slumdog millionaire english novel

Slumdog Millionaire- Questions on the text

Questions on the text

1. Why does Vikas Swarup choose the name “Ram Mohammad Thomas” for his protagonist? The names represent three different religions—besides displaying India’s diversity, what does this say about Ram Mohammad Thomas as a person?

2. When Ram recounts the story of Father Timothy, he repeatedly refers to himself as an “idiot orphan boy”. Considering how well Father Timothy treats him, why does he describe himself in this manner?

3. Ram has a recurring dream of a tall woman with black hair that obscures her face. At what moments does he have this dream, and why? What does this woman represent? Is she his biological mother? A symbol of hope? Abandonment?

4. In telling Gudiya’s story, Ram asks “But what was Gudiya’s crime? Simply that she was born a girl and Shantaram was her father?”. Are there other women in this novel who are treated poorly simply because of their sex? Do any female characters not need Ram’s protection? How would you describe his relationships with women?

5. Several characters, especially Ram and Salim, are big movie fans. Is there a reason for this? Do films help them escape their frequently dreary lives, is it simply a significant part of their culture, or is there another reason?

6. What are Ram’s ambitions in life? Why does he tell Prem Kumar he doesn’t know how he’s going to spend the billion rupees? Why does Ram turn in Colonel Taylor? Is this retribution for the colonel’s spying, his derogatory comments about Indians, or for the way he treats his family? Or does Ram simply want to collect his wages before returning to Mumbai?

7. “The city may have chosen to ignore the ugly growth of Dharavi, but a cancer cannot be stopped simply by being declared illegal” (pg. 134). Are there any other problems that go unacknowledged because they’re too painful to face? If so, what impact does this have on the characters?

8. What do you think of Salim’s decision to give Ahmed, the hit man, a picture of Maman? Did Salim have another choice? Is he guilty of murder? Did Ram have other options besides throwing Shantaram down the stairs? Are these violent acts justifiable considering the behavior of the victims?

9. Consider the impact of Western culture on Ram. He dreams of eating at places like McDonald’s and Pizza Hut, and he practices “speaking Australian.” Why is this important to him?

10. Why does Ram want to have “manageable dreams” (pg. 279)? What does he mean by this? And does this conflict with him appearing on a game show to win one billion rupees?

11. Considering he believes he’s already murdered two people, why is Ram unable to kill Prem Kumar?

12. How do you think Ram changes, if at all, during his eighteen years? Is he a stronger person at the end of Q&A than he was as a boy? Which journey had the greatest impact on him, either for better or worse?

13. “I realized a long time ago that dreams have power only over your own mind; but with money you can have power over the minds of others”. In relation to this novel, would you agree with this statement? Are there characters without money that are able to influence others?

14. Despite his lack of formal education, Ram is able to answer twelve questions correctly in order to win a billion rupees. Was this pure luck, or do you think he’ll always be able to find the answers to life’s many questions? What do you envision the future holds for Ram?

 

source: litlovers.com

Half Broke Horses- Jeannette Walls- Questions

Questions on the text

1. Jeannette Walls has said that she tried writing this book in the third person but that it didn’t work for her. Do you think you are closer to Lily because you get her story in her own voice? Did you “see” Lily Casey Smith as real? What is your response to the first person voice of the book?

2. When Lily’s father dies, she and Rosemary drive his body from Tucson back to the ranch in West Texas. Rosemary is embarrassed to be seen driving with a corpse and ducks down in the car when they stop at a red light (pg. 198). “Life’s too short, honey,” Lily tells Rosemary, “to worry what other people think of you.” What does Lily’s reaction to this behavior show about her character? Does she give much credence to what other people think of her? What effect do you think her mother’s attitude had on Rosemary?

3. Following Helen’s suicide, Lily says, “When people kill themselves, they think they’re ending the pain, but all they’re doing is passing it on to those they leave behind” (pg. 113). Do you agree with this statement?

4. Lily seems willing to sacrifice everything to defend her principles and the rights of others. On more than one occasion, she is fired from a teaching position for refusing to back down from what she believes in. Do you applaud Lily’s moral conviction in these instances? Or did you hope that Lily would learn to compromise?

5. Lily has high expectations for her children, from sending them off to boarding school despite their protests to enforcing strict rules for keeping animals as pets. When Rosemary falls in love with a wild horse and asks her mother if she can keep it, Lily replies, “The last thing we need around here is another half-broke horse” (pg. 190). How might this statement apply to Lily’s children as well? Are Lily’s expectations of her children particularly high or rather a reflection of the times? Why do you think this phrase was chosen as the title of the book?

6. When a group of Brooklyn ladies visits the ranch, Rosemary and Lily take them for a car ride they’ll never forget. Lily concludes their encounter by saying, “You ride, you got to know how to fall, and you drive, you got to know how to crash” (pg. 175). How does this statement apply to Lily’s life as a whole? What does she mean by knowing “how to fall”?

7. Discuss Lily’s husband Jim. How does his personality complement her strong nature?

8. While attempting to prevent the ranch from flooding, Lily tells Rosemary, “Do the best you can…That’s all anyone can do.” Her instructions are echoed by Jim’s declaration: “We did a good job—good as we could” (pg. 152). Why do you think Lily and Jim have both adopted this philosophy? To which other instances in their lives are they likely to have applied this rationale?

9. Lily comes off as tough and resilient, but there are moments in this book of vast heartbreak, where you see her façade crack. How does the author handle the death of Lily’s friend in Chicago? Her first husband’s duplicity? Her sister’s suicide? Her suspicions of her husband Jim?

10. Walls calls Half Broke Horses a “true life novel.” In her author’s note, she explains why. Do you agree with this label? What do you think of the “true life” genre?

11. “Helen’s beauty, as far as I was concerned, had been a curse, and I resolved that I would never tell Rosemary she was beautiful” (pg. 119). Examine Lily’s relationship with her daughter, Rosemary, and, in The Glass Castle, Rosemary’s relationship with Jeannette. How does each generation try to compensate for the one before? How does each mother try to avoid the mistakes or pain imposed upon her by her own mother?

 

 

Amelia Earhart- Presentation

Im Rahmen der Unterrichtseinheit „Half broke Horses“ verfasste eine Schülerin der 12. Klasse folgendes Referat:

Download als Pdf- Datei: Amelia Earhart-Presentation

Die veränderbare Powerpoint-Datei kann kostenlos per Email an nadine@edu-now.org angefordert werden

Amelia Earhart

Amelia Earhart

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Englische Zeiten- Kurz erklärt

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Presentation- The Great Depression

Great Depression Wall Street 1929 bonds

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Abraham Lincoln- Gettysburg Address 19.11.1863

Am 19. November 1863 hält der 16te Präsident der Vereinigten Staaten von Amerika, Abraham Lincoln, auf dem Friedhof von Gettysburg eine Rede, die in die Geschichte der USA eingeht. Sie ist nur 12 Sätze lang und hat Überlieferungen zufolge nur 2 Minuten gedauert.

lincoln-delivering-the-gettysburg-address-war-is-hell-store-300x210

Originaltext:

1] Fourscore and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

[2] Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

[3] But, in a larger sense, we can not dedicate-we can not consecrate-we can not hallow-this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us-that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion-that we here highly resolve that these dead shall not have died in vain-that this nation, under God, shall have a new birth of freedom-and that government of the people, by the people, for the people shall not perish from the earth.

Um die die Verständlichkeit der Rede auch für schwächere Schüler zu gewährleisten, kommt hier die deutsche Übersetzung (Quelle Wikipedia):

Vor 87 Jahren gründeten unsere Väter auf diesem Kontinent eine neue Nation, in Freiheit gezeugt und dem Grundsatz geweiht, dass alle Menschen gleich geschaffen sind.
Nun stehen wir in einem großen Bürgerkrieg, der eine Probe dafür ist, ob diese oder jede andere so gezeugte und solchen Grundsätzen geweihte Nation dauerhaft Bestand haben kann. Wir haben uns auf einem großen Schlachtfeld dieses Krieges versammelt. Wir sind gekommen, um einen Teil dieses Feldes jenen als letzte Ruhestätte zu weihen, die hier ihr Leben gaben, damit diese Nation leben möge. Es ist nur recht und billig, dass wir dies tun.
Doch in einem höheren Sinne können wir diesen Boden nicht weihen, können wir ihn nicht segnen, können wir ihn nicht heiligen. Die tapferen Männer, Lebende wie Tote, die hier kämpften, haben ihn weit mehr geweiht, als dass unsere schwachen Kräfte dem etwas hinzufügen oder etwas davon wegnehmen könnten. Die Welt wird wenig Notiz davon nehmen, noch sich lange an das erinnern, was wir hier sagen, aber sie kann niemals vergessen, was jene hier taten. Es ist vielmehr an uns, den Lebenden, das unvollendete Werk weiterzuführen, das diejenigen, die hier kämpften, so weit und so edelmütig vorangebracht haben. Es ist vielmehr an uns, der großen Aufgabe geweiht zu werden, die noch vor uns liegt – auf dass uns die edlen Toten mit wachsender Hingabe erfüllen für die Sache, der sie das höchste Maß an Hingabe erwiesen haben – auf dass wir hier feierlich beschließen, dass diese Toten nicht vergebens gestorben sein sollen – auf dass diese Nation, unter Gott, eine Wiedergeburt der Freiheit erleben soll – und auf dass die Regierung des Volkes, durch das Volk und für das Volk, nicht von der Erde verschwinden möge.

Interpretation (zur Verfügung gestellt von einer Schülerin der 12. Klasse Gymnasium):

On November 19th 1863 Abraham Lincoln, 16th President of the United States of America, gave his famous „Gettysburg Adress“. During the dedication ceremony for the National Cemetery of Gettysburg Lincoln honored the fallen soldiers of the civil war and reminded the nation that their fight for freedom was still lasting.

Lincoln started his speech by employing a very poetic language. He uses „four score and seven“ instead of „Eighty-seven“. In using this expression he achieves a much more elegant and noble tone, whilst speaking about the successful Independence War, which the citizens of the young american nation fought against the British, 87 years ago. He linked the current situation he found himself in 1863 with the decisive Independence War which opened the Americans a hopeful future.

In speaking about the „new nation“ growing in liberty and freedom he reminded the audience  of the ideals and basis the US were founded. His flashback of 87 years is a important structural element of the speech because it opens the audience’s mind for the view on their present situation. He gave hope that the people of his time would be able to reach aims as big as the victory over Britain was.  It is a well chosen set up to the next paragraph.

Nevertheless he marked the civil war as a challenge. Lincoln claims the values of the young nation to be under attack. The enduring fight to defend the founding principles is a significant one. In employing the words „or any other nation“ he emphasizes that such a battle is possible to be fought by any other nation willing to live in freedom and equality. He extended that the battle is of international appeal. He justified the war by creating the impression that the fighting soldiers of the North fought for a greater aim, for all nations willing to live free. He connected the victory and the winning of the battle with the surviving of the whole nation itself. He insists the nation could only endure if the battle is won.

In turning to the fallen soldiers on the field of Gettysburg he changes the view of the audience. He contrasts life and death in using the words „those who here gave their ives that this nation might live“. Without choosing the words life and death, he gained the same effect by a metaphor in meaning and a parallelism in structure. Contrast, metaphor and parallelism achieve a compelling direct effect on all those present. There is so much energy in this contrast that the audience must have been fully engaged. To attain more effect Lincoln also uses consonance or alliteration within his speech applying words with the letter „F“ i.e. battlefield, field, final, for and fitting. He rounded this part of the speech off in a matter of sound.

Moreover within the next section of the speech the President uses a climax when speaking about the meaning of the ground they were standing on. The triple „can not dedicate… can not consecrate … can not hallow“ shows the power of a accelerating element in a public speaking. Lincoln achieved a better memorability in structuring the words as he did. The overview is as brilliant as the trinity of liberty, freedom and equality in the first paragraph. Still in reading it, it is possible to feel the powerful cadence.

Lincoln demonstrated high respect for the soldiers wether the were fallen or still discharging their duty on the battlefield. He reduces his own importance and heightens the meaning of those fighting for the Union. The alliteration „poor power“ helps him to underline his request. He again uses the structural element of contrast telling the audience „the world will little note, nor long remember what we say here, but it can never forget what they did here“. Again he transfers the fighting of the Union to something larger than the US. He asserts that Mankind will never forget about their service.

As a casual remark there is to say that Lincoln was wrong at that point. His words had become a part of the cultural heritage of the US.

Telling the audience not to rest, he maintained that the battle wasn’t still won. He spoke about the „unfinished work“ that had to be completed. Within the last paragraph the vocabulary used by Lincoln is becoming much more poetic then in the middle part of the speech. He employs words as „dedicated, nobly, great, honored, devotion, god, birth and freedom“. The effect on the listener is obviously to make him feel being part of something particular, something historic.

There are are two more contrasts to analyze. He juxtaposed „the living“ with the „honored dead“ as well as „these dead shall not have died in vain“ with „this nation shall have a new birth of freedom“. He perks up the value of their death and the value of the living. He reaches the peak of his speech turning over to the ideals of democracy. Again he employs a triple climax to emphasize the relation between the founding principles of the US, the fighting soldiers on the battlefield and the nation as a whole. The effect of this ending is tremendous. He manages to give an implicit view on democracy in future and his words seem to give all Americans just one possible single aim to fight for: the power of the people under the principles of the Union.

 

 

 

 

Mit Weltwissen zu besseren Noten? (SEK I und II)

Als Lehrer fällt mir jeden Tag auf, wie wenig Weltwissen Schüler besitzen. Schlechte mündliche und schriftliche Leistungen sind fast immer die Folge.

Gerade für den Politik-, Deutsch- und Fremsprachenunterricht ist es für Schüler sehr wichtig zu wissen, welche Entwicklungen in der Welt vor sich gehen.

Ich treffe immer wieder auf Schüler, die sich nur widerwillig informieren, was denn in ihrem lokalen Umkreis, bundesweit oder auch weltweit gerade passiert. Über weitreichende Kenntnis des Tagesgeschehens verfügen nur die wenigsten Schüler.

Viele verkennen die Tatsache, dass es gerade bei der Sachtextanalyse (Sekundarstufe I und II) auf darauf ankommt zu wissen, was in unserem Land und in der Welt passiert. Die Kenntnis der verschiedenen Sachzusammenhänge macht im Fach Deutsch und in vielen anderen Fächern oft den Unterschied in der Note aus. Es lohnt sich also die Zeitung beziehungsweise Radio und Fernsehen oder das Internet zu bemühen, um den eigenen Wissensstand aktuell zu halten.

Es bestehen verschiedene Möglichkeiten sich schnell einen Überblick über das Weltgeschehen zu verschaffen.

Eine Möglichkeit biete ich euch hier:

Einfach rechts auf die Twittermeldungen tippen und _edunow_ folgen.

Englisch: George Orwell: Animal Farm

Zusammenfassung/ Plot in Englisch:

Animal farm by George Orwell is a novel about a group of animals taking control of the farm they live on.

The animals get fed up of their master, Farmer Jones, so they kick him out of his farm. Once they are free, life on the farm improves for a while and hope grows for a happier future of less work, better education and more food. However, trouble brews as the pigs, Napoleon and Snowball, fight for the hearts and minds of the other animals on the farm. Napoleon takes possession of power by force and ends up exploiting the animals just as Farmer Jones had done it before. In the end the pigs behave and even dress like the humans the animals tried to get rid of.

Englisch: How to write an essay- Are we too dependent on computers?

Hier ein Beispiel für ein kurzes Essay zum Thema: „Are we too dependent on computers?“ aus einer 12. Klasse Gymnasium.

 

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Englisch: English as a world language-Mindmap

Englisch als Weltsprache: Diese Mindmap zeigt, welche Faktoren zur Verbreitung des Englischen beigetragen haben.

factors english as a world language