartet gruppe

snakke lenge og vel om lytteprĂ¸ven, USA og

Denne regelen gjĂ¸r at fremmedsprĂĽklige elever

pĂĽ â&#x20AC;?nivĂĽ 1â&#x20AC;?, at vi mĂĽtte opprette en egen grup-

Storbritannia, slik at det ikke blir tid til yrkes-

som fra fĂ¸r av sliter med ĂĽ lĂŚre seg norsk, i

pe som vi kalte â&#x20AC;?nivĂĽ 1,5â&#x20AC;?!

rettingen. Elever som er gode pĂĽ yrkesretting

tillegg mĂĽ fĂ¸lge ordinĂŚr lĂŚreplan i engelsk.

vil prĂ¸ve ĂĽ redusere de andre delene noe for ĂĽ

Den gjĂ¸r at elever som ikke har forutsetninger

fĂĽ tid til ĂĽ vise hva han/hun kan av yrkesrettet

for ĂĽ fĂ¸lge faget, likevel gjĂ¸r det fordi det

engelsk.

er bedre ĂĽ stryke enn ĂĽ bli stĂĽende uten vurdering.

Konklusjonen er at vi bruker ganske mye energi pĂĽ yrkesretting av undervisningen, mens elevene for eksamens

SelvfĂ¸lgelig har disse elevene rett pĂĽ undervisning som er

del godt kunne klart seg med en litt

tilrettelagt for dem, akkurat

avansert ordbok. Eksamen burde nok

slik som alle andre har rett pĂĽ

i langt stĂ¸rre grad teste elevenes

undervisning etter sine egne

evne til ĂĽ gjĂ¸re bruk av yrkesfaglig

forutsetninger. I praksis er det

engelsk.

ikke alle elever som fĂĽr slik Som nevnt er yrkesrettingen av

tilrettelegging, men i den grad

engelskfaget heller ikke noen fordel for

de fĂĽr stĂ¸tteundervisning fĂ¸lger de

de av elevene som skal ta allmennfaglig

fleste nasjonal lĂŚreplan sĂĽ godt de

pĂĽbygging. Det er ogsĂĽ vanskelig ĂĽ si om de

kan. Noen lĂŚreverk har tilleggshefter som er beregnet til slik bruk. Yrkesrettingen blir

ÂŠ Samfoto

ofte mangelfull for disse elevene, fordi de helt

elevene som tar fagbrev innenfor sitt yrkesfag

har bruk for det de har lĂŚrt av yrkesrettet

grunnleggende ferdighetene i engelsk mĂĽ vekt-

Det er ikke alle som mener det er Ă¸nskelig med

engelsk senere i livet. Kanskje de ogsĂĽ kunne

legges sĂĽ sterkt.

denne typen nivĂĽdifferensiering, sĂĽ dette forsĂ¸-

klart seg godt med en teknisk ordbok?

ket er ikke viderefĂ¸rt i innevĂŚrende skoleĂĽret. Noen skoler har gjort avtale med enkeltelever

om at skal slippe engelskundervisning og

Yrkesretting pĂĽ eksamen

Nye lĂŚreplaner â&#x20AC;&#x201C; hva skjer med yrkesrettingen?

likevel fĂĽ en strykkarakter i boka. Eleven er

Det stĂĽr i lĂŚreplanen at eksamen skal gjen-

NĂĽ er det nye lĂŚreplaner pĂĽ trappene. Jeg vet

lykkelig for ĂĽ slippe et fag som er tungt og van-

speile undervisningen i lĂ¸pet av skoleĂĽret.

ikke hvordan de bĂ¸r vĂŚre for ĂĽ komme flest

skelig, lĂŚreren slipper ĂĽ tilrettelegge under-

Eksamen for 4-timersfaget er lokalgitt, og den

mulig elevgrupper til gode, men kanskje yrkes-

visningen sin for en elev som ikke ville fĂĽtt

bestĂĽr av en muntlig og en skriftlig del. I den

rettingen burde vĂŚrt skilt ut som egen modul?

stĂĽkarakter under noen omstendighet, og sko-

skriftlige delen skal yrkesrettingen vĂŚre pĂĽ

Yrkesrettingen er inspirerende for mange

len sparer penger til stĂ¸ttelĂŚrer. Problemet er

ca. 30 %. I Vest Agder har yrkesrettingen stort

elever, og vi bĂ¸r ikke fjerne den, men den er

at det er ulovlig, og kan fĂ¸re til at skolen fĂĽr

sett gĂĽtt ut pĂĽ at eleven skal skrive en sĂ¸knad

kanskje ikke like nĂ¸dvendig for alle. Kanskje

rettssaker mot seg i etterkant fordi eleven har

eller en rapport. Problemet med denne typen

eleven burde ha mulighet til ĂĽ velge ulike

hatt krav pĂĽ undervisning, og ikke fĂĽtt det.

yrkesretting er at vi ikke bare sjekker elevens

fordypningsgrader, uten at det skal gĂĽ utover

engelskferdigheter mht. yrkesfaget sitt, men

deres muligheter til fagbrev eller allmennfag-

Et forsĂ¸k pĂĽ tilrettelegging for elever med mangelfulle forutsetninger

ogsĂĽ elevens kjennskap til disse sjangrene og

lig pĂĽbygging?

alt hva det fĂ¸rer med seg av hĂ¸flighetsfraser,

SĂĽ hva gjĂ¸r vi? PĂĽ Kvadraturen skolesenter har

plassering av datoer osv.

vi sĂĽpass mange elever av denne kategorien pĂĽ enkelte studieretninger at vi rett og slett

Den muntlige eksamenen bestĂĽr vanligvis

har gjort forsĂ¸k med nivĂĽdifferensiering. Vi har

av tre deler: ukjent lytteprĂ¸ve, kunnskap om

Se notis pĂĽ s. 10 om flytting av engelskfaget fra pĂĽbyggingskurset.

troubleshooter:

Nye oppgavetyper pĂĽ CD-en

troubleshooter har kommet i ny utgave i ĂĽr, og den nye, fargesterke og varierte boka har blitt en klar â&#x20AC;&#x153;hitâ&#x20AC;? blant lĂŚrere og elever. Ikke minst setter mange pris pĂĽ at troubleshooter er en aktivitetsgrammatikk i beste forstand; teoristoffet er gjort enda kortere, klarere og mer konsist og fĂ¸lges av oppgaver som spenner fra innfylling til rollespill, fra oversettelse til kreativ skriving.

troubleshooter CD Men dette gjelder altsĂĽ boka. Hva sĂĽ med CD-en som fĂ¸lger boka? Her ser vi et mye bredere spekter av oppgaver enn pĂĽ disketten til den forrige utgaven av troubleshooter. Grunntanken bak alle oppgavetypene er at elevene skal kunne holde pĂĽ med dem pĂĽ egen hĂĽnd, og at de skal fĂĽ svar umiddelbart pĂĽ om de har klart ĂĽ lĂ¸se en oppgave eller ikke. Her er en kort presentasjon av de seks forskjellige oppgavetypene som finnes pĂĽ CD-en. Til sammen inneholder CD-en godt over 300 oppgaver. Nok ĂĽ bryne seg pĂĽ for aktive sprĂĽkelever!

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Eksempel pĂĽ lukeoppgave: I denne â&#x20AC;&#x153;klassiskeâ&#x20AC;? typen grammatikkoppgave er poenget naturlig nok ĂĽ fylle inn riktig svar i de tomme lukene. Elevene kan bruke Tab og piltastene for ĂĽ navigere mellom felter. Enter-

tasten kan brukes for ĂĽ rette den luka markĂ¸ren stĂĽr i.

7LO KRYHGVLGH

Eksempel pĂĽ flervalgsoppgave (multiple choice):

Eleven fĂĽr 2â&#x20AC;&#x201C;3 svaralternativer til hvert spĂ¸rsmĂĽl.

Etter hvert som spĂ¸rsmĂĽlene besvares, markeres rett/feil i

poengtelleren ved at oppgavenummeret farges grĂ¸nt/rĂ¸dt. Hvis

eleven svarer feil pĂĽ et av spĂ¸rsmĂĽlene, vil det korrekte svaret

markeres med en grĂ¸nn sirkel.

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7LO KRYHGVLGH

Eksempel pรฅ parmatch: Oppgaven besvares ved at eleven drar en boks fra hรธyre kolonne til den boksen i venstre kolonne hun mener den hรธrer sammen med.

7LO KRYHGVLGH

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Eksempel pรฅ ordrutenett: Her skal eleven finne ordene som skjuler seg i rutenettet. For รฅ markere et ord trykker man pรฅ den fรธrste bokstaven, drar og slipper over den siste bokstaven. Eleven kan markere loddrett, vannrett og pรฅ skrรฅ i ordrutenettet. Hvis ordet eleven har markert er et av ordene som skal finnes, blir markeringen stรฅende.

7LO KRYHGVLGH

Eksempel pรฅ ordstokking: I denne oppgaven mรฅ eleven plassere ord som ligger hultet til

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bulter og oppรฅ hverandre, i riktig rekkefรธlge pรฅ linjen. Lager man

en korrekt setning, kan man fortsette til neste setning.

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Eksempel pรฅ kryssord:

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kryssordet er fylt ut.

Brukerundersøkelse om PASSAGE Benytter du læreverket Passage i din undervisning? Kunne du tenke deg å sette av noen minutter til å svare på noen spørsmål om verket? I så fall kan du hjelpe oss til å utvikle læremidler som er enda bedre tilpasset ditt og dine elevers behov. Svarene vi får, vil være til stor hjelp i vårt videre arbeid. Du kan selv velge hvordan du vil svare – gjennom å fylle ut et spørreskjema, eller ved å logge deg inn på følgende nettadresse: http://web.refleks.com/?surveyid=14639 Dersom du ønsker å motta et spørreskjema (med frankert returkonvolutt) i posten, ber vi deg sende oss en e-post og be om dette. Bruk følgende adresse: vgsinfo@cappelen.no Du kan også ringe oss for å be om spørreskjema. Telefonnummeret er 22 36 51 45. Alle som svarer på undersøkelsen, får en bokpremie. Du kan velge mellom Karin Fossums Natt til fjerde november og Torbjørn Færøviks Kina. Dersom du svarer på undersøkelsen på nett, er du i tillegg med i trekningen av en bokpakke bestående av et antall av høstens nye utgivelser fra Cappelen, bl.a. Erlend Loes og Lars Saabye Christensens nye bøker. Vi vil gjerne ha svar fra flest mulig engelsklærere som bruker Passage, og ber om at spørreskjemaet kopieres hvis dere trenger flere. Svarfristen er 10. desember.

På forhånd takk for hjelpen!

? Ja, takk! Jeg vil gjerne stå som mottaker av fagavisen (gratis!) for engelsklærere. Skolens navn: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Skolens adresse: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Faglærerens navn: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

E-post adresse: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CAPPELEN UNDERVISNING, Videregående skole, Postboks 350 Sentrum, 0101 Oslo. Faksnummer: 22 36 50 46