Christmas Carol + class of Dec 21

Christmas Carol

http://literature.org/authors/dickens-charles/christmas-carol/

 

If you’re interested in reading it…

5/6 21122015
Korrektur HA
118/1+2 (see blackboard/beamer)
We did a listening comprehension (An Immigrant’s Long Journey, transcript below) and read some parts of Dicken’s A Christmas Carol as well as in Tolkien’s Letters from Father Christmas.
HOMEWORK: Please check the vocab (False Friends) pp. 5&6 and read / finish An Outpost of Progress until January, thank you.
1 Transcript
[c] An immigrant’s long journey, part 2

How did you travel to the US? How did you cross the border:
on your own or did you have to hire a ‘coyote’?
We came to the US on our own with the help of my cousin,
Chava. I had to leave behind the things I loved most (aside
from my mom): my friends and my fútbol. There were 10 of
us who took the bus from Mexico City to Tijuana – a
3-day trip. When we got to Tijuana, we tried to cross the
border but there were too many of us that they caught us
and sent us back so we had to split up. The boys (my brother,
cousins and I) stayed behind and slept on the side of the
railroad tracks. The girls (my sisters and cousins) crossed the
border on their second attempt with Chava and then took
a plane from San Diego to San Francisco. We tried crossing
the border two more times unsuccessfully. It wasn’t until
the fourth time that we were lucky because it was during a
change of guards, 5 a.m. We walked for one day until we got
to San Diego.
Once you had arrived in the US, did you have to stay in
hiding all the time?
When we were in San Diego we had to be careful because la
migra was all over the place. We just tried to walk normally
and casually so as to not attract attention. We were so
hungry that we had to beg strangers for money. We were able
to collect $ 53 but the next morning la migra caught us and
brought us back to Mexico. With the $ 53 we ate something
in Mexico and tried to cross again the next day. We were able
to cross on the first try and we walked to San Diego again.
We felt lucky though because we met a Mexican family who
let us take a shower in their apartment and fed us breakfast.
Then we kept on walking and a Mexican restaurant gave
us some burritos to eat. After asking for more money from
strangers, we were able to stay overnight in one hotel but
the employee told us to get out early because he didn’t want
any problems with immigration. The following day we put
on some clothes that the Mexican family gave us and took a
plane to San Francisco – my cousin bought the tickets for us
and no ID was needed to travel back then. To this day, I find
it very difficult to deny anyone money or food when they ask
for it. I give to anyone who asks because I’ve been there and I
know that it’s not easy.
There has been a discussion in the US for some time now on
how Hispanics see themselves – as whites, as a minority in
the US, as still belonging to the people of their home country.
How do you see yourself?
I am a Mexican. I never knew about the word Hispanic until
I went to middle school in the US. In California, I did not
feel like a minority because Watsonville is full of Mexicans,
so I felt at home. Here in McLean, Virginia, I do feel like a
minority because there are mostly white anglos that live
here. I’m not saying that I have anything against them, but
that’s the way I feel.
How do you feel about anti-immigrant groups like the
Minutemen in Arizona who want to seal up the border and
make it totally impermeable?
They want to implement these laws but they don’t want to
work in the jobs that we risk our lives to cross the border
to do – work in the strawberry fields, bent over all day long
from sunrise to sunset earning $ 5 an hour with no insurance
or benefits; work in the canneries, poultry farms, and other
agricultural areas – lettuce, raspberries, mushrooms, things
like that. I knew one American who worked for 30 minutes
picking raspberries and then stopped and demanded his
pay. He couldn’t stand getting scratched up by the thorns. La
migra should spend their time trying to catch criminals who
hurt other people rather than trying to catch people who
only want to earn a decent living doing a job no one else
wants to do.
I don’t think politicians really want to legalize illegal
immigrants for a few reasons. Right now illegal immigrants
have taxes and social security withheld from their
paychecks. But because they don’t have a social security
number, they never see that money again. If the government
were to legalize these undocumented workers, they would
have to refund them what they earned. Also, it would be
very difficult to find documented workers to work the jobs
that illegal immigrants work in because once they get their
papers, they move on to better paying jobs with better
working conditions. The jobs that undocumented workers
do are really more like slave labor. People don’t complain
because it’s their only source of income but once they see a
way out, they take it.

class of Dec 14, 2015

5-6 class of Dec 14, 2015

We did a test on the False Friends and checked our Mixed Grammar

 

We read p. 117/118 and did ex 3 a and b (please revise p. 274ff “DEBATING”)

 

Homework: p. 118 / 1 + 2

Get familiar with FF pp. 3&4,

Please prepare p. 120 3A: ex 2a and b, so we can have a discussion in class next week. read p. 120 / Text B and do 1, read pp. 122+123 and do ex 1 + 2 + 3 + 4 (check the red hints!!) and get familiar with the vocabulary.

We wanted to read p. 118/119 (Text B) and do 1, 2, 3.

We wanted to start p. 120 / A: 1

Yet to do: p. 121 GETTING ALONG IN ENGLISH (with CD)

An Outpost of Progress: https://www.youtube.com/watch?v=trdCqycl2o0

 

 

 

After you finished reading the first short story, please do this task (until January 2016):

 

Reading Comprehension

about the opening of

“An Outpost of Progress” by Joseph Conrad

Put these events into the correct order according to the text.
Start from the beginning of the story to “…Look at those two imbeciles.”

Start with what happens first. Be careful: Identify and leave out the two sentences below that are not in the text.

Put the right letter from the column on the left hand side here in the correct order of the events.
a)       Henry Price arrives at the place of the station.
b)       Kayerts is moved to tears.
c)       Makola lives on the station with just his family and no one else.
d)       Makola moves from place to place.
e)       Some cotton goods and other provisions are left at the station.
f)         The company director expresses his low opinion on the new agents.
g)       The company’s director finds the station in good order.
h)       The company’s director puts up a cross.
i)         The company’s director talks to Carlier and Kayerts about the positive prospects of trade at that station.
j)         The former painter catches a contagious disease.
k)       The formerly unsuccessful painter dies.
l)         The steamer fails to appear.
m)     The two white men are given charge of the trading station.

 


 

Lektüre (Liste)

 

Behandelte Lektüre:

 

Arbeit mit:

New Context B, Cornelsen sowie Skills & Exam Trainer

Words in Context. Thematischer Oberstufenwortschatz Englisch Klett, ISBN 978-3125199408

 

 

Lektüre:

 

„Heart of Darkness“ by Joseph Conrad

„Picture of Dorian Gray“ by Oscar Wilde

„1984“ by George Orwell

„One Language Many Voices“ – An Anthology of short Stories about the Legacy of Empire – edited by helga Korff and Angela Ringel-Eichinger, Cornelsen

 

short extracts of:

„Fahrenheit 451“ by Ray Bradbury

Brave New World by Aldous Huxley

Shakespeare (prologue of „Romeo and Juliet“, Sonnet 130)

 

Zur Wahl stehen folgende einsprachige Wörterbücher

Longman Dictionary of Contemporary English (DCE) – New Edition – Buch (Hardcover) (Einsprachige Wörterbücher)

 

Cambridge Advanced Learner’s Dictionary with CD-ROM

 

PONS Cambridge Learner’s Dictionary

 

Genehmigt unter der Auflage, dass in der verwendeten Ausgabe die Beigaben Writing Tutor und Exam Trainer entnommen werden können; die inkorporierte Ausgabe darf nicht verwendet werden.

zweisprachig

Cornelsen Oxford Klausur-Wörterbuch Englisch (2012), ISBN 978-3-06-801866-8, britische ISBN 978-0-19-432548-6

Langenscheidt Abitur-Wörterbuch Klausurausgabe (2014), ISBN 978-3-468-13090-8

Langenscheidt Abitur-Wörterbuch Klausurausgabe (2009), ISBN 978-3-468-13088-5;

PONS Schülerwörterbuch Englisch Klausurausgabe (2015), ISBN 978-3-12-517358-3.

PONS Schülerwörterbuch Englisch für den Einsatz in Klausuren und im Abitur (sog. „Schule – Klausurausgabe) (2011), ISBN 978-3-12-517336-1

 

 

————

Optional:

Stentenbach, Bernhard: Lernwortschatz zur englischen Textarbeit, Diesterweg Verlag, ISBN 978/3-425-04119-3

 

Landeskunde:

Cultural Studies (Landeskunde) GB / USA

 

 

Abitur kompakt Wissen Englisch. Landeskunde GB / USA Klett, ISBN 3-12-929635-2 bzw. 978-3129299999

 

 

Stark:

Hier müssen aber ZWEI Bücher gekauft werden:

Abitur-Wissen Englisch / Landeskunde USA

Stark, ISBN 978-3894491659

UND

Abitur-Wissen Englisch / Landeskunde Großbritannien

Stark, ISBN 978-3894491208

 

 

Please let me know if I forgot something, but I believe the list is complete.

facts again

Hi,

Here’s to sum up again what we talked about the past lessons:

 

1984 facts

Definition: A dystopia is a fictional society that is the opposite of utopia. It is usually characterized by an authoritarian or totalitarian form of government, or some other kind of oppressive social control.

Typical features of dystopian fiction

  • A background story of war, revolution, uprising, overpopulation, natural disaster or some other climactic event which resulted in dramatic changes to society.
  • A standard of living among the lower and middle class that is generally poorer than in contemporary society. This is not always the case, however, in Brave New World people enjoy much higher material living standards in exchange for the loss of other qualities in their lives, such as independent thought and emotional depth.
  • A protagonist who questions society, often feeling intuitively that something is terribly wrong.
  • As dystopian literature typically depicts events that take place in the future, it often features technology more advanced than that of contemporary society. Usually, this advanced technology is controlled exclusively by the group in power, while the oppressed population is limited to a rather primitive technology.
  • Dystopian fiction typically extrapolates current trends and developments into the future. It is not enough to show people living in an unpleasant society. The society must have similarities to today, of the reader’s own experience. If the reader can identify the patterns or trends that would lead to the dystopia, it becomes a more involving and effective experience.
  • There is usually a group of people who are not under the complete control of the state, and in whom the hero of the novel usually puts his or her hope, although he or she still fails to change anything. In 1984 by George Orwell they are the “proles” (short for “proletariat”), in Brave New World by Aldous Huxley they are the people on the reservation, and in Fahrenheit 451 by Ray Bradbury, they are the “book people” past the river and outside the city.
  • If destruction is not possible, escape may be, if the dystopia does not control the world. In Ray Bradbury’s Fahrenheit 451, the main character succeeds in fleeing and finding people who have dedicated themselves to memorizing books to preserve them.

George Orwell 1984

The novel, published in 1948, takes place in 1984 and presents an imaginary future where a totalitarian state controls every aspect of life, even people’s thoughts. The state is called Oceania and is ruled by a group known as the Party; its leader and dictator is Big Brother.

Winston Smith, the central character, is a thirty-nine year old man living in London. He secretly hates the Party and decides to rebel by starting a diary in which he reveals his rebellious thoughts. Through keeping a diary, Winston commits thoughtcrime and knows that one day he will be discovered by the Thought Police and probably killed.

Winston is fascinated by “proles,” the lowest class in the social hierarchy of Oceania. They are the only group allowed to live pretty much as they like without heavy police surveillance. He befriends Mr. Charrington, the prole owner of a junk-shop, who shares his interest in the past and life before the rule of Big Brother.

At work, a dark-haired girl who works in another department approaches Winston in the corridor. She pretends to fall and hurt herself; when he helps her up she slips a piece of paper into his hand. It says “I love you.” Winston is surprised and disturbed by this; any sexual relationship between Party members is strictly forbidden. Nevertheless, he is intrigued. They secretly arrange to meet in the country. He begins a love affair with the girl, who finally introduces herself as Julia. They have to be very cautious and meet in places that aren’t watched: a clearing in the woods, an old church. Winston and Julia eventually rent the room above Mr. Charrington’s junk-shop as a long-term private place for the two of them.

A member of the Inner Party, O’Brien, finds an excuse to give Winston his home address, an unusual event. Winston, noticeably excited, has always believed O’Brien may not be politically orthodox and could sympathize with his hatred of the Party. Winston and Julia go to see O’Brien and he enlists them into the Brotherhood, a secret organization dedicated to fighting Big Brother. He arranges to give Winston a copy of “The Book,” a document that contains the truth about Big Brother and the development of the super-states. Winston and Julia go to their room above the junk-shop to read the book. The Thought Police burst in to arrest them and they discover that Mr. Charrington is a Thought Police agent. They are taken separately to the Ministry of Love. There, Winston learns that O’Brien is in fact an orthodox government agent and has deliberately tricked him. O’Brien takes charge of the process of “re-integrating” Winston, torturing and brainwashing him until he fully believes in the Party and its doctrines. As the final step of this process, Winston is forced to betray his love for Julia, and his feelings for her are destroyed.

Winston is released to live out his final days as a broken man. Soon, the Thought Police will execute him. Winston has submitted completely and loves Big Brother.

Two other famous books that are clearly dystopian fiction:

Aldous Huxley Brave New World

In the “brave new world” of 632 A. F. (After Ford), universal human happiness has almost been achieved. Control of reproduction, genetic engineering, conditioning – especially via repetitive messages delivered during sleep – and a perfect pleasure drug called “Soma” are the cornerstones of the new society. Reproduction has been removed from the womb and placed on the conveyor belt, where reproductive workers tinker with the embryos to produce various grades of human beings, ranging from the super-intelligent Alpha Pluses down to the dwarfed semi-moron Epsilons.

Each class is conditioned to love its type of work and its place in society; for example, Epsilons are supremely happy running elevators. Outside of their work, people spend their lives in constant pleasure. This involves consuming and continually buying new things, whether they need them or not, participating in elaborate sports, and free-floating sex. While uninhibited sex is universal and considered socially constructive, love, marriage, and parenthood are viewed as obscene.

The story is about Bernard, an alpha whose programming is a bit off – he is discontented and desires to spend time alone just thinking or looking at the stars. At one point he takes Lenina on a vacation to the savage reservation in New Mexico. There he discovers John (the “Savage”), son of Linda who had visited the reservation more than 20 years previously and was accidentally left behind. When she discovered she was pregnant (the ultimate humiliation!), she had to remain among the savages. John returns to the Brave New World where he is celebrated as the Visiting Savage. However, he cannot adapt to this totally alien society and, ultimately, he takes his own life.

Ray Bradbury Fahrenheit 451

Guy Montag is a fireman who lives in a society in which books are illegal. His job is not to extinguish fires, but to light them. He burns books, and all the firemen wear the number “451” on their uniforms because that is the temperature at which books burn.

But the role reversal of the firemen is not the only difference between present-day society and the world in which Montag lives. People of Montag’s world take no interest in politics or world issues. The only point of life is pleasure. Montag’s wife, Mildred, spends her time watching the televisions that take up three of the four walls in their parlor, or listening to the seashell radios that fit snugly in the ear. It isn’t until Montag meets a young girl named Clarisse that he realizes that there might be more to life than the electronic entertainment that absorbs everyone. Clarisse makes him think about the world beyond the wall television and seashell radios; she makes him wonder about life.

This newfound curiosity gets Montag into trouble when he takes an interest in reading the books that he’s supposed to burn. When Captain Beatty, the fire chief, realizes that Montag has changed sides, he forces Montag to burn his own home. To save himself, Montag kills the fire chief and escapes the city. A manhunt ensues on live television, but when Montag escapes the authorities, an innocent man is killed in his place to appease the audience.

Montag joins a group of educated, vagrant men who remember great novels so that when the world returns to an appreciation of literature, they will be ready to help out. As they are walking away from the city, a bomb destroys the place that was once Montag’s home. Knowing they will be needed, the men turn back to the shattered city to help rebuild a society that has destroyed itself.

While the novel is most often classified as a work of science fiction, it is first and foremost a social criticism warning against the danger of censorship. It uses the genre of science fiction, which enjoyed immense popularity at the time of the book’s publication, as a vehicle for his message that unchecked oppressive government irreparably damages society by limiting the creativity and freedom of its people. In particular, the “dystopia” motif popular in science fiction – a futuristic technocratic and totalitarian society that demands order and harmony at the expense of individual rights – serves the novel well.

Developed in the years following World War II, the book condemns not only the anti-intellectualism of the defeated Nazi party in Germany, but more immediately the intellectually oppressive political climate of the early 1950’s – the heyday of McCarthyism. That such influential fictional social criticisms such as Orwell’s Animal Farm and 1984 were published just a few short years prior to Fahrenheit 451 is not coincidental. These works reveal a very real apprehension of the danger of the US evolving into an oppressive, authoritarian society in the post-WWII period.

class of Nov 30, 2015

5/6 class of Nov 30, 2015

Hi all,

Today, we corrected our homework (Greenpeace in Action / Right of Way Changed / Ballooning / The Environment). We checked p. 107 Watch your language. We read p. 110. We skipped p. 111. We read 112-113.

Greedy = habgierig; erfolgssüchtig

Superficial, egocentric

credulous, gullible = leichtgläubig

docile = gutmütig;

unquestioning

 

eventually = finally = in the end

  1. 113/2

– the story is short.

– the animals are depicted as human beings (the sheep have spies, newspapers, publishers, sentinels, etc., the wolves have taverns, both have human personality traits).

– There is a moral tag at the end.

3a)

Can be taken at face value (scheinbarer Wert) since the sheep spies are indeed dressed in wolf’s clothing, but it’s also an allusion to and inversion of the common phrase “a wolf in sheep’s clothing”, which stems from an Aesop fable.

The sheep disguise themselves as wolves to collect secret information about their enemies, they take on the wolves’ competitive, aggressive behaviour. However, they do not use these characteristicts to fight their enemy but rather to fight each other, which leads to the final catastrophe.

3c) As news agencies have to sell their news, they are often more interested in getting something published than in checking whether it is correct or not.

 

HOMEWORK: A Nursery School Teacher / Agatha Christie + book p. 108/109: Check these on your own, do 1a and 1b, 2a, b, 3a. Check the glossary. Please do p. 110 1a, c. Check the vocab on pp. 110/111, please try to do p. 113 / 3b

Please get the book One Language, Many Voices