Om dette løsningsforslaget: Dette er løsningsforslag laget av eksamenssett.no. For lytteoppgavene (Del 1, oppgave 1–12) har vi transkribert og analysert lydopptakene for å gi fasit med forklaringer. For leseoppgavene og skriveoppgavene (Del 2, 3 og 4) gir vi veiledning, viktige punkter og eksempelsvar. Husk at det finnes mange gyldige måter å besvare skriveoppgavene på.
Løsningsforslag – ENG0030 Engelsk 10. klasse, vår 2026
Eksamenskode: ENG0030 | Dato: vår 2026 | Læreplan: LK20
Tema for Del 2, 3 og 4: GREATNESS
Del 1 – Lytting og lesing
Oppgave 1–5: Flervalg lytting
Oppgave 1: The Ride
Spørsmål: Why is it important to fill up as many seats as possible?
Answer: To help the weight distribution
The announcer tells thrill-seekers to spread out and use the seats at the front, back and both sides of the ride in order to help maintain the balance. Maintaining balance on a ride means distributing the weight evenly. The speaker explicitly notes that this will not really affect the speed (rules out "slow down" and "go as fast as possible") and only mentions enjoyment at the end as a greeting, not as a reason for filling the seats.
Oppgave 2: Award
Spørsmål: Why is The Simpsons getting this award?
Answer: It is said to predict the future.
The presenter mentions humour, one-liners and pop culture references as familiar qualities of the show, but argues that what really sets it apart in this category is the way its writers offer a kind of "Crystal Ball" – a snapshot of where society may be heading, including its potential failures and successes. The Crystal Ball metaphor and the idea of indicating where society is heading point directly to predicting the future – that is the specific reason it wins this award.
Oppgave 3: Acne
Spørsmål: What is the main message of this text?
Answer: Pimple occurrences have increased.
The recording reports that around 14% of young people in the UK were diagnosed with acne in 2021, up from 13% in 1990, and notes that this fits a worldwide trend. The main message is the rise in acne cases. The text says causes could be attributed to lifestyle (so it is not solely about lifestyle), describes popping as harmless but not as the main message, and does not state that acne affects fewer teens outside the UK.
Oppgave 4: Moose on the Loose
Spørsmål: How was the animal identified as a moose?
Answer: Rescuers found it in a pool
The transcript describes a suspected moose reported by residents and a viral video that did not actually confirm what the animal was. The key moment comes when rescuers remove a pool covering and find an adult moose underneath. Residents only reported suspicions, onlookers' video did not confirm anything, and people saw "something" they couldn't identify. The actual identification happened when rescuers removed the pool covering.
Oppgave 5: The Munduruku People
Spørsmål: According to the text what have the Munduruku people been fighting for?
Answer: The right to their own land in the Amazon.
The recording explains that the Munduruku people have long campaigned for their sovereignty and the right to their ancestral land in the Amazon, with Sawmoibo described as deep within the Amazon and as their ancestral home. Mining and logging are mentioned as threats to that land, not rights they fight for, and there is no mention of seats in the Brazilian government.
Oppgave 6–9: Opinions – Starting the School Day Later
Kontekst: The school board has suggested starting school an hour later each day. Listen to four people's opinions and decide whether each person agrees, disagrees, suggests other alternatives, or wants more information.
Oppgave 6: Lucy
Answer: She suggests other alternatives.
Lucy argues that starting an hour later would not really change anything – the real problem, in her view, is the structure of the schedule itself. She would be fine with both arriving earlier and staying later if the school day had longer lunches and breaks. She does not agree or disagree with the later start as such; instead she proposes a completely different solution: restructuring the schedule with longer breaks.
Oppgave 7: Charles
Answer: He disagrees with the suggestion.
Although Charles acknowledges the research linking poor mental health and risky behaviour to insufficient sleep, he ends up saying that the proposal would get a "hard pass" from him. A "hard pass" means a strong refusal – he clearly disagrees with delaying the school start.
Oppgave 8: Stuart
Answer: He disagrees with the suggestion.
Stuart leans on the proverb "the early bird catches the worm" and warns that a later start will mean fewer young people becoming the kind of "early birds" who get ahead in life. He is essentially saying that starting later will hurt students' future success – clearly a disagreement with the suggestion.
Oppgave 9: Sophie
Answer: She agrees with the suggestion.
Sophie lists several positive consequences: her day would line up much better with her family's routines, she would be home closer to when her parents finish work, and she could help her younger siblings get ready in the morning. She does not suggest an alternative – she supports starting later.
Oppgave 10: Volunteer
Kontekst: Listen to a conversation between Marcus and Hailey while they are volunteering. Marcus points out that a quote Hailey credited to Kim Kardashian is actually by Gandhi.
Question 1: How does Marcus conclude how he feels about Kim stealing Gandhi's quote?
→ Accepting
Marcus is initially irritated that Kim takes a quote from elsewhere to make herself sound smarter, but he ends up concluding that because she has a huge audience, if the quote inspires people to do good deeds, the result is positive enough that he should give credit where credit is due. This is an accepting attitude – he reluctantly recognises a positive side.
Question 2: How does Hailey respond to Marcus correcting her?
→ She explains herself.
Hailey responds that she is not going to fact-check him, that he may well be right, and that she was just relaying who she heard say the quote – it is not meant as criticism. She is explaining her position (she was simply quoting who she heard say it) rather than ignoring, arguing or simply agreeing.
Question 3: Where is Hailey doing her volunteer work?
→ A soup kitchen
At the end Hailey tells Marcus to talk less and act more, and to put on an apron and help her out. Aprons and the call to action point to a soup kitchen rather than a thrift store, career centre or support hotline.
Oppgave 11: Smash
Kontekst: A man confronts a boy who has hit something (a window or similar) while playing with a baseball and bat in the middle of the street.
Question 1: What does the boy claim he would have done, had the man not been there?
→ Admitted his mistake
The boy says he could not have run away because the guilt would have shown on his face and his parents would have found out anyway, so he always confesses when something happens. To confess (or "fess up") means to admit – he claims he would have admitted it regardless.
Question 2: What was the man's main worry?
→ That the boy could have injured someone
The man points out that the baseball is a real one and worries that if the boy had hit a person instead of an object, the resulting guilt would have been more than anyone should have to carry. His central concern is the danger to other people, not punishment or cost.
Question 3: What best describes the boy?
→ Careless
The boy plays baseball in the middle of the street and breaks something, but says he was not trying to hit anything and usually has very good aim. He is not innocent (he caused damage), not harmless (a real baseball is dangerous), and not dangerous in intent – just careless about where he was playing.
Oppgave 12: Holiday
Kontekst: Sheila talks about a recent family holiday (in Thailand, including Bangkok). Decide what she thinks about each activity.
| Activity | Answer | Explanation |
|---|
| Hiking |
It's not mentioned |
Sheila never mentions hiking. She talks about sightseeing in Bangkok, beaches and a waterfall, but no hiking. |
| Sightseeing |
She's negative |
Sheila describes walking the streets of Bangkok as crowded, cramped, hot and tiring, and says sightseeing there is not her cup of tea. |
| Eating bugs |
She's undecided |
She didn't try it this time, but says she might give it a go if she goes back – so she hasn't decided yet. |
| Going on a holiday with her parents |
She's undecided |
She says it might be the last time they travel together, but then adds that she might join them next time too – so she literally says she has not decided. |
Oppgave 13: Click Phrase – "Campfire"
Oppgave: Read the text about campfires and click on the word or phrase that means the same as "core".
The passage describes how campfires are central to a campsite and how people are naturally drawn to them.
Answer: Find the word meaning "core" → heart. The text uses the word "heart" to describe the central, essential role of the campfire at a campsite. The heart of something is its core/centre – the most essential part.
Oppgave 14: Click Phrase – "Game"
Oppgave: Read the sports commentary and click on the word or phrase that means the same as "never been seen before".
The commentary describes the player's performance as something that has never happened before and is "blindingly good." The key word is "unprecedented."
Answer: Find the word meaning "never been seen before" → unprecedented. "Unprecedented" literally means without precedent – something that has never happened before.
Oppgave 15: Click Phrase – "Beach"
Oppgave: Read the text about Jenny at the beach and click on the word or phrase that means the same as "fair".
The passage contrasts Jenny's friends, who tan easily, with Jenny herself, who has very pale skin and has to keep applying sunscreen. The key phrase used in the text is "light complexion."
Answer: Find the phrase meaning "fair" → light complexion. In English, "fair" is often used to describe pale, light skin (a "fair complexion"). Jenny's "light complexion" is the same idea. Note that the other meaning of "fair" (just) would point to "unjust" as an antonym – but the right answer is the equivalent word/phrase in the passage, which describes her pale skin.
Oppgave 16: Click Phrase – "Independent"
Oppgave: Read the text and click on the word or phrase that means the same as "improve".
The passage uses the idiom "things are looking up" to express that the character hopes his situation is finally getting better.
Answer: Find the phrase meaning "improve" → look up. The idiom "things are looking up" means things are improving / getting better.
Oppgave 17: Click Phrase – "Master Chef"
Oppgave: Read the text about a TV show and click on the word or phrase that means the same as "washed up".
The passage describes how the producers eventually conclude that the show is "past its prime" and that it is time to end it.
Answer: Find the phrase meaning "washed up" → past its prime. "Washed up" is an idiom for someone or something whose best days are over – exactly the meaning of "past its prime." Other water-themed phrases in the passage ("cleaned up," "wiped the floor," "squeaky clean," "down the drain") describe different states of success or failure, but only "past its prime" matches the meaning of "washed up."
Oppgave 18: Stop Sign – Fill in the Blanks
Oppgave: Read the text about stop signs and select the correct words from the dropdown boxes.
Gap 1: "a traffic sign designed to ___ drivers that they must come to a complete stop" → instruct
A traffic sign instructs drivers what to do. "Make aware" needs "of" not "that," "announce" does not take a person as direct object, and "describe" does not fit the imperative function of a stop sign.
Gap 2: "the intersection is safely clear of vehicles and ___" → pedestrians
The intersection needs to be clear of both vehicles and people on foot. "Pedestrians" is the only noun that fits naturally next to "vehicles." "Walking" is a gerund/verb, "stroller" is a child's pram, and "hikes" doesn't fit.
Gap 3: "before continuing ___ the sign" → past
"Past" is the preposition meaning "beyond" – you continue past the sign. "Passed" is a verb form, "paced" means walked back and forth, and "paste" is unrelated.
Oppgave 19: Robert – Paragraph Ordering
Oppgave: The task gives you two fixed paragraphs (the opening paragraph and a later "well paragraph" where Robert hurries out to the well and starts digging). You then have to place three further paragraphs (Alternative 1, 2, 3 and 4 — pick three of them) in the correct order between and around the given paragraphs to make a coherent story.
Paragraph 1 (given): Robert is curious about a locked basement in his uncle's house, and his uncle finally hands him a rusty key.
Given "well paragraph" (placed later in the sequence): Robert "could barely contain his excitement," hurries outside to the well, grabs a shovel and starts digging.
Correct order of the full story:
- Paragraph 1 – given: Robert gets the rusty key from his uncle.
- Alternative 1: Robert "almost jumped down the stairs," puts the key in the lock and opens the heavy door, revealing a dusty room filled with trunks, books and old photographs. (Logical next step: he uses the key.)
- Alternative 4: He steps inside and explores, finding a diary with a leather cover that belonged to his great grandmother. (Now he is inside and starts examining what is there.)
- Alternative 2: Reading the diary, he finds an entry about a hidden treasure buried in the garden, next to a well. (The diary leads to the next plot point.)
- Given "well paragraph": Robert hurries outside to the well, grabs a shovel and starts digging. (He acts on what he just read in the diary – this paragraph is given in the task, you do not have to place it as an alternative.)
- Alternative 3: The shovel hits something hard; his uncle comes out wondering what is going on, and Robert uncovers a wooden box with an old locket, coins and love letters addressed to his great grandmother. (Resolution: the treasure is found.)
Tip: The chronological clues are the key (basement door → inside → diary → garden → digging → treasure). Each paragraph picks up an object or location introduced in the previous one. The two given paragraphs (the opening and the "well" paragraph) act as anchors – your job is to slot the alternatives in between so the story flows naturally.
Oppgave 20: Power Plugs – Reading Comprehension
Oppgave: Read the text about power plugs and sockets and answer three questions.
Question 1: Who is the main audience of this text? → Norwegians travelling to the US
The text repeatedly contrasts the plug types used in Norway with those used in the United States, discusses adapters and voltage converters needed for travel, and ends with practical advice for travellers. The audience is clearly Norwegians heading to the US, not all worldwide travellers and not Norwegians simply interested in electricity in general.
Question 2: Which plug type only has two round pins? → Type C
The text explains that a type C plug has two round pins, while a type F plug has two round pins plus earth clips on the side. Only type C has just two round pins; type F has the additional earth clips, and types A and B have flat pins.
Question 3: Which of these sentences is true, according to this text? → Devices with a certain label do not need a converter.
According to the text, devices labelled with an input range of 100–240V at 50/60 Hz can be used worldwide and only need a plug adapter, not a voltage converter. The text mentions phones and toothbrushes as typical examples – not that they "never" need a converter as a category. Devices won't be destroyed without a converter, just possibly damaged or shortened in lifespan.
Oppgave 21: Time Zones – Reading Comprehension
Oppgave: Read the text about time zones and answer the question.
Question: What is true according to this text? → There are twenty-four time zones world wide.
According to the text, the earth's circumference at the equator is divided into twenty-four zones. The text does not say zones are calculated by hours of sunlight; it does not compare the North and South Poles' zones (only that the poles are in all the time zones at once); and it actually says time zones often follow national borders (not "almost never").
Oppgave 22: Genetic Drift – Reading Comprehension
Oppgave: Read the text about genetic drift and answer the question.
Question: What is true about genetic drift? → It is an inevitable part of evolution.
The text explains that genetic drift happens to all populations and that the unpredictability of chance cannot be avoided. That is the definition of inevitable. It does not only happen to humankind (all populations), it does not create new species directly, and "survival of the fittest" describes natural selection – the text contrasts genetic drift with natural selection.
Oppgave 23: The US – Reading Comprehension
Oppgave: Read the text about population density in the US and answer the question.
Question: Which sentence is true, according to this text? → More people live on the East Coast than on the West Coast.
The text describes the East Coast as an attractive place to live and work – temperate climate, plentiful water and thriving cities – and discusses why Americans tend to settle east of the 100th meridian. The article is essentially about the East–West divide and why more people live in the East. The West is described as having a harsher climate and more limited resources – the population is less dense there, not more.
Oppgave 24: Small Talk – Reading Comprehension
Oppgave: Read the text about small talk and answer the question.
Question: What is the best way to improve your conversational skills according to this text? → Learn from others.
The text advises observing the most effective communicators around you – noticing the techniques they use, how they relate to people in the group, what they say and what they choose not to say. That is learning from others. Reading books is mentioned as helpful but not the best method; building confidence is described as the underlying issue, not the method; and "trying out different methods" is not what the experts advise – they advise observation and putting yourself in social situations.
Del 2 – Videreformidling (Mediation)
Oppgave 25 – Evan Mawarire's Inspire Greatness
Oppgave: Your English class has watched part of an episode of the Inspire Greatness podcast featuring Evan Mawarire (pastor and human rights activist from Zimbabwe). Write a short chat message to your fellow students (~150 words) on your learning platform that includes:
- what triggered Evan Mawarire to start his movement
- how leading this protest could affect Evan Mawarire's life
- Evan Mawarire's definition of courage
Veiledning
Tips:
- Skriv i en chat-vennlig stil: vennlig, uformell, men informativ
- Pass på at meldingen kan forstås av elever som ikke har sett podkasten – gi kontekst
- Dekk alle de tre kulepunktene tydelig
- Hold det rundt 150 ord
- Nevn kilden (podkasten / Evan Mawarire) slik at det er klart hva du oppsummerer
Viktige punkter å ta med:
- Bakgrunn (gitt i oppgaven): Evan Mawarire is a pastor and human rights activist from Zimbabwe. During 2016–2017 he led protests against Robert Mugabe's government, encouraging people to refuse to return to work to push for a more democratic society.
- What triggered the movement: Based on the podcast – his personal experience of struggling to provide for his family under a failing economy, combined with seeing his country's hardships, prompted him to speak out. (Spesifikke detaljer som #ThisFlag-bevegelsen og flagg-videoen er allment kjent om Mawarire, men er ikke verifisert mot lydopptaket i denne oppgaven – verifiser mot podkast-utdraget før du bruker disse detaljene.)
- Risks to his life: Speaking out against an authoritarian government meant Evan risked arrest, imprisonment and worse. (Detaljer om arrestasjon og eksil er allment kjent om Mawarire, men ikke verifisert mot lydopptaket – sjekk hva podkasten faktisk sier.)
- His definition of courage: Courage is not the absence of fear – it is being afraid and doing what is right anyway. Speaking up even when you have everything to lose. (Verifiser den eksakte formuleringen fra podkasten.)
Merk: Transkripsjonen som er tilgjengelig dekker kun lytteoppgavene i del 1 (oppgave 1–12). Detaljene i nøkkelpunktene over om #ThisFlag, flagg-videoen og eksilet er basert på alminnelig bakgrunnskunnskap om Evan Mawarire, ikke direkte fra denne podkast-episoden. Når du skriver svaret ditt, bruk det podkasten faktisk sier som du har lyttet til i klassen.
Eksempelsvar (chat-melding):
Hey everyone! 👋
For those of you who missed today's English lesson, we watched part of the Inspire Greatness podcast with Evan Mawarire, a pastor and human rights activist from Zimbabwe. Here is a quick summary so you are caught up.
What triggered his movement was his own everyday struggle – he could not afford basic things for his family because of the country's failing economy under Robert Mugabe. Seeing his country's hardships pushed him to speak out and call on others to do the same.
Leading a protest like this is dangerous. Evan risked being arrested, jailed or worse, simply for standing up to an authoritarian government.
His definition of courage really stuck with me: courage is not about not being afraid. It is being afraid and doing the right thing anyway. Pretty powerful, right? 💪
Vanlig feil: Mange glemmer å gi kontekst for klassekamerater som ikke har sett podkasten, eller hopper over ett av de tre punktene. Husk å nevne hvem Evan Mawarire er, ikke bare det han sa. Hold tonen passende for en chat på læringsplattformen – verken for formell eller for slangete.
Del 3 – Samhandling (Interaction)
Oppgave 26 – Instagram Post on Greatness
Oppgave: Read the Instagram post by @explore_greatness asking why some people seem to be good at everything. Three users have commented:
- @dadbodftw: Times were simpler when he grew up – he wasn't good at everything but was happy. It is unfair to expect young people to be good at everything.
- @_McTofu: The path to greatness often comes from pursuing one singular goal, like Emma Watson with acting. People can succeed despite challenges (e.g. ADHD).
- @freck_less: Great people have flaws too. You do not need to be perfect or great at anything. Focus on areas where you are making progress.
Write the next comment (~150 words). Express your opinion and refer to some of the other comments – comment, criticise, compliment or question what has already been written.
Veiledning
Tips:
- Skriv i en Instagram-kommentar-stil: ledig, vennlig, men med en reell mening
- Tagg minst to av de andre brukerne (med @ + brukernavnet)
- Vis at du har lest og forstått synspunktene deres – ikke bare skriv dine egne tanker isolert
- Gi en tydelig egen mening om temaet greatness
- Hold det rundt 150 ord
Viktige punkter å vurdere:
- Talent vs hard work vs luck: Most "great" people combine all three. Pure talent rarely leads anywhere without effort.
- Survivorship bias: We see the David Walliamses and Emma Watsons, but not the thousands who worked just as hard and didn't succeed.
- Defining greatness: Is greatness about fame? About doing your best? About being kind? Different definitions lead to different paths.
- Agreeing with @freck_less: Comparing yourself to celebrities is unfair – focus on your own progress.
- Engaging with @_McTofu: Singular focus can lead to greatness in one area, but at what cost? Many great people sacrifice a lot.
- Engaging with @dadbodftw: Agree that pressure to be "good at everything" is harmful, especially for teens still discovering themselves.
Eksempelsvar (Instagram-kommentar):
@curious_minds
Honestly @freck_less, I really agree with you – measuring yourself against progress instead of against other people is so much healthier. We only see the highlights of David Walliams' or Emma Watson's lives, not the years of failure, doubt or hard work behind them.
@_McTofu, you make a good point about Emma Watson focusing on one goal, but I'd push back a little: she also had luck (right age, right audition, right team). Singular focus helps, but it can't replace opportunity.
@dadbodftw, I really feel for your kids. The pressure to be amazing at school, sports, social media AND have a personality is so unrealistic.
I think "greatness" isn't about being the best – it's about being brave enough to keep showing up. Even small wins count. 🌱
Vanlig feil: Mange skriver et selvstendig innlegg uten å referere til de andre kommentatorene. Husk å tagge minst to av dem (@brukernavn) og kommentere noe spesifikt de har sagt. Hold tonen som en ekte Instagram-kommentar – ikke et essay.
Del 4 – Tekstproduksjon (Written Production)
Oppgave 27 – Velg ÉN av fire oppgaver (27a, 27b, 27c eller 27d)
Generelle tips for Del 4:
- Dette er sjansen din til å skrive en lengre tekst – vis frem engelskkunnskapene dine
- Planlegg før du skriver: lag en kort disposisjon
- Gi teksten en passende tittel
- Bruk variert ordforråd og setningsstrukturer
- Ta med eksempler fra tekster, filmer, sanger eller temaer fra engelsktimene dine
- Husk: innhold og språk vektes likt
- Husk paraplytemaet: GREATNESS – bruk tankekartet (endure hardship, discoveries, courage, be a pioneer, success, fight for beliefs, humility, lead by example, do your best, strong values) som inspirasjon
Oppgave 27a: What makes a community great?
Oppgave: Write a text in which you reflect on what makes a community great. Make sure your text includes:
- your opinion on what makes a group, a society or a country "great"
- different ways for a community to achieve "greatness"
- examples from society and/or what you have studied in your English studies this year
- a suitable title
Viktige punkter:
- Two visions of greatness: Being "the best, richest and most powerful" vs. taking care of all members and treating everyone as equal.
- Openness vs exclusion: Closing borders/groups vs cooperation and openness.
- Concrete examples: Civil rights movement (MLK), Nelson Mandela in South Africa, Indigenous rights (Munduruku in Brazil from Task 5!), refugees, multicultural societies.
- Counter-examples: Apartheid, segregation, anti-immigration policies, exclusive friend groups – all leave people behind.
- From the mindmap: "Strong values," "lead by example," "humility" all support an inclusive vision of greatness.
- Personal angle: A school class is also a community – greatness there can mean making everyone feel welcome.
Forslag til struktur:
Title: "Strength in Numbers – What Greatness Really Means"
- Introduction: Pose the question – is a country great because of its army and economy, or because of how it treats its weakest members?
- The "power and wealth" view: Briefly describe and acknowledge it. Mention countries that are seen as great because of GDP or military strength.
- The "cooperation and care" view (your own opinion): A community is great when everyone is included and supported. Use examples – South Africa after apartheid, the Munduruku finally getting recognition for their land (from Task 5), or how Norway is often praised for welfare and equality.
- Different ways to achieve greatness: Through strong values, leading by example, fighting for beliefs (the mindmap), opening borders, listening to minorities.
- Personal example: Your own class or school – what makes it "great"? Probably inclusion, kindness and teamwork rather than test scores.
- Conclusion: Real greatness is measured by how we treat each other.
Oppgave 27b: Famous landmarks / pioneers
Oppgave (based on the pictures of YouTube creators): Reflect on greatness through the lens of pioneering or creating something new – building on the screenshots from creators like @chezame, @dnzioshorts and @epianoh.
Viktige punkter:
- Modern pioneers: YouTube creators, indie game developers, climate activists, athletes from unusual backgrounds.
- What makes them "great"? Being first, taking risks, sharing knowledge, building communities.
- Traditional pioneers: Explorers (Roald Amundsen, Neil Armstrong), inventors (Edison, Tesla), scientists (Marie Curie, Stephen Hawking).
- Modern parallels: Greta Thunberg, Malala Yousafzai, Evan Mawarire (from Task 25!) – all pioneered movements.
- From the mindmap: "Be a pioneer," "discoveries," "courage," "endure hardship" all fit this task.
- Personal angle: What does it take to be a pioneer today? Often more courage than talent.
Forslag til struktur:
Title: "The New Pioneers – Greatness in the Digital Age"
- Introduction: Pioneers used to be explorers crossing oceans – today they are creators, activists and innovators on screens. But is the spirit the same?
- Body paragraph 1 – Classic pioneers: Brief mention of historical explorers/scientists. What made them great: courage and willingness to fail.
- Body paragraph 2 – Modern creators: YouTube creators who build something from nothing – how they take real risks (financial, social) to share their passion. Use the screenshot creators as examples.
- Body paragraph 3 – Modern activists: Evan Mawarire from the Inspire Greatness podcast – he risked his life. Greta Thunberg started by sitting alone outside the Swedish parliament.
- Conclusion: Pioneering today is less about geography and more about ideas. Anyone with courage and persistence can be a pioneer.
Oppgave 27c: Reflecting on greatness through a specific image
Oppgave (based on the picture from hookedoneverything.com): Reflect on greatness in everyday life or in nature. Write a longer text with a suitable title.
Viktige punkter:
- Everyday greatness: The quiet greatness of teachers, nurses, parents, volunteers – people who never make headlines but change lives.
- Greatness in nature: The scale and beauty of the natural world – mountains, oceans, the Amazon (linked to the Munduruku from Task 5).
- From the mindmap: "Humility," "do your best," "strong values" all describe quiet greatness.
- Contrast with celebrity culture: Society often praises wealth and fame, but real greatness is often invisible.
- Personal angle: Who in your own life is "great" in a quiet way? A grandparent? A teacher? A friend?
Forslag til struktur:
Title: "The Quiet Kind of Great"
- Introduction: Open with an image – your grandmother making tea, a teacher staying after class, a volunteer cleaning a beach. Argue that these small acts add up to real greatness.
- Body 1 – Celebrity greatness: Briefly discuss what society celebrates – fame, wealth, athletic records. Acknowledge it without dismissing it.
- Body 2 – Everyday greatness: Describe people who are great without recognition. Use examples from your own life and from English-class texts.
- Body 3 – Greatness in nature: Nature reminds us how small we are – mountains, oceans, ancient forests. Their greatness is also "quiet."
- Conclusion: True greatness often does not need an audience. Doing your best, with strong values and humility, is enough.
Oppgave 27d: Greatness against the odds (Jack Marshall)
Oppgave (based on the picture and story of Jack Marshall): Reflect on the greatness of people who achieve success despite serious challenges. The image is of Jack Marshall, a blind and hearing-impaired 25-year-old who graduated from Keene University with a degree in computer science and music production. Write a longer text with a suitable title.
Viktige punkter:
- Endurance and courage: Jack Marshall illustrates the mindmap perfectly – "endure hardship," "courage," "do your best."
- Real heroes: Not superheroes, but ordinary people overcoming extraordinary obstacles.
- Other examples: Stephen Hawking (motor neurone disease, world-changing physics), Helen Keller (deaf and blind, became an author and activist), athletes with disabilities (Paralympics), Mats Steen (Ibelin), Malala Yousafzai (shot for going to school, won Nobel Prize).
- The role of support: Greatness against odds is rarely a solo journey – family, teachers, technology and community all help.
- What we learn: Our excuses look smaller when we see what others overcome.
- From the mindmap: "Endure hardship" and "courage" are the central themes.
Eksempelsvar (Oppgave 27d):
Title: "Greatness Against the Odds – What Jack Marshall Teaches Us"
When we picture a "great" person, we often imagine someone famous: a movie star, a billionaire, an Olympic athlete. But greatness is not always about reaching the top of a podium. Sometimes the most extraordinary achievement is simply doing what others assumed you could not. Jack Marshall, a 25-year-old who is blind and hearing-impaired, recently graduated from Keene University with a degree in computer science and music production. For me, his story captures what true greatness really means.
Greatness against the odds requires courage. Most students complain about exam stress – Jack had to learn complex code without being able to see the screen, and to study music without being able to hear it the way most of us do. Every lecture, every assignment, every group project must have been twice as hard. Yet he kept going, semester after semester, until he stood on that graduation stage. That is courage in its purest form – not the absence of fear or struggle, but the choice to keep moving forward in spite of it.
Jack's story also shows that greatness is rarely a solo achievement. Behind every person who overcomes huge obstacles, there is usually a team: family who refused to lower expectations, teachers who adapted their methods, friends who described what he could not see, and technology that translated sound and images into something he could use. This reminds me of Mats Steen, the Norwegian man with muscular dystrophy whose story is told in the documentary Ibelin. Mats found his greatness inside a video game, where his physical limits disappeared. Both Jack and Mats remind us that "disability" is often more about the environment than the person.
What I find most powerful about stories like Jack's is what they say about the rest of us. Most of us have all our senses, supportive families and plenty of resources – and we still get stuck on small obstacles. Watching someone like Jack walk across a graduation stage makes our excuses look small. It is not about feeling guilty; it is about feeling inspired. If he can do this, what could I do if I really committed myself?
Society often defines greatness as winning, dominating or being first. Jack Marshall did not "win" in that sense. But by enduring hardship, leading by example and showing that strong values matter more than easy circumstances, he embodies the kind of greatness we should celebrate more often. Greatness is not always the loudest story in the room – sometimes it is the quietest one, written in code or played as music we will never hear the same way Jack does, but feel just as deeply.
Generelle eksamenstips for engelsk 10. klasse (ENG0030):
- For Del 1 (Lytting): Les spørsmålet og alternativene før du lytter, slik at du vet hva du skal lytte etter. Du kan vanligvis lytte to ganger – bruk første gang til helheten og andre gang til detaljene.
- For Del 1 (Lesing): For "click on the word"-oppgaver, fokuser på betydningen i konteksten, ikke bare ordbokbetydningen. Mange avledere er bygd rundt feil betydning.
- For Del 2 (Videreformidling): Dekk alle kulepunktene i oppgaven. Tilpass stilen til formatet (chat-melding, Instagram-innlegg osv.).
- For Del 3 (Samhandling): Vis til konkrete andre kommentatorer ved navn/brukernavn. Vis at du kan bygge videre på, være enig med eller utfordre synspunktene deres.
- For Del 4 (Tekstproduksjon): Dette er sjansen din til å skinne. Planlegg, bruk variert ordforråd, strukturer teksten i tydelige avsnitt, gi den en tittel, og knytt den til paraplytemaet (GREATNESS).
- Innhold og språk vektes likt i Del 2, 3 og 4.
- Korrekturles alltid arbeidet ditt før du leverer.