bernard beckett jolt - klett sprachen · 2 contents i getting started: pre-reading tasks 1....

Bernard Beckett

Jolt

Some Teaching Tips

©ErnstKlettSprachenGmbH,Stuttgart2015|www.klett-sprachen.deAlleRechtevorbehalten

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Dearcolleague!

Isn’tthiswhatallteachersliketodo?Certainly,youlikeworkingwithyoungpeople

too.Youalsoknowthatontheirwayfromteenagerstoadults,yourstudentsfacea

varietyofproblems.Isthereanythingthatweteacherscandotohelpthemsolvethese

problems?–BernardBecketthasfoundaway:“Iliketryingtoworkouttheseideas,to

translatethemformyselfintostoryandtosharemythoughts.“1AsateacherofEnglish,

mathematicsanddrama,heknowswhatheiswritingabout.Hisexperiencegiveshim

instantcredibilityasawriterofteenliterature.

Doyoualsoshareyourthoughtsaboutyourstudents,theirdevelopmentandproblems

withyourcolleagues?Orwithotherpeople?Dotheyhelpyoutodoyourjobasan

educator?DoanypiecesofYAfictionandtheirauthors?

Ifyou’rereadingthis,you’veprobablyalreadyreadthenovelJoltbyBernardBeckett.

Thus,youknowwhoMarkoTurneris,whyheisinhospital,andwhyitishisfirm

intentiontokilltheDoctor.Readingthestory,youaccompaniedMarkoandhis

classmatesontheirthrillingCoasttoCoastcyclingexpedition.Youknowaboutthe

tensionsbetweentheboysandgirls,andyoulearnedthattheteenagerssharedadark

secret…

Thisonlinematerialoffersyouanumberofteachingsuggestionsandworksheetsthat

youmayusebefore,whileandafterreadingthebookwithyourstudents.Clickon

whateverlinkyoumightfindinterestingenoughtobeusedinyourEnglishclassroom.

EnjoyreadingJOLT!

EnjoytalkingwithyourstudentsaboutthisexcitingpieceofNewZealandfiction!

1Allquotestakenfrom:http://nzetc.victoria.ac.nz/iiml/turbine/Turbi12/interview/t1-g1-g5-t1-g1-t1-body-d1.html.

©BernardBeckett

“IlikestandinginfrontofaclassroomandIlikethatI’m

authorasschoolteacher.”Thisisakindofcredo.Inaninterview

withMeganD.Corcoran,BernardBeckettconfesses:“I

reallyenjoywatchingteenagersrearrangingthefurniturewhen

they’reintroducedtonewideas.Plus,allofthisissomethingthatIreallyliketoexplore.”

Welcome

©ErnstKlettSprachenGmbH,Stuttgart2015|www.klett-sprachen.de|AlleRechtevorbehaltenKopierenfürdeneigenenUnterrichtsgebrauchgestattet.ISBN978-3-12-578149-8

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Contents

I Gettingstarted:pre-readingtasks 1. IntroducingNewZealand 2. Whoistheauthor? 3. Analysingthecoverandthetitle 4. Divingin:firstencounters

II Gettingstuckin:whileandpost-readingtasks 1. CharacterstudyofMarko 2. Mediation/Summarizingtasks:reviewsofJolt 3. Keepingareadinglog 4. Analysisanddiscussionofthemainthemes 5. Furtherideasforwhileandpost-readingtasks

III LiteratureandLinks

J

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Explanationofsymbols:

Linktotherelevantworksheet(fromp.14ofthepdf)

LinktoanexternalURL

ReferencetotherelevantsectionofJolt

Contents

©ErnstKlettSprachenGmbH,Stuttgart2015|www.klett-sprachen.de|AlleRechtevorbehalten KopierenfürdeneigenenUnterrichtsgebrauchgestattet.ISBN978-3-12-578149-8

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IGettingstarted:pre-readingtasks

1.IntroducingNewZealand

a) Asabasisfordiscussionpresenttotheclassaphotoshowingsomethingtypical

ofthecountry(e.g.thepictureright›clicktoenlarge).

Assignments/Discussionpoints

[ Classdiscussion:

1.Dothestudentsknowthisbird?

2.Whydoesthewarningsignsay“TakeCare”?

1.[kiwi!*ki"wi"?;nationalsymbolofNewZealand;flightlessbird(nowings)[‘Kiwi’alsoaninformaltermusedforNewZealanders[NB:thekiwifruitisnotendemic,itwasbroughttoNZfromAsia

2.[kiwiscrossingroads;runover;cars;accidents;killedbypredatorssuchas

possums;endangeredspecies;strictlyprotectedbylaw

b) FindouthowmuchyourstudentsalreadyknowaboutNZ.


GA:Classdiscussionorsmallgroups:five-minutebrainstorming:Whatdoyouknow

aboutNewZealand?

[geography:twomainandseveralsmallerislandsdownunder;oceans&mountains;volcanoes,geysers,earthquakes

[memberoftheCommonwealth;Britishhistory;Maori;population:4.5million(Dec2014);capital:Wellington;biggestcity:Auckland

[agriculture:exportoffruits,wool,wineetc.[sports:rugby(AllBlacks),bungeejumping,sailing[culture:LordoftheRingsfilminglocations,Grammywinningsingerand

songwriterLordeetc.

AlternativelyEAorPA:Multiple-choicequiz,discussionofanswers

inclassorwithapartner.

Possibleextensiontasks,GA:FindoutaboutMaoriculture.Watchavideoclip

ofatraditionalhaka.Thendiscusswhatitismeanttoexpress. www.newzealand.com/de/feature/haka/

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©RainerBerthelmann

WS1:WhatdoyouknowaboutNewZealand?WS2:Key

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I Gettingstarted:pre-readingtasks


http://www.klett-sprachen.de/_files_media/downloads/Kiwi_NZ_300dpi.jpg

http://www.klett-sprachen.de/_files_media/downloads/Kiwi_NZ_300dpi.jpg

http://www.newzealand.com/de/feature/haka/

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[AotearoaMaorinameforNZ[MaorinativepeopleofNZ;about16%ofNZpopulation;ownlanguageandculture[PakehaMaoritermforNewZealandersofEuropeandescent[hakatraditionalMaoriwardanceandcry;rhythmicchantingandstamping;nowadaysperformedbyNZrugbyteamtheAllBlacksbeforeamatch;alsoperformedtowelcomeimportantguests,atfuneralsandotherimportantoccasions

2.Whoistheauthor?

a) Findoutwhotheauthorisfromhisphotographandhiswelcomelettertothe

reader.


Opendiscussion:Whatdoesthephototellusabouttheauthor?Askthestudentsto

tryto“read”hisface.Whodotheythinkheis?Whatmighthebelike?Wouldyour

studentslikehimtobeoneoftheirteachers?

[open,friendly,casual,mischievous,happy,cheerful…;yes,wewouldlikehimtobeourteacherbecause…vs.no,wewouldn’tlikehimtobeourteacherbecause…

b) FindoutwhotheauthorisfromhislettertotheGermanreader.


Opendiscussion:Askthestudentstosumupthemainfactsoftheauthor’swelcome

letter.1.Whatistheintroductoryparagraphofhisletterabout,andwhatfunction

doesithave?2.Whatmightbemeantbytheexpression’suchmomentstranslate

acrosslanguagesandcultures’?3.Makethestudentstellthestoryofhowthenovel

cameintobeing.4.Whatisthestorybasedupon?Whatisitsgeneraltheme?5.Ask

yourstudentshowtheywouldanswerthisletter,iftheyhadto.

1.Introduction:MarioGötzescoringthewinninggoalinthefinalmatchoftheFootballWorldCup2014;authorisinterestedinsports/footballandthiswayfeelsclosetoyoungpeople.

2.‘Suchmomentstranslateacrosslanguagesandcultures’herereferstoamomentthateveryonecanappreciate,regardlessofwhotheyare,wherethey’refrom,whichteamtheysupportetc.Andinthatmomentofsharedappreciationpeoplecanbejoined,connected.

3.Writtenbackin1999,whentheauthorwascycletouringthroughFranceandGermany.

4.Thestoryisbasedonarealevent;earthquakeandmurderarefiction;Joltillustrateshowyoungpeoplebehaveunderextremepressure;vengeanceisanothertheme

photograph,Jolt,p.6

Author’swelcome,Jolt,pp.9–10



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Thiscouldleadinto:

c) FindoutmoreabouttheauthorfromhisbiographyinthebookORthemore

detailedversiononline.


EA:studentsreadthe(auto)biographyandcompletebothtasksonworksheet3.

Thebiographyonlinecontainsmoreinformation,thereforetheanswersmaybe

moredetailed.

1.born1967inFeatherston,smallfarmingcommunity

2.hehas6brothersand/orsisters;heisNo.5;he’snowmarriedandhastwins

3.studiedEconomicsinWellington;becamehighschoolteacher;startedwritinganddirectingschoolplays;startedwritingin1993;hassofarpublished11novels

4.whileteachingEnglishparttimeinTokyoin1993hehadlotsofsparetimeandstartedwritingnovels;finally,afterthreeyearsandsomefailedattempts,hepublishedhisfirstnovelLester

5.hewroteJoltwhilecyclingthroughFrance:plottedthenovelinthemorningswhilecycling,andwroteintheafternoon;itwaspublishedin2001

6.hewonafellowshiptotheAllanWilsonCentreformolecularbiology.Genesisisthebestknownofhisnovels

7.knowninternationally,hisbookshavebeentranslatedintomorethan20languages

Possibleextensiontask;GA:Findoutabouttheauthorfromavideoclipinwhichhe

speaksabouthiswork.


Studentsreadquestionsonworksheet4(sotheyknowwhattolistenoutfor).Then

theywatchthevideocliptakingnoteswhilelisteningandwatching.Whataretheir

firstimpressions?

Classdiscussionoffirstimpressionsofthemanandwriter.

NB:Thevideoclipisapprox.6minslongandtheauthorspeaksinfastNewZealandEnglish–forstudentsunfamiliarwiththisdialect,thiswillproveachallenginglisteningtask.

b)[whileinTokyo,decidedtohaveago(“haveacrack”)atwritingbooks;taughtEnglishintheevenings,hadthedaysfreetowrite;wroteafewbadbooks,butlearnedfromhismistakesandimproved;hasnowpublished10books;wrote5booksbeforethefirstwaspublishedc)[learnfromyourmistakes;patience,courageanddetermination(“grit”);writebecauseyouwanttowrite,becauseyoulovewriting,notbecauseyouwanttobefamous

https://bernardbeckett.wordpress.com/bio/

J

www.youtube.com/watch?v=KssqywuHkEk

J

OR

and

Abouttheauthor,Jolt,pp.7–8

WS3:AboutBernardBeckett

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WS4:AninterviewwithBernardBeckett

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http://www.youtube.com/watch?v=KssqywuHkEk

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3.Analysingthecoverandthetitle

a) DiscusswhatJoltcouldbeaboutbasedonthecover.Ifyouwish,include

internationaleditionsofthenovelinthediscussiontoo.Coverpicturescanbefound

underthelinksontheright.


Opendiscussion:Describethecoverpicture(s).Whatdoesitrevealaboutthestory?

Describetheboyonthecover.Whodoyouthinkheis?Whatishethinking?Howdoes

helook?Whereishe?

[adolescentboy,notfullymature,highschoolstudent,looksintense,scared,crazy

[internationaleditions:peoplerunning,maybefleeingsomething;backgroundunclear;blood;unclear,mysterious,excitingscenes

[thebookseemstobeaboutaboyhavingsomeseriousproblems

b) Discusswhythenoveliscalled“Jolt”.Ifnecessary,studentsmaylookuptheword

‘jolt’intheirdictionary.


Opendiscussion:Whatdoestheword“jolt”mean?WhyisthenovelcalledJolt?Whydid

theauthorchoosethistitleforhisnovel?

[joltnsuddenbumporshake,asuddenviolentmovement;ashockorsurprise;vbtomovesuddenlyandviolently

[thetitleseemstosuggestthatsomethingverybad-shockingandviolent-happens

4.Divingin:firstencounters

a) Studentsdiscussonthebasisofanumberofquotesfromthenovelwhatthestory

mightbeabout.


Tandemwork:1.Photocopytheworksheetandcutitinhalf.Onegroupreadsquotes

A,theothergroupreadsquotesB.Withineachgroupstudentsdiscuss:Whatcould

thenovelbeabout?Whatdoyouthinkhappensinthestory?Whicheventshappen?2.

Afterwardseachgrouppresentstheirtheoriestotheothergroup.

https://www.textpublishing.com.au/books/jolthttp://www.script5.de/titel-2-2/wie_du_ihr-5378/

J

WS5:Quotesfromthenovel

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QuotesA:CoasttoCoasttripPEclass,expeditionwithinalimitedperiodoftime;thetripstartsbadly,getsworse;earthquake,theteacher(MsJenkins)isexpectedtohelpthestudentsoutofadangeroussituation;inthissituationoneofthecharacters(theboyfromthecoverpicture?)feelslikeacoward,somebody(“they”)haskilledtheteacher;thenarrator(theboy?)goeswildandbecomesaggressive

[WhathashappenedduringtheCoasttoCoast?Whohaskilledtheteacherandwhy?Whatdoestheboyhavetodowithit?

QuotesB:TheDoctornarrator(theboy?)isinhospital,itseemsafteranearthquakeoccurred;hefeelshehastokilltheDoctorwithinthreedaysbecausehethinksheisindanger;itseemstheboyhaslosthismemorybutheisbeginningtofeeloptimistic,however,alittlelaterhefearstheDoctorwantstokillhim

[Whathashappened?Whyistheboyinhospital?WhydoesheintendtokilltheDoctor,andwhyisheafraidofhim?Willoneofthembekilledintheend?

Thiscouldleadinto:

b)PossibleextensiontaskaboutearthquakesinNZ.


PA/GA:

1.Studentscompletetasks1-2ontheworksheet.

2.Studentsprepareashortpresentationononeoftwopossibletopics

(internetresearchetc.).

3.Thegroupsgivetheirpresentations.

NB:Thesetasksareagoodopportunitytoworktogetherwiththegeography

teacher.

[1.Thehousemayhavebeendestroyedbyearthquake,landslide,gasexplosion,bombingetc.

[2.firstwavehit(l.5),pitching,rolling(l.12),rumbling,shaking(l.19),waves,asiftheearthhadtiredofusandwastryingtoshakesusfree(ll.20-21),groundbreakingapart,hillsidesslippingaway(l.22),screaming(l.23)

[3.suddenviolentshakingoftheground;resultofseismicwaveswhicharecausedbythemovementoftheearth’scrust/geologicalplates;cancauselandslides,tsunamis,floods,fires,damagetobuildings,roadsetc.;“earthquakebelts”,occure.g.aroundtheedgeofthePacificOcean-knownasthe“RingofFire”;inGermanytoo,butnotverystrong

[4.22February2011,earthquakeinChristchurch,magnitude6.3,severelydamagedNZ’ssecond-largestcity,185peoplekilled,thousandsinjured,manybuildingsdestroyed

WS6:EarthquakesinNewZealand

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II Gettingstuckin:Whileandpost-readingtasks

1.CharacterstudyofMarko

a) Listeningandreadingcompetence,languageanalysis:considerwhoMarkois

basedontheinformationinchapter1.


Readchapter1toyourstudents.Opendiscussion:Whatarestudents’first

impressions?

[nastyschoolboy(killspetsofaclassmate);studentsmighthavealotofquestions:Whoistheboy?Ishementallyill?Isheinhospital?Why?Doeshereallywanttokillhisdoctor?Why?etc.

GA:studentsreadchapter1themselvesandtakenotesonwhatitrevealsabout

Marko’scharacterandwhatheintendstodo.

[Markoisathief(hasstolentheteacher’schalk),isbrutal(haskilledSusanna’spetrabbits),wastreatedbyapsychologistbecauseofanoverdevelopedrevengeinstinct,iswatchfulandclever(inhospitalheobservesthedoctor),intendstokillthedoctor(unclearwhy),somethinghappenedtohimtwelvedaysago(what?)

Opendiscussion:1.discusswhatMarko,atthesametimenarratorandprotagonist,

meanswhenhesays“SurpriseistheonlyweaponIhave.”(p13,l22).2.Makesure

studentsknowwhattheword“revenge”means,thendiscusswhetherrevengeisan

appropriatemeansofsolvingproblems.

[SurpriseistheonlyweaponIhave:MarkothinksthattheDoctorismakingplanstoharmhim,andknowsthathehasmorepowerandbetterwaystohurthimhereinhisterritory(thehospital)thanhe,theboyandpatienthas.SoMarkopretendstobeweakandillbecausethenhewillbeabletosurprisetheDoctor.

[revenge:returninganinjury,hurtingsbwhohashurtyou,doingsthbadtosbwhohasdonesthbadtoyouetc.

Thisleadsinto:

Readingcompetence:buildingamoredetailedpictureofMarkobasedonthe

informationinchapter2.Studentsmayifnecessaryuseagooddictionary,e.g.

www.pons.com.Giveyourstudentshintsonhowtheyshouldread(readingforgist,

detailedreadingofimportantpassages).

Chapter1,Jolt,pp.13–14

Chapter2,Jolt,pp.15–16



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EA:studentsreadchapter2andthencompleteworksheet7andpresent

theirideasandreadingresultstotheclass.Fortask2studentsshouldcome

upwithdifferentwaystovisualizetheirfindings(wantedposter,mindmapetc.).

1.[Marko:at16MarkoisnotreallykeenonOutdoorEd;buthe’sboredandneedssthdifferentandexciting.Markoisobservant-heknowshismotherisworriedaboutthecostoftheCoasttoCoast,eventhoughshehasn’tsaidanything.AndheseesthereactionoftheotherteacherstoMrCamden(theyrolltheireyes).HeseemstolikeandadmireMrCamden(PEteacher)fornotcaringaboutwhattheotherteachersthinkabouthim.School:inyear11studentshavetochoosefromachoiceofoptions(tohelpwithcareerchoices?),theCoasttoCoasttripisoneofthem;thereisanoptionsdayattheendofyear10wherestudentsfindoutmore;manyoftheteachersseemunconvincedorsomehowbored,butMrCamdenisinterestingandexcitedaboutwhathedoesandcanconveythistothestudents;hemakesOutdoorEdseemexcitingasitincludeskayaking,firstaid,aquaticsetc.

3.[Markoseesthetripasawelcomechange,assomethingdifferent,achallengeworthaccepting,althoughinthefirstparagraphofthischapterheconfessesthatnobodyknew“whattherealcostwouldbe”(interpretationofthisphrase!).

4.[Possibledifficultiesandproblems:technicalproblemswiththebicyclesandotherequipment(dotheyhaveenoughprovisions?),bigphysicalchallenges(iseveryonefitenough?),socialproblemswithinthegroupetc.

2.Mediation/Summarizingtasks:reviewsofJolt

a) Mediationcompetence:retellingaGermanreviewinEnglish.


PA:workinginpairs,eachstudentchoosesareview.Ensurestudents:1.readthetext

carefully,withoutdwellingonwordstheydonotunderstand(thegeneralmessage

ofthetextismoreimportant),2.identifyimportantwords/phrases/statements

(underlining,highlightingetc.),3.makenotes,4.retellthereviewusingsimplified

language.

Review1[JoltwaswrittenbyNewZealandauthorBernardBeckett.17-year-oldMarkowakesupinapsychiatrichospitalanddoesn’tknowwhy.Slowlyhismemoriesreturn:anoutdoorcourse,anearthquake,themurderoftheirteacherbythreemen,oneofwhomishisdoctor.Hedecidestotakerevengeandkillhim.

WS7:Marko,hisschoolandthetrip

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WS8:Mediationtask:GermanreviewsofJolt

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Review2[Jolt(Germantitle„Wieduihr“)isathrillerbyBernardBeckett,aNewZealandauthorwhohasalreadymasteredseveralgenresinhisearliernovels.Ittellsthestoryof17-year-oldMarkowhowakesupinapsychiatrichospitalanddoesn’trememberhowhegotthere.Herecognizessbthereandrealizestheywanttokillhim.Slowlyhismemoriesreturn:atripwithhisclassmates,anearthquake,hewitnessedamurder.Nowheonlywantsjusticeandrevenge:hemustsavehimselfandpunishhisteacher’smurderer.JoltisathrillingnovelthatsuccessfullydescribesthedilemmaMarkoisin:tornbetweenrevengeandconscience,hisdesiretoactvsthehelplesssituationhe’sin.

Or

b) SummarizingEnglishreviews.


GA/PA:workinginpairs,eachstudentchoosesareviewtosummarize.Ensure

students:1.readthetextcarefully,withoutdwellingonwordstheydonotunderstand

(thegeneralmessageofthetextismoreimportant),2.identifyimportantwords/

phrases/statements(underlining,highlightingetc.),3.makenotes,4.writeasummary

usingsimplifiedlanguage.

Review3[JoltisapyschologicalthrillerbyNewZealandwriterBernardBeckett.IttellsthestoryofMarkowhowakesupinapsychiatrichospital.Becausehethinkshisdoctorwantstokillhim,hedecidestokillthedoctorfirst.BeforeMarkowasinhospitaltherewasanearthquakeandanotherterribleeventheexperiences.IsMarkoreallyparanoid?Isthedoctorreallytryingtokillhim?Thestorybecomesmoreandmoredramatic.

Review4[Markoandhisclassmatesareonanoutdoorexpeditionwhenaterribleearthquakehappens.Theyareforcedtorunaway.LaterMarkowakesupinapsychiatrichospitalandthinkshisdoctorwantstokillhim,soheplansrevenge.Hedoesn’tknowhowhegottothehospitalorwhathappenedtohisclassmatesorwhohecantrust.Joltisanexcellentthriller.

Review5[Joltisagreatteenthrillerthathasitall:acatastrophicearthquake,teenrelationships,aspookystory,anevildoctorandaflawedhero.Markowakesupinapsychiatrichospitalbutdoesn’tknowhowhegotthereorwhohecantrust.Certainlynotthedoctor,whoMarkothinkswantstokillhim.Hehasimportantchoicestomake,onesthatwillaffecthislifeforever.

WS9:Summarizingtask:EnglishreviewsofJolt

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3.Keepingareadinglog

a) Keepingareadinglog(orbookjournal)inordertorememberthecorecontent

ofthebookandtohighlightaspectssuchascomprehensionissues,passagesof

particularinterest,importantvocabulary,orquestionsthatcomeupwhilereading.


Handoutthesheetonkeepingareadinglog.Discussanyunclearpoints

withthestudents.Checkthestudents'readinglogsatintervalsagreedupon

withthem.

4.Analysisoftitlesandthemes

a) Analysingthemainthemesofthenovel.Discussingthethemeofrevenge

inrelationtothetitles“Jolt”and“Wieduihr”(titleoftheGermanedition).


Opendiscussion:analysisoftitleandmainthemes.1.Why“Jolt”and“Wieduihr”?

Whatdotheymean?Whatdoes“Wieduihr”alludeto?Howdothetitlesdiffer?2.

Whatarethemainthemesofthenovel?3.Isthetitlewell-chosen?Doesthetitle

reflectthethemes?

1.jolt:suddenbumporshake;asuddenviolentmovement;asuddenshockorsurprise[suggestsashockingandunexpectedeventWieduihr:alludestothesaying„Wiedumir,soichdir“(referencetothebiblicalphrase“aneyeforaneye“;translatesintoEnglishas“titfortat”whichdatesbacktothemid16thcenturyandprobablyoriginatedfromtheterms“tip”and“tap”,meaninglightblow)[suggeststheprincipleofretaliation,revenge

2.[Mainthemes:revengeasameansofjustice(?);sudden,life-threateningand

traumaticeventswehavenocontroloverandfacingandovercomingthesechallengingsituations;teenagerelationships;groupdynamicsetc.

3.[Mostobviously,thetitleJoltreferstothesuddenearthquake(=suddenandviolentshakingoftheearth).Onasecondlevelitreferstothepsychologicalshocksthekidsexperienceontheirtripasaresultoftraumaticevents(earthquake,murder,theirdramaticescapethroughthebush).Thesejolts/shocksshiftlandscapes,leavegapingholes,tearthesurfaceoftheearthetc-butnotonlyisthelandscapechanged,theeventschangethekidstooandleavescarsbehind(physicalandpsychological).IncontrasttotheGermantitlethereisnoobviousreferencetothethemeofrevengeorhowMarkowishestoact,itfocusesontheshockingandviolenteventsinthestory.[theGermantitlemakesnoreferencetothenaturaldisasterortheensuingevents,insteaditfocusesonMarko’sfeelings-onhisdesiretoexactrevengeonthemanheseesasresponsibleforboththemurderofhisteacherandwantingtokillhim.[WhereastheGermantitleismoreliteral,Joltisperhapsamorecomplex,

multilayeredtitle.

WS10:Keepingareadinglog

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WS11:Discussionoftitlesandthemes

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EA:askstudentstoconsiderwhethertheyhaveeverexperiencedrevengefulfeelings,

whatcausedthemandhowtheymadethemact.Askstudentstowriteadiaryentry

aboutit.

5.Furtherideasforwhileandpost-readingtasks

Relationships

1. TheYear11CoasttoCoastexpeditionrevealsthecomplexrelationshipsbetween

thestudents.SumuphowandwhytherelationshipsinMarko’sgroupchange

duringthecourseofthestory.

2. Haveyoueverbeenonafieldtripwithyourclassorothers?Didyourgrouphave

anyproblems?Whatweretherelationshipsinthegrouplike?Howdidthey

develop?Writeanessay.

3. DoyouthinktherelationshipsbetweenMarko&LisaandRebecca&Jonathan

willlast?Intwogroupsdiscussthisquestionandwriteacontinuationofthese

relationshipsinnarrativeordialogueform.Readyourcontinuationtotheother

group.

Characterization

1. ThinkofadjectivestodescribeMarko.Youmayalsofindtheminthenovel.Discuss

yoursuggestionsinclass,anddecidewhethertheyfithim,hisfeelingsand

behaviour.

2. HowhasMarkochangedbytheendofthenovel?Explainwhyandhow.

3. Writeashortsummaryofoneofthemaincharacters:Marko,Rebecca,Jonathanor

Lisa.

Styleandlanguage

1. Describehowthetensioninthestorybuildsandfallsaway.Whichstylisticmeans

doestheauthorusetobuildtension?Nameandexplainthem.

2. Whyaresomechaptersinthenovelwritteninitalicsandothersnot?Discussyour

ideasinclass.

Creativetasks

1. Drawacartoonorcomicstripofyourfavouritescene.Ifyouaregoingtodrawa

comicstrip,writeashortscript:whatdothefiguressayinwhichsituation?How

manypanels(i.e.pictures)androwsdoyouwanttodraw?Forone-rowstrips,three

tofourpanelsarethenorm.Keepitsimple.Don’tincludetoomuch.Don’tputtoo

muchtextinyourspeechbubbles(orwordballoons).Useemoticons,interjections

(Wow!,Cry!,Gulp!)orinternetslang(e.g.l8r=later,CU=seeyou!)too.

2. Ingroups,creatshortplaysofimportantscenes.Thiswillhelpyoutobetter

understandthestory,thecharactersandtheirconflicts.Inaddition,itwillhelp

developyourorallanguageskills.Helpfuladviceonhowtodramatizeastorycanbe

foundhere.

ðhttp://www.penguinreaders.com/pdf/downloads/pyr/PYRTGDramStories.pdf

3. Designyourownversionofthecoverafteryouhavereadthebook.



http://www.penguinreaders.com/pdf/downloads/pyr/PYRTGDramStories.pdf

13

Writingtasks

1. InChapter17,p.108,lines13-15,Markomakesalistofallthethingshehasnever

done.Whatwouldyouincludeonsuchalist?Youneednottellanybodyaboutit,

but,ifyouwish,comparewithoneofyourbestfriendswhatyouhavewrittendown.

2. Whilereading,collectandnotedownphrasesthatexpressthoughtsofrevenge.

Thenwriteanessayonthethemeofrevengeinthenovel.

3. Writeaoneortwopagereviewforyourfavouritemagazine.First,giveashort

summaryoftheplot:Whoarethemaincharactersandwhataretheirproblems?

Aretheconflictssolvedinthebookornot?Ifyes,howweretheysolved?Ifnot,

why?Whatarethemostimportantscenes?Isthebookinterestingandworth

reading?Why?Whathaveyoulearnedfromthebook?

Speakingtasks

1. Imagineyouaregoingonafive-daybiketripthroughoneofGermany’snational

parks.Whatwouldyoupack?Doabrainstormingandwritetheitemsontheboard.

Thendecidewhichofthethingslistedarereallynecessaryandwhichareluxury.

Backgroundresearch

1. Inthebook,Markomentionsdifferenthikinghuts(e.g.ConeHut).Dosome

researchanddrawapicture.DisplayyourpictureintheEnglishclassroom,and

presentittoyourclass.



14

WhatdoyouknowaboutNewZealand?

Ticktheanswersthatyouthinkorguessareright.Multipleanswersareallowed.

1.DownUnderisacolloquialwordfor…

a)NewZealand b)Australia c)bothNZandAustralia

2.WhatisNewZealand’sgeographicalstatus?

a)It’sacontinent. b)It’smainland. c)It’sanislandcountry.

3.WhereisNewZealand?

a)inthePacificOcean b)intheIndianOcean c)intheAtlanticOcean

4.WhatisthecapitalofNewZealand?

a)Auckland b)Christchurch c)Wellington

5.WhatisthepopulationofNewZealand?

a)about4.5million b)about13.5million c)about22.5million

6.WhichcountryisclosesttoNewZealandinsurfacearea?

a)Spain b)Germany c)UK

7.WhatareNewZealand’sofficiallanguages?

a)English b)Maori c)NZSignLanguage

8.Whatisa!*ki"wi"??

a)aNewZealander b)abird c)aNZdollar

9.WhatsportdotheAllBlacksplay?

a)bungeejumping b)rugby c)cricket

10.WhichofthesefilmswasproducedinNewZealand?

a)TheLordoftheRings b)CrocodileDundee c)SouthPacific


1

15

WhatdoyouknowaboutNewZealand?–Key

1.DownUnderisacolloquialwordfor…

a)NewZealand b)Australia c)bothNZandAustralia

2.WhatisNewZealand’sgeographicalstatus?

a)It’sacontinent. b)It’smainland. c)It’sanislandcountry.

3.WhereisNewZealand?

a)inthePacificOcean b)intheIndianOcean c)intheAtlanticOcean

4.WhatisthecapitalofNewZealand?

a)Auckland b)Christchurch c)Wellington

5.WhatisthepopulationofNewZealand?(asofAugust2014)

a)about4.5million b)about13.5million c)about22.5million

6.WhichcountryisclosesttoNewZealandinsurfacearea?

a)Spain b)Germany c)UK

7.WhatareNewZealand’sofficiallanguages?

a)English b)Maori c)NZSignLanguage

8.Whatisa!*ki"wi"??

a)aNewZealander b)abird c)aNZdollar

9.WhatsportdotheAllBlacksplay?

a)bungeejumping b)rugby c)cricket

10.WhichofthesefilmswasproducedinNewZealand?

a) The Lord of the Rings b)CrocodileDundee c)SouthPacific


2

16

AboutBernardBeckett

Assignments:

1.InyourcopyofJolt,readtheauthor’sbiographyonpp.7-8.Oryoucanalsogoto

https://bernardbeckett.wordpress.com/bio/andreadthelongerbiographythere.

Thenanswerthesequestions:

1. WhereandinwhatsocialenvironmentdidBernardBeckettgrowup?

2. Whatdowelearnabouthisfamily?

3. Whathasbeentheauthor’scareerpath?

4. Whydidhestartcreativewriting?Describetheauthor’sdevelopmentasa

writer.

5. Inthetext,Joltismentionedseveraltimes.Whatdoyoulearnfromthese

passagesaboutthenovel?Sumupasmanyfactsasyoucan.

6. WhatledBernardBecketttowritehisnovelGenesis?Whatissospecialabout

thisbook?

7. IsBernardBeckettonlyaKiwiwriter,orisheknownworld-wide?Givereasons

whyyouthinkso.

2.Vocablab

Writedownatleastfivewordsand/orphrasesinthetextthatwerenewtoyou,and

whichare,toyourmind,worthlearningandusinginyourownfuturetextproduction.

English Meaning German

1

2

3

4

5

6

7

8

9

10


3


17

AninterviewwithBernardBeckett

Assignments:

1.You’reabouttowatchaninterviewwithBernardBeckett:www.youtube.com/watch?v=KssqywuHkEk.

2.Beforewatchingtheinterview,readthesequestions:

a) IsBernardBeckett’svoicehowyouimaginedittobe?Doesitmeetyourdescriptionofhis

character?Howwouldyoudescribehimtosomebodywhohasnotseentheinterview?

Findtwoorthreewordstodescribehim.

b)WhatdoesBernardBecketttelltheinterviewerabouthiswritingcareer?(howandwhenhe

started,howmanybookshehaswrittensofaretc.)

c) Whatadvicedoeshegivetoyoungwriters?

3.Nowlistentotheinterviewandtakenotes.Listencarefully!BernardBeckettspeaksquitequicklyand

withastrongNewZealandaccent.

4.Inaclassdiscussion,sumupwhatyouhavelearnedaboutthewriter.

Your notes:


4

18

Quotesfromthenovel

Assignments:

1. Workingroups.2. Readthequotesandtrytoguessfromthemwhat

thenovelisabout.Whathappensinthestory?Discussinyourgroup.

3. TellGroupBabouttheresultsofyourdiscussions.

Assignments:

1. Workingroups.2. Readthequotesandtrytoguessfromthemwhat

thenovelisabout.Whathappensinthestory?Discussinyourgroup.

3. TellGroupAabouttheresultsofyourdiscussions.

QuotesA:TheCoasttoCoasttrip

“ThechallengeoftheCoasttoCoastwasforthewholeOutdoorEducationclasstogetitselffromonesideoftheislandtotheotherinundersixdays.”(Chapter4,p.22)

“AsIwriggledintomysleepingbagthatnight,Iwascertainwe’dgotofftotheworstpossiblestart.Itwasgoingtogetmuchworse.”(Chapter6,p.33)

“Therumblingturnedtoshakingandtheshakingturnedtowaves.Itwasasiftheearthhadtiredofusandwastryingtoshakeusfree.”(Chapter10,p.60)

(aboutMsJenkins,theteacher)“Herrolewasclearnow.Shewasinchargeandshewouldgetusoutsafely.Theruleshadchanged.”(Chapter12,p.66)

“Thetruthis,whenIwastested,Iturnedouttobeacoward.”(Chapter12,p.74)

“Everythingaboutitcouldonlybewrong.‘Isawthem.Theykilledher.She’sdead.MsJenkinsis...’”(Chapter14,p.82)

“IgetaggressivewhenIlosemytemper.Ijustgowild.I’vealwaysbeenlikethat.”(Chapter18,p.120)

QuotesB:TheDoctor

“LastnightIsawtheDoctorandimmediatelyknewwhatIhavetodo.Ihavenochoice.Iwillkillhim.”(Chapter1,p.13)

“IshouldtellwhatlittleIknowabouthowIcametobehere.Irememberthefivedaysupinthebushaftertheearthquake,...”(Chapter3,p.19)

“Ihavesetmyselfatarget.Threedays.InthreedaystheDoctorwillbedead.”(Chapter11,p.64)

“Thefearhadpumpedmefullofadrenalinandmymindwasstillracing,lookingforawayout,achancetokeeptheupperhand.”(Chapter13,p.80)

“Iambeginningtofeeloptimisticagain.ForthefirsttimesinceIcameheretheDoctorhaslostsightofme.”(Chapter15,p.97)

“Iwasdying.Ifeltthatfinalfearcreepingupthroughmybones.TheDoctor’scrimewasclosetocomplete,closetoperfect.”(Chapter19,p.124)


5

19

EarthquakesinNewZealand

Assignments:

1. Workinpairsorgroups.Lookatthephotobelow.Whatdoyouthinkhashappened?

Therecanbedifferentreasonsforsuchterribledestruction.Nameafewofthem.

Possiblecauses:

©W

ikim

edia

Com

mon

s(S

chw

ede6

6)

2. Readp.60ofJolt.Lookforwordsandphrasestheauthorusestodescribethe

earthquake.Underlinethem,highlightthemorwritethemdown.3. Workingingroups,chooseeithertopicAorBandprepareashortpresentation:

A. Explainwhatearthquakesare,whatcausesthemandwhateffecttheycanhave.Wheredotheyoccur?DoearthquakeshappeninGermany?

B. Researchthe2011Christchurchearthquake,oneoftheworstearthquakestohitNewZealand.Whendidithappen?Howbigwasit?Whathappened?


6

20

Marko,hisschoolandthetrip

Assignments:

Readchapter2ofJolt(pp.15-16).Ifabsolutelynecessary,youmayuseagooddictionary

totranslatethewordsandphrasesyoudonotknow,e.g.www.pons.com.Completethe

followingtasks:

1. WhatdoesMarkotellyouabouthimselfandhisschoolinthischapter?Writeyourfindings

downinthetablebelow.

Marko Marko’sschool

2. Nowdisplayvisuallytheinformationyouhavewritteninthetable.Forexamplethiscould

bea‘Wanted’poster,amindmap,aninfographicetc.Ifyouwish,includewhatyouhave

learnedaboutMarkoinchapter1.YourtaskistocreateavisualpictureofMarko.

3. FindoutwhatMarkothinksabouttheCoasttoCoastexpeditioninYear11.Doyousharehis

opinion?Aresuchtripsuseful?Writeashortcommentonthisquestion.

………………………………………………………………………………………

……………………………………………………………………………………….

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

……………………………………………………………………………………….

………………………………………………………………………………………

……………………………………………………………………………………….

4. WhatdifficultiesandproblemsmightMarkoandtheotherspossiblyfaceduringthis

demandingexpedition?Brainstormwithyourclassmates.


7

http://www.pons.de

21

Mediationtask:GermanreviewsofJolt

Assignment:

Workinpairs.Eachofyoushouldchooseoneofthefollowingreviews.Mediatetoyour

partnerwhatthereviewsaysaboutBernardBeckett’snovel.

Remember:[ readthetextcarefully[ don’tworryaboutwordsyoudon’tunderstand(themainideasofthetextaremoreimportant!)[ underlinetheimportantwords/phrases/statements[ makenotes[ structureyournotes[ tellyourpartnerwhatthemainpointsoftherevieware

Review 1

Jolt (Wie du ihr) ist ein Jugendroman des neuseeländischen Autors Bernard Beckett. Der siebzehnjährige

Marko erwacht auf der psychiatrischen Station eines Krankenhauses. Zunächst noch verwirrt darüber,

was ihm geschah und wie er hierher gelangte, kehren nach und nach die Erinnerungen zurück und er

hält diese in einem Notizbuch fest, denn sein Leben ist in Gefahr.

Während eines Outdoorkurses werden vier Schüler und eine junge Lehrerin in den Bergen von einem

Erdbeben überrascht. In der nachfolgenden Ausnahmesituation beobachtet Marko, wie drei Männer die

Lehrerin bedrängen und töten. Einer der Täter ist Arzt in der Klinik, in der er sich nun befi ndet und

Marko beschließt, ihn zu töten.

(extracttakenfromEsme’sreviewon:

http://www.goodreads.com/review/show/293528386?book_show_action=true&page=1)

Review 2Der neuseeländische Autor Bernard Beckett tobt sich ganz offensichtlich in so einigen Genres aus, denn „Das neue Buch Genesis“ war ja eher ein Science-Fiction-Roman, während „Stechzeit“ in verfi lmter Form die perfekte Teenie-Komödie abgeben würde. Und auch „Wie du ihr“ ist wieder völlig anders, denn dieses Mal wagt sich der Kiwi an einen Thriller, und nach der Lektüre dieses guten Stücks darf man staunen, wie der Schriftsteller auch diese Disziplin ohne Schwierigkeiten meistert. Der siebzehnjährige Marko wacht völlig desorientiert in einer psychiatrischen Klinik auf und rätselt: Wie kam er dorthin? Weshalb wurde er betäubt? Was wird fortan mit ihm geschehen? Ein wenig später erkennt er jemanden aus der präklinischen Zeit wieder und stellt entsetzt fest, dass sein Leben wohl ausgelöscht werden soll. Er muss auf Zeit spielen und durch das heimliche Niederschreiben seiner Geschichte seine Erinnerungen wieder auffrischen. Es werden schrittweise Erinnerungen wach – Erinnerungen an einen ganz normal beginnenden Ausfl ug, der mit einem schweren Erdbeben sein jähes Ende fi ndet und alles durcheinander bringt. Zudem wird er einziger Zeuge eines Mordes, der niemals bestraft wurde. Für Marko steht fest: Der Täter muss dafür bezahlen. Oder wie es auf der Rückseite des Buches prangt: „Alles, was du willst, ist Gerechtigkeit. Das, was dir bleibt, ist Rache.“ Bernard Beckett ist mit „Wie du ihr“, das zweigleisig beginnt und erst gegen Ende den gemeinsamen Punkt der Gabelung fi ndet, ein wirklich packender Roman aus den Gehirnwindungen und Fingern gefl ossen, in welchem sehr präzise die Gefühle des Protagonisten wiedergegeben werden. Mordlust versus Gewissen. Tatendrang versus Machtlosigkeit. Hoffnung und Hass versus Resignation und den Wert des Lebens, ohne dass der Leser eine Ahnung hat, wann der Spannungsbogen zerbirst.

(extracttakenfromChrisPopp’sreviewon:http://www.booknerds.de/2013/02/bernard-beckett-wie-du-ihr-buch/)


8

22

Summarizingtask:EnglishreviewsofJolt

Assignments:

Workinpairs.Eachofyoushouldchooseoneofthefollowingtexts.SummarizeinEnglish

foryourpartnerwhatthereviewsaysaboutBernardBeckett’snovel.

Remember:[ readthetextcarefully[ don’tworryaboutwordsyoudon’tunderstand(themainideasofthetextaremoreimportant!)[ underlinetheimportantwords/phrases/statements[ makenotes[ structureyournotes[ writeasummaryforyourpartner

Review 3Bernard Beckett is a NZ writer. In 2002 Beckett wrote the psychological thriller Jolt.

The book fl icks back and forth between two narratives by the same narrator:

a) Marko fi nds himself in a psychiatric ward. We discover via his diary that he is convinced his doctor is trying to kill him and later decides to kill the doctor.

b) The other narrative relates something in the past – his gruelling school trip which turns to disaster after an earthquake and when Marko witnesses something he wishes he hadn’t.

At fi rst the two narratives seem separate, but the reader gets more and more involved in each as dramatic tension builds up.

Throughout the book you ask yourself: Is Marko paranoid? Is the doctor really evil?

A relationship he develops with one of the girls on the school trip ends up saving his life.

(takenfromtsheko’sreviewon:http://www.librarything.com/work/2561337)

Review 5This book has it all: the dark, claustrophobic New Zealand bush, a catastrophic earthquake, the aggressive vulnerability of

teenagerhood and teenager social relationships, spooky psycho-thriller-type abduction, an evil doctor with psychotic drugs

at his fi ngertips ... and the overarching certainty that decisions made, whether right or wrong, will affect your life forever.

Marko, a diffi cult, diffi dent, fl awed ‘hero,’ awakes out of a drug-induced sleep into a living nightmare: hidden from the world,

he now resides in a psychiatric ward presided over by a mysterious doctor who Marko knows wants to kill him. Whom can

he trust, and how did he get there?

This is a great teenage thriller – one of the best New Zealand kidult books I’ve read - and I can’t recommend it highly

enough.

(reviewbyMargieThomsonon:

http://www.nzherald.co.nz/lifestyle/news/article.cfm?c_id=6&objectid=199937)

Review 4‘The challenge of the Coast to Coast was for the whole PE class to

get itself from one side of the island to the other in under six days.

‘Where to?’ ‘The bush,’ I croaked. ‘Hide.’ We cut back to the right,

down off the track, crashing through the undergrowth and sliding

down steep slopes. After a couple of minutes we stumbled to a stop,

pressed in close … we waited and listened, the others with their

heads bursting with questions, mine spinning with answers I didn’t

want to believe.’

Marko surfaces from a drug-induced haze to fi nd himself hidden

from the world in a psychiatric ward. He is certain the ‘Doctor’

means to kill him, but he in turn has vengeful plans of his own.

Who are these people and what happened to the others? Who

can Marko trust and how much time does he have? Time enough

to write it all down, his story of a coast to coast trip and the earthquake that ripped his world apart. A ‘top-notch thriller’.

(takenfrom:

http://www.randomhouse.co.nz/books/bernard-beckett/jolt-9781877460296.aspx)


9

23

Keepingareadinglog

Trykeepingachapterbychapterreadinglogorbookjournalwhileyou’rereadingJolt-

eitherbyhandonpaperorelectronically.

Here’show:

[ Afterreadingachapter,writedownthemainideas,factsorproblemsthechapter

isaboutandaddyourthoughts.Whatdoyouthinkaboutthepeopleandsituations

describedinthischapter?Wouldyoubehaveinthesamewayasthecharactersin

thebook?

[ Writedown,forexample,theanswerstothefollowingquestions:

• Whatemotionsdidyouhavewhenyouwerereadingthetext?Diditmake

youlaugh,cry,smile,orwereyouangry?Recordsomeofyourreactions.

• Dosomeofthecharacterstouchyou?Doyoulikeorhatethem?

• Doesasituationremindyouofeventsthathavehappenedtoyouorsomeone

elseyouknow?

• Whoisyourfavouritecharacter?

• Wouldyouliketobeoneofthecharacters?Who?Why?

[ Whatcharacterorscenedoyounotunderstand?Isthereanythingyouare

confusedabout?Trytoexpresswhatitis.

[ Arethereanyquestionsyouwouldliketoasktheauthor?Writedownyour

questions.

[ Isthereanideainthebookthatmakesyoustopandthink?Identifytheideaand

trytoexplainit.

[ Ifyouweretheauthor,wouldyouhavechangedacharacterorascene?Sketch

yourideasaboutthat.

[ Whatareyourfavouritewords,phrases,linesorsections?Copythemintoyour

readinglog.Thinkaboutwhytheseitemscaughtyourattention.

Example:

Chapter 1

set in April. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. when? year? (unimportant?)

boy in hospital .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. name? who is he?

as a child, he killed a girl’s pet rabbits .. .. .. .. .. .. .. .. .. .. crazy!!

‘revenge instinct’ .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. what’s that? (ASK!)

„I will kill the doctor.“ .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. why?

twelve days since earthquake (700 people died) .. .. .. .. .. no idea: what earthquake? Wow!

boy spent fi ve days in the bush before he was found .. .. why? because of the earthquake? lots of questions

‘revenge’ .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. again this word!!!

the boy plans to take revenge .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. he fears the Doctor will kill him?

› Setting unclear

› I don’t understand:

Boy – a killer? Who is he?

Why is he in hospital?

Why does the Doctor want to kill the boy?

I know ‘killer instinct’, but ‘revenge instinct’?

Is this a detective story?


10

24

Discussionoftitlesandthemes

Assignments:

Inclassdiscussthefollowingquestions:

1. Whyisthenovelcalled“Jolt”?WhyistheGermaneditioncalled“Wieduihr”and

whatdoesthisalludeto?Whatdothetitlesmean?Howarethetitlesdifferent?

2. Whatarethemainthemesofthenovel?

3. Arethetitleswell-chosen?Dotheyreflectthethemesofthenovel?

4.Werethereanysituationsinyourlifewhenyouexperiencedrevengefulfeelings?What

causedthemorwhatwouldsomebodyhavetodoinordertomakeyouhavesuch

feelings?Thinkofasituationwheresomebodyhasoffendedorhurtyouanddescribe

howyoureacted-didyoutakerevengeordidyoufindanothersolution?Writeadiary

entryaboutit.

MYDIARY


11

25

Literatureandlinks

Beckett,Bernard:Jolt.ErnstKlettSprachen.Stuttgart2014.

Beckett,Bernard:WieDuihr.Script5.Bindlach2011.

AlexandraAlbert:EinSchuljahrinNeuseeland.MANA.Berlin2014.

http://bernardbeckett.wordpress.com/

(authorinformationandoccasionalblog;bio,novels,plays,contact)

https://www.youtube.com/watch?v=KssqywuHkEk

(interviewwithBernardBeckettinSydney;itispossibletowatchusingsubtitlesinEnglishorGerman,BUT:Thereare

alotofmistakesintheelectronictranslation!)

http://www.goodreadingmagazine.com.au/data/teaching_notes/9175.pdf

(Teacher’sResourceKitwrittenbyBernardBeckett)

http://bernardbeckett.wordpress.com/2012/10/30/ncea-essay-notes-for-jolt-by-bernard-beckett/

(essaynotesabout“Jolt”bytheauthorhimself)

http://www.cram.com/flashcards/quotes-from-the-novel-jolt-by-bernard-beckett-1876957(flashcardswithquotesfrom

thenovel“Jolt”andhowtoworkwiththem)

http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teacher-resource-exchange/NCEA-English/Level-1/Jolt

(shortsummariesofallchaptersofJolt)

http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2003/2003_12_04-BS-erste-Fremdsprache.pdf

(BildungsstandardsfürdieersteFremdspracheEnglisch/FranzösischfürdenMittlerenSchulabschluss)

http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2012/2012_10_18-Bildungsstandards-Fortgef-FS-Abi.

pdf

(BildungsstandardsfürdiefortgeführteFremdspracheEnglisch/FranzösischfürdieallgemeineHochschulreife)

Literatureandlinks


http://bernardbeckett.wordpress.com/

https://www.youtube.com/watch?v=KssqywuHkEk

http://www.goodreadingmagazine.com.au/data/teaching_notes/9175.pdf

http://bernardbeckett.wordpress.com/2012/10/30/ncea-essay-notes-for-jolt-by-bernard-beckett/

http://www.cram.com/flashcards/quotes-from-the-novel-jolt-by-bernard-beckett-1876957

http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teacher-resource-exchange/NCEA-English/Level-1/Jolt

http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2003/2003_12_04-BS-erste-Fremdsprache.pdf

http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2012/2012_10_18-Bildungsstandards-Fortgef-FS-Abi.pdf

http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2012/2012_10_18-Bildungsstandards-Fortgef-FS-Abi.pdf

bernard beckett jolt - klett sprachen · 2 contents i getting started: pre-reading tasks 1....

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