Om dette løsningsforslaget: Dette er forslag til svar laget av eksamenssett.no. For lytteoppgavene (del 1, oppgave 1–10, og del 2, oppgave 20) har vi transkribert og analysert lydopptakene fra Udir for å gi løsningsforslag med forklaringer, og vi har kontrollert hvert flervalgssvar mot Udirs egen publiserte fasit der den finnes. 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 – ENG1007 Engelsk VG1 SF, vår 2025
Eksamen: ENG1007 | Dato: vår 2025 | 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 1–10: Lytting (flervalg)
Oppgave 1: Art Exhibition
Spørsmål: What is the main purpose of this recording?
Answer: To entice
The recording is an advertisement for a gallery evening: it opens with "Attention all art enthusiasts", promises "visionary masterpieces, live music" and a chance to meet the artists, and ends by telling listeners to "mark your calendars". Every sentence is written to make the listener want to come – that is what "entice" means. "To entertain" describes the event, not the purpose of the announcement; "to enlighten" would require it to teach us something about art, which it never does; and nobody is excluded – the invitation is open to all.
Oppgave 2: Peanut-Loving Animal
Spørsmål: What happened to the raccoon?
Answer: It got a lucky escape.
A raccoon was seen wandering with a peanut butter jar stuck over its head; the rescuers could not catch it at first, but found its den the next day and used a grabbing tool to pull the jar off. The report adds that the jar "had not caused any trauma to its neck" – so the animal was not injured. It was never taken to a shelter (it was freed at its own den), and it was not served food – it had got its head stuck in a discarded container.
Oppgave 3: Voyage
Spørsmål: Who is the announcement aimed at?
Answer: Both visitors and passengers
The announcement does two things in the same breath: it asks "all non-ticket-holding guests to leave the ship", and it welcomes "our joining passengers" on board before asking them to study the safety information. Two groups are addressed, so neither "only visitors" nor "only paying passengers" can be right. The crew is mentioned only in the phrase "on behalf of Captain Steinman and his crew" – the message is delivered by them, not to them.
Oppgave 4: Extra Fee
Spørsmål: What is the reason for the additional charge, according to the recording?
Answer: Neglectful parenting
The restaurant has hidden a line at the bottom of its menu adding a three-dollar charge "for adults unable to parent". The target is therefore parents who do not look after their children – neglectful parenting. It is not the adults' own behaviour that is charged for ("unruly adults"), and the family in the story insists the children "had not been particularly noisy or disruptive", so noise is not the stated criterion either. "Obedient minors" is the opposite of what triggers the fee.
Oppgave 5: Time Management
Kontekst: Bob and Annie are about to go for a walk. Bob mentions the cold weather and the conversation turns to Annie's habit of always being late. Three questions.
Question 1: How can Bob best be described? → He is realistic.
Bob does not predict disaster – he names ordinary things that actually happen on an icy winter morning: a late bus, slipping on the sidewalk, lost keys. He also offers a practical remedy (leave a quarter of an hour earlier). Naming likely obstacles and planning for them is realism, not pessimism; he is neither disorganised (he is the one with a system) nor simply "positive" (he is challenging Annie, not cheering her on).
Question 2: Why is Annie annoyed at Bob? → Because he is pestering her
Bob keeps going with one "what if" after another – "What if your bus is late? What if you lose your keys? What if…" – until Annie cuts him off: "Now you're just annoying me more than this rubbish weather." It is the nagging, not the content, that irritates her. He is not rushing her (they have not even left yet) and he is in no hurry himself, and although he stays calm, that is not what she objects to.
Question 3: Why does Bob recommend her getting into work at 7:45 am? → To give a better overall impression
Bob's argument is about how Annie is seen: "most employers appreciate it if you can get in 10 to 15 minutes before your shift starts. It shows you have time management skills," and later, "Don't you want people to perceive you as a reliable person?" He says nothing about oversleeping gradually being reduced, and the point about rushing off at five comes later, as Annie's inconsistency – not as Bob's reason.
Oppgave 6: Electric scooters – Patrick
Spørsmål: How does Patrick feel about electric scooters?
Answer: Indifferent
Patrick opens with "I'm not sure what all the fuss is about" and sums up his position as "Live and let live". He defends riders rather than warning about them ("I don't think they're any more dangerous than half the fools using their bikes"), which rules out both "cautious" and "annoyed". And although he says he would have loved scooters as a boy, he adds "I'm far too old for all of that" – he has no enthusiasm for them now.
Oppgave 7: Electric scooters – Celine
Spørsmål: How does Celine feel about electric scooters?
Answer: Indifferent
Celine sees both sides – scooters are "a nice alternative to traditional commuting" – but her conclusion is that she has no stake either way: "I wouldn't be bothered if the government put a stop to it all… I wouldn't care too much." She does mention the accidents that have been in the news, and that is the trap: she does not warn anyone or advise care, she simply says she would shrug if scooters were banned. That is indifference, not caution.
Oppgave 8: Electric scooters – Fiona
Spørsmål: How does Fiona feel about electric scooters?
Answer: Cautious
Fiona broke her leg crashing into a cyclist on her own scooter, and her message is a warning: "the speed you get on those things should not be taken lightly." That is exactly what caution means. She is not annoyed – she still owns a scooter and rides it to work every day – and the crash has clearly tempered the enthusiasm she describes in the past tense ("I used to love electric scooters").
Oppgave 9: Climate Conference Speech (table)
Oppgave: Listen to the speech and click the main concern of each person or group in the table. Options: Deforestation · Profit · Urban life · Natives · Action.
| Person / group | Main concern | What in the recording gives the answer |
|---|
| Commercial companies |
Profit |
The speaker holds the big companies accountable because "their sole purpose is to earn money and they don't care about the consequences". |
| Gabriella |
Natives |
She is "even more worried about the indigenous families" who are forced out of their homes, made to work like slaves and left with nothing. |
| Speaker |
Action |
The speech ends with what listeners should do: "To put an end to this we must all act" – avoid palm oil, buy recycled paper and certified wood, tell friends and family. |
| Agosto (Augusto) |
Deforestation |
He is "super bummed about how fast the trees are being cut down, messing up the whole natural balance". |
Note: "Urban life" is the option that is left over. Crowded cities are mentioned, but as a consequence for the displaced families Gabriella worries about – not as anybody's main concern.
Oppgave 10: Lulu
Kontekst: A news item about Lulu, an old, blind golden retriever who survived three weeks alone in the Alaskan wilderness. Three questions.
Question 1: Where was Lulu found? → Close to home
A construction crew spotted her "in a salmonberry bush lining the road", about 15 feet down an embankment and "not too far from the Kubackis' house". She was lying still in the bush, not "walking along the road"; "at the bank" is a trap built on the word embankment, which here means the slope beside the road, not a building in town.
Question 2: Which expression means the same as "having a hard time"? → "Through the wringer"
After describing how thin, dehydrated and matted Lulu was, the narrator says: "She had really been through the wringer." The idiom means to have gone through a painful ordeal. "On the mend" is the opposite (she is recovering), "to no avail" means without success (used about the search), and "a mistaken romp" refers to the adventure itself, not to suffering.
Question 3: What is true about the citizens of Sitka according to the text? → They are generous.
The family was worried about the vet bills, "but people from their town of Sitka had donated hundreds of dollars to foot the bill". Giving money to a neighbour's dog is generosity. "In bad shape" describes Lulu, not the townspeople; "survivors" describes Lulu too; and the only thing said to be crazy is the family's screaming with joy.
Oppgave 11–19: Lesing
Oppgave 11: Language Law
Oppgave: Read a text about French officials translating English gaming jargon into French. Answer the question by clicking the correct alternative.
According to French officials, why have gaming terms been translated? → To aid comprehension
The text states this is to reduce "barrier[s] to understanding" for non-gamers unfamiliar with anglicisms.
Oppgave 12: New Zealand Waste
Oppgave: Read a text about New Zealand's new waste sorting regulations and answer the question.
How will the "waste revolution" impact New Zealand residents? → Residents will need to store extra waste containers
The text explains households will receive four new bins for sorting, and some residents worry they "can't allocate more square footage for this purpose."
Oppgave 13: Blarney
Oppgave: Read a text about the Blarney Stone in Ireland.
Why do people kiss the Blarney Stone, according to the text? → To improve speaking
The stone is "believed to grant eloquence and persuasive speech" – also known as "the gift of the gab."
Oppgave 14: An Australian Treat
Oppgave: Read a text about Tim Tam biscuits. Answer three questions.
Q1: Why was the biscuit named Tim Tam? → It is after a race horse
Ross Arnott attended the 1958 Kentucky Derby, where the winning horse's name inspired the biscuit name.
Q2: What was the Tim Tam controversy about? → Tim Tams contained alcohol
In 2004, limited edition Tim Tams were flavoured with Tia Maria and Kahlua liqueurs, which the Australian Drug Foundation called "potentially dangerous" for normalising the taste of liqueur for children.
Q3: Which of these was NOT a Tim Tam promotion? → A horse race
The horse race was the origin of the name, not a promotion. The text mentions a renamed town, a special day (National Tim Tam Day), and merchandise including perfume as actual promotions.
Oppgave 15: Hawk and Snake (click the phrase)
Phrase meaning "descending": → "swooping down"
The text says "a hawk was swooping down, clawing at her arm" – swooping down = descending rapidly from above. The snake "fell down" earlier in the text, but that phrase is not among the clickable options here.
Oppgave 16: Internet Speed (click the phrase)
Phrase meaning "instantaneously": → "in a split second"
The text says the technology could download 1,000 movies "in a split second" – meaning essentially instantaneously.
Oppgave 17: Penguins (gap-fill)
Gap 1: primarily – "live primarily in the Southern Hemisphere" (adverb modifying "live"). "Primary" and "secondly" are wrong word-class/meaning; "firstly" doesn't fit semantically.
Gap 2: on – "found on many sub-Antarctic islands" (standard preposition for "on" an island).
Gap 3: reach – "can reach speeds of up to 15 miles per hour" (modal "can" + base verb).
Gap 4: depending – "Climate change is a growing concern for penguins that live in Antarctica, depending on sea ice for access to food..." (participle phrase describing the penguins).
Oppgave 18: Bus Joke (gap-fill)
Gap 1: on – "took a seat on the bus" (standard preposition with "on the bus").
Gap 2: as – "just as the little boy began to cry" (temporal conjunction meaning "at the moment that").
Gap 3: smell – the joke is that all children/babies smell this way (a deliberate misreading of "spoiled" – as in "spoiled milk" smells bad). The punchline only works with "smell".
Oppgave 19: New Forest Ponies (paragraphs in order)
Riktig rekkefølge:
- Given (first paragraph): Introduction – 5,000 ponies in the New Forest for about 2,000 years.
- Alternative 3: "All of the ponies found in the forest are wild in the sense they can roam freely, but in fact they are owned by New Forest Commoners." (introduces the Commoners).
- Alternative 1 (given in source as paragraph 2): "These commoners have the right to graze their ponies and cattle... The tradition dates back from before the days when William the Conqueror..." (history of commoning).
- Alternative 4: "In return for this, the locals were given the rights to graze their animals on the 'common'... Think of the New Forest as one large farm!" (continues the historical explanation).
- Alternative 2: "It's this grazing that keeps the grass neat and tidy here in the New Forest! In fact, their grazing supports rare plants..." (consequences of the grazing).
- Alternative 5: "Well, each year, the ponies are rounded up in what are called drifts... Come to the forest and meet them yourself!" (closes the text with an invitation).
Note: Look for cue words like "this grazing", "in return for this", and "well, each year" which anchor each paragraph to what came before.
Tips til leseoppgaver:
- Read the question and options carefully before reading the text in detail
- Look for specific evidence in the text to support your answer
- Be wary of options that sound correct but are not supported by the text
- For vocabulary tasks: consider the word in context, not just its dictionary meaning
- For paragraph-ordering tasks: identify discourse markers (this, those, however, in return) that link each paragraph to the previous one
Del 2 – Videreformidling
Oppgave 20 – Student Council
Oppgave: Listen to a conversation where a teacher tries to convince Sarah to join the Student Council. Use the information to sum up the arguments for and against joining and give your own conclusion. (150–200 words)
Veiledning
Tips:
- Structure your text clearly: arguments for, arguments against, then your own conclusion
- Use the information from the conversation – don't invent new arguments
- Show that you can mediate (videreformidle) information from a source
- Keep it within the word limit (150–200 words)
Viktige punkter å få med:
- The teacher's arguments for joining: it is only about one meeting a week; it is "a really great way to build your CV" and gives experience; it introduces you to parts of the school you do not know much about; the student voice matters – "if there's no student representative, us teachers decide everything"; and there is pizza and there are cookies.
- Sarah's objections: she is busy with homework, studies and soccer and does not think she has the time; once a week is often; she is uncomfortable with the public-speaking side of representing the whole school; she suspects the meetings may be boring ("unless you're really interested in budgets") and asks how much change it will really lead to; and she worries that speaking up against teachers could affect her grades.
- How the teacher answers the objections: the meetings are "mostly teachers" and not as scary as they sound; the council really does decide important things for both students and teachers; and on the grades worry – "that's a really valid concern", but this is exactly what the arena is for, so she should not worry.
- How the conversation ends: Sarah has not said yes. The teacher asks her to think about it for a week and get back to him, and Sarah promises she will think on it.
- Your own conclusion: weigh the two sides and say clearly what you would do – the task asks for your conclusion, not just a summary.
Eksempelsvar (videreformidlingstekst):
Should You Join the Student Council?
In the conversation a teacher asks Sarah to become the pupils' new representative on the student council, and she is hesitant. The teacher's case is practical: it is only one meeting a week, it looks good on a CV, it gives you experience and it shows you parts of the school you would otherwise never see. His strongest argument is about influence – if no student turns up, the teachers decide everything on their own. He also, half-jokingly, promises pizza and cookies.
Sarah's objections are just as concrete. She already has homework, studies and soccer, and she does not think she has the time. She dislikes the idea of speaking in public on behalf of the whole school, she is afraid the meetings will be dull budget talk that changes little, and she wonders whether disagreeing with teachers could affect her grades. The teacher calls that last worry valid, but says the council is exactly the place for such disagreement.
I think she should say yes. The time cost is one meeting a week, which is less than a single training session, and the two things she fears most – speaking up and being judged for it – are the very things she would get better at. If it turns out to be all budgets and no change, she can step down after a year, and she will still have learnt how decisions at her own school are actually made.
Vanlig feil: Mange kopierer setninger direkte fra kildematerialet i stedet for å gjenfortelle med egne ord. Husk å tilpasse språk og tone til formatet oppgaven ber om. Sjekk at du har dekket alle punktene oppgaven krever.
Del 3 – Samhandling
Oppgave 21 – Reel News?
Oppgave: Read a discussion forum about young people's news habits. Write the next post in the thread (200–250 words). Refer and respond to other posts, contribute your own perspectives, comment, question, agree and/or disagree.
Thread participants:
- GrumpyAdult71: Frustrated that young people only use TikTok/Snapchat/Instagram for news instead of newspapers and TV. Worried about misinformation and lack of critical thinking.
- orangesoda08: Defends social media – it's where they spend time, traditional media feels repetitive and boring.
- Youdontknowme06: Agrees with orangesoda08, dismissive of the older poster. Claims to know where to find trustworthy news.
Veiledning
Tips:
- Write in forum style – address other posters by their usernames
- Show nuance: both sides have valid points
- Add your own perspective and examples
- Demonstrate critical thinking about media literacy
- Be respectful even if you disagree
Viktige punkter å tenke over:
- GrumpyAdult71 has a point: Misinformation is a real problem on social media, and critical thinking is essential
- orangesoda08 is partly right: Social media is where young people are, and traditional media can feel outdated
- Youdontknowme06 is overconfident: Claiming you "know where to find truth" without explaining how is exactly the kind of uncritical thinking GrumpyAdult71 warns about
- The middle ground: Being media literate means checking sources regardless of platform – traditional and social media both have strengths and weaknesses
Eksempelsvar (foruminnlegg):
Re: Reel news?
I think this thread shows exactly why media literacy matters. You all have valid points, but you're also missing something important.
GrumpyAdult71, I understand your frustration, but saying young people "have no interest in reading the news" is a bit unfair. We do care about what happens in the world – we just access it differently. Social media is often the first place breaking news appears, and platforms like Instagram and TikTok have actually made news more accessible to people who might never open a newspaper.
orangesoda08, you're right that traditional media can feel repetitive, but "quick and engaging" doesn't always mean accurate. A 30-second TikTok can go viral before anyone fact-checks it. That's a real problem.
And Youdontknowme06, no offence, but saying "I know where to find the truth" without backing it up is exactly the kind of attitude that leads to echo chambers. How do you verify your sources? Do you check who wrote the article or whether other outlets report the same story?
The real issue isn't whether you get news from a newspaper or an app – it's whether you think critically about what you read. I try to follow several news sources and check facts before I share anything. That's something we should all do, whether we're 16 or 71. The platform doesn't matter if you're willing to question what you see.
Vanlig feil: Mange svarer bare på ett av innleggene i tråden i stedet for å adressere flere deltakere ved brukernavn. Husk å vise nyanse – både gi og imøtegå argumenter – og å bidra med eget perspektiv. Bruk en passende, respektfull forumtone selv når du er uenig.
Del 4 – Skriftlig produksjon
Velg EN av tre oppgaver (4A, 4B eller 4C)
Generelle tips til del 4:
- This part counts for about 33% of the exam – take your time
- Plan before you write: make a brief outline
- Give your text a suitable title
- Use varied vocabulary and sentence structures
- Show depth and personal reflection
- Include examples from English-speaking countries where relevant
- You may write in any format unless specified otherwise
Oppgave 4A: Democracy and Participation
Oppgave: Using a quote by Kofi Annan as a starting point, write a text encouraging your fellow students to take part in democracy. Focus on the importance of participation and suggest ideas for how to become involved. Include issues young people care about (with examples from English-speaking countries), explore challenges and rewards of getting involved, and give your text a title.
Quote (Kofi Annan, brief excerpt for analysis): "No one is born a good citizen; no nation is born a democracy." He adds that a society which cuts itself off from its youth "severs its lifeline." (Source: Kofi Annan; reproduced under fair-use citation for analysis – see full quote in your exam.)
Viktige punkter:
- The quote's meaning: Democracy is not automatic – it requires active participation, especially from young people
- Issues young people care about: Climate change (e.g. Greta Thunberg's influence in the US/UK), gun control (March for Our Lives in the US), racial justice (BLM), education funding, mental health awareness
- Ways to participate: Student councils, protests, social media activism, voting (when eligible), volunteering, contacting representatives, starting petitions
- Challenges: Feeling too young to make a difference, complex political systems, adults not taking young voices seriously, voter apathy
- Rewards: Sense of empowerment, creating real change, building community, developing skills
Oppgave 4B: Diversity, Discrimination and Disadvantages
Oppgave: Discuss one or more challenges linked to diversity, discrimination and/or disadvantages in an English-speaking country. Introduce your chosen issue(s), provide background, explain importance, discuss progress and challenges, and give your text a title. You may use the Coretta Scott King quote as inspiration.
Quote (Coretta Scott King, brief excerpt for analysis): "Wherever there was injustice […] I did my best to show up and exert moral persuasion." (Source: Coretta Scott King; reproduced under fair-use citation for analysis – see full quote in your exam.)
Viktige punkter:
- Possible topics: Racial inequality in the US (BLM, systemic racism), LGBTQ+ rights (marriage equality, discrimination), gender inequality, Indigenous rights (Australia, Canada, New Zealand), immigration, poverty, disability rights
- Background: Choose a specific issue and give historical context
- Progress: Civil Rights Act, marriage equality (2015 US), Truth and Reconciliation in Canada, increased representation
- Challenges: Systemic discrimination persists, hate crimes, political polarisation, economic inequality
- Coretta Scott King: Wife of Martin Luther King Jr., continued fighting for civil rights, LGBTQ+ rights, and social justice after his assassination
Oppgave 4C: Fight Song – Literary Text
Oppgave: Write a literary text about which challenges may have inspired someone to write "Fight Song" by Rachel Platten. Create your own character(s) in an English-speaking country, explore challenges related to speaking up, include a clear conflict, and give your text a title.
Viktige punkter:
- Song themes: Inner strength, overcoming doubt, finding your voice, resilience, fighting back against adversity
- Character ideas: A teenager being bullied, someone dealing with anxiety/depression, an immigrant finding their place, someone standing up to injustice
- Conflict types: Internal (self-doubt vs. courage), external (bullying, discrimination, family expectations), societal (pressure to conform)
- Literary elements: Use descriptive language, dialogue, character development, a clear narrative arc
- Speaking up: Show the difficulty of finding your voice and the empowerment that comes from using it
Eksempelsvar (Oppgave 4A – Speech):
Your Voice Matters More Than You Think
Fellow students,
Kofi Annan once said that "no one is born a good citizen" and that "a society that cuts itself off from its youth severs its lifeline." His words feel more relevant than ever. Democracy is not something that just exists – it is something we all have to participate in to keep alive. And that includes us.
I know what you might be thinking: "I'm just a student. What difference can I make?" But history shows us that young people have always been at the forefront of change. In the United States, the students of Marjory Stoneman Douglas High School turned their grief after a school shooting into the March for Our Lives movement, which brought hundreds of thousands of people to the streets demanding gun reform. In the UK, young climate activists have pressured the government to declare a climate emergency. These are not adults with decades of political experience – they are teenagers, just like us.
The issues that affect our generation are enormous: climate change, mental health, education, inequality, digital rights. These are not problems that will wait until we are "old enough" to deal with them. They demand action now. And the good news is that there are many ways to get involved, even before you can vote.
Start locally. Join the student council at your school. It might seem small, but learning how to propose ideas, debate them and reach decisions is democracy in action. Volunteer for organisations that work on issues you care about. Write to your local representative – you would be surprised how much a well-written letter from a young constituent can achieve. Use social media not just to scroll, but to amplify important messages and hold leaders accountable.
Of course, getting involved can be challenging. Politics can feel overwhelming and complicated. You might feel that adults don't take you seriously, or that the system is too slow to change anything. I won't pretend these frustrations aren't real. But the alternative – staying silent and hoping someone else will fix things – is far worse.
The rewards of participation are worth the effort. When you engage with democracy, you develop critical thinking, empathy and the ability to see issues from multiple perspectives. You build confidence and a sense of agency. And most importantly, you become part of something bigger than yourself.
Kofi Annan was right: democracy is a process that evolves over a lifetime. It evolves because people – including young people – choose to be part of it. So let us not sever the lifeline. Let us be the generation that strengthens it.
Thank you.
Generelle eksamenstips for ENG1007:
- Del 1 (lytting/lesing): Read all options before listening/reading. Look for specific evidence in the text.
- Del 2 (videreformidling): Convey key information from the source in your own words. Stay within the word limit.
- Del 3 (samhandling): Respond to others' views directly. Show nuance and critical thinking. Use appropriate forum register.
- Del 4 (skriftlig produksjon): Plan your text, use varied language, show depth. Remember to give your text a title.
- All three parts are weighted equally at approximately 33% each.