Førebuing/ Forberedelse

Førebuing/
Forberedelse
ENG1005 og ENG1006 Engelsk for
høyrselshemma/hørselshemmede
Elevar og privatistar/Elever og privatister
Nynorsk/Bokmål
19.11.2014
Nynorsk
Informasjon til førebuingsdelen
Førebuingstid
Førebuingstida varer éin dag.
Hjelpemiddel
På førebuingsdagen er alle hjelpemiddel tillatne, inkludert bruk av
Internett.
På eksamen er alle hjelpemiddel tillatne, bortsett frå Internett og
andre verktøy som kan brukast til kommunikasjon. Teikenspråktolk
kan brukast berre til å tolke norske omsetjingar i engelsk/norsk
ordbøker.
For norsk, samisk, finsk som andrespråk og framandspråka er heller
ikkje omsetjingsprogram tillatne.
Bruk av kjelder
Dersom du bruker kjelder i svaret ditt, skal dei alltid førast opp på
ein slik måte at lesaren kan finne fram til dei.
Du skal føre opp forfattar og fullstendig tittel på både lærebøker og
annan litteratur. Dersom du bruker utskrift eller sitat frå Internett,
skal du føre opp nøyaktig nettadresse og nedlastingsdato.
Vedlegg
“Brighton Residents Arrested in Fracking Demo”. Utdanningsdirektoratet,
2013.
“Curriculum Vitae, Sebastian Knowles”. Utdanningsdirektoratet, 2013.
“Malala is living proof that one person can indeed bring positive change in
the world”. Utdanningsdirektoratet, 2013.
“How millennials are transforming the workplace” Tilpassa frå: The Week
Staff, August 24, 2012. Lasta ned 17. januar 2014, frå
http://theweek.com/article/index/232375/how-millennials-aretransforming-the-workplace
“Percent of Deaf and hard-of-hearing people, age 26-64, who are
unemployed by highest education attained.” Lasta ned og tilpassa 27.
januar 2014 frå
http://www.ntid.rit.edu/research/collaboratory/economics/unemploymentrate
Utdrag frå: Joanne Greenberg., 1970, In This Sign. Henry Holt and
Company, LLC, New York. Pp 5-6, Pp 8-9
Andre opplysningar
Førebuingsdagen er obligatorisk skoledag. I førebuingstida kan du
samarbeide med andre, finne informasjon og få rettleiing.
Informasjon om
vurderinga
Sjå eksamensrettleiinga med kjenneteikn på måloppnåing til sentralt
gitt skriftleg eksamen. Eksamensrettleiinga finn du på
www.utdanningsdirektoratet.no.
Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014
Side 2 av 12
Bokmål
Informasjon til forberedelsesdelen
Forberedelsestid
Forberedelsestiden varer én dag.
Hjelpemidler
På forberedelsesdagen er alle hjelpemidler tillatt, inkludert bruk av
Internett.
På eksamen er alle hjelpemidler tillatt, bortsett fra Internett og andre
verktøy som kan brukes til kommunikasjon. Tegnspråktolk kan
brukes bare til å tolke norske oversettelser i engelsk/norsk
ordbøker.
For norsk, samisk, finsk som andrespråk og fremmedspråkene er
heller ikke oversettelsesprogrammer tillatt.
Bruk av kilder
Hvis du bruker kilder i besvarelsen din, skal disse alltid oppgis på en
slik måte at leseren kan finne fram til dem.
Du skal oppgi forfatter og fullstendig tittel på både lærebøker og
annen litteratur. Hvis du bruker utskrift eller sitat fra Internett, skal
du oppgi nøyaktig nettadresse og nedlastingsdato.
Vedlegg
“Brighton Residents Arrested in Fracking Demo”. Utdanningsdirektoratet,
2013.
“Curriculum Vitae, Sebastian Knowles”. Utdanningsdirektoratet, 2013.
“Malala is living proof that one person can indeed bring positive change in
the world”. Utdanningsdirektoratet, 2013.
“How millennials are transforming the workplace” Tilpasset fra: The Week
Staff, August 24 2012. Lasta ned 17. januar 2014, fra
http://theweek.com/article/index/232375/how-millennials-aretransforming-the-workplace
“Percent of Deaf and hard-of-hearing people, age 26-64, who are
unemployed by highest education attained.” Lastet ned og tilpasset 27.
januar 2014 fra
http://www.ntid.rit.edu/research/collaboratory/economics/unemploymentrate
Utdrag fra: Joanne Greenberg., 1970, In This Sign. Henry Holt and
Company, LLC, New York. Pp 5-6, Pp 8-9
Andre opplysninger
Forberedelsesdagen er obligatorisk skoledag. I forberedelsestiden
kan du samarbeide med andre, finne informasjon og få veiledning.
Informasjon om
vurderingen
Se eksamensveiledningen med kjennetegn på måloppnåelse til
sentralt gitt skriftlig eksamen. Eksamensveiledningen finner du på
www.utdanningsdirektoratet.no.
Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014
Side 3 av 12
The topic for this exam is:
Are people masters of their own lives?
People's lives are influenced or even determined by their environments – time, place,
work, family, history and culture. Most of us would like to think we decide our own future,
but do we really? To what extent can we influence society around us? Are the choices we
make really our own? And what happens if the choices we make are outside the norm?
In your preparation period, you should think about and discuss to what extent and how
people are masters of their own lives – for good or for bad.
You should study the texts below and revise relevant material you have studied during
your English course. This could be in your textbook, news stories, films, literature or other
material you have studied. You may also find new material that is suitable.
It can be a good idea to make a note of key words and phrases. Finally, remember to
note down your sources.
Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014
Side 4 av 12
Text 1
Brighton Residents Arrested in Fracking Demo
Fracking is a controversial issue as we saw on 28th August. That day six Brighton and
Hove residents, including a local politician from the Green Party, were arrested during
an anti-fracking demonstration in Balcombe, West Sussex.
The demonstration was organized by mainly local activists. They are worried that the
hydraulic fracturing, process, or “fracking”, that is used to extract gas from underground
rocks can cause small earthquakes and pollute water supplies. Other protesters are against any
oil and gas exploration in the countryside. The object of the demonstration was to blockade
the site near Balcombe, and in this way stop further drilling for oil. Several hundred protesters
took part in the Balcombe demonstration, which was just one of several protests across
Britain, involving several thousand people.
Inevitably the police were called in,
and there was a confrontation. At
around 3 pm, police began to push the
protesters towards a small section of
the road and arrested a number of
people. Local police officers in highvisibility yellow vests started the push,
followed by uniformed officers from
the London Metropolitan Police. They
detained a group of people that were still blocking the road and one young man was allegedly
held face down on the road by three officers. He shouted: "I'm not resisting, please get off
me." At this point most of the demonstrators left, and the remaining activists were forced into
a small side road and prevented from leaving. Twenty-five people were arrested on the spot.
However one man, Sebastian Knowles (unemployed), was arrested later the same day at his
parent’s home in Copthorne Court, Hove, after a policeman had recognized his distinctive
facial tattoo and piercings from a previous demonstration.
Police and protesters gave differing accounts of the incident. While protesters insisted that
they acted in a non-violent way, intending only to protest peacefully, the police said that some
protesters became “very aggressive” when asked to leave the site.
Explaining the reason for the demonstration, a spokesperson for the action committee, Sarah
Black said: “When we look at the enormous damage to the environment that fracking has
already caused in Canada and the USA, it goes without saying that we don’t want the same
thing to happen in our village. We want to show those in power that the British people will
not take this lying down.”
The Chief Constable later said on TV: “The use of force was regrettable, but necessary.
Having said that, I want to make it absolutely clear that 99% of the demonstrators were wellbehaved. The problems in these cases are almost always caused by a small group of
individuals who go to demonstrations just to make trouble. A small number of the people we
arrested were Balcombe residents, but others had travelled quite long distances to take part.”
Utdanningsdirektoratet, 2013
Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014
Side 5 av 12
Text 2
CURRICULUM VITAE
Sebastian Knowles
Born: 21/03/87
Address: 21 Freeman Street, Hove, Sussex
Tel: 0171 895 647
E-mail: [email protected]
PERSONAL STATEMENT
Motivated and devoted team player who enjoys hard work and
who tackles stress well.
SKILL SETS
IT
·
·
Fully competent in all of the basic computer software programs.
Able to create and administrate websites using HTML
Languages
·
Native English speaker, fluent in French and basic Spanish
WORK EXPERIENCE
Jan 2013 – July
2013
Assistant, Blessfields Care Home, Hove
Various care duties such as kitchen work, cleaning and personal companionship
Jan 2012 – Dec
2012
Web administrator, Freelance
Short contract work for various employers including Greenpeace, WWF
Sep 2008 – Nov
2008
Assistant, Koplan Catering Services, Brighton
Food preparation and delivery
EDUCATION
Sep 2003 – Jun
2005
NVQ, Food and Nutritional Services, Essex Vocational College, Colchester
Sep 2001 – Jun
2003
GCSEs (8 at grades A-C), Glossop Secondary, Hove
Utdanningsdirektoratet, 2013
Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014
Side 6 av 12
Text 3
Malala is living proof that one person can indeed bring positive change in the
world.
When the Taliban took control of the Swat Valley
in Pakistan, it became more difficult, and far more
dangerous, for girls to attend school. Indeed,
militant extremists destroyed dozens of girls’
schools in their attempt to make women ignorant
and obedient. However, one girl spoke out against
the barbarism. Malala Yousafzai refused to be
bullied and insisted on her right to an education.
She first became a respected public figure in 2009
when she wrote a diary (in Urdu) for the
BBC about life under oppression. Then, on October
9, 2012, when she was still only a child of fifteen,
Malala was shot in the head by a brutal terrorist on
the bus home from school. It seemed unlikely that
she would survive. However, thanks to expert
medical treatment, first in Pakistan and then in the UK, Malala made a
miraculous recovery.
The cowardly and despicable assassination attempt has taken her on an
incredible journey from the Swat valley in Pakistan to the United Nations
building in New York. Now, at the age of sixteen, she has become a worldwide
symbol of peaceful protest against tyranny and ignorance, and the youngest
person ever to be nominated for the Nobel Peace Prize, which she unfortunately
was not awarded.
Her biography, I AM MALALA, was published in 2013 and tells the true story
of an intelligent and courageous young girl who refused to give in, and of her
brave and supportive parents who have demonstrated the deep love and respect
they have for their daughter in a society that puts more value on sons.
Utdanningsdirektoratet, 2013
Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014
Side 7 av 12
Text 4
How millennials are transforming the workplace
Millennials are Americans born in the 1980s and '90s. They are starting to change the
workplace at some major corporations.
What kind of changes do they want?
Millennials want more flexible work hours, feeling that it is pointless to stick to a rigid 9-to-5
schedule if they can still get their work done without being tied to a desk. They want
companies to take advantage of technology and embrace Skype and Facebook. They want the
freedom to use social media; some have even quit jobs that ban Facebook at the office. They
want big responsibilities as soon as they arrive, and they want to be promoted quickly. Above
all, they expect their jobs to be fulfilling: According to a recent MTV survey, 90 percent of
millennials believe they deserve their "dream job."
Why are they so demanding?
This self-confident generation is accustomed to having control and choices, and that extends
to work. According to the MTV survey, 81 percent of millennials said they should be able to
set their own hours, 70 percent said they need "me time" on the job, and 79 percent think they
should be allowed to wear jeans at the office. In addition, 76 percent believe "my boss could
learn a lot from me."
And companies are falling in line?
They are starting to. Some companies have adopted a "results-only work environment," or
ROWE, a system in which employees are evaluated on their productivity, not the hours they
keep. In a ROWE workplace, the whole team can go and see a 4 p.m. Spider-Man showing if
they have done enough work that day.
Why are companies catering to millennials?
Well, they are literally the future. Millennials are expected to compose 40 percent of the U.S.
workforce by 2020. As the workplace changes, companies need to reconsider how they lead
people and get work done while they are evolving.
What do older workers think about this trend?
They hate it. The demands from younger workers come much to the annoyance of older coworkers who feel they have spent years paying their dues to rise through the ranks. Call it a
clash of generations: A 2010 study showed that older workers "cited work ethic,
respectfulness, and morals as their most important qualities," while "millennials chose
technology, music and pop culture, and liberal attitudes."
Is this a good thing?
Perhaps. If we are smart, we will cheer them on. Americans work longer hours than citizens
of other developed countries, while wages have stayed the same and benefits have been
reduced. The modern workplace frankly stinks, and the changes brought about by the new
generation will be good for everybody.
Adapted from:
The Week Staff, 24th August, 2012, How millennials are transforming the workplace
Downloaded 17th January, 2014 from http://theweek.com/article/index/232375/how-millennials-aretransforming-the-workplace
Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014
Side 8 av 12
Text 5
Percent of Deaf and hard-of-hearing people, age 26-64,
who are unemployed by highest education attained.
Degree Attained
Percent unemployed
Graduate
6%
Bachelor degree
8%
Associate
12%
Some college education
12%
High School diploma
14%
No High School diploma
21%
Source: 2011 American Community Survey public use data sample.
Comments
Data from the 2011 American Community Survey show that education has a
significant impact on reducing unemployment.
The unemployment rate for Deaf and hard-of-hearing individuals with a bachelor's
degree or higher was 8 percent or less. At the same time the rate tended to be
greater than 20 percent for those with less than a high school diploma when the
national average of unemployment was over eight percent.
Adapted and downloaded 270114 from
http://www.ntid.rit.edu/research/collaboratory/economics/unemployment-rate
Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014
Side 9 av 12
Excerpts from
Text 6
In this Sign, by Joanne Greenberg
This is the story of a deaf couple named Janice and Abel who live in their own world of
Sign Language - signs they are ashamed to show to the hearing world. Their story takes
place in the US during the 1920s. Janice and Abel were quite young when they left deaf
school, got married and eventually moved into town.
…They came in late spring, he and Janice, from his father’s farm. There was a job for him
and for Janice. They had a room on Perrer Street and money for their start — the savings
his father gave him in a deep, old-fashioned snap-purse. On his way home from the
printing shop each night he walked past the place where they sold the automobiles. He
always stood for a while, staring. On nice nights the big doors were open and a light was
on so people could stop and see the beautiful machines, glowing and smooth. Sometimes
the man came out and took someone by the arm and smiled to him to come and sit
behind the wheel and notice this thing or that, try the horn, try the lights. Once, Abel was
that person. The man motioned to him and he went and sat in the car while the man
spoke to him aside, privately, like someone of special fame. He didn’t need to hear the
words to feel the honor, so he smiled and nodded to show how glad he was because of it.
Then the man began to write numbers on a paper. He showed them and Abel nodded
under the light. All that time the man was saying and saying things, his mouth moving
without rest; smiling, too, because he was telling Abel that for the small savings in the
snap-purse, for only the small money which his father gave him — it was true, it was to be
his own, his and Janice’s, that wonderful car. Then Abel nodded yes, and yes again and
signed the papers and the man came all the way around the car and opened the door
and shook his hand.
Abel also remembered very early, the lights trembling in the leaves of those summer
evenings. The air was warm and the late light was warm, a more rich, golden light lay all
along the streets. In such a light, he came to the room and told Janie about the
automobile. She was so excited they left without dinner and went back to see it. The
streets and stores were dark by then; there was little to see, but they were glad they had
gone anyway. They walked home slowly, in silence, because of the dark. The stars here
were not spread put on one wide night as it was back on the farm; they were comfortably
measured and held between the buildings of the city. Everything they saw, thought and
knew had splendor for them; happiness, richness and strength. They looked at everything
in a clearer light. How could there be bad in such joy, in any of it?
Abel and Janice sell their car very cheaply when they find out it is too expensive to run.
They did not understand that the papers they signed were for a loan. The car dealer sues
them for not paying back the loan and they have to go to court with Comstock, a socalled interpreter.
The Judge was speaking. Comstock said there were questions.
Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014
Side 10 av 12
"When you bought the car, did you read what was given you to sign?"
"It was about the car. I signed it because it was about the car."
"Why didn't you answer the letters that were sent to you?"
"They were about the car, too, but I sold the car -- the car was gone, then. How can it help
you to read about it?"
"Weren't you aware that you had made only partial payment?"
"What?"
"Didn't you know you made only part of the payment - that you had more to pay?"
"No." Abel's eyes went from the Judge to Comstock and back again, watching how his own
words were taken up, judged and laid aside in the Law.
Now the Judge was not speaking, but Comstock's hands were breaking words. "I bet you
tried to hide that you were deaf!"
Abel looked again at the Judge, but his mouth was not moving.
Finally the Judge gives his verdict. The car dealer wins the case, condemning Abel and
Janice to twenty years of poverty and shame while they repay the loan.
Joanne Greenberg, In This Sign (1970). Henry Holt and Company, LLC, New York. Pp 5-6, Pp 8-9
Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014
Side 11 av 12
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Postboks 9359 Grønland
0135 OSLO
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www.utdanningsdirektoratet.no