V5entl+ week 50

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Today's class

HW review - CPE book - Unit 12 

1)Part 4- Use of English Alternative conditional structures - ex. 8, 9, 10 and 11 - pages 127/128

Descriptive language -> meaningful/descriptive verbs & modifiers:  adjectives, adverbs, noun phrases 

2) Article writing  ex. 6- p. 125 + spot the modifiers in text Bus Journeys on p. 126 = next class

3) 150-word text on The Reader: a diary entry (Michael's/Hanna's), a letter, a journalist's comments after the trial

NEW today:

Discourse markers ex. 3 and 4 (p. 129) ; 

Part 6 - ex. 1, 2, 3, 4 (p. 130/131) = HW next week

TEST CPE Unit 12

• Article writing and replacing common verbs by descriptive verbs
• Grammar:

Conditionals 0/1/2/3

Mixed conditionals (2nd/3rd)

Alternative conditional structures

• Vocab:

Expressions, phrasal verbs, vocabulary, descriptive verbs

Ex. 1, 2, 6 - page 121

Ex. 4, 5 - page 123

Ex. 3, 4 (NOTE this one!), 5 - page 125

Ex. 2 - p. 126 (note the adjectives, adverbs, noun phrases)

Ex. 3, 4 - p. 129

Ex. 4 - p. 131

Mixed Conditionals 

Mixed conditionals: a mix of conitionals types A/B/C (or so-called types I, II, III)

1) If our dog hadn't eaten all the biscuits yesterday (then), he would not be so sick today (now):

2) He would not be in trouble (now) if he had listened to her (then)

1) If....yesterday; 2) if he had listened-> then = C/II conditional (if he hadn't been)

1) he.............today; 2) would not be -> now = B/III conditional (would not be)

The Reader

What happens in parts I, II and III? 

Discuss with your classmates and come to one overview and type your overview per part on the next 3 slides

The Reader - Part I
Michael Berg meets Hanna Schmitz
meeting & love affair (Easter holiday)

The Reader - Part II
Michael end of school/law-student
Hanna leaves/trial

The Reader - Part III
Trial over/Michael's marriage/Hanna in prison/tea tin

The Reader

Discuss on how you would see Hanna through different lenses:

• The lens of an adolescent

• The lens of a feminist/women's rights movement activist

• The lens of a Jewish survivor

• The lens of Michael

The Reader

Part I - chapter 9

"I asked her about her life, and it was as if she rummaged around in a dusty chest to get me the answers. She had grown up in a German community in Rumania, then come to Berlin at the age of sixteen, taken a job at the Siemens factory, and ended up in the army at twenty-one.… She had no family. She was thirty-six. She told me all this as if it were not her life but somebody else's, someone she didn't know well and who wasn't important to her. Things I wanted to know more about had vanished completely from her mind, and she didn't understand why I was interested in what had happened to her parents, whether she had had brothers and sisters, how she had lived in Berlin and what she'd done in the army."

Comment on the quote through the lens of:

• a women's rights supporter
• a Jewish holocaust survivor

The Reader

Part II, chapter I

I know that even if I had said goodbye to my memory of Hanna, I had not overcome it. Never to let myself be humiliated or humiliate myself after Hanna, never to take guilt upon myself or feel guilty, never again to love anyone whom it would hurt to lose — I didn't formulate any of this as I thought back then, but I know that's how I felt.

I adopted a posture of arrogant superiority. I behaved as if nothing could touch or shake or confuse me. I got involved in nothing, and I remember a teacher who saw through this and spoke to me about it; I was arrogantly dismissive

Comment on the quote through the lens of:

an adolescent (you ;-)

The Reader

Part II, chapter 2

"It was evident to us that there had to be convictions. It was just as evident that conviction of this or that camp guard or enforcer was only the prelude. The generation that had been served by the guards and enforcers, or had done nothing to stop them, or had not banished them from its midst as it could have done after 1945, was in the dock, and we explored it, subjected it to trial by daylight, and condemned it to shame… We all condemned our parents to shame, even if the only charge we could bring was that after 1945 they had tolerated the perpetrators in their midst."

Bearing Hanna's ultimate conviction in mind, comment on the above quote through the lens of:

• a women's rights movement activist
• Michael
• a Jewish Holocaust survivor

The Reader - how did Hanna develop?

Part II - chapter 6

"Did you not know that you were sending the prisoners to their death?"

"Yes, but the new ones came, and the old ones had to make room for the new ones."

"So because you wanted to make room, you said you and you and you have to be sent back to be killed?"

Hanna didn't understand what the presiding judge was getting at.

"I ... I mean ... so what would you have done?" Hanna meant it as a serious question. She did not know what she should or could have done differently, and therefore wanted to hear from the judge, who seemed to know everything, what he would have done.

Part III chapter 10

The warden then shows Michael Hanna’s cell. Its shelves are filled with tea tins, his tapes, and books. Michael remarks that some of the tapes are missing, and the warden tells him that Hanna had lent some to an aid society for blind prisoners. Inspecting her bookshelves, he notices an autobiography by Rudolf Hess, a Nazi politician; Hannah Arendt’s report on Adolf Eichmann, a Nazi organizer, during his trial in Jerusalem; as well as various works of Holocaust survivor literature. The warden informs Michael that Hanna began reading about the concentration camps as soon as she learned how to read.

Writing assignment

Write a diary entry (150 words) from either Michael or Hanna 

after the verdict

Speaking assignment 

Trial of Hanna - come to your own verdict

2 judges + jury + Michael

Hanna & her lawyer

Writing assignment 

Write a diary entry (150 words) from either Michael or Hanna 

after the verdict

Task

• In pairs, create a poster on the most important theme(s) in the Reader as well as the most important symbols 
• Use canvas.com OR powerpoint (digital = ppt; poster = digital or paper)
• Use plenty of pictures and key words
• Submit by December 21st and present to class on December 22nd

As a literary device, theme means a universal idea about life. It crosses cultural boundaries and time and  allows the author to present and reveal all aspects of human nature and the human condition. This enhances the enjoyment and significance of a literary work for readers by encouraging thought, interpretation, and analysis. 

A symbol is something that stands for or suggests something else; it represents something beyond literal meaning. In literature, a symbol can be a word, object, action, character, or concept that embodies and evokes a range of additional meaning and significance. Common symbols: a four-leaf clover (luck), a rose (love), a dollar sign (money, wealth, earnings)