Jede Unit wird durch eine Einstiegsdoppelseite eingeleitet. Neben der Reaktivierung von bekannten Strukturen und Inhalten bieten diese Seiten motivierende visuelle Impulse sowie diverse Start-up activities, die für das neue Thema sensibilisieren und Interesse wecken.
Nature & Environment – Go Green – Save the Earth?!
Nadirah X
Go Green
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Governments and multinationals Corrupt and twisted women and men Are going to bring this planet To a premature1 end With their selfishness and greed They destroy anything of worth Are you just going to sit and watch Their rape of mother earth? They just couldn’t care less About the ecological devastation2 Inflicted3 by their insane striving For profit maximisation We’ve got to fight back We’ve got to give resistance Or they’ll pollute and exploit Our world out of existence Industrial accidents and radiation leaks So babies are born as freaks Like the Re-Chen babies with one eye Or those who Windscale4 called before their time And the petrol is full of lead So kids grow up wrong in the head And aerosols5 destroy the ozone layer No protection – no we’re layed bare
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And nuclear waste is dumped into the sea A slow poison for you and me And what was once fertile land Has now turned to desert sand And acid rain pours from the sky So whole forests wither6 and die And dirty cities grey and drab7 Cover theyland like concrete scabs8 And toxic chemicals are pumped into streams Death where once life would have been The whole situation has got out of hand So go green and make your stand And it seems you couldn’t care less That our earth is in such a mess It makes me wonder how long it will take Before you finally awake Please, please you got to open your eyes ’Cos you’ve got to realise Exactly what those in power got planned This is the last chance to make your stand Now that we see what’s going on We’ve got to stop them and we ain’t got long This isn’t something just to sing about ’Cos our time is running out …
Anreize für weiterführendes Lesen oder individuelle Projekte zu den jeweiligen Themen
START-UP ACTIVITIES
1. Make a mind map of the environmental and ecological problems the song refers to. 2. Who is to blame according to the song? Do you agree with this view? 3. Mediate the ad of the Welthungerhilfe and explain its message and effect. What does “living rich” mean in connection with water and food? – Discuss in class. Focus on Skills, Participating in a Discussion, p. 76 4. Describe and interpret the design of the book cover: What do you consider “simple ways” to save the earth – and “get rich trying”?
Tips on vocab
1 premature
happening before the normal or expected time – 2 devastation great destruction or damage – 3 to inflict sth. to make sb. suffer sth. unpleasant – 4 Windscale in 1957, a nuclear disaster took place at the nuclear reactor in Windscale, Cumberland, U.K. – 5 aerosol Sprühdose, often aerosols are not ozone-friendly – 6 to wither esp. plants, to dry up and die due to lack of water – 7 drab without colour and boring – 8 scab here: a disease of plants that causes a rough surface
Tips on Vocab-Kästen geben notwendiges Fachvokabular und ermöglichen einen unmittelbaren Einstieg in das Unterrichtsgespräch.
Symbole gewährleisten eine schnelle Orientierung und eine gezielte Vorgehensweise.
Diverse Aufgaben und Textangebote zu Mediation fördern die kommunikative Kompetenz.
Umfassende Vokabel- und Ausspracheerläuterungen stellen weitere sprachliche Mittel zur Verfügung und unterstützen den Leseprozess und das Textverständnis.
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Jede Unit wird durch 1–2 Focus on Vocab-Seiten abgerundet, die in Unterthemen gegliedert und in alphabetischer Anordnung Themenwortschatz sowie Lernvokabular zur Verfügung stellen und die kommunikativen Kompetenzen fördern. Zusätzliche, die Aufgaben des Schülerbuches ergänzende und vertiefende Wortschatzübungen finden sich im Workbook.
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Nature & Environment: Go Green – Save the Earth?!
How Expensive is Cheap Fashion? – The Impact of the Clothing Industry
Jeder Text wird durch eine Awareness-Aufgabe eingeleitet, die erste Impulse für eine Diskussion oder eine erste Activity anbietet.
The Best Eco-Fashion Brands and Eco Criteria AWARENESS
Eco-fashion is a generic term that can mean many things. In general, it refers to all fashion products that have been created in such a way as to contribute to a healthier and more equal world. What kind of clothes do you like and what do you associate with “eco-fashion”? Here are some criteria to differentiate products:
Vegetarian/animal free: Products that have been made without the use of leather or other animal tissue products. Examples are shoes or bags made from “vegetal leather” using Amazonian rubber instead of animal skins.
Eco-fashion brands that are hip: The winner of the RE:Use Award, Orsola de Castro of From Nowhere
Community based: Products that have been made in and are directly benefiting small communities, like villages or neighbourhoods.
Alle Aufgabenapparate folgen einer klaren Systematik, die durch wiederkehrende Farbbalken im Sinne eines „Ampelprinzips“ visualisiert ist: Awareness (grün) – Comprehension (orange) – Analysis (rot) – Activity (blau). Entsprechend dieser Systematik folgen die Arbeitsaufträge den Operatoren, die am Anfang des Schülerbuches in einer Übersicht dargestellt und an Beispielen erläutert werden.
Kuyichi
Craft/artisan: Products that have been crafted using artisan skills such as embroidery, which preserve the perpetuation of ancestral traditions. Custom-made or tailor-made: Also called demi-couture or made-to-order. This is a way of encouraging quality and “slow fashion” over mass-produced, disposable fashion.
Nature & Environment: Go Green – Save the Earth?!
Fair trade: Promotes social equality, environmental protection and economic security through trade and awareness campaigns. Fair trade seeks means and opportunities to improve the conditions of life and work of producers, especially small-scale disadvantaged producers.
1. Look at the pictures: Do these garments look “eco” to you? What do you like/dislike about these looks? Discuss in class.
Organic: Natural fibers that have been grown without any pesticides and other toxic materials, preserving the health of humans and the environment. The process of organic growth can be certified by various organizations.
Edun
2. Point out in what way the criteria listed above help to protect the environment. Which of these criteria do you consider more – or less – important? Make a ranking. ANALYSIS
Recycled: Through the process of recycling, new garments can be constructed from the cloth of old garments. Vintage/second-hand: Vintage is a generic term for new or second-hand garments created in the period from the 1920s to 1975. However, the term is often used more generally for second-hand clothes in good condition.
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COMPREHENSION
3. What technical terms* (expert language) are employed in the text? Stella McCartney
Edun
Fashion
Environment/recycling
Technology/industry/ production
Economy/fair trade
to craft embroidery tailor-made fabric …
to preserve disposable environmental protection …
animal tissue artisan skills custom-made …
social equality economic security certification …
Use your dictionary and find everyday expressions that are equivalent to these terms.
Das Buch bietet eine breite Vielfalt an Aufgaben, die den Anforderungen sowohl an handlungsorientierten Methoden, kooperatives Lernen sowie eher traditionellen Verfahren der Texterschließung Rechnung tragen. Im Sinne einer möglichst großen Variabilität wechseln offene und geschlossene Aufgaben bzw. Fragen, kreative und kognitive Texterschließungsaufgaben, unterschiedliche Sozialformen und Methoden.
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Nature & Environment: Go Green – Save the Earth?!
Useful tips for your handout
4. Explain the function and effect of the technical terms. Talk about why it is (not) necessary to employ expert language in certain texts.
ACTIVITIES
5. Do further research on cool eco-fashion brands and trends: – www.ecofriend.org/entry/eco-fashion-green-fashion-shows-are-hip – www.marieclaire.co.uk/fashion/best/6715/1/5/10-best-eco-fashion-brands.html – http://thegreenloopblog.com/eco-chic-nye-how-to-dress/914 – www.stepin.org (link: ecofashion) 6. In groups, develop new clothing that is made from recycled base products and plan and perform a fashion show to present and promote your dresses and designs. Your base products may be worn-out Tshirts, dresses, shoes, knitted material, etc. or unusual starting products like plastic bags, newspapers, cans, etc. – one basic condition you have to fulfill is that you do not use any new products/materials – everything has to be recyclable material. Your final presentation of the product should include a) a fashion show to present the product(s) b) a brochure/handout/flyer that informs consumers about your product and your basic ideas c) a final rounding off where the audience can ask questions. Decide who in your group is/are the model(s) and who is the presenter.
Useful tips for your presentation
Tips on vocab
Useful tips-Kästen stellen unterschiedliche Informationen bereit und unterstützen das selbstständige Arbeiten und die Methodenkompetenz der Schüler: • Terminology und phrases für die mündliche und schriftliche Produktion von Texten stellen Wortmaterial unmittelbar zur Verfügung. • Tipps für Präsentationen oder Recherche geben gezielte Unterstützung in Ergänzung zu den FoS-Seiten. • Terms and phrases fördern die kommunikative Kompetenz.
7. Now, after having designed and produced vintage or second-hand clothing yourself, evaluate the whole process. Usually second-hand clothes are cheaper than new ones. Would you buy recycled or second-hand clothes yourself – and pay more? Don’t you think that new clothes should be more expensive than recycled ones? Discuss in class. Focus on Skills, Participating in a discussion, p. 18
Ergänzende Hinweise auf Focus on …-Seiten direkt unter der Aufgabenstellung bieten unmittelbaren Zugriff auf Fakten oder Methoden.
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Focus on …-Seiten sind direkt in die Units eingebettet. Je nach inhaltlicher und methodischer Schwerpunktsetzung bietet jede Unit eine Bandbreite an Focus on …-Seiten, die den Schülern methodische Hilfen, Faktenwissen oder sprachliche Besonderheiten des Englischen
Step-by-Step Analysis of a Fictional Text The 3 basic types of fictional texts
sowie weiteres Wortmaterial dort zur Verfügung stellen, wo es thematisch sinnvoll ist und gebraucht wird. Darüber hinaus enthält der Aufgabenapparat ein entsprechendes Verweissystem auf die Focus on …-Seiten.
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Focus on Skills
Focus on Skills
Reading Techniques In order to better understand texts, it is helpful to make use of literary comprehension strategies. These pages help you to identify clues given in a text, and how to use a particular reading strategy.
a) narrative texts (e. g. novel, short story, fable) b) dramatic texts (e. g. drama/play, screenplay/script) c) poetry/lyrics
Skimming and scanning
Step 1: Analysis of the general meaning
Skimming means reading a text quickly to find the main ideas and most relevant information. Scanning means reading a text quickly to discover a particular detail/aspect. It helps you to locate specific information fast. Let your eyes move rapidly over the page looking for words related to the information you are seeking.
Identify and specify the type of text as well as the theme*/topic/subject of the given text. Answer the W-questions: who, what, where when, why? Write a summary of the given text of about 150 – 200 words at the most. Identify the narrator* and specify what point of view* is being used to tell the story. Develop a first (general) evaluation of the meaning and message of the text.
Rereading passages and reading ahead
Step 2: Analysis of basic elements
Reread passages that confuse you. You may have to read earlier passages to clarify a detail. If rereading doesn’t help, read ahead. The answer may be in the next few sentences/paragraphs.
a) Identify the structural and narrative/stylistic devices* and show what effect and function they have. The following grid contains some terminology and tips for your analysis. The most relevant vocabulary is marked with* and can be found in the glossary. Narrator*, narrative situation, point of view* mode of presentation* Structure
Taking notes/highlighting words and phrases Some texts are very long and/or very complex. Therefore, it is necessary to take notes while reading, in order to remember certain details later on. You can write a reading log (e. g. detailing your ideas when reading a novel), take notes in a notebook, or directly write thoughts, remarks or questions onto the page you are reading. Alternatively or additionally, you may highlight and/or underline certain words or phrases in your text.
first-person narrator*, witness/observer narrator*, third-person narrator*, objective/reliable narrator*, subjective/unreliable narrator*, limited point of view*, unlimited/omniscient point of view*, panoramic presentation*, scenic presentation*, relation of acting time* and narrating time* (How) is the text structured? What time-span does the narration cover? What is the relation between acting time and narrating time ? Which conflict is the story based on? How does the action* develop – or stagnate? Are there any leitmotifs*?
Characters
flat/round characters* protagonist* vs. antagonist*, minor character(s)*, hero(ine)*, anti-hero*, outward appearance, behaviour, relationship to other characters, direct or indirect characterization*
Setting (= time and place)
scenery, mental climate, basic mood, social environment, atmosphere Does the scenery/setting itself imply any symbolism? (e. g. thunderstorm danger, large city = liveliness, anonymity, etc.) What is the effect on the audience? What intention might the author/playwright* have had?
Language/style
Predicting outcomes/predicting based on character traits As the events of a story unfold, ask yourself what might happen next. Watch for clues that hint at events to come (e. g. new characters, sudden changes). Pay attention to the character traits, the actions, the attitudes, and values of the main characters. This can help you to predict possible reactions, and finally, the outcome of a story/play.
Identifying and using context clues Context refers principally to the words, phrases and sentences that surround a word. Hints and clues from other things in the surroundings, e. g. people’s voices, actions, colours, etc. can also help you to understand particular meanings of words/actions/allusions.
Distinguishing facts from opinion/impression A fact is information that can be proved true or false. An opinion cannot be proved true or false; impressions convey opinions and personal views. Use a chart in which you list and contrast facts and opinions/impressions expressed in a text.
level of speech*, manner of speaking*, style*, syntax*, choice of words*, inner monologue*, chain of associations, stream of consciousness*, register*
Questioning and summarizing
b) Never forget to quote from the text to demonstrate the correctness and accuracy of your work.
While reading, ask yourself questions about the meaning of events, characters’ actions, and other key details by making use of the “5 Ws” (who, what, where, when, why). State the main ideas of a piece of writing in your own words to help you understand the gist (= overall idea/meaning).
Step 3: Comment and evaluation of the text Classify and evaluate the text and its message. Relate the given text to other texts of the same epoch/time and/or compare it with other texts by the same author that you have dealt with. Pay attention to striking similarities and/or differences. Critically comment on the text, and finish with a concluding sentence.
Clarifying Clarify your understanding of what you have read, e. g. by drawing a flowchart of the events or action.
Focus on Skills-Seiten bieten den Schülern Informationen und praktische Hilfen für das Erlernen von und den Umgang mit traditionellen und modernen, handlungsorientierten und kreativen Arbeitsmethoden, z. B. Textanalysetechniken, Mediation, Projektarbeit, Recherche, Filmanalyse, etc.
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Focus on Facts
Filmmaking The process of making a film is very complex and requires a number of preparatory arrangements such as scriptwriting, shooting, editing and finally distributing the film to the audience. Usually, it involves a large number of general staff and specialists and can take up to several years to complete. Here are two of the most relevant preparatory steps.
The Language Register of English Many English words and phases have similar meanings, and are, at first sight, synonyms. However, different contexts or situations typically require a more or less formal wording. Some synonyms are more appropriate or more commonly used in formal texts or situations (e. g. to proceed), whereas in more informal, everyday spoken English, you would choose another phrase (e. g. to go ahead). Formal or Standard English is written in formal documents, e. g. essays, business letters, (traditional) literature; it is spoken in business negotiations, news broadcasts, official examinations, etc.
Different registers in formal and everyday English Everyday English
Screenplay A screenplay or script is a written work for a film or television programme. It can be an original work or an adaptation from an existing work like a novel, a short story, etc. A screenplay focusses on describing the literal, visual aspects of the story, rather than on the internal thoughts of its characters. The major components are action and dialogue. The description of the “action” is always written in the present tense. One page of a screenplay usually equates to one minute of screen time. technical direction is given, e. g. props, music, camera operations
each scene is numbered
numbered slug lines indicating a change in location and time; each slug line begins a new scene; e. g. INT = interior, EXT = exterior
tab setting of different elements such as dialogue, transitions or headings
Focus on Language
the standard font is 12-point Courier; the standard paper size is A4
Storyboard Storyboards are graphic organizers that display images in sequence in order to pre-visualize a film as it is to be seen through the camera lens. Before the shooting of the film begins, each storyboard maps out the director’s vision of where the camera will be placed for action sequences in a film. A storyboard helps the director to find potential problems or brainstorm further ideas. Technical details are described either in picture form or additional text; often, there are arrows or instructions that indicate movement.
Formal English
I’m sorry/Sorry/Pardon me/Excuse me
I (would like to) apologize
In my opinion/view, The way I see it … (spoken) If you ask me … (spoken)
I am of the opinion that … I take the view that … It is my belief that …
Is it all right/OK if I … Do you think I could …
I was wondering whether I could … Would it bother you if I …
Why don’t we … Let’s … How about …/What about …
Maybe we could…/Perhaps we could … You might like/want to … Shall we …
Hi! What’s up? How are you? How are you doing?
How do you do? (only used when meeting sb. for the first time ) Pleased/Lovely/Nice to meet you.
Thanks I can’t thank you enough
I appreciate … I am most grateful …
Colloquialisms Colloquial language (i. e. informal, relaxed speech) is only appropriate for casual, familiar or informal conversation and is not used in formal speech or writing, except for artistic purposes such as in novels or poetry. Some examples are: gonna (going to), wanna (want to), ain’t nothin’ (there isn’t anything), not the sharpest knife in the drawer (not very smart/intelligent).
Slang Slang words are used in very informal situations, and usually only by a specific social group, e. g. teenagers, soldiers, etc. or in literature and song texts. Typically, slang words or phrases are taboo words and often meant in a derogatory way (i. e. insulting, disapproving). Here is an example taken from literature: I’m trying to sleep when the other cons on my row are waking up. One of them hears me sigh, and tosses some words through his door. “Little? You a fuckin star!” “Yeah, right,” I say. “Tell the prosecution.” “Hell, youse’ll get the bestest fuckin attorneys, hear what I’m sayin?” “My attorney can’t even speak fuckin English.” “Nah,” says the con, “they dissed his ass, he history. I saw on TV he said he still workin on it, but that’s bullshit, he ain’t even hired no more. You get big guns now, hear what I’m sayin?” From DBC Pierre, Vernon God Little, Faber and Faber, London 2003, pp. 197 f.
1>>
2>>
3>>
4>>
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The given example is taken from the storyboard for the film Dances with Wolves, and gives instructions on how to film the scene showing Lieutenant Dunbar writing in his diary.
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Focus on Facts-Seiten vermitteln Hintergrundund Faktenwissen zu den jeweiligen thematischen Schwerpunkten der Units.
Focus on Language-Seiten dienen der Schulung der language awareness und sensibilisieren die Schüler für sprachliche Besonderheiten des Englischen, geben gezieltes Vokabular zur Analyse und Interpretation von Texten, und stellen Wortmaterial für den mündlichen Sprachgebrauch zur Verfügung. Sie ergänzen und vertiefen die Focus on Vocab-Seiten sowie die zahlreichen Useful tips-Kästen.
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Growing Up – Youth and Age in Modern Society
John Irving
Das Lehrwerk bietet einen repräsentativen Pool von authentischen Texten, die sich durch Aktualität, Variabilität und Funktionalität auszeichnen: • fiktionale und nicht-fiktionale Texte • Lyrik und Songtexte • ein Auszug aus einem Drama • Auszüge aus einem Screenplay • Karten, Statistiken, Fotos, Cartoons
Owen Meany – Being Attractive to Girls AWARENESS
What makes a person appear mature and grown-up – and attractive to others? Without reading along, simply listen to the text first (cf. No. 1).
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Even though the girls ignored us that summer, that was when I noticed that Owen was attractive to women – not only to my mother. It was difficult to say how he was attractive, or why; but even when he was sixteen, even when he was especially shy or awkward1, he looked like someone who had earned what grasp2 of the world he had. I might have been particularly conscious3 of this aspect of him because he had truly earned so much more than I had. It was not just that he was a better student, or a better driver, or so philosophically sure of himself; here was someone I had grown up with, and had grown used to teasing4 – I had picked him up over my head and passed him back and forth, I had derided5 his smallness as surely as the other children had – and yet, suddenly, by the time he was sixteen, he appeared in command. He was more in command of himself than the rest of us, he was more in command of us than the rest of us – and with women, even with those girls who giggled6 when they looked at him, you sensed how compelled7 they were to touch him. And by the end of the summer of ’58, he had something astonishing for a sixteen-year-old in those days before all this ardent8 and cosmetic weightlifting, he had muscles! To be sure, he was tiny, but he was fiercely9 strong, and his sinewy10 strength was as visible as the strength of his whippet11; although he was frighteningly lean12, there was already something very adult about his muscular development – and why not? After all, he’d spent the summer working with granite. I hadn’t even been working. In June he’d started as a stonecutter; he spent most of the working day in the monument shop, cutting with
Alle Texte sind sorgfältig annotiert und ermöglichen damit den Schülern einen schnellen Zugang. Unterschiedlich komplexe Texte tragen zudem dem Aspekt der Binnendifferenzierung Rechnung und bieten Schülern mit unterschiedlichen Leistungsprofilen Leseanreize.
the grain13, WITH THE RIFT14, as he called it – using the wedge15 and feathers. By the middle of the month, his father had taught him how to saw against the grain; the sawyers16 cut up the bigger slabs17, and they finished the gravestones with what was called a diamond wheel – a circular blade, impregnated with diamonds18. By July, he was working in the quarries19 – he was often the signalman, but his father apprenticed20 him to the other quarrymen: the channel bar drillers21, the derrickmen22,
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awkward [ ] here: difficult to deal with – 2 grasp here: understanding of sth. – 3 to be conscious of sth. [ ] to be aware of sth. – 4 to tease sb. to laugh at sb. and make jokes about them – 5 to deride to treat sb. or sth. as ridiculous – 6 to giggle kichern – 7 to be compelled to do sth. to feel forced to do sth. – 8 ardent very enthusiastic – 9 fiercely here: extremely – 10 sinewy [ ] having a thin body and strong muscles, drahtig – 11 whippet a small thin dog that can run very fast and is often used for racing – 12 lean without much flesh; thin and fit – 13 with the grain mit der Maserung – 14 rift Spaltkelt – 15 wedge Keil – 16 sawyer Sägearbeiter – 17 slab a thick, flat piece of stone – 18 circular blade impregnated with diamonds Diamanttrennscheibe – 19 quarry [ ] Steinbruch – 20 to apprentice sb. to sb. jdn. in die Lehre geben – 21 channel bar driller Bohrarbeiter – 22 derrickman Kranführer
Growing Up – Youth and Age in Modern Society
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Zur Schulung der kommunikativen Kompetenz sind diverse Texte des Buches als listening comprehension-Übung erstellt und stehen als Hörtexte auf der Audio-CD zur Verfügung. In Ergänzung zu Hörtexten mit Textvorlage im Schülerbuch werden auch reine Hörtexte ohne Textvorlage (im Lehrerbuch) auf der Audio-CD angeboten. Bei den im Aufgabenapparat mit * gekennzeichneten Begriffen handelt es sich um Fachvokabular, das zur Textanalyse und -interpretation notwendig ist. Diese Begriffe sind, nach thematischen Schwerpunkten geordnet und mit Erklärungen versehen, im Glossary of Literary Terms im Anhang des Buches zusammengestellt.
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the dynamiters. It seemed to me that he spent most of the month of August in a single, remote23 pit24 – one hundred and seventy-five feet deep, a football field in diameter25. He and the other men were lowered26 to work in a grout bucket27 – ‘grout’ is waste, the rubble of broken rock that is raised from the pit all day long. At the end of the day, they bring up the men in the bucket. Granite is a dense28, heavy stone; it weighs close to a hundred pounds per cubic foot. Ironically – even though they worked with the diamond wheel – most of the sawyers had all their fingers; but none of the quarrymen had all their fingers; only Mr Meany had all his. ‘I’LL KEEP ALL MINE, TOO,’ Owen said. ‘YOU’VE GOT TO BE MORE – THAN QUICK. YOU’VE GOT TO FEEL WHEN THE ROCK’S GOING TO MOVE BEFORE IT MOVES – YOU’VE GOT TO MOVE BEFORE THE ROCK MOVES.’ Just the slightest fuzz29 grew on his upper lip; nowhere else did his face show traces of a beard, and the faint moustache30 was so downy31 and such a pale-gray color that I first mistook32 it for pulverized granite, the famil-
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iar rock dust that clung to him. Yet his face his nose, the sockets33 for his eyes, his cheekbones, and the contours of his jaw34 – had the gaunt35 definition that one sees in the faces of sixteen-year-olds only when they are starving. By September he was smoking a pack of Camels a day. In the yellow glow of the dashboard36 lights, when we went out driving in the pickup at night, I would catch a glimpse of his profile with the cigarette dangling37 from his lips; his face had a permanent adult quality. […] ‘IT’S TOO SOON TO TELL – WITH MOST SIXTEENYEAR-OLDS,’ Owen said, sounding already worldly38 enough for any conversation he might encounter at Gravesend Academy – although we both knew that the problem with the sixteen-year-old girls who interested us was that they dated eighteen-year-olds. ‘BY THE TIME WE’RE EIGHTEEN, WE’LL GET THEM BACK,’ Owen said. ‘AND WE’LL GET ALL THE SIXTEENYEAR-OLDS, TOO – THE ONES WE WANT,’ he added, inhaling again and squinting39 into the oncoming headlights40.
COMPREHENSION
1. First of all, just listen to the text Being Attractive To Girls without reading it. Focus on Skills, Listening Comprehension, p. 13 While listening, take notes on what you get to know about: Owen’s childhood the physical and mental changes he went through at the age of 16 the effect work has had on Owen’s development the attributes that mark him as an adult ANALYSIS
2. Listen again, and complete your notes.
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Growing Up – Youth and Age in Modern Society
3. Explain whether physical work is a key to masculinity.
Chat Rooms – Chances and Risks
4. Examine the text concerning the mode of presentation* and its function and effect. In what passages has the author employed scenic* or panoramic presentation*?
AWARENESS
5. Look at the magazine covers (p. 38): Discuss to what extent they correspond to the narrator’s idea of being manly – and attractive to women.
Social-networking websites have become enormously popular and offer global platforms to millions of people to communicate and interact with each other. Along with the many chances those networks offer, there are certain uncontrollable risks that many people underestimate. Share your experiences and discuss the pros and cons of chat rooms in class.
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remote isolated – 24 pit a deep hole in the ground from which the stones are cut – 25 diameter Durchmesser – 26 to lower sb. to let sb. go down – 27 bucket a container that is often part of a crane or digger and used for lifting or lowering things – 28 dense here: ] Schnurrbart – heavy in relation to its size – 29 fuzz soft fine hair that covers a person’s face or arms – 30 moustache [ downy covered in very soft hair – 32 to mistake sth. for sth. to think that one thing is sth. else – 33 socket here: a curved hollow space in the surface of sth. – 34 jaw Kinn – 35 gaunt very thin – 36 dashboard the part of a car in front of the driver that has instruments and controls in it – 37 to dangle to hang or swing loosely – 38 worldly having a lot of experience of life – 39 to squint to look at sth. with your eyes partly shut in order to keep out bright light – 40 oncoming headlights lights of the approaching cars 31
Tips on vocab
What Are You Doing? Although Twitter trails other Web giants, its explosive growth over the past year means it could soon catch up. April ’08 Visitors
April ’09 Visitors
Change
(in millions) (in millions)
120.79
131.60
9%
22.48
71.29
217 %
47.26
50.37
7%
58.75
54.60
–7%
1.22
17.10
1,298 % Souce: Nielsen
COMPREHENSION
1. Describe the cartoon and point out what problems it is hinting at. 2. Make a list of the advantages and disadvantages of Internet communication ANALYSIS
3. Compare the risks and chances of Internet communication with the rising number of users as indicated in the table. What do you think are the reasons for the rapidly growing number of users?
Neben der Schulung der Medienkompetenz der Schüler wird auch dem ebenso wichtigen Aspekt des Umgangs mit Medien Aufmerksamkeit geschenkt, im Sinne des Erlernens einer media awareness sollen die Schüler erfahren, welche Chancen und Risiken die Medienvielfalt der heutigen Zeit bietet. Auch hierzu bietet das Workbook weiteres Übungsmaterial; im Lehrerbuch werden diesbezüglich weitere Texte sowie Hintergrundinformationen angeboten.
ACTIVITIES
4. In a group, create your own cartoons and display them in class.
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Dem Schülerbuch ist eine CD-ROM beigefügt. Um einen sowohl kreativen wie auch analytischen Zugang und Umgang mit Filmmaterial im Sinne des Erwerbs von media literacy zu ermöglichen, bietet die interaktive CD-ROM vielfältige Möglichkeiten zur selbstständigen Erarbeitung unterschiedlicher Filmszenen. Die Schüler haben so die Möglichkeit, sich interaktiv mit dem Medium Film zu beschäftigen und sich dem komplexen Thema der film analysis kreativ-spielerisch zu nähern. Das Filmklappensymbol weist darauf hin, dass die Schüler – zusätzlich zur traditionellen Methode der Filmanalyse – selbst (inter-)aktiv mit unterschiedlichen Filmszenen, Zuhause oder im Unterricht, arbeiten können. Die CD-ROM enthält, neben der entsprechenden Filmszene, einen umfassenden Aufgabenapparat, vielfältige Tools zur aktiven Arbeit mit der Szene sowie ein Lexikon aller wichtigen Begriffe wie cinematic devices, camera operations, etc. Die im Buch angebotenen Aufgaben bieten die Möglichkeit mit oder ohne beigefügte CD-ROM zu arbeiten.
32
Growing Up – Youth and Age in Modern Society
Disfigured – Learning to Accept Your Body AWARENESS
Lydia is a fat, graceful woman struggling to maintain her identity in fashionable Venice Beach, California. Though she is a member of a Fat Acceptance Group (a movement dedicated to fighting prejudice against fat people), she still struggles with complex feelings about her body and its place in the world. Darcy, a recovering-anorexic real estate agent, is struggling with the same issues from a very different perspective. Though they seem at first to be each other’s worst nightmare, Lydia and Darcy begin to confide in each other. Reflect on the title of the film – what do you associate with the word “Disfigured”? ACTIVITIES
1. The members of the Fat Acceptance Group are at first very scornful and disapproving. To get a deeper understanding of their reaction to Darcy’s suggestion, watch the scene The First Meeting on the DVD, and do the given tasks. 2. After working with the next two scenes, Lessons? and Lessons Begin, on the DVD, discuss the pros and cons of Lydia’s idea in class. 3. In the following scene, After, we get to know Hilliard, a homeless man who lives in a cardboard box at Venice Beach. Learn more about his character and the social impact of “Fat Acceptance” by working with the DVD. On May 6th, 1992, the first INDD (International No Diet Day) was established by Mary Evans Young, a recovered anorexic and author of a bestselling book in Britain titled Diet Breaking. Here is the logo and some of the INND slogans: Beauty, health and fitness come in ALL sizes Born to be WIDE Diets kill! Do It Anyweigh! Fat Power! I’m not dying to be thin Life is a banquet – why should I starve? One size does NOT fit all Redefine yourself Scales are for fish, not people Self-esteem is not a dress size 4. Now create more logos or slogans that support the idea of NO DIET. 5. According to the INDD Website, www.eskimo.com/~largesse/INDD, the most important reason to give up dieting is “learning to love and accept yourself just as you are”. Is this good advice? – Discuss.
