Førebuing/ Forberedelse

Transcription

Førebuing/ Forberedelse - Utdanningsdirektoratet

Førebuing/
Forberedelse
ENG1005/ENG1006 Engelsk for
hørselshemma/hørselshemmede
Elevar og privatistar/Elever og privatister
16.11.2016
Nynorsk
Informasjon til førebuingsdelen
Førebuingstid
Førebuingstida varer éin dag.
Hjelpemiddel
På eksamen er alle hjelpemiddel tillatne, bortsett frå Internett og andre verktøy som
kan brukast til kommunikasjon. For norsk, samisk, finsk som andrespråk og
framandspråka er heller ikkje omsetjingsprogram tillatne. Teikenspråktolk kan
brukes berre til å omsetje norsk.
Ved bruk av nettbaserte hjelpemiddel til eksamen, er det viktig å kontrollere at
kandidatane ikkje kan kommunisere med andre (dvs. samskriving, chat, alle
moglegheiter for å utveksle informasjon med andre) under eksamen.
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 utskrifter eller sitat frå Internett, skal du også føre opp nøyaktig
nettadresse og nedlastingsdato.
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.
Forberedelse ENG1005/ENG1006 Engelsk for hørselshemma/hørselshemmede H2016
Side 2 av 16
Bokmål
Informasjon til forberedelsesdelen
Forberedelsestid
Forberedelsestiden varer én dag.
Hjelpemidler
På eksamen er alle hjelpemidler tillatt, bortsett fra Internett og andre verktøy
som kan brukes til kommunikasjon. For norsk, samisk, finsk som andrespråk
og fremmedspråkene er heller ikke oversettelsesprogrammer tillatt.
Tegnspråktolk brukes bare til å oversette norsk.
Ved bruk av nettbaserte hjelpemidler til eksamen, er det viktig å kontrollere at
kandidatene ikke kan kommunisere med andre (dvs. samskriving, chat, alle
muligheter for å utveksle informasjon med andre) under eksamen.
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 utskrifter eller sitater fra Internett, skal du også oppgi
nøyaktig nettadresse og nedlastingsdato.
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.
Side 3 av 16
The topic for this examination is:
"The role of entertainment"
People of all ages like to be entertained. However, what amuses or gives people enjoyment varies
over time and from person to person. It also varies from country to country, and from sub-culture to
sub-culture. There are many different types of entertainment: storytelling, arts, theatre, sports,
games, literature and music. Entertainment can focus on and encourage us to think about social
relations, politics, history, education and working life. It can also serve different functions and play
different roles.
When people experience entertainment in a group, they may also share the emotions roused by the
entertainment. Entertainment therefore can function as a sort of "social glue". For hundreds – or
even thousands – of years, people have come together to enjoy different forms of entertainment.
Today, the situation is changing. Many homes have several TVs and PCs and people can choose to
enjoy entertainment alone and not always with other people.
Entertainment can have positive effects on individuals and society. For example, when people enjoy
the same TV show, or read the same novel, they share an experience that gives them something to
discuss. Entertainment may also help to decide which topics people discuss. When it comes to
language skills, some studies show that young non-native speakers can improve their English by
watching English-language programmes and playing computer games with instructions in English.
On the other hand, entertainment can have negative effects on audiences. It can distract people
from their working life or learning. Some researchers even suggest that media entertainment
causes a decline in school performance. Furthermore, entertainment can influence people
negatively by providing unhealthy role models. It may also limit what and how people think about
certain issues.
In this preparation material, you will find texts about different types of entertainment and their
influence on language, learning, working life, culture and values. We hope they will inspire you to
explore ideas and thoughts about this topic. Remember to look for information from other sources,
including what you have worked with during your English course. Make a note of useful keywords
and phrases, and remember to note down your sources.
REMEMBER TO BRING THIS PREPARATION MATERIAL WITH YOU TO THE EXAMINATION. YOU WILL
NEED IT.
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Text 1
Text 2
There are both positive and negative effects of computers and the Internet. For instance, on one
hand, it can increase social contact online, but on the other hand, it can cause internet addiction,
loneliness and isolation from the physical world.
Below are some positive and negative effects of computers and the Internet.
Positive
Negative
•
Increases social contact online
•
Causes addiction, isolation, loneliness
•
Maintains social relationships
•
Lower quality of physical relationships
•
Provides literacy skills
•
Worse spelling, writing, plagiarism
•
More active learning through exploration
•
Greater access to anti-social information
•
Greater access to educational
information
More individual-centred learning
•
Less time to read long, quality books
•
More inaccurate information
•
Side 5 av 16
Text 3
6 Things We Could All Learn from Reality TV Shows
Becoming a success in life often requires combining what you learn in school with what you learn
elsewhere. Here are some of the things bloggers think we can learn from competition reality shows:
1. Face your fears
The fear of failure is something we all experience. One of the differences between someone
who succeeds and someone who doesn’t is the ability to face that fear and move forward. If
the people on reality shows can make themselves look stupid in front of millions of people,
your fear of failure shouldn’t hold you back.
2. Take risks
We all like to stay inside our comfort zones, which is one of the reasons why we like reality
TV so much; it shows people well outside of theirs. Be inspired by them to do things you
wouldn’t usually do. This is how we grow and develop as people.
3. Be ready for surprises
Life will always bring surprises, and the producers of reality shows like to surprise the
contestants with different challenges. Remember that if you expect things to go
smoothly, you will always be disappointed. Expect the unexpected!
4. Look for the balance between yourself and your team
Most reality shows are individual competitions, yet at some point, contestants must work as
part of a team. You need to find this balance in your life. Take responsibility for your own
achievements, but make sure that you allow yourself to help and be helped by others.
5. Learn how to take criticism
Experts often judge people in reality shows. The successful contestants will be able to
evaluate and use this assessment, in exactly the same way as you should use the
assessment of a teacher or a boss.
6. Keep your cool
Reality shows, like life itself, like to put people under pressure. You need to keep stress
under control by managing your energy. Energy dictates what you will do with the amount
of time you have. Just remember to stay positive and confident in yourself during times of
high pressure.
Adapted
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Text 4
Why is Entertainment so Entertaining?
By Peter G Stromberg, Ph. D.
Why do we love entertainment (celebrities, TV, films etc.) so much? Stupid question, right? We love
it because it's entertaining! So let me re-phrase: why are celebrities, TV, films etc. so entertaining
that many people spend almost every available hour engaged with them?
The answer turns out to be similar to the question of why we love food that is full of salt and fat:
entertainment taps into aspects of our mental and emotional heritage. Contemporary
entertainment builds upon some very powerful built-in human neural processes, and as a result it's
sort of a Big Mac for the brain.
That does not mean that 25,000 years ago our ancestors were sitting around the fire and thinking,
"This is really boring, I wish we had a flat screen TV." But it's a pretty good guess that they were
telling stories. After all, no anthropologist I know of has ever claimed to observe a human culture
that doesn't value narratives of various sorts. Recent work in areas such as cognitive neuroscience
and developmental psychology goes a long way toward explaining why this is so.
The key to understanding the human lust for stories is to grasp the importance of imitation in our
social and cognitive processes. We sometimes think of imitation as a rather low-level mental ability
("monkey see, monkey do") but true imitative behavior is highly complex and is probably limited to
humans. True imitation entails not only doing what somebody else does, it also means
understanding what that somebody else is achieving.
Psychologists have suggested that our virtually automatic capacity to quickly understand what
other people are doing is the single most significant evolutionary advance that separates us from
other primates. It is this that enables us to cooperate with others in building human culture and
language.
Our ability to understand others’ perspectives is also what makes it so easy for us to enter into an
imaginative situation such as a story. And we really do enter into stories. The imitative capacity of
our minds enables us to almost completely occupy a fictional position, so that both our thoughts
and feelings begin to be shaped more by the fiction than by our real-life situation. We feel that we
are there, in the story, an experience called "narrative transport."
It is now 25,000 years since our ancestors sat around that fire telling stories. There are now 3D
movies and surround sound and computer enhanced imagery, all sorts of technologies that enable
us to plunge deeper into our beloved fictions. It's like a powerful, mind-altering drug, except that it's
legal and completely safe. No wonder entertainment is so entertaining.
Adapted
Side 7 av 16
TEXT 5
Ever since the time of the printing press, printed stories, which we call literature, have been a
favourite pastime for many. However, that is not to say that literature is always pleasant for the
mind, and perhaps it serves just as much to remind us of aspects of life we feel uneasy about.
Below is an extract from Aldous Huxley’s "Brave New World" which was first published in 1932.
The novel is about an imagined future society, where people are bred for different purposes and
with different intelligence levels, and where everybody is kept happy through extensive
manipulation while asleep and feel-good pills.
The extract is about the protagonist Bernard and his friend Helmholz, who are both so-called
Alphas (very intelligent). Both characters have overstepped the boundaries of what is allowed in
their society. Bernard does this by writing an article with unacceptable and questioning content.
Helmholz writes a poem about loneliness for one of his lectures to psychology students, instead of
using the pre-set examples of rhymes.
At their first meeting after their estrangement, Bernard poured out the tale of his miseries and
accepted consolation. It was not till some days later that he learned, to his surprise and with a
twinge of shame, that he was not the only one who had been in trouble. Helmholz had also come
into conflict with Authority.
"It was over some rhymes," he explained. "I was giving my usual course of Advanced
Emotional Engineering for Third Year Students. Twelve lectures, of which the seventh is about
rhymes. On the Use of Rhymes in Moral Propaganda and Advertisement, to be precise. I always
illustrate my lecture with a lot of technical examples. This time I thought I’d give them one I’d just
written myself. Pure madness, of course; but I couldn’t resist it." He laughed. "I was curious to see
what their reactions would be. Besides," he added more gravely, "I wanted to do a bit of
propaganda; I was trying to engineer them into feeling as I’d felt when I wrote the rhymes. Ford!*"
He laughed again. "What an outcry there was! The Principal had me up and threatened to hand me
the immediate sack. I’m a marked man."
"But what were your rhymes?" Bernard asked.
"They were about being alone."
Bernard’s eyebrows went up.
"I’ll recite them to you if you like." And Helmholz began:
[…….]
"Well, I gave them that as an example, and they reported me to the Principal."
"I’m not surprised," said Bernard. "It’s flatly against all their sleep-teaching. Remember,
they’ve had at least a quarter of a million warnings against solitude."
"I know. But I thought I’d like to see what the effect would be."
"Well, you’ve seen it now."
Helmoholz laughed. "I feel," he said after a silence, "as though I were just beginning to have
something to write about. As though I were beginning to be able to use that power I feel I’ve got
inside me – the extra, latent power. Something seems to be coming to me." In spite of all his
troubles, he seemed, Bernard thought, profoundly happy.
* "Ford!" is used as a swear word similar to "God!" in this novel.
Side 8 av 16
Text 6
Adapted
Side 9 av 16
Text 7
Is there such a thing as Deaf humor?
Yes, Deaf humor is an important part of Deaf literature and entertainment. Deaf humor is culturally
based because in its jokes the Deaf person is the protagonist. Sometimes the jokes are at the
expense of hearing people. The Deaf person comes out on top because of his or her deafness. Dr.
Bill Vicars says, "Yes, Deaf humor can make fun of hearing people. But there is a difference: we are
talking about a culturally oppressed group finding amusement and success in the very condition
that the dominant culture pities us for. Deaf humor is not against hearing people, it is just in
support of Deaf Culture!" However, Deaf humor is understood and appreciated only by people who
have knowledge of the culture.
Adapted
Deaf jokes and sign language humor
Rachel Sut ton-Spence and Donna Jo Napoli
Deaf communities’ humor is based on the visual experience of Deaf people, and is also influenced
by their knowledge of humor traditions in the hearing society. Sign language humor in America and
Britain may be seen in the creation of new visual signs, the witty reanalysis of existing signs and in
bilingual games in which English is manipulated within sign languages. Deaf humor supports the
feeling of belonging to a community. It also defines the “out-group”, including deaf people who do
not belong to the community and hearing people who are often seen as a threat to the community.
The visual nature of Deaf humor is one of its key characteristics.
Deaf jokes and humorous signing and language games rapidly spread internationally across Deaf
communities through personal contact and, increasingly, through the Internet (especially via You
Tube), frequently being adapted and naturalized with nationally appropriate details so that
community members are not even aware where the jokes originated.
Adapted
Side 10 av 16
Text 8
Time spent on television – new trends
•
•
•
•
•
•
•
•
•
The average person in the world’s biggest economies spends three hours and 41 minutes a day
watching television.
The average person in the United States watches almost five hours of television a day.
The average Brit watches three hours and 40 minutes of TV.
Ofcom (the communications regulator in the UK) says the UK appears to be "the most
technologically-advanced of European nations".
81 per cent of Brits have used an online service to watch TV or films, such as Netflix or BBC
iPlayer, in the last month, while 16 per cent have accessed TV shows via catch-up TV on a
tablet.
At the same time, the UK saw the greatest decline in so-called "linear TV viewing" last year,
going down by 4.9 per cent. This means less people watch shows when they are actually
broadcast.
In comparison, the US's linear TV viewing per day declined by 3.8 per cent last year, and
France's declined by 2.2 per cent.
The UK trend in accessing TV shows more and more from the Internet may be connected to the
fact that 42 per cent of UK households own a TV connected to the Internet, which is more than
any country except Spain.
Only Sweden, China, Korea, the Netherlands and Australia watch less linear TV a day than
people in the UK.
Adapted
Side 11 av 16
Text 9
RESEARCH NEWS
News from the world of research
November 2016
A researcher at the University of Oslo, Lisbeth M. Brevik, made an interesting discovery when
studying reading proficiency tests in English and Norwegian for 16-years-olds. Approx. 5 % of the
students, who are Norwegian native speakers, scored low on the Norwegian reading proficiency
test, but high on the English proficiency reading test. In follow-up interviews, some of these
students claimed that on average they spend three hours every day playing online games whilst
chatting and speaking in English. In addition, they watch English language films and TV-series. Her
conclusion was that these students choose to use English as their main language in their spare
time, and therefore improve their English-language skills.
Text 10
Can TV Still Tackle Real Issues?
by Michael Schneider
Just two seasons in, the CBS sitcom Mom (2013 -) has already tackled some serious issues,
including alcoholism, gambling, homelessness, and cancer. Even the star Anna Faris, whose
character, Christy, is struggling with sobriety, admits she was shocked when her character's teen
daughter turned up pregnant in the second episode. "I thought it was a joke," says the actress.
Mom is a primetime comedy that doesn't shy away from often dark subject matter. "This was an
attempt to do something that was more personal and serious," says creator and executive producer
Chuck Lorre. "I didn't see any point in doing another sitcom and not expanding the language a little
bit. It seemed to me that the comedy genre doesn't really deal with reality."
It's not just comedy that has lost some reality over the years. In an era of superhero adaptations,
antihero dramas, and postapocalyptic thrillers, Neal Baer, who has served as a writer and executive
producer on NBC's ER (1994-2009) and Law & Order: Special Victims Unit (1999-), misses the
days when TV tackled subjects such as gun control and abortion. "The TV-series Hill Street Blues
(1981-1987), ER, NYPD Blue (1993-2005) were shows that grappled with tough issues," says Baer.
"It is harder to do that now," Baer continues. "We did an episode on Special Victims Unit based on
an article in Science magazine that showed kids who are exposed to gunfire are two to three times
more likely to commit a violent act. We didn't just preach and express our opinion – we did both
sides. We did stories about teen access to abortion, mercy killing, home schooling and
vaccinations. Having that freedom was quite wonderful."
Jeffrey P. Jones, Ph.D., director of the Peabody Awards at the University of Georgia, which honors
programs with a socially conscious message, understands Baer's point of view. He says that
storytellers must now address such topics in different ways. "Television has always feasted on
social issues," says Jones, pointing out that, in recent years, The Good Wife (2009-) featured
Side 12 av 16
storylines on Internet privacy and rape on college campuses, while Parenthood (2010-2015)
touched on breast cancer and adoption. Black-ish (2014-) recently caused a minor stir with an
episode about spanking, and Grey's Anatomy (2005-), which dealt with the character Cristina's
choice to have an abortion in 2011, had a story about a homeless war veteran. Social issues are
also addressed on streaming TV-series like Transparent (2014-) which focuses on a man who is
learning to live as a woman, and Orange Is the New Black (2013-), which is about imprisonment.
Vice president of ABC Family, Karey Burke, says that the big difference in TV-series these days "is
that there's not one show tackling hundreds of subjects. Instead, there exist hundreds of smaller
shows, each embracing one topic. A good example is The Fosters (2013-) which is about a lesbian
couple raising a blended family who wrestles with social issues. The whole show is structured by
that idea."
Jones says audiences are now turned off by shows that in the past came off as preachy. Today, the
messages are more subtle. That view holds true for Baer's most recent series, CBS's Under the
Dome (2013-), a sci-fi thriller that is also a commentary on what might happen to democracy in the
face of dwindling natural resources.
Baer believes the explosion of TV-programs makes it tougher for mainstream primetime shows to
address such themes today. With so many choices, he says, viewers are less willing to be
challenged by uncomfortable storylines. If they tune out, advertisers won't pay networks as much to
air their commercials. Consequently, the answer lies in what the networks and other buyers insist
on. One way to get through the hard moments in life is through humour and comedy. Why should
that be different on a TV show?
Adapted
Side 13 av 16
Sources
"Text 1":
Lai, K. (2009). Globe [Online image]. Retrieved May 14, 2016, from
http://smg.photobucket.com/user/charlesx/media/Blog%20Pictures/globe.jpg.html?src=p
b
Nyle DiMarco. Dancing with the stars. Retrieved September, 27, 2016, from
http://www.bostonherald.com/sites/default/files/styles/gallery/public/blog_posts/nyleshar
na.jpg?itok=KWyDim3c
[Untitled online image of pub]. Retrieved May 14, 2016, from
http://img.thesun.co.uk/aidemitlum/archive/00910/SNN1712PX--682_910169a.jpg
Signmark [online image]. Retrieved September 27, 2016. from
https://handeyes.files.wordpress.com/2011/10/album_btr.jpg
"Text 2":
Hill, G. (2009) AS & A Level Psychology Through Diagrams, Oxford University Press
"Text 3":
Myers, V. (n.d.). 6 Things We Could All Learn from Competition Reality TV Shows. Retrieved March
29, 2016, from
http://rhodescomm.com/_blog/Observations/post/6_Things_We_Could_All_Learn_From_C
ompetition_Reality_TV_Shows/
"Text 4":
Stromberg, P. G. (2009, 29 August). Why is Entertainment so Entertaining? Retrieved May 14,
2016, from http://www.psychologytoday.com/blog/sex-drugs-and-boredom/200908/whyis-entertainment-so-entertaining
"Text 5":
Huxley, A. (2004) A Brave New World, London: Vintage, pp. 157-159
"Text 6":
Ethan. (2013, 25 October). English for Life: 10 TV Shows Which You’ll Love Learning English With.
Retrieved March 29, 2016, from http://reallifeglobal.com/english-for-life-10-tv-shows-whichyoull-love-learning-english-with/
"Text 7":
Courtland college. Deaf jokes and humor.. Retrieved September 27, 2016, from
http://web.cortland.edu/KaminskiK/finalproj/FinalPg4.html
Sutton-Spence, R. & Jo Napoli, D. Deaf jokes and sign language humor.. Retrieved September 27,
2016, from http://www.swarthmore.edu/SocSci/dnapoli1/lingarticles/
deafjokesandsignlanguagehumor.pdf
That deaf guy. Cartoon. Retrieved September 27, 2016, from https://s-media-cacheak0.pinimg.com/originals/36/2c/90/362c90f3fff41288665ec93fd5df67ba.jpg
"Text 8":
Titcomb, J. (2015, 10 December). Which country watches the most TV in the world? Retrieved
March 28, 2016, from http://www.telegraph.co.uk/technology/news/12043330/Whichcountry-watches-the-most-TV-in-the-world.html
Side 14 av 16
"Text 9":
Ingebritsen, T. B. (2016, 29 January). Dataspilling gjør unge bedre i engelsk. Retrieved March 28,
2016, from http://www.nrk.no/norge/_-dataspilling-gjor-unge-bedre-i-engelsk-1.12771444
"Text 10":
Schneider, M. (2014, 9 December). Hot Topics: Can TV Still Tackle Real Issues? Retrieved April 14,
2016, from http://www.tvguide.com/news/hot-topics-tv-real-issues-1090581/
Side 15 av 16
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Førebuing/ Forberedelse - Utdanningsdirektoratet

Transcription

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