Førebuing/ Forberedelse ENG1005 og ENG1006 Engelsk for høyrselshemma/hørselshemmede Elevar og privatistar/Elever og privatister Nynorsk/Bokmål 19.11.2014 Nynorsk Informasjon til førebuingsdelen Førebuingstid Førebuingstida varer éin dag. Hjelpemiddel På førebuingsdagen er alle hjelpemiddel tillatne, inkludert bruk av Internett. På eksamen er alle hjelpemiddel tillatne, bortsett frå Internett og andre verktøy som kan brukast til kommunikasjon. Teikenspråktolk kan brukast berre til å tolke norske omsetjingar i engelsk/norsk ordbøker. For norsk, samisk, finsk som andrespråk og framandspråka er heller ikkje omsetjingsprogram tillatne. Bruk av kjelder Dersom du bruker kjelder i svaret ditt, skal dei alltid førast opp på ein slik måte at lesaren kan finne fram til dei. Du skal føre opp forfattar og fullstendig tittel på både lærebøker og annan litteratur. Dersom du bruker utskrift eller sitat frå Internett, skal du føre opp nøyaktig nettadresse og nedlastingsdato. Vedlegg “Brighton Residents Arrested in Fracking Demo”. Utdanningsdirektoratet, 2013. “Curriculum Vitae, Sebastian Knowles”. Utdanningsdirektoratet, 2013. “Malala is living proof that one person can indeed bring positive change in the world”. Utdanningsdirektoratet, 2013. “How millennials are transforming the workplace” Tilpassa frå: The Week Staff, August 24, 2012. Lasta ned 17. januar 2014, frå http://theweek.com/article/index/232375/how-millennials-aretransforming-the-workplace “Percent of Deaf and hard-of-hearing people, age 26-64, who are unemployed by highest education attained.” Lasta ned og tilpassa 27. januar 2014 frå http://www.ntid.rit.edu/research/collaboratory/economics/unemploymentrate Utdrag frå: Joanne Greenberg., 1970, In This Sign. Henry Holt and Company, LLC, New York. Pp 5-6, Pp 8-9 Andre opplysningar Førebuingsdagen er obligatorisk skoledag. I førebuingstida kan du samarbeide med andre, finne informasjon og få rettleiing. Informasjon om vurderinga Sjå eksamensrettleiinga med kjenneteikn på måloppnåing til sentralt gitt skriftleg eksamen. Eksamensrettleiinga finn du på www.utdanningsdirektoratet.no. Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014 Side 2 av 12 Bokmål Informasjon til forberedelsesdelen Forberedelsestid Forberedelsestiden varer én dag. Hjelpemidler På forberedelsesdagen er alle hjelpemidler tillatt, inkludert bruk av Internett. På eksamen er alle hjelpemidler tillatt, bortsett fra Internett og andre verktøy som kan brukes til kommunikasjon. Tegnspråktolk kan brukes bare til å tolke norske oversettelser i engelsk/norsk ordbøker. For norsk, samisk, finsk som andrespråk og fremmedspråkene er heller ikke oversettelsesprogrammer tillatt. Bruk av kilder Hvis du bruker kilder i besvarelsen din, skal disse alltid oppgis på en slik måte at leseren kan finne fram til dem. Du skal oppgi forfatter og fullstendig tittel på både lærebøker og annen litteratur. Hvis du bruker utskrift eller sitat fra Internett, skal du oppgi nøyaktig nettadresse og nedlastingsdato. Vedlegg “Brighton Residents Arrested in Fracking Demo”. Utdanningsdirektoratet, 2013. “Curriculum Vitae, Sebastian Knowles”. Utdanningsdirektoratet, 2013. “Malala is living proof that one person can indeed bring positive change in the world”. Utdanningsdirektoratet, 2013. “How millennials are transforming the workplace” Tilpasset fra: The Week Staff, August 24 2012. Lasta ned 17. januar 2014, fra http://theweek.com/article/index/232375/how-millennials-aretransforming-the-workplace “Percent of Deaf and hard-of-hearing people, age 26-64, who are unemployed by highest education attained.” Lastet ned og tilpasset 27. januar 2014 fra http://www.ntid.rit.edu/research/collaboratory/economics/unemploymentrate Utdrag fra: Joanne Greenberg., 1970, In This Sign. Henry Holt and Company, LLC, New York. Pp 5-6, Pp 8-9 Andre opplysninger Forberedelsesdagen er obligatorisk skoledag. I forberedelsestiden kan du samarbeide med andre, finne informasjon og få veiledning. Informasjon om vurderingen Se eksamensveiledningen med kjennetegn på måloppnåelse til sentralt gitt skriftlig eksamen. Eksamensveiledningen finner du på www.utdanningsdirektoratet.no. Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014 Side 3 av 12 The topic for this exam is: Are people masters of their own lives? People's lives are influenced or even determined by their environments – time, place, work, family, history and culture. Most of us would like to think we decide our own future, but do we really? To what extent can we influence society around us? Are the choices we make really our own? And what happens if the choices we make are outside the norm? In your preparation period, you should think about and discuss to what extent and how people are masters of their own lives – for good or for bad. You should study the texts below and revise relevant material you have studied during your English course. This could be in your textbook, news stories, films, literature or other material you have studied. You may also find new material that is suitable. It can be a good idea to make a note of key words and phrases. Finally, remember to note down your sources. Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014 Side 4 av 12 Text 1 Brighton Residents Arrested in Fracking Demo Fracking is a controversial issue as we saw on 28th August. That day six Brighton and Hove residents, including a local politician from the Green Party, were arrested during an anti-fracking demonstration in Balcombe, West Sussex. The demonstration was organized by mainly local activists. They are worried that the hydraulic fracturing, process, or “fracking”, that is used to extract gas from underground rocks can cause small earthquakes and pollute water supplies. Other protesters are against any oil and gas exploration in the countryside. The object of the demonstration was to blockade the site near Balcombe, and in this way stop further drilling for oil. Several hundred protesters took part in the Balcombe demonstration, which was just one of several protests across Britain, involving several thousand people. Inevitably the police were called in, and there was a confrontation. At around 3 pm, police began to push the protesters towards a small section of the road and arrested a number of people. Local police officers in highvisibility yellow vests started the push, followed by uniformed officers from the London Metropolitan Police. They detained a group of people that were still blocking the road and one young man was allegedly held face down on the road by three officers. He shouted: "I'm not resisting, please get off me." At this point most of the demonstrators left, and the remaining activists were forced into a small side road and prevented from leaving. Twenty-five people were arrested on the spot. However one man, Sebastian Knowles (unemployed), was arrested later the same day at his parent’s home in Copthorne Court, Hove, after a policeman had recognized his distinctive facial tattoo and piercings from a previous demonstration. Police and protesters gave differing accounts of the incident. While protesters insisted that they acted in a non-violent way, intending only to protest peacefully, the police said that some protesters became “very aggressive” when asked to leave the site. Explaining the reason for the demonstration, a spokesperson for the action committee, Sarah Black said: “When we look at the enormous damage to the environment that fracking has already caused in Canada and the USA, it goes without saying that we don’t want the same thing to happen in our village. We want to show those in power that the British people will not take this lying down.” The Chief Constable later said on TV: “The use of force was regrettable, but necessary. Having said that, I want to make it absolutely clear that 99% of the demonstrators were wellbehaved. The problems in these cases are almost always caused by a small group of individuals who go to demonstrations just to make trouble. A small number of the people we arrested were Balcombe residents, but others had travelled quite long distances to take part.” Utdanningsdirektoratet, 2013 Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014 Side 5 av 12 Text 2 CURRICULUM VITAE Sebastian Knowles Born: 21/03/87 Address: 21 Freeman Street, Hove, Sussex Tel: 0171 895 647 E-mail: [email protected] PERSONAL STATEMENT Motivated and devoted team player who enjoys hard work and who tackles stress well. SKILL SETS IT · · Fully competent in all of the basic computer software programs. Able to create and administrate websites using HTML Languages · Native English speaker, fluent in French and basic Spanish WORK EXPERIENCE Jan 2013 – July 2013 Assistant, Blessfields Care Home, Hove Various care duties such as kitchen work, cleaning and personal companionship Jan 2012 – Dec 2012 Web administrator, Freelance Short contract work for various employers including Greenpeace, WWF Sep 2008 – Nov 2008 Assistant, Koplan Catering Services, Brighton Food preparation and delivery EDUCATION Sep 2003 – Jun 2005 NVQ, Food and Nutritional Services, Essex Vocational College, Colchester Sep 2001 – Jun 2003 GCSEs (8 at grades A-C), Glossop Secondary, Hove Utdanningsdirektoratet, 2013 Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014 Side 6 av 12 Text 3 Malala is living proof that one person can indeed bring positive change in the world. When the Taliban took control of the Swat Valley in Pakistan, it became more difficult, and far more dangerous, for girls to attend school. Indeed, militant extremists destroyed dozens of girls’ schools in their attempt to make women ignorant and obedient. However, one girl spoke out against the barbarism. Malala Yousafzai refused to be bullied and insisted on her right to an education. She first became a respected public figure in 2009 when she wrote a diary (in Urdu) for the BBC about life under oppression. Then, on October 9, 2012, when she was still only a child of fifteen, Malala was shot in the head by a brutal terrorist on the bus home from school. It seemed unlikely that she would survive. However, thanks to expert medical treatment, first in Pakistan and then in the UK, Malala made a miraculous recovery. The cowardly and despicable assassination attempt has taken her on an incredible journey from the Swat valley in Pakistan to the United Nations building in New York. Now, at the age of sixteen, she has become a worldwide symbol of peaceful protest against tyranny and ignorance, and the youngest person ever to be nominated for the Nobel Peace Prize, which she unfortunately was not awarded. Her biography, I AM MALALA, was published in 2013 and tells the true story of an intelligent and courageous young girl who refused to give in, and of her brave and supportive parents who have demonstrated the deep love and respect they have for their daughter in a society that puts more value on sons. Utdanningsdirektoratet, 2013 Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014 Side 7 av 12 Text 4 How millennials are transforming the workplace Millennials are Americans born in the 1980s and '90s. They are starting to change the workplace at some major corporations. What kind of changes do they want? Millennials want more flexible work hours, feeling that it is pointless to stick to a rigid 9-to-5 schedule if they can still get their work done without being tied to a desk. They want companies to take advantage of technology and embrace Skype and Facebook. They want the freedom to use social media; some have even quit jobs that ban Facebook at the office. They want big responsibilities as soon as they arrive, and they want to be promoted quickly. Above all, they expect their jobs to be fulfilling: According to a recent MTV survey, 90 percent of millennials believe they deserve their "dream job." Why are they so demanding? This self-confident generation is accustomed to having control and choices, and that extends to work. According to the MTV survey, 81 percent of millennials said they should be able to set their own hours, 70 percent said they need "me time" on the job, and 79 percent think they should be allowed to wear jeans at the office. In addition, 76 percent believe "my boss could learn a lot from me." And companies are falling in line? They are starting to. Some companies have adopted a "results-only work environment," or ROWE, a system in which employees are evaluated on their productivity, not the hours they keep. In a ROWE workplace, the whole team can go and see a 4 p.m. Spider-Man showing if they have done enough work that day. Why are companies catering to millennials? Well, they are literally the future. Millennials are expected to compose 40 percent of the U.S. workforce by 2020. As the workplace changes, companies need to reconsider how they lead people and get work done while they are evolving. What do older workers think about this trend? They hate it. The demands from younger workers come much to the annoyance of older coworkers who feel they have spent years paying their dues to rise through the ranks. Call it a clash of generations: A 2010 study showed that older workers "cited work ethic, respectfulness, and morals as their most important qualities," while "millennials chose technology, music and pop culture, and liberal attitudes." Is this a good thing? Perhaps. If we are smart, we will cheer them on. Americans work longer hours than citizens of other developed countries, while wages have stayed the same and benefits have been reduced. The modern workplace frankly stinks, and the changes brought about by the new generation will be good for everybody. Adapted from: The Week Staff, 24th August, 2012, How millennials are transforming the workplace Downloaded 17th January, 2014 from http://theweek.com/article/index/232375/how-millennials-aretransforming-the-workplace Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014 Side 8 av 12 Text 5 Percent of Deaf and hard-of-hearing people, age 26-64, who are unemployed by highest education attained. Degree Attained Percent unemployed Graduate 6% Bachelor degree 8% Associate 12% Some college education 12% High School diploma 14% No High School diploma 21% Source: 2011 American Community Survey public use data sample. Comments Data from the 2011 American Community Survey show that education has a significant impact on reducing unemployment. The unemployment rate for Deaf and hard-of-hearing individuals with a bachelor's degree or higher was 8 percent or less. At the same time the rate tended to be greater than 20 percent for those with less than a high school diploma when the national average of unemployment was over eight percent. Adapted and downloaded 270114 from http://www.ntid.rit.edu/research/collaboratory/economics/unemployment-rate Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014 Side 9 av 12 Excerpts from Text 6 In this Sign, by Joanne Greenberg This is the story of a deaf couple named Janice and Abel who live in their own world of Sign Language - signs they are ashamed to show to the hearing world. Their story takes place in the US during the 1920s. Janice and Abel were quite young when they left deaf school, got married and eventually moved into town. …They came in late spring, he and Janice, from his father’s farm. There was a job for him and for Janice. They had a room on Perrer Street and money for their start — the savings his father gave him in a deep, old-fashioned snap-purse. On his way home from the printing shop each night he walked past the place where they sold the automobiles. He always stood for a while, staring. On nice nights the big doors were open and a light was on so people could stop and see the beautiful machines, glowing and smooth. Sometimes the man came out and took someone by the arm and smiled to him to come and sit behind the wheel and notice this thing or that, try the horn, try the lights. Once, Abel was that person. The man motioned to him and he went and sat in the car while the man spoke to him aside, privately, like someone of special fame. He didn’t need to hear the words to feel the honor, so he smiled and nodded to show how glad he was because of it. Then the man began to write numbers on a paper. He showed them and Abel nodded under the light. All that time the man was saying and saying things, his mouth moving without rest; smiling, too, because he was telling Abel that for the small savings in the snap-purse, for only the small money which his father gave him — it was true, it was to be his own, his and Janice’s, that wonderful car. Then Abel nodded yes, and yes again and signed the papers and the man came all the way around the car and opened the door and shook his hand. Abel also remembered very early, the lights trembling in the leaves of those summer evenings. The air was warm and the late light was warm, a more rich, golden light lay all along the streets. In such a light, he came to the room and told Janie about the automobile. She was so excited they left without dinner and went back to see it. The streets and stores were dark by then; there was little to see, but they were glad they had gone anyway. They walked home slowly, in silence, because of the dark. The stars here were not spread put on one wide night as it was back on the farm; they were comfortably measured and held between the buildings of the city. Everything they saw, thought and knew had splendor for them; happiness, richness and strength. They looked at everything in a clearer light. How could there be bad in such joy, in any of it? Abel and Janice sell their car very cheaply when they find out it is too expensive to run. They did not understand that the papers they signed were for a loan. The car dealer sues them for not paying back the loan and they have to go to court with Comstock, a socalled interpreter. The Judge was speaking. Comstock said there were questions. Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014 Side 10 av 12 "When you bought the car, did you read what was given you to sign?" "It was about the car. I signed it because it was about the car." "Why didn't you answer the letters that were sent to you?" "They were about the car, too, but I sold the car -- the car was gone, then. How can it help you to read about it?" "Weren't you aware that you had made only partial payment?" "What?" "Didn't you know you made only part of the payment - that you had more to pay?" "No." Abel's eyes went from the Judge to Comstock and back again, watching how his own words were taken up, judged and laid aside in the Law. Now the Judge was not speaking, but Comstock's hands were breaking words. "I bet you tried to hide that you were deaf!" Abel looked again at the Judge, but his mouth was not moving. Finally the Judge gives his verdict. The car dealer wins the case, condemning Abel and Janice to twenty years of poverty and shame while they repay the loan. Joanne Greenberg, In This Sign (1970). Henry Holt and Company, LLC, New York. Pp 5-6, Pp 8-9 Førebuing/Forberedelse ENG1005 og ENG1006 Engelsk for hørselshemmede H2014 Side 11 av 12 Schweigaards gate 15 Postboks 9359 Grønland 0135 OSLO Telefon 23 30 12 00 www.utdanningsdirektoratet.no