Løsningsforslag – ENG1007 Engelsk VG1 SF, høst 2024

Eksamen: ENG1007 | Dato: høst 2024 | Læreplan: LK20

Struktur: Del 1 – Lytting og lesing (~33 %) · Del 2 – Videreformidling · Del 3 – Samhandling (del 2 og 3 til sammen ~33 %) · Del 4 – Skriftlig produksjon (~33 %)

Del 1 – Lytting og lesing

Oppgave 1–9: Lytting (flervalg)

Oppgave 1: Horizon Air

Oppgave 2: Extra Fee

Oppgave 3: Pitcairn Island

Oppgave 4: Movies (table)

Oppgave 5: Dating

Oppgave 6: Do for the environment – Liz

Oppgave 7: Do for the environment – Jaire

Oppgave 8: Do for the environment – Margot

Oppgave 9: Creativity

Oppgave 10–18: Lesing

Oppgave 10: Erica and Dad

Oppgave 11: Mishka

Oppgave 12: Hemlock Water Dropwort

Oppgave 13: The Glastonbury Festival

Oppgave 14: Migrant Workers (click the phrase)

Oppgave 15: Game Review (click the phrase)

Oppgave 16: Auntie (gap-fill)

Oppgave 17: Joke (gap-fill)

Oppgave 18: Garden Composting (paragraphs in order)

Del 2 – Videreformidling

Oppgave 19 – Feedback to the Slam Poet

Veiledning

Viktige punkter å få med (fra opptaket):

• The rough start: students kept arriving late, Michael got annoyed at the constant interruption, told people off, told them not to laugh and said they could leave if they wanted to. Jen calls it "a bit intimidating" – but she and Roger also agree that arriving late and being disrespectful is disruptive.
• How he turned the lesson round: he asked the class when they last cried, laughed, were angry and last said "I love you" and really meant it, and asked them to tap into those emotions either by sharing them aloud or by writing them down.
• What happened: of about 60 students, only two or three shared out loud; most wrote instead. Michael's point was that you have to reach your emotions to write good texts and poems, the way rappers do – Drake, Dessa, Eminem, Tupac and Dr. Dre were named as some of the most talented poets around.
• What Jen learnt: that R.A.P. stands for "Rhythm And Poetry", and that is what they did – applying rhythm to words and rhyming about "the important stuff, like love and food". They then wrote slam poetry in groups and performed it.
• Jen's own high point: she performed, spoke into the microphone, and is "so proud I dared to give it a go". The lesson lasted four hours and left her motivated.
• How she might benefit (the second half of the task): Jen has been struggling since an accident a year ago. She now wants to write more, to "tap into those feelings and see if I can make any sense out of them"; Roger agrees writing is real therapy and may help her deal with the repercussions, and offers to read her poem.

Del 3 – Samhandling

Oppgave 20 – Forum Thread: Should We Stop Flying?

Veiledning

Viktige punkter å tenke over:

• Where Peter has a point: one train journey from Bristol to Italy really is a drop in the ocean measured against global emissions – individual choices alone will not solve this.
• Where Peter's argument breaks down: "it makes no measurable difference on its own, therefore it is pointless" would rule out voting, recycling and queuing as well. And "start enjoying life instead" assumes the train is a sacrifice – Sophie is travelling through Europe with friends, which many people would call the better holiday.
• Where Jamie has a point: aviation is one of the hardest sectors to decarbonise, and the people who will live with the consequences longest are the ones in this thread.
• Where Jamie's post is weak: "wake up" and "stop burying your head in the sand" is name-calling, not an argument, and it is exactly the tone that makes people like Peter dig in. Urgency is not the same as evidence.
• Sophie's own claim is worth testing: she says flying is "as bad as we think – maybe even worse", but "we should stop flying altogether" is a much bigger claim than "I will take the train this summer". You can support her choice and still question the absolute rule.
• Your own perspective: possible angles are the difference between individual action and system change (who is voting, protesting, or choosing a career), what flying is actually used for (family abroad, work, one long-haul trip against twenty short ones), and the fact that habits spread – the friends who watch Sophie take the train are part of the effect.
• Ask a question back. A forum post that ends with a question keeps the thread alive and shows interaction, which is exactly what this part of the exam assesses.

Del 4 – Skriftlig produksjon

Velg EN av tre oppgaver (4A, 4B eller 4C)

Oppgave 4A: Youth Activism

Viktige punkter:

• Unpack the quote first. Taft makes three separate claims: adults underestimate what young people can do; young people can lead, not merely take part, when adults are willing to "manage their own power"; and excluding them is "anti-democratic". That last word is the sharpest one – it turns youth participation from a nice gesture into a question of legitimacy. Notice the condition she attaches: adults have to give up some control first.
• Issues young people are passionate about today: climate and nature, mental health and the pressure of school, racism and discrimination, LGBTQ+ rights, gun control in the US, the cost of housing and the sense that the generation above had it easier, privacy and what social-media companies do with their data, and war and humanitarian crises.
• How they push for change – be concrete: school strikes and demonstrations (Fridays for Future), student-led movements after a tragedy (March for Our Lives in the US), lawsuits (young plaintiffs suing governments over climate policy), petitions and consultations, pupil councils and youth councils in Norwegian municipalities, boycotts and consumer pressure, and above all organising online – a hashtag can put 10,000 people in a square in a week.
• Test the quote rather than just agreeing with it. Is it true that adults underestimate young people – or is the problem that they listen politely and then change nothing? Is a youth council real power or a way of managing it? Greta Thunberg was listened to by every world leader with a microphone nearby; the question is what followed.
• The impact of your generation – both sides. In favour: your generation has shifted what is normal to say out loud about the climate and about mental health, and norms move faster than laws. Against: attention is not policy, online mobilisation is easy to start and easy to abandon, and activism is exhausting – burnout and eco-anxiety are part of the story too.
• A Norwegian angle used sparingly: elevråd, ungdomsråd and the voting-age debate give you a concrete example of "collaborators and equals" being tested in practice, alongside examples from English-speaking countries.

Oppgave 4B: Rumi – Waking Up in the Year 3030

Viktige punkter:

• The hook you have been handed: he was promised five years and got a thousand. Everyone he said goodbye to at that party is long dead. Your story should be about that, not about the technology.
• Start where the given text stops. The opening ends on the date; the natural first line is his reaction to it – disbelief, recounting the digits, looking for a reason it might be a joke.
• Describe the future through what he notices, not through a lecture. A reader learns more from Rumi not recognising a drinking fountain, or from nobody knowing his language, than from a paragraph explaining the year 3030. Pick three or four concrete details and let them do the work: what the air smells like, who or what greets him, whether there is still a coastline where his city was.
• Challenges to explore: physical (thirst, weakness, an atmosphere or diet his body is not adapted to), practical (no identity, no money, no legal status – what is he?), linguistic (a thousand years is far longer than the distance from Old English to now), and above all emotional (grief for people who died nine centuries ago, and the question of why Cryogen never woke him).
• Why was he left? This is the engine of a good plot: the company went bankrupt, or was forgotten, or the world it belonged to ended. You do not have to answer it, but Rumi should ask it.
• Use the techniques of fiction: a clear narrator (first or third person, kept consistent), dialogue if he meets someone, short sentences for shock and longer ones for reflection, and sensory detail rather than summary.
• An ending that lands. Three that work: acceptance (he chooses to live in this world), refusal (he asks to be frozen again), or a twist that reframes the opening – for instance that he is not the first to wake, or that the family the money was meant for has a name that survived. Avoid "and then he woke up": he already did.
• The title is a marked requirement. "See You in 2035" or "Nine Hundred and Ninety-Five Years Late" does more than "Rumi's Story".

Oppgave 4C: AI in Education

Viktige punkter:

• The two quotes are a built-in structure. Bennett says the system could be "barely recognizable" by 2028; Education Hub says teachers are "irreplaceable". Set them against each other, and notice that they need not contradict: a classroom can be transformed and still have a teacher in it. The strongest answers say where each quote is right and where each overreaches.
• Start from your own school years, because the task asks for it. Smartboards replacing blackboards, one laptop or iPad per pupil, handing work in through a learning platform instead of on paper, home schooling during the pandemic, translation tools, and then chatbots arriving in the middle of upper secondary. Concrete memories beat general claims.
• Positive consequences: genuinely individual pace, feedback the same minute instead of two weeks later, a patient explainer that never sighs at the fourth question, better access for pupils with dyslexia or impaired sight or hearing, translation for newly arrived pupils, and less marking so teachers have more time for the pupils themselves.
• Negative consequences: cheating and the loss of the struggle that learning is made of; a confident chatbot that is simply wrong; surveillance and what happens to pupil data; the divide between schools and homes that can afford the good tools and those that cannot; the "learning styles" idea Bennett leans on, which research has repeatedly failed to support; and the thing a machine cannot do – notice that a pupil has gone quiet for three weeks.
• The middle ground is the grown-up answer: AI as an assistant that takes the repetitive work, with the teacher keeping the professional judgement – what to teach next, when to push and when to ease off, and how to reach the pupil who has stopped trying.
• Critical thinking to show off: "barely recognizable by 2028" is a prediction, and predictions about school have a poor record – television, the language lab and the interactive whiteboard were all going to change everything. It is fair to take Bennett seriously and still ask why this time is different.
• Remember the title – it is an explicit requirement. Something like "The Patient Tutor and the Irreplaceable Teacher" states your argument before the first paragraph.