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The Hobbit
Talks
Reading Tasks
For Thursday, 2nd April: Read chapters XIX and XX.
Last job: → NOTES!
- Sum up what Bilbo has lost and gained in the end! NOTES!
- What do you think of Bilbo's development throughout the book and what does it tell or teach the reader?
- Be prepared to read out or better tell the class about your final two findings!
On Thursday, 26th March: Read chapter XVI, pages 311-316!
- Work quietly!
- In this passage, Bilbo is said to fully turn into a modern, everyman hero. Thus he appears very different from heroes like Thorin - typical, epic (warrior) heroes.
Task 1: Look at the two lists of criteria for classical and modern anti heroes! Write out notes that will help you to complete task 2:
- For traditional heroes see: The heroic pattern (Elements 3, 4, 5)
- For modern anti-heroes see: Anti-heroes → NOTES!
Task 2 Compare the two types of heroes: → NOTES!
- Use the criteria you have found in task 1!
- How do they feel about the treasure / fighting?
- What does "honour" mean for them?
- What do they fight for?
- How do they react to problems/challenges?
- What is the most important difference between them?
Findings
Goblins/Orcs - a characterization
- ugly, stinky
- live in the mountains
- rude creatures
- untidy and dirty
- eat everything they find, e.g. ponies, horses etc.
- rough, horrible stony voices
- evil, cruel, wicked, clever, bad hearted
- can tunnel and mine well
- are able to manufacture weapons and torture instruments, e.g. hammers, axes, swords, daggers, pickaxes
- hate everybody/everything
- can smell footsteps, see well in the dark
- hate the sun, only live in the dark
- are afraid of eagles
- hate woodmen
- are not afraid of fire
Epic Hero
Are Thorin, Gandalf, Bilbo, Bard .... epic heroes?
A article in wikipedia, that no longer exists in this form says:
An epic hero is a larger than life figure from a history or legend, usually favoured by or even partially descended from deities, but aligned more closely with mortal figures in popular portrayals. The hero participates in a cyclical journey or quest, faces adversaries that try to defeat him in his journey, gathers allies along his journey, and returns home significantly transformed by his journey. The epic hero illustrates traits, performs deeds, and exemplifies certain morals that are valued by the society from which the epic originates. They usually embody cultural and religious beliefs of the people. Many epic heroes are recurring characters in the legends of their native culture. Epic heroes are superhuman in that they are smarter, stronger, and braver than average humans. An epic hero can also be a warrior of some sort who performs extraordinary tasks that most find difficult. This hero is strong, smart and brave. Stories involving epic heroes tend to be long poems recited in a rhythmic manner. The use of repetition in the elements of the story, as well as the rhythm, allows storytellers to memorize the story in a more reliable manner. Source: http://en.wikipedia.org/wiki/Epic_Hero. 4.3.2008
Bard - an epic hero?
- kills the dragon
- has important ancestors
- is modest
- has a special weapon (black arrow)
- risks his life for others
- supernatural qualities (can understand birds)
- doesn't want the treasure for himself
==> unselfish
- brave and clever
- very good bowman/warrior
- leader of men
- "rebirth": people think he is dead
- classical showdown
- only one who realizes the danger
Thorin - a classical epic warrior-hero?
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Bilbo - the modern everyman anti-hero?
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The Dragon
Characterization
Role of the dragon in the story ...
- necessary final opponent, hero must win ultimate battle
- necessary final climax: a fight against the dragon
- the whole story leads up to the dragon → target to reach
- dragons are hard to kill → shows if hero is really "good"
- hero(es) have to combine their power and skills/have to give their best
- dragon stands for power, danger, immortality, evil (<= in Western mythology)
- dragons are very intelligent opponents, fascinating, mysterious, impressive
- hero has to overcome his worst fears (he is so small, may be burned, can't fly ....)
Function and Effects of Fairy Tales
The Hobbit - a Fairy Tale?
- The Effect of Classic Fairy Tales on Readers and Society by Kenny Fong.
Yes:
- omniscient narrator that comments on charcters and speaks directly to the reader
- typical setting (dark wood, secret castles)
- talking animals, dwarves, wizards and hobbits as main characters
- hope that the heroes will survive the adventure, hero must overcome many obstacles
- theme of good against bad/ heroes against villains
- magical devices (swords, the ring)
Fairy Tales help to educate the children
- learning by good and bad examples/models -> consequences of good and bad actions become clear
- moral: children shouldn´t trust everyone
- idea: don´t give up your dream and work hard to live it
- learn how to face and handle problems (with siblings, overcome your fears)
- unselfishness will be rewarded
- learn about bad and good, learn rules
- learn that you "can do it, if you want it"
- to form a better, more peaceful society
- children to help friends in bad situations
- children to endure hardship
- society to teach children the basic values of society/personal conduct
... entertain us
... while educating us
....help you to escape
- from your dreary everyday world
- from a world were good is not always rewared and evil is not always punished
- to a place where you can identify with the princess/prince/hero ....
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
- forest was waiting for them like a black and frowning wall
- turned from the light ... into the forest
- now began the most dangerous part of all the journey
- 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
- Gandalf leaves them
- Grey Mountains, and orcs of the worst description.
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 2008: What is English good for - what should we practise/know?
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
- characterization done
- building up topical vocabulary + techniques
- writing comments (paragraph, introduction, argument) at it ...!
- explaining effect of rhetorical devices, point of view, plot at it ...!
- translating (general skills, special difficulties)
- 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:
- 2 more tests (1 x fictional text → novel "The Hobbit")
(1 x 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
- Searching the internet
- Who votes for Obama and McCain
- Campaign 2008 in Cartoons - Now with vocabulary MindMap!
- The role of the media in the presidential campaign
- Lobbyism
Speeches
