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=<span style="color:#C00000">Homework</span>=
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<!--<span style="color:#C00000">'''Homework for Tuesday!'''</span>
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<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">
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__toc__
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</div>
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| width="59%" style="vertical-align:top" |
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<div style="margin:0;  border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">
  
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'''Write a mini-speech  (max 120 words) that contains at least one''':
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=<font size="3">'''Aktuelles''' </font>=
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* repetition
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* contrast
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* rhetorical question
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* climax
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* metaphor
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* accumulation
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Remember the '''Rule of Three'''!-->
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<span style="color:#C00000">'''Today:'''</span>
  
 +
==Translation ... practise for your test!==
  
 +
 +
<blockquote style="border: 1px solid blue; padding: 2em;">
 +
'''The EU – 50 Years after the Treaty of Rome'''<br>
 +
It was the Americans — with the Marshall Plan, and then NATO — who laid the groundwork, but the E.U. has helped to give Western Europe its most peaceful 60 years since records were first kept. Here's the big picture: France and Germany had fought a war in each of the three generations before the Treaty of Rome. Twice Europe's wars had sucked in the rest of the world. By locking together economies, societies and political structures, the E.U. has made such horrors unimaginable. For that alone, give thanks.<br>
  
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=The Hobbit=
+
The decision in 1957 by six nations to pool sovereignty in multinational institutions marked a decisive break with the past. As it became apparent that the E.E.C. worked — that common markets provided the sort of stability in which economies can grow — so its appeal spread. Soon, everyone with a claim to be European wanted to join. With the fall of the Berlin Wall in 1989, the time was ripe for a dramatic expansion of the E.U. to the east, and gradually, that happened. The E.U. now has 27 members, including three former Soviet republics.
 +
</blockquote>
  
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==Talks==
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<small>Elliott, Michael. European Union 50th Anniversary. <http://www.time.com/time/2007/treaty_of_rome/1.html>28/06/2009.</small>
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* [[media:hobbit-talks.pdf|Talks on "The Hobbit"]]
+
  
 +
:* <big>[[11c 2008 09/Englisch/Musterlösung EU| '''<span style="color:red">Musterlösung EU-Translation</span>''']]</big>
 +
:* <big><span style="color:red">[[Media:vocab.pdf|Vocab Sheet]]</span>'''</big>
  
  
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==Reading Tasks==
 
  
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* [[11c 2008 09/Old Reading Tasks]]
 
  
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* <span style="color: red">'''New Reading Task'''</span>
 
  
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===For Monday 16th March: Read chapter  XII!  - Start now!===
 
  
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Work in pairs! Collect all your information on Smaug from chapter XI and XII in a characterizations of Smaug on the appropriate sub-page of the Wiki: '''Your user page''' (To get there, click on your user-name at the top of the page)! ==> Electronic '''NOTES''' in one of your Wiki pages!
+
On [http://europa.eu/abc/panorama/whatdoes/index_en.htm '''What does the EU do?'''] you will find these ten topics!
  
−
Cf. [http://www.mythsdreamssymbols.com/dsmonster.html Dragon as a Symbol] (don't waste time on second part of page: "Dragon Traditions of Myth")
+
*1. Fewer frontiers, more opportunities Wagenhäuser + Co.
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* What is the function of the dragon (as a character and as a symbol) in the Hobbit?  (Paper-)'''NOTES!''' ...
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*2. Going abroad to learn  Desch ...
 +
*3. A greener Europe Felix², Rene
 +
*4. Fighting climate change Tobias Rambacher
 +
*5. Euros in your pocket Sandra
 +
*6. Equal chances Zehe
 +
*7. Freedom, security and justice for all Stoff
 +
*8. Jobs and growth Frääänz & Friends
 +
*9. Exporting peace and stability Anka/Conny 
 +
*10. A place in the Union Sitzecke
  
 +
==For "next" Monday (June 29th):'''==
 +
# Prepare a short presentation about YOUR topic (Powerpoint/Impress/Mindmap). The presentation will be presented by a randomly chosen member of your team!
 +
# Create a vocab sheet ''English'' '''→''' ''German'' (Textdocument) covering "EU-Vocabulary" related to your topic! It is important '''→''' Translation in the test!
  
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===For Tuesday 17th March: Read chapter  XIII! ===
 
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* Look at pp. 271-272:
 
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:- What makes the text sound old-fashioned? '''NOTES!'''
 
  
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==Findings==
 
  
−
----
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<span style="color:#C00000">'''Recently:''' </span>
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===Goblins/Orcs - a characterization===
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* ugly, stinky
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* live in the mountains
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* rude creatures
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* untidy and dirty
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* eat everything they find, e.g. ponies, horses etc.
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* rough, horrible stony voices
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*  evil, cruel, wicked, clever, bad hearted
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* can tunnel and mine well
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* are able to manufacture weapons and torture instruments, e.g. hammers, axes, swords, daggers, pickaxes
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* hate everybody/everything
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* can smell footsteps, see well in the dark
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* hate the sun, only live in the dark
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* are afraid of eagles
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* hate woodmen
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* are not afraid of fire
+
  
 +
* [http://www.time.com/time/2007/treaty_of_rome/2.html Nice article about what EU has done in the last 50 years]
 +
* [http://ec.europa.eu/unitedkingdom/press/euromyths/index_en.htm Euromyths]
 +
* [http://europa.eu/abc/panorama/whatdoes/index_en.htm What does the EU do?]
 +
* [[11c 2008 09/Englisch/Tabloid Press|Tabloid Press]]
  
−
----
 
−
===Function and Effects of Fairy Tales===
 
  
  
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===The Hobbit - a Fairy Tale?===
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* [http://www.oup.com/oald-bin/web_getald7index1a.pl OALD-online] Your English Dictionary - online!
 +
* [http://dict.leo.org/ LEO-Dictionary D-E / E-D] Good bilingual dictionary!<br> But don't simply accept the first translation it offers!
  
−
*[http://www.cs.siu.edu/~kfong/research/fairytales.html The Effect of Classic Fairy Tales on Readers and Society] by Kenny Fong.
 
  
 +
</div>
 +
|}
  
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'''<u>Yes:</u>'''
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=Short story=
  
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* Comniscient '''narrator''' that comments on charcters and speaks directly to the reader
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* limitation
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* typical '''setting''' (dark wood)
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:* number of characters
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* talking animals, dwarves, wizards and hobbits as main '''characters'''
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:* length of the text
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* hope that the heroes will survive the adventure, '''hero''' must overcome many obstacles
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:* setting (place and time)
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* '''theme of good against bad'''/ heroes against villains
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:* characters not fully developed
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* '''magical devices''' (swords, the ring)
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:* very concise, tightly constructed plot
 +
* open ending and beginning
 +
* truth as aim of the text
 +
* short prose narrative
 +
* unity of effect, because
 +
:* reader is absorbed in the story to the end
 +
:* reader is held hostage by the author
 +
==> story must be short, so it can be read in a single session
 +
* a story should entertain
 +
* it must not preach a sermon
 +
* readers must find out the truth themselves from this short passage
 +
=Proofreading=
  
 +
* Find out what your typical mistakes are! To do so, study your teachers' annotations and explanations on your tests. This will help you to concentrate on the mistakes you are most likely to make. More important, it will help you to avoid making them in the first place!
 +
* Wait at least some minutes between writing and proofreading. This  will make quite a difference and give you the necessary distance necessary to spot your mistakes.
 +
* Proofreading needs time! So read slowly to find the mistakes you have made by being too quick.
 +
* Reading aloud is helpful.
 +
* Play the role of readers who hear your text for the first time. Would they understand what you mean? What questions would arise or remain unanswered?
 +
* Ask someone else to read your text, too. As first-time readers they will read it more precisely  and will find the mistakes you always overlook because you know what is meant and intended anyway.
  
−
<u>'''No:'''</u>
 
  
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===Fairy Tales ...===
+
An excellent page by '''TheOnlineWritingLab''' at Purdue University, which the steps given above are based on is:
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===help to educate the children===
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* learning by good and bad examples/models
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* -> consequences of good and bad actions
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* children shouldn´t trust everyone
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* don´t give up your dream and work for it
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* learn how to face and handle problems
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* unselfishness will be rewarded
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* learn about bad and good
+
  
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===educating children helps ...===
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* [http://owl.english.purdue.edu/owl/resource/561/01/ Proofreading]
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* to form a better peaceful society
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* to help friends in bad situations
+
  
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==entertain us==
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=One Laptop per Child?-Ne(x)t Generation Learning?=
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==helps you to escape from your world==
+
  
 +
{| border="0" cellspacing="0"  valign="top"
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|align="center"|{{#ev:youtube|c-M77C2ejTw}}
 +
 +
 +
{{#ev:youtube|qMeX2D4AOjM}}
 +
<br>
 +
Commercials by OLPC Inc.
 +
|width="20"|
 +
|valign="top"|'''Questions on the videos:'''
 +
# Why one laptop per child?
 +
# What are the basic ideas?
 +
# What do you think about the basic ideas/theses?
 +
|}
 +
 +
==Does the OLPC-Idea work? - Chances and Problems==
 +
==Analyze the  following sources and write the answers into your team blog (don't forget the date!)==
 +
* Teams 1 and 2:
 +
:* Answer the three questions on the two films (above)!
 +
* Teams 3 and 4:
 +
:* [http://blogs.zdnet.com/BTL/?p=8403  $100 laptop too expensive?]
 +
* Teams 5 and 6:
 +
:* [http://www.popsci.com/scitech/article/2008-01/when-100-laptop-too-expensive Too much for 3rd world countries?]
 +
* Teams 7 and 8:
 +
:* [http://en.wikipedia.org/wiki/One_Laptop_per_Child#Criticism Criticism of OLPC Project]
 +
* Teams 9 and 10:
 +
:* [http://timesofindia.indiatimes.com/articleshow/msid-1698603,curpg-1.cms Indian Minister's criticism] Klick "Next" at end of article to read part2!
 +
* Teams 11 and 12:
 +
:* [http://www.nytimes.com/2007/05/04/education/04laptop.html?_r=1 NYTimes on schools stopping laptop program-1] Just do this page!
 +
* Teams 13 and 14:
 +
:* [http://www.nytimes.com/2007/05/04/education/04laptop.html?pagewanted=2&_r=1 NYTimes on schools stopping laptop program-2] Just do this page!
 +
 +
 +
 +
 +
 +
* [http://en.community.dell.com/blogs/direct2dell/archive/2009/05/15/latitude-2100-dell-netbook-for-schools.aspx A new alternative: Dell 2100 School-Netbook]
 +
 +
Translate the article from: "So what makes these netbooks suitable ..."  to "All Latitude 2100 netbooks can be managed over the network."
 +
 +
 +
 +
'''Would you take part or like our school to take part in the Give1Get1 Project for Christmas 2009?'''
 +
 +
'''Decide and explain your decision!'''
 +
* [http://www.olpcnews.com/countries/usa/olpc_xo_laptop_sale.html GiveOne Get One - The idea!]
 +
* [http://laptop.org/en/laptop/index.shtml The OLPC Laptop] Information on Hard- and Software
 +
* [http://wiki.laptop.org/go/Activities What to do with the OLPC  XO]
 +
 +
# <span style="color:#C00000">Start preparing your homework. You will have to '''defend or criticize''' the OLPC Project in a discussion tomorrow! So collect arguments from what the blog teams have written about the one-laptop-per-child idea (for school in Germany and for developing countries)!</span>
 +
 +
 +
 +
 +
 +
 +
==Questions on working with a laptop at school:==
 +
# Would you like to have a laptop for yourself in class and at home? Say why (not)!
 +
# What do you think would be the best way to use it at/for school? Think of different subjects!
 +
# Do you think a laptop can help you to learn better / more effectively / faster ...? How would this work?
 +
# What disadvantages/problems do you see in working with your personal laptop at and for school?
 +
 +
* Work in teams of two!
 +
* Write your answers to questions 1-4 down into this wiki in your team's blog!
 +
 +
 +
 +
 +
:{| border="1" cellspacing="0" cellpadding="16" valign="top"
 +
|align="center"|[[11c 2008 09/Englisch/team1|blog team 01]]
 +
|[[11c 2008 09/Englisch/team2|blog team 02]]
 +
|[[11c 2008 09/Englisch/team3|Tobi & Pascal]]
 +
|[[11c 2008 09/Englisch/team4|Kraus & Zehe]]
 +
|[[11c 2008 09/Englisch/team5|blog team 05]]
 +
|[[11c 2008 09/Englisch/team6|Theresa & Sandra]]
 +
|[[11c 2008 09/Englisch/team7|Alex & Martin]]
 +
|-
 +
|valign="top"|[[11c 2008 09/Englisch/team8|blog team 08]]
 +
|[[11c 2008 09/Englisch/team9|Stephan & Eva]]
 +
|[[11c 2008 09/Englisch/team10|blog team 10]]
 +
|[[11c 2008 09/Englisch/team11|Felix²]]
 +
|[[11c 2008 09/Englisch/team12|Anka and Eva]]
 +
|[[11c 2008 09/Englisch/team13|Michi & Reyney]]
 +
|[[11c 2008 09/Englisch/team14|blog team 14]]
 +
|}
 +
 +
==Testing Critera for a laptop at school:==
 +
 +
===Design/Durability/Usage/Limitations of Hardware:===
 +
 +
* Powering up ....
 +
* Typing
 +
* Screen
 +
* Battery + Charging (how long does it last, how long does charging take)
 +
* Touchpad
 +
* Lid
 +
* Readability of internet pages
 +
* "droptest"/durability of case and lid?
 +
* enough RAM / disk-space for new programs?
 +
 +
===Use in Classroom - Transport in school===
 +
* special transport box?
 +
* weight
 +
* easy to charge/link to charging bay?
 +
 +
===Working together - exchanging results/data ....===
 +
 +
 +
===Opportunities/requirements/Limitations of Software:===
 +
* free software
 +
* how to stop distraction/abuse ....
 +
* how to protect data and installation
 +
 +
===Price/Availability/Service?===
 +
* What price - what do you get compared to other netbooks?
 +
* service? how fast/ 24 months guarantee or longer? / battery included in guarantee?
 +
 +
 +
 +
 +
 +
 +
=Translating=
 +
 +
* [http://www.oup.com/oald-bin/web_getald7index1a.pl Your Dictionary - online!]
 +
Homework for Thursday, 7th May:
 +
:* Translate the following text!
 +
:* Use an English, monolingual dictionary!  DO NOT USE LEO etc. ....
 +
:* Try to create a good German text. Don't lose anthing, but neither add things that don't exist in the original.
 +
:* Make sure that the style of your version is similar to that in the original!
 +
 +
<blockquote style="border: 1px solid blue; padding: 2em;">
 +
"The early humans in northerly areas had to survive during cold winters when there were no plant foods and were forced to hunt big game", he says. "And people in south-east Europe had less of the proteins, minerals and vitamins provided by meat, which are essential for brain development."
 +
The geographical differences in intelligence across Britain could be explained because "over the course of centuries many of the brightest have left the regions to seek their fortune in London. Once in the capital, they have settled and reared children, and these children have inherited their high intelligence and transmitted it to further generations."
 +
<br>
 +
<small>Source: http://www.mailonsunday.co.uk/news/article-381057/European-IQ-map-proves-Brits-brainy.html</small>
 +
</blockquote>
 +
 +
 +
 +
 +
 +
 +
 +
=<span style="color:#C00000">The Hobbit</span>=
 +
 +
* It's over ... we've finished it, and thanks to all those who have participated so well. To all the others .... well, I don't care.
 +
* If you want to see the project and results .... [[11c 2008 09/hobbit| Klick here!]]
  
  
−
----
 
  
−
===Development of the atmosphere on pages 158 - 162===
 
  
−
* How is this effect achieved?
 
−
* There were no more deer
 
−
* Shadow of a great bear
 
−
* don't leave the path
 
−
* they were in despaire
 
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* forest was waiting for them like a black and frowning wall
 
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* turned from the light ... into the forest
 
−
* now began the most dangerous part of all the journey
 
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* that depends on your luck
 
−
* and with a tremendous slice of luck you may come out one day
 
−
* there are no safe paths in this part of the world
 
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* Gandalf leaves them
 
−
* Grey Mountains, and orcs of the worst description.
 
  
 
=Looking at Narrative Texts=
 
=Looking at Narrative Texts=
Zeile 123: Zeile 257:
  
 
Basically the setting of a novel/story  is the '''time, place and background''' that the narrator creates. The setting influences the readers' expectations, especially at the beginning of novels / chapters, and it helps to create a certain atmosphere (adjectives, characters, symbols, connotations of words that are used also contribute to atmosphere)
 
Basically the setting of a novel/story  is the '''time, place and background''' that the narrator creates. The setting influences the readers' expectations, especially at the beginning of novels / chapters, and it helps to create a certain atmosphere (adjectives, characters, symbols, connotations of words that are used also contribute to atmosphere)
 +
  
  
Zeile 165: Zeile 300:
  
  
−
=To do list 11c 2008: What is English good for - what should we practise/know?=
+
=To do list 11c 08/09: What is English good for?=
  
  
Zeile 196: Zeile 331:
  
 
'''a) … for the Lk/Gk and the Abitur:'''
 
'''a) … for the Lk/Gk and the Abitur:'''
−
* reading, understanding texts (fictional and non-fictional)
+
* reading, understanding texts (fictional <span style="color:#C00000">done</span> and non-fictional)
 
* describing and analyzing cartoons  <span style="color:#C00000">done</span>
 
* describing and analyzing cartoons  <span style="color:#C00000">done</span>
−
* working with a dictionary
+
* working with a dictionary <span style="color:#C00000">at it!</span>
 
* characterization  <span style="color:#C00000">done</span>
 
* characterization  <span style="color:#C00000">done</span>
−
* building up topical vocabulary + techniques
+
* building up topical vocabulary + techniques <span style="color:#C00000">at it!</span>
 
* writing comments (paragraph, introduction, argument)  <span style="color:#C00000">at it ...!</span>
 
* writing comments (paragraph, introduction, argument)  <span style="color:#C00000">at it ...!</span>
−
* explaining effect of rhetorical devices, point of view, plot <span style="color:#C00000">at it ...!</span>
+
* explaining effect of rhetorical devices, point of view, plot <span style="color:#C00000">done!</span>
−
* translating (general skills, special difficulties)
+
* translating (general skills, special difficulties)<span style="color:#C00000">at it!</span>
−
* presenting a short speech/talk in front of class
+
* presenting a short speech/talk in front of class <span style="color:#C00000">done</span>
 
* listening comprehension
 
* listening comprehension
  
 
'''b) … due to the curriculum'''
 
'''b) … due to the curriculum'''
−
* read a complete novel + a short story
+
* read a complete novel <span style="color:#C00000">done</span> + a short story
 
* read some poems
 
* read some poems
 
* analyze some adverts
 
* analyze some adverts
  
 
'''c) … due to school regulations:'''
 
'''c) … due to school regulations:'''
−
* 3 more tests (1 x fictional text → fable 19th January)
+
* 1 x fictional text → novel "The Hobbit"  <span style="color:#C00000">done</span>
−
(1 x translation E → G)
+
* 1 x Test: translation E → G)
  
 
==Possible Novels:==
 
==Possible Novels:==
−
* Tolkien: The Hobbit
+
* Tolkien: The Hobbit <span style="color:#C00000">done</span>
 
* Hornby: About a boy
 
* Hornby: About a boy
 
* McCourt: Angela's Ashes
 
* McCourt: Angela's Ashes
Zeile 225: Zeile 360:
 
* Haddon: The curious incident of the dog in the night
 
* Haddon: The curious incident of the dog in the night
 
* Sachaar: Holes
 
* Sachaar: Holes
−
 
−
 
−
 
  
  

Aktuelle Version vom 9. Juli 2009, 09:21 Uhr

Inhaltsverzeichnis

Aktuelles

Today:

Translation ... practise for your test!

The EU – 50 Years after the Treaty of Rome
It was the Americans — with the Marshall Plan, and then NATO — who laid the groundwork, but the E.U. has helped to give Western Europe its most peaceful 60 years since records were first kept. Here's the big picture: France and Germany had fought a war in each of the three generations before the Treaty of Rome. Twice Europe's wars had sucked in the rest of the world. By locking together economies, societies and political structures, the E.U. has made such horrors unimaginable. For that alone, give thanks.
The decision in 1957 by six nations to pool sovereignty in multinational institutions marked a decisive break with the past. As it became apparent that the E.E.C. worked — that common markets provided the sort of stability in which economies can grow — so its appeal spread. Soon, everyone with a claim to be European wanted to join. With the fall of the Berlin Wall in 1989, the time was ripe for a dramatic expansion of the E.U. to the east, and gradually, that happened. The E.U. now has 27 members, including three former Soviet republics.

Elliott, Michael. European Union 50th Anniversary. <http://www.time.com/time/2007/treaty_of_rome/1.html>28/06/2009.




On What does the EU do? you will find these ten topics!

  • 1. Fewer frontiers, more opportunities Wagenhäuser + Co.
  • 2. Going abroad to learn Desch ...
  • 3. A greener Europe Felix², Rene
  • 4. Fighting climate change Tobias Rambacher
  • 5. Euros in your pocket Sandra
  • 6. Equal chances Zehe
  • 7. Freedom, security and justice for all Stoff
  • 8. Jobs and growth Frääänz & Friends
  • 9. Exporting peace and stability Anka/Conny
  • 10. A place in the Union Sitzecke

For "next" Monday (June 29th):

  1. Prepare a short presentation about YOUR topic (Powerpoint/Impress/Mindmap). The presentation will be presented by a randomly chosen member of your team!
  2. Create a vocab sheet English → German (Textdocument) covering "EU-Vocabulary" related to your topic! It is important → Translation in the test!


Recently:



Short story

  • limitation
  • number of characters
  • length of the text
  • setting (place and time)
  • characters not fully developed
  • very concise, tightly constructed plot
  • open ending and beginning
  • truth as aim of the text
  • short prose narrative
  • unity of effect, because
  • reader is absorbed in the story to the end
  • reader is held hostage by the author

==> story must be short, so it can be read in a single session

  • a story should entertain
  • it must not preach a sermon
  • readers must find out the truth themselves from this short passage

Proofreading

  • Find out what your typical mistakes are! To do so, study your teachers' annotations and explanations on your tests. This will help you to concentrate on the mistakes you are most likely to make. More important, it will help you to avoid making them in the first place!
  • Wait at least some minutes between writing and proofreading. This will make quite a difference and give you the necessary distance necessary to spot your mistakes.
  • Proofreading needs time! So read slowly to find the mistakes you have made by being too quick.
  • Reading aloud is helpful.
  • Play the role of readers who hear your text for the first time. Would they understand what you mean? What questions would arise or remain unanswered?
  • Ask someone else to read your text, too. As first-time readers they will read it more precisely and will find the mistakes you always overlook because you know what is meant and intended anyway.


An excellent page by TheOnlineWritingLab at Purdue University, which the steps given above are based on is:

One Laptop per Child?-Ne(x)t Generation Learning?



Commercials by OLPC Inc.

Questions on the videos:
  1. Why one laptop per child?
  2. What are the basic ideas?
  3. What do you think about the basic ideas/theses?

Does the OLPC-Idea work? - Chances and Problems

Analyze the following sources and write the answers into your team blog (don't forget the date!)

  • Teams 1 and 2:
  • Answer the three questions on the two films (above)!
  • Teams 3 and 4:
  • Teams 5 and 6:
  • Teams 7 and 8:
  • Teams 9 and 10:
  • Teams 11 and 12:
  • Teams 13 and 14:



Translate the article from: "So what makes these netbooks suitable ..." to "All Latitude 2100 netbooks can be managed over the network."


Would you take part or like our school to take part in the Give1Get1 Project for Christmas 2009?

Decide and explain your decision!

  1. Start preparing your homework. You will have to defend or criticize the OLPC Project in a discussion tomorrow! So collect arguments from what the blog teams have written about the one-laptop-per-child idea (for school in Germany and for developing countries)!




Questions on working with a laptop at school:

  1. Would you like to have a laptop for yourself in class and at home? Say why (not)!
  2. What do you think would be the best way to use it at/for school? Think of different subjects!
  3. Do you think a laptop can help you to learn better / more effectively / faster ...? How would this work?
  4. What disadvantages/problems do you see in working with your personal laptop at and for school?
  • Work in teams of two!
  • Write your answers to questions 1-4 down into this wiki in your team's blog!



blog team 01 blog team 02 Tobi & Pascal Kraus & Zehe blog team 05 Theresa & Sandra Alex & Martin
blog team 08 Stephan & Eva blog team 10 Felix² Anka and Eva Michi & Reyney blog team 14

Testing Critera for a laptop at school:

Design/Durability/Usage/Limitations of Hardware:

  • Powering up ....
  • Typing
  • Screen
  • Battery + Charging (how long does it last, how long does charging take)
  • Touchpad
  • Lid
  • Readability of internet pages
  • "droptest"/durability of case and lid?
  • enough RAM / disk-space for new programs?

Use in Classroom - Transport in school

  • special transport box?
  • weight
  • easy to charge/link to charging bay?

Working together - exchanging results/data ....

Opportunities/requirements/Limitations of Software:

  • free software
  • how to stop distraction/abuse ....
  • how to protect data and installation

Price/Availability/Service?

  • What price - what do you get compared to other netbooks?
  • service? how fast/ 24 months guarantee or longer? / battery included in guarantee?




Translating

Homework for Thursday, 7th May:

  • Translate the following text!
  • Use an English, monolingual dictionary! DO NOT USE LEO etc. ....
  • Try to create a good German text. Don't lose anthing, but neither add things that don't exist in the original.
  • Make sure that the style of your version is similar to that in the original!
"The early humans in northerly areas had to survive during cold winters when there were no plant foods and were forced to hunt big game", he says. "And people in south-east Europe had less of the proteins, minerals and vitamins provided by meat, which are essential for brain development." The geographical differences in intelligence across Britain could be explained because "over the course of centuries many of the brightest have left the regions to seek their fortune in London. Once in the capital, they have settled and reared children, and these children have inherited their high intelligence and transmitted it to further generations."
Source: http://www.mailonsunday.co.uk/news/article-381057/European-IQ-map-proves-Brits-brainy.html




The Hobbit

  • It's over ... we've finished it, and thanks to all those who have participated so well. To all the others .... well, I don't care.
  • If you want to see the project and results .... Klick here!



Looking at Narrative Texts

Setting

Basically the setting of a novel/story is the time, place and background that the narrator creates. The setting influences the readers' expectations, especially at the beginning of novels / chapters, and it helps to create a certain atmosphere (adjectives, characters, symbols, connotations of words that are used also contribute to atmosphere)



Characterization

Vocabulary and How-to ....

Flat vs. round characters

E.M. Forster. Aspects of the Novel, Harmondsworth 1976 (11927), pp. 72 and 80

"We may divide characters into flat and round. Flat characters … are sometimes called types, and sometimes caricatures. In their purest form, they are constructed round a single idea or quality: when there is more than one factor in them, we get the beginning of the curve towards the round. The real flat character can be expressed in one sentence …. The test of a round character is whether it is capable of surprising in a convincing way. "


This clearly shows the differences between


Flat Character:

  • lack of a realistic personality
  • description might be detailed, but reveals no complex personality
  • "flat" is not negative, but simply says the character can be summed up in one sentence
  • shows little or no development.


Round character:

  • complex and realistic
  • represents a fully developed, complex personality
  • often shows good and bad traits, interior conflicts, may react unexpectedly
  • usually true for main characters
  • clear development throughout the story



To do list 11c 08/09: What is English good for?

The pupils collected the following list:

What will you need or would you like to use your English for after and outside school?

  • English in everyday (German) language
  • for travelling
  • in the internet
  • on the job / for my application
  • necessary to speak it because it’s the world language.
  • communication/understanding between cultures.
  • movies/books in English.

What should you know / learn to do in English for the English Grundkurs, LK or Abitur in the next two years?

  • vocabulary
  • grammar
  • text comprehension
  • writing compositions / answer
  • give talks / speak freely
  • think in/ be fluent in English


Mr. T came up with these lists .... rather similar!

Programme English: 11c – 2009

1. What we will have to do … </span>

a) … for the Lk/Gk and the Abitur:

  • reading, understanding texts (fictional done and non-fictional)
  • describing and analyzing cartoons done
  • working with a dictionary at it!
  • characterization done
  • building up topical vocabulary + techniques at it!
  • writing comments (paragraph, introduction, argument) at it ...!
  • explaining effect of rhetorical devices, point of view, plot done!
  • translating (general skills, special difficulties)at it!
  • presenting a short speech/talk in front of class done
  • listening comprehension

b) … due to the curriculum

  • read a complete novel done + a short story
  • read some poems
  • analyze some adverts

c) … due to school regulations:

  • 1 x fictional text → novel "The Hobbit" done
  • 1 x Test: translation E → G)

Possible Novels:

  • Tolkien: The Hobbit done
  • Hornby: About a boy
  • McCourt: Angela's Ashes
  • Orwell: 1984
  • Golding: Lord of the Flies
  • Lodge: Changing Places
  • Haddon: The curious incident of the dog in the night
  • Sachaar: Holes


US Politics


Speeches


Conditional Clauses

Von „http://rmg.zum.de/index.php?title=11c_2008_09/Englisch&oldid=19281“