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| − | =='''Latest Homework '''==
| + | ='''Latest Homework '''= |
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| − | '''Translate the following text'''
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| − | Shakespeare knew something that we are increasingly loath to acknowledge. There is no technical fix for the problems of humanity.
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| − | Those problems, he knew, are ineradicably rooted in our nature; which is why every time we moderns consult his works, we come away with a deeper insight into the heart of our own mystery.
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| − | Take as a test case Macbeth, the shortest of his tragedies. The play is a study of ambition, the evil to which ambition leads when unrestrained by ethical inhibition, and the logic of evil once an evil course has been embarked upon. The ambition and the evil are part of man’s nature. All that is necessary to understand the play, therefore, is to be human: and if we attend to it closely, we shall have a deeper appreciation of its subject matter than if we read all the philosophy, sociology, criminology, and biology of the past two centuries.
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| − | http://www.city-journal.org/html/13_1_oh_to_be.html
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| − | | + | ="Old" Homework 2009/2010= |
| − | To learn for the characterization in the clausur, you can also look at [[LKE-old#Vocabulary_for_characterization|Vocabulary for characterization]]
| + | [[LK Englisch/Thelenberg 2009 11/homework_k12| Homework K12]] |
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| − | ==Older Homework== | + | |
| − | * Watch this video from 7:50 to the end! (This is the beginning of IV 1 in the play)
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| − | * What are your feelings towards Paris and his efforts?
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| − | :{{#ev:youtube|XERiRdgFq4Y}}
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| − | * Take notes for a characterization of Paris (WRITE THEM OUT!) from I 2, III 4 and IV 1!
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| − | * Use adjectives/abstract nouns to describe him and his attitide/actions, rather than completely retelling what he does!
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| − | '''1. Read IV 2!'''
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| − | : Write out the passages that contain dramatic irony on page 151!
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| − | : How do they influence the audience?
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| − | '''2. Read IV 3!'''
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| − | : What fears does Juliet express in lines 21 - 57?
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| − | : Which of these fears do you think is the most threatening and realistic one for the audience at this point? Explain why!
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| − | '''3. Translate the following text'''
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| − | Scholars have started to consider Shakespeare as a 'man of the theatre', writing plays for performances rather than for university studies. Consequently, they have begun to deal with productions rather than written plays, analysing the movements of the plays from page to stage.
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| − | Of course there have been remarkable screen adaptations as well, with Laurence Olivier's Henry V (1944) being the first film widely considered an adequate adaptation both in Shakespearean and filmic terms. Forty-five years later Kenneth Branagh presented an equally successful yet altogether different film version of this play.
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| − | Why Shakespeare at all? His continuous attraction as a playwright "not for an age but for all time" , as Ben Jonson put it, probably derives from the fact that he presents a minute and balanced view of many variations of human existence. Consequently the ever changing interpretations in productions and scholarly articles reflect neither Shakespeare's intentions nor the single correct reading, but rather mirror the worldviews of directors, critics, and scholars and the conditions of their time.
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| − | 1. Read III 4 and listen to it while you read! (Don't watch it yet - just read + listen")
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| − | : Listen to minute 2:20 to 4:40 (III 4)
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| − | : {{#ev:youtube|WpEY3v5Pdxo}}
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| − | 2. Now watch this scene again! Stop at 4:40!
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| − | :* What mood is created in this scene(esp. look at Old Capulet)?
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| − | :* How does Capulet's mood and plan appear to the audience?
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| − | :* What does it mean for Juliet?
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| − | 3. Explain how dramatic irony is used here, and which sentences!
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| − | :* Find and mark 4 examples of dramatic irony in III 4 and explain what makes them ironic!
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| − | 4. Watch the video until the end!
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| − | :* Does the language used by Romeo and Juliet sound natural or very theatrical/recited?
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| − | :* What is the relation between III 4 and the beginning of III 5?
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| − | 5. Read pp. 125
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| − | : The passage contains some fine rhetorical elements! Look at ll. 6 - 11 and read the lines aloud ....! Show what rhetorical devices are used and what they underline!
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| − | 6. Watch the following video up to minute 7:50 (that is III 5 from page 129 l. 82 on)!
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| − | :{{#ev:youtube|XERiRdgFq4Y}}
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| − | : Describe how Juliet's situation develops!
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| − | : How does the actor express Capulet's changig feelings towards his daughter?
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| − | * Finish (or read - if you weren't there - Act III Scene 2! Then collect all the the words or phrases that help to create an atmosphere of death and despair!
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| − | * Read pp. 111 and 113! Try to write a modern (I suppose shorter) version of ll. 15 - 53! Start e.g. like this:
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| − | : Friar: You are only banned from staying in Verona, but calm down, you can go to many other places!
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| − | : Romeo: But for me Verona is the only place in the world, anywhere else is .....
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| − | Read page 103!
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| − | * Answer question 1c on page 102!
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| − | * Pick 4 consecutive lines from page 103 that you like most for their imagery and/or sound ...! Can you explain why ...?
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| − | * Read II.5!
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| − | : How is tension created between Juliet and the Nurse pn pp. 81 - 85 (Examples and explanation?)
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| − | : Eplain Juliet's reaction on page 85 l. 69-76? (Also look at what the nurse says on page 29 l. 96?
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| − | : How would you characterize the nurse's behavior in this scene II 5?
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| − | * Read II.6!
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| − | : How responible or irresponsible do you judge Friar Lawrence's actions!
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| − | : Remember Romeo's and Juliet's age, the friar's plan/intention and his warnings and advice to them!
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| − | # Read Act II scene 2
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| − | # Choose your favourite four lines from II 2 and prepare to explain why you like them!
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| − | # Look at II 2 again! Write out / mark how (esp. what images are used)
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| − | :* Romeo adresses Juliet
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| − | :* how he expresses his feelings
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| − | :* where he seems more realistic/mature and where more carried away/caught in poetical decoration and exaggeration
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| − | === Read Act 1 of "Romeo and Juliet!"===
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| − | Look at the "left pages", too. They contain useful information!
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| − | ===Look at pp. 15 – 17, p. 23 and pp. 41-45 l. 119 again===
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| − | # Take notes about what Romeo says about love and the women he loves .... and how (language, images, rhyme, ... write out some quotes!) he says it. (Make a table with 2 columns.)
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| − | # How convincing/realistic is Romeo's being in love? (Notes/reasons)
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| − | # How does Benvolio react to Romeo's problem with being in love (p. 17 and 23)? (Niotes)
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| − | # Characterize Romeo as lover from what you have read about him! (Complete sentences!)
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| − | <span style="color: red">'''1. Write a recipe for a brilliant play about love! - What does it take ...?'''</span>
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| − | '''Think of'''
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| − | *the most important characters (and their relations to each other)
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| − | *the development of the plot
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| − | *the conflicts
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| − | *typical ingredients that draw audiences
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| − | *a breath-taking ending!
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| − | <span style="color: red">'''2. Prologue (Romeo and Juliet)''' (spoken by one actor)</span>
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| − | <blockquote style="border: 1px solid blue; padding: 2em;">
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| − | Two households both alike in dignity,<br>
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| − | In fair Verona, where we lay our scene,<br>
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| − | From ancient grudge break to new mutiny,<br>
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| − | Where civil blood makes civil hands unclean.<br>
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| − | From forth the fatal loins of these two foes<br>
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| − | A pair of star-cross’d lovers take their life;<br>
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| − | Whose misadventur’d piteous overthrows<br>
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| − | Doth with their death bury their parents’ strife.<br>
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| − | The fearful passage of their death-mark’d love<br>
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| − | And the continuance of their parents’ rage,<br>
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| − | Which, but their children’s end, nought could remove,<br>
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| − | Is now the two hours’ traffic of our stage;<br>
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| − | The which, if you with patient ears attend,<br>
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| − | What here shall miss, our toil shall strive to mend.<br>
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| − | </blockquote>
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| − | # '''What is the function of this prologue in "Romeo and Juliet"??'''
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| − | # '''Learn at least lines 1 - 8 by heart .....!'''
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| − | What is the symbolic meaning of the hotel and its inhabitants? Explain your views!
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| − | '''Some aspects:'''
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| − | * connotations of hotel (in general and in this special situation)
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| − | * who do characters stand for? (in England/generally) ==> Look at names, behaviour, relations between characters and changes
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| − | # Read until page 56 of the drama!
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| − | # Look at the disagreement (p. 51, l. 30 to p. 56, l. 16) between the two friends (Mrs Jones and Mrs Smith).
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| − | ::How do the two women's attitudes to the situation and their relation to each other change?
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| − | ::Is there a turning point? <br>Make a two-column-table (in Wiki or as .doc or .odt-document and give page/lines to support your points!)
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| − | # What information about the hotel does Shirley give the newcomers (41 l. 21-31) and why does this arouse the curiosity of the audience? (also refer to her telephone call at the beginning! Explain the term "dramatic irony" and its use/effect in this passage!
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| − | # Explain Mrs Smith's remark "''After all we are in England''" (p. 45, l. 1) and Mrs Blake's reply "''I am deaf in one ear. I am blind in one eye. I see what I want to see. I hear what I want to hear''"!
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| − | England stands for being organized, tolerant, civilized, cultivated, helpful, polite, reliable, something like this doesn´t happen in England
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| − | Mrs Blake is ignorant, intolerant, self-centered, she knows sth. but doesn´t want to tell that, rude, impolite
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| − | Mrs Brown is professional,
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| − | # What are Mrs Blake's and Shirley's views of all Smiths on p. 46 l.23 - p. 51, l. 12? (Use a two-column-table and give page/lines to support your points). '''It would be nice if someone put this table onto their Wiki page ...!'''
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| − | * [http://www.bbc.co.uk/schools/gcsebitesize/drama/activities/characterisation/characterisation.shtml '''Video: Characterization in Romeo and Juliet!''']
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| − | Watch the scene from Shakespeare's Romeo and Juliet (ActII, Scene 5) in the video clip!
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| − | # Note down how you would chracterize Juliet and her nurse! What dramatic techniques and conventions do the actors use?
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| − | # Now read the scene while you are listening (to the video) and add some more aspects to your characterizations of Juliet and her nurse! Also complete your analysis of ''' how''' the characterization is achieved!
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| − | '''Comment'''
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| − | Are we "clever enough" to avoid falling into "the sex trap" in advertising?
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| − | Use one of the following adverts and apply the full set of analytical tools to it! Write your findings into your user-page. To do that copy the "code" of the following table to your userpage.
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| − | *[http://adsoftheworld.com/files/images/luxembourgmeat.jpg Against Prostitution]
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| − | *[http://adsoftheworld.com/files/images/guinness-april-fool.jpg Guinness]
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| − | *[http://adsoftheworld.com/files/images/original_p_manifestostamp.jpg Levis1]
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| − | *[http://adsoftheworld.com/files/images/original_country_1440x900.jpg Levis 2]
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| − | *[http://adsoftheworld.com/media/print/leroy_merlin_bitches_2?size=_original DIY Advert]
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| − | *[http://adsoftheworld.com/media/print/deutsche_verkehrs_wacht_buckle_up?size=_original Buckle up ...]
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| − | *[http://adsoftheworld.com/media/print/aigle_boots?size=_original Wellies]
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| − | *[http://adsoftheworld.com/files/images/Reggaefest-Woman.jpg Reggaefest]
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| − | *[http://adsoftheworld.com/media/print/jbs_mens_underwear_toilet Men's Underwear]
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| − | *[http://adsoftheworld.com/files/images/SKINSHeary3.jpg Sportswear]
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| − | This is the (half empty) table that you should first copy to your user page. After that, work inside your user-page ('''not here!''').
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| − | {| class="prettytable sortable"
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| − | |+ The advert xy ...
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| − | |- style="background: #DDFFDD;"
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| − | ! question
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| − | ! answer
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| − | |-
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| − | |what product?
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| − | |...
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| − | |aim and target group?
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| − | |...
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| − | |elements (description, relation between them?
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| − | |...
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| − | |how is "customers'" attention attracted?
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| − | |...
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| − | |-
| + | |
| − | |message (of text and image)?
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| − | |...
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| − | |how does the advert work, how are people influenced/conviced?
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| − | *advert appeals to ...
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| − | *message is supported by ...
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| − | *advert uses customers' wishes, fears, etc. to ...
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| − | *rhetorical and stylistic devices in language and imagery:
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| − | *reader makes associations with/is reminded of ...?
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| − | |}
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| − | '''Read the article and '''write''' a paragraph by paragraph summary of how this works!
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| − | ''' Remember [http://www.reslife.net/assets/docs/Reading_and_Marking.doc this method]!
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| − | * [http://www.parade.com/news/2009/01/how-subliminal-advertising-works.html How subliminal advertising works]
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| − | There is a Garden in her Face:
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| − | There is a garden in her face
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| − | Where roses and white lilies grow;
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| − | A heav'nly paradise is that place
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| − | Wherein all pleasant fruits do flow.
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| − | There cherries grow which none may buy,
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| − | Till "Cherry ripe" themselves do cry.<br>
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| − | Those cherries fairly do enclose
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| − | Of orient pearl a double row,
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| − | Which when her lovely laughter shows,
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| − | They look like rose-buds fill'd with snow;
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| − | Yet them nor peer nor prince can buy,
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| − | Till "Cherry ripe" themselves do cry.<br>
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| − | Her eyes like angels watch them still,
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| − | Her brows like bended bows do stand,
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| − | Threat'ning with piercing frowns to kill
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| − | All that attempt with eye or hand
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| − | Those sacred cherries to come nigh,
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| − | Till "Cherry ripe" themselves do cry.
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| − | Questions:
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| − | # What is the rhyme scheme?
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| − | # What parts of the poem are there?
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| − | # Who is the speaker talking about and what is his “message”?
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| − | # What images are used and what do they imply?
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| − | Essay Writing:
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| − | # Write out the introduction for one of the quotes on your worksheet! Define, rephrase etc. the quote ...!
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| − | Write down notes for your essay ==> arguments (min. 4) + supporting points + examples
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| − | * Answer (write it down, preferably into your wiki page) questions two and three on the worksheet on Madonna's "American Life"
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| − | * It may help to listen to the song ...
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| − | :{{#ev:youtube |ADMwMYc8D64|180}}
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| − | * Download [[Media:american dream.mm| this mindmap]]!
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| − | * Read page 2 of your worksheet on "The American Dream" and try to do question 2 ==> include your findings into the mindmap. To do so (open the mindmap) you need to download [http://prdownloads.sourceforge.net/freemind/FreeMind-Windows-Installer-0.8.1-max.exe?download "Fremind" here!] and install it.
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| − | * In case you can't install freemind - just make a neat list of all your findings!
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| − | * Finish (if necessary) and prepare to present your team's definition of and presentation of "Received Pronunciation" or "Estuary English"
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| − | Learn the summary and look at the vocabulary ....!
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| − | * [[LK Englisch/Thelenberg 2009 11/Class and Responsibility| Vocabulary and Summary for text from Monday, 23rd November]]
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| − | * Finish analysis of 4 introductions: type of introduction, elements (question, ...), structure, What mistakes ???
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| − | * Write introduction to Essay! ==> Essay Topic: Every child growing up in poverty is a ticking social timebomb!
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| − | * Write out 1st argument of essay
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| − | '''Essay Topic: Every child growing up in poverty is a ticking social timebomb!'''
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| − | '''Translate''' [http://abcnews.go.com/Politics/obamas-nobel-peace-prize-high-honor-heavy-burden/story?id=8798679 Surprise Peace Prize Award Sets a Higher Bar for the President] until "''made the clear the prize was intended to encourage Obama to greatness rather than celebrate any achievement''."!
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| − | '''Translate''' the paragraph from "The United States Court of Appeals" to "is not an individual right." from [http://www.nytimes.com/2008/03/18/opinion/18tue2.html?_r=1&scp=1&sq=editorial+and+guns&st=nyt this article]! (It's the third paragraph!)
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| − | '''Create a short entry in your own user page in this wiki. Use the following formats/forms'''
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| − | * bold and italic text
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| − | * green or red text
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| − | * a short numbered list of your thoughts on the election in Germany this weekend
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| − | * at least 4 headlines
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| − | Finally find at least 2 good English articles/webpages on '''what the Americans expected/hoped for from Obama''' and if (they think) he fulfills these hopes and expectations.
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| − | Create a numbered and annotated link collection like this for these two (or more) articles you have found.
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| − | It could look like this (if the topic was "bananas"):
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| − | :# [http://en.wikipedia.org/wiki/Banana Banana] Wikipedia entry on bananas, good basic information and nice pictures
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| − | :# [http://www.bananas.org/ http://www.bananas.org/] Everything about sorts of, growing, cooking with and selling bananas. Good forums.
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