Harry Potter (a publishing success) + continuation of the text

26.03.2010

Hey,

today we first started the class listening to an audio document about the success of Harry Potter. You can listen to the document again here (and to the rest of it):

Here is what we said about it:

Every child has already read a Harry Potter book or at least (has) watched a Harry Potter movie.
The book has known the biggest publishing success in the world. More than 135 million copies have been sold and it has been translated in 48 different languages. Only the Bible has more translations. Now, J-K Rowling is one of the richest authors in the world. She is even richer than the Queen.

Numérateurs possibles: dozen(s) / hundred(s) / thousand(s) / million(s) / billion(s) / trillion(s)
Ø Millions of Harry Potter have been sold...
On ne met pas de "s" quand il y a un chiffre devant le numérateur

-> Possible Reactions of a parent if they discovered a gun in their child's bedroom:

- "Oh my god***/gosh**! My own son! I didn't teach you to become a criminal"
-"What the f***/ the Hell***/ the heck**/on earth* are you doing with those guns ?"
-" I can't believe my eyes! Were you really thinking of using this rifle?"
-" You can't imagine how dangerous it is to have a gun in the house. You'll be punished / grounded like you've never been before!"

Then we moved on with reading the text and saw how diffcult it was to know at the beginning who was who (therefore the importance of speech verbs...). Then we commented on the text and the ideas of the two boys. Here is the chart that we drew to sum up some important information about them:

Kevin's ideas / ways / means ≠ Brian's

No violence ≠ use of weapons to protect Ulster
... abides by religion
... respects religious principles of non-violence
He is peaceful ≠ hostile (revenge / retaliation)

HW: you need to highlight in the text all the words related to the attitudes and the ways of speaking of the two boys and analyse the evolution of their behaviour. What drawing does this evolution correspond to?

schéma

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