englisch - Bergmoser + Höller Verlag AG

Transcrição

E
ENGLISCH
AKTUELLE
UNTERRICHTSM AT E R I A L I E N
BETR I FFT UNS
The British Isles
Mit zwei farbigen OH-Folien
1·2010
TABLE
OF
CONTENTS
The British Isles
EBU-SPECIAL
Stefanie Knaup, Isabell Ostermann
Images of Scotland
1
(ab Jahrgangsstufe 9)
Emma Riordan, Reinhold Wandel
Drinking with the Irish
Examining cultural stereotypes
6
(Sekundarstufe II)
EXTRA-Materialien
per Internet
Abonnentinnen und Abonnenten
von „Englisch betrifft uns“ können
über Internet Zugang zu folgenden
Themen erhalten:
“I thank the Lord I’m Welsh”
“Quiz — The British Isles”
erhalten. Wenn Sie sich unter
www.buhv.de/bonus/ in den MailVerteiler eintragen, werden Sie benachrichtigt, sobald diese Materialien zum Download bereitstehen.
LITERATURE
Jochen Baier, Linda Kaplan, Luise Kleinschmidt, Katarina Kolak, Karin Strobel
Peace by Poem — a Catholic/ Protestant Slam
13
Impressum
MEDIA
Herausgeber:
Dieter-Hermann Düwel,
Jennifer von der Grün
Countrymeter — English Isles?!
20
A WRITTEN EXAM
Harald Teepe
Emerald Isle Plans Sustainable Economy
Ein Klausurvorschlag
27
(Leistungskurs ab Jahrgangsstufe 12)
LOOK AT THE PRESS
Dieter Düwel, Jennifer von der Grün
I Thank the Lord I’m Welsh
A newspaper article from The Independent on Sunday
Erscheinungsweise:
Sechs Ausgaben pro Jahr
Abonnement pro Jahr:
63,– € unverb. Preisempf.
inkl. MwSt. zzgl. 3,– € Versandpauschale (innerhalb Deutschlands)
Anzeigen:
Petra Wahlen
T 0241-93888-117
Druck:
EXTRA 1
Quiz — The British Isles
EXTRA 2
Transparency 1
The pictures can be used to introduce the pupils to a sequence of lessons
about the British Isles. They show personalities, places and national symbols of the five regions of the British Isles. The pupils are expected to allocate
these pictures to the corresponding regions. They can report about what they
know about the people, places and symbols. Additionally they might also give
short presentations of these topics.
Solutions: England: 1a (Flag England), 4b (Rowan Atkinson), 5b (Stonehenge); Scotland: 3b (Flag Scotland), 3c (Mary, Queen of Scots), 4c (Loch Ness); Wales: 1c (Millenium Stadium Cardiff), 2b (Catherine
Zeta-Jones), 4a (Flag Wales); Northern Ireland: 2a (murals), 5a (Orange marchers), 5c (Flag Northern Ireland), 1b (Bono, U2), 2c (Flag Ireland), 3a (Celtic cross).
Verlag:
Bergmoser + Höller Verlag AG
Karl-Friedrich-Straße 76
52072 Aachen
DEUTSCHLAND
T 0241-93888-123
F 0241-93888-188
E [email protected]
www. buhv.de
Illustrationen:
© ideen archiv, Bergmoser + Höller
Verlag AG, Aachen (soweit nicht
anders angegeben)
Titelbild:
Lutz Scharf, Castrop-Rauxel
ISSN 0941-0481
NOTES
FOR
THE
TEACHER
1
Stephanie Knaup, Isabell Ostermann
Images of Scotland
-
Objectives
--
to provide the students with some
basic knowledge about Scotland
to raise an awareness of attitudes
and values in the target culture
to give the students the opportunity to reactivate their descriptive
vocabulary and enlarge topicrelated vocabulary
to train listening skills
to enhance independent and cooperative learning activities
The Topic
Generally, Scotland offers a broad variety of cultural, geographical and historical points of interest that students
have already met not only in lessons
but certainly in areas outside school.
While some are surely familiar with several of Scotland’s football teams such
as the famous “Glasgow Rangers” and
“Celtic Glasgow”, others might have
come across typical Scottish icons like
the kilt, the tartan, or the famous bagpipes. Without being aware of its origin, others might have tasted Scottish
shortbread, have heard of Scottish
whisky or even haggis.
Unproved but inspiring, the myth
about the Loch Ness monster Nessie
still captures students’ interest in
2009. This same interest can also be
observed in visitors who, attracted by
the Scottish tourism board through alleged new Nessie sightings, travel to
this part of the British Isles.
Suggested Treatment
Step 1
Warming-up: Information gap activity
— Images of Scotland
This picture-based exercise (Transparency 2, W1) aims at activating prior
knowledge and providing insights into
regional and cultural aspects of Scot-
E
ENGLISCH
betrifft uns
land: icons, lochs, the seaside, events,
sports as well as food and drink.
Following the instructions on W1 students take turns in looking at the pictures presented. Partner A (who cannot see the photo) asks partner B (who
can see it) about the picture presented, using only questions that can
be answered with “Yes” or “No”,
thereby gradually constructing the image in his/her mind. In a next step the
students describe their mental idea of
each picture to the class. After each
description the teacher reveals the actual picture on the transparency to the
whole class. In the course of this task
representative insights into the Scottish attractions are given, thus forming
a basis for further investigation. (for
background information see S1).
As a follow-up activity the teacher
might want to initiate a WebQuest on
the following informative website:
http://www.visitscotland.com/guide/
scotland-factfile/
Step 2
Pre-reading activity
(Working with the text)
In this second part the students are
confronted with the search for the
Loch Ness monster. As a pre-reading
activity they are shown the Google
Earth picture that was taken in August
2009
(http://www.dailymail.co.uk/sciencet
ech/article-1209118/IS-Nessie-GoogleEarth.html) and are asked to speculate
on the nature of the object shown.
The teacher then reveals the fact that
this Google Earth picture is claimed to
be a snapshot of the Loch Ness monster and indeed generated new debates on Nessie’s existence. In the following step the pupils discuss what
they know about Nessie in class.
1 · 2010
Step 3
Working with the newspaper article
Pupils read the article presented on T1
dealing with the latest Nessie sighting
and learn about the history of the Nessie quest with the help of the text and
the assignments presented on this
page. (For suggested solutions see S2).
In the final assignment the pupils can
express their own attitude towards the
Nessie quest creatively by inventing an
interview with or by writing a letter to
the Nessie Hunter Max Sporran.
Step 4
Listening comprehension: “I don’t
believe in the Loch Ness monster
yet” (ab Jahrgangsstufe 11)
In this step pupils get to know more
about various Nessie sightings by listening to an entertaining, yet informative radio report. It includes two different interviews, one with Alex Campbell, self-proclaimed eye-witness who
reports to have seen monsters in Loch
Ness several times. The other interview is with Adrian Shine, leader of
the so-called “Loch Ness Project”,
who, despite his in-depth research into
the loch and its suspected aquatic inhabitants, has not yet seen a monster
himself. Guided by the assignments
and questions on W2, pupils listen to
the radio report several times.
Following the instructions on W2, pupils are led through the radio report by
pre- and while-listening activities, followed by a creative-writing task. The
teacher should make sure that pupils
read the assignments before they start
listening to the report so that they
know what kind of information they
are supposed to find out about. If necessary the teacher might want to play
different parts of the recording twice.
The British Isles
2
WORKSHEET
 W1 Images of Scotland
1. Working on Pictures of Scotland
A Work in pairs on the following task.
Partner A
Partner B
1. Look at the picture presented to you.
2. Your partner will ask you questions about the picture
that can only be answered with “yes” or “no”.
1. Your partner will look at a picture presenting one aspect of Scotland. You will sit with your back to your
partner, not looking at the picture.
3. If he/she has difficulties finding out about the picture,
he/she may use one of two jokers, asking you to give a
small hint.
2. Try to find out what is shown in the picture, by only
asking questions that can be answered with “yes” or
“no”.
4. After the sign given by the teacher, switch roles. It is
now your turn to find out about the next picture by
asking your partner questions. You have two jokers too.
3. If you have difficulties finding out about the picture,
you may use one of two jokers and ask your partner to
give you a little hint.
5. Go on with the activity until you have talked about the
last picture presented.
4. After the sign given by the teacher, switch roles. It is
now your partner’s turn to find out about the next picture by asking you questions. He/She has two jokers
too.
In the end, you will compare your mental images of the
different pictures with the originals in class.
Example:
B: Is there a person in your picture?
A: No, there isn’t.
B: Does it show an animal?
A: No, it doesn’t.
B: Does it represent a landscape?
A: Yes, it does.
B: Can you see any mountains?
A: No, you can’t.
B: I’d like to use my joker.
A: Okay. The picture represents a Scottish custom/
drink/ cultural event/ etc.
B: All right. Does it have anything to do with…?
5. Go on with the activity until you have talked about the
last picture presented.
In the end, you will compare your mental images of the
different pictures with the originals in class.
Example:
B: Is there a person in your picture?
A: No, there isn’t.
B: Does it show an animal?
A: No, it doesn’t.
B: Does it represent a landscape?
A: Yes, it does.
B: Can you see any mountains?
A: No, you can’t.
B: I’d like to use my joker.
A: Okay. The picture represents a Scottish custom/
drink/ cultural event/ etc.
B: All right. Does it have anything to do with…?
2. Internet Research
A Choose three aspects of Scotland mentioned in the above task that you would like to know more about.
Find out about them with the help of the link below or on other websites suggested by your teacher:
http://www.visitscotland.com/guide/scotland-factfile/
B Present your favourite point of interest to the class.
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
TEXT
 T1
5
10
15
20
25
30
35
Boat? Whale? No, It’s the Loch Ness Monster — Again
An object has been
spotted on Google
Earth in Loch Ness. It
looks like a giant tadpole. It must be Nessie.
An extraordinary new
image on Google Earth
has given fresh life to
the age-old conundrum
of whether Loch Ness really is inhabited by a monster.
The image was unearthed by security guard Jason Cooke who
was browsing through satellite pictures on the website, presumably on a quiet night, and has reignited the previously
slumbering world of Nessieology — there have been no wavelets since a spate of sightings in 2005.
Indeed, so worried had Nessieologists become that some
were speculating that he/she/it might have fallen victim to
climate change in the Highlands.
The object spotted by Cooke looks like a giant tadpole, with
an oval body, tail and flippers. Nessieologists insist it confirms that the “monster” is a plesiosaur — an aquatic reptile
dating from the Jurassic period 150 m years ago. Others have speculated that the object could be a boat, a whale, a
nuclear submarine that had lost its bearings, or Gordon
Brown, who has recently been seen as rarely as Nessie, out
for an early-morning swim.
“It’s a dramatic and compelling image,” said Cameron
McSporran, head of the Institute of Applied Nessieology at
Inverness University. “It is probably the most important sighting since 1974, when campers at the Loch Ness caravan
park saw a vast green scaly creature with a curved head and
a long, slender body at four in the morning. It requires a
great deal of detailed analysis and close consultation with
the Highlands and Islands Tourist Board, but I think at last
we are close to silencing the doubters.” McSporran was talking from a diving-bell 300 ft beneath Loch Ness […].
guardian.co.uk © Guardian News and Media Limited 2010
E
3
ENGLISCH
betrifft uns
1 · 2010
ANNOTATIONS
to lose your bearings — to get lost, to lose your way
to compel — to force somebody to do sth.
conundrum — a confusing and difficult problem; a riddle
plesiosaur — a type of meat-eating aquatic (mostly marine)
reptile
to reignite — to restart
scaly — a scaly animal or fish is covered with small flat pieces of hard skin
a spate of — a number of/a series of
tadpole — a small creature that has a long tail, lives in water, and grows into a frog or toad
to unearth — to find information or to find out the truth
about something or someone; (to expose, to disclose)
wavelets — small waves
Assignments
A Have a look at the Google Earth picture:
http://www.dailymail.co.uk/sciencetech/article1209118/IS-Nessie-Google-Earth.html
What do you think is shown here?
B Read the article carefully and describe what the security guard Jason Cooke discovered on Google Earth.
Explain the importance of this discovery for the
“Nessie researchers”.
C Find out more about the Nessie phenomenon. Go to
the website:
http://www.nessie.co.uk/htm/nessies_diary/nessie.h
tml
Create a timeline of the various Nessie sightings.
D Write a letter to the Nessie hunter Cameron McSporran in which you state your opinion on his work.
OR
Write down a possible interview between a journalist
and Cameron McSporran.
The British Isles
4
WORKSHEET
 W2 “I don’t believe in the Loch Ness monster yet”
Adrian Shine, of the Loch Ness project, says the search continues for strange animals living in Loch Ness.
The first photograph which claimed to be of the Loch Ness
monster was taken 75 years ago. Adrian Shine, leader of the
Loch Ness project, discusses why the myth of Nessie survives
to this day.
Listening: BBC Radio 4
http://news.bbc.co.uk/today/hi/today
/newsid_7724000/7724223.stm)
1. The first part of the radio programme
Assignments
A You are going to listen to a radio interview with the
title “I don’t believe in the Loch Ness Monster yet.”
What do you think the interview is going to be about?
B First read the following questions (1—5). Then listen
to the first part of the radio programme (till
1960/till 1.30 min) and answer the questions.
Questions:
1) Who is Adrian Shine?
a) The leader of the Loch Ness project
b) A nessiologist
c) A radio reporter
2) Where does the radio interview with Adrian Shine
take place?
a) in Edinburgh
b) in Glasgow
c) in Inverness
3) How many years have passed since the first Nessie
picture was taken?
a) 45 years
b) 75 years
c) 79 years
4) How many times has Alex Campbell seen the
monster?
a) 4 times
b) 18 times
c) once
5)
a)
b)
c)
Alex Campbell is
a local shop owner
a biologist
an American tourist and photographer
C Now listen to the beginning of Campbell’s report.
When your teacher stops the recording at the words
“… and I was right in the middle of the loch about
two and a half to three sea miles east of Fort Augustus and all of a sudden there was …”, continue. Write
down what you think Campbell says next: (Write 3 to
4 sentences). Present your results to the class.
D Now listen to the remainder of Campbell’s report (30
seconds) and compare it with your own ideas. Talk
about differences and similarities. What surprises you?
2. Second part of the programme
Assignments
A While listening to the 2nd part of the radio programme
for the first time, tick which of the words in the table
below are mentioned in the interview.
B Discuss in class in which context they occur.
C Listen to the radio programme a second (and third)
time and answer the following questions.
What’s the name of the most famous Nessie
picture? (proven to be a fake in the end)
Name three technical items that have been used
to prove Nessie’s existence.
D Name the two sorts of Nessie pictures that exist.
E Imagine you had to fake proof of Nessie’s existence.
How would you do it to attract further tourists to
Loch Ness?
-
Words in the
interview?
√
Words in the
interview?
√
solar energy
submarine
photographs
aquatic animals
victims
world heritage status
whales
1960s
eye witness
accounts
Nessie investigation
centre
surgeon’s picture
1950s
investigation
Great Barrier Reef
medieval bestiary
Great Glen Fordline
fake dentist’s picture
kilted spiffs
breeding monsters
unique set of illusions
feeding monsters
unique set of confusions
cameras
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
SOLUTIONS
 S1
-
Images of Scotland —
background information
[cf. step 2, page 1)
Picture 1: Scottish events: Highland Games.
The picture shows a scene often to be witnessed at the traditional ‘Highland Games’, involving, among other athletic
activities, the so-called ‘caber tossing’. Players compete in
throwing heavy-weight wooden poles, the aim not being the
distance of the toss, but the right position of the caber after
landing. Ideally, players make the pole perform a 180° turn
in the air, so that the end of the pole held by the thrower in
the first place is then pointing away from him. Further information can be found on: http://www.shga.co.uk/
Scottish icons: kilts.
Traditionally, kilts have “tartan”-designs, meaning they are
made of a material showing criss-crossed horizontal and vertical
patterns in different colours. Various Scottish clans have their
own tartan: http://www.visitscotland.com/guide/scotlandfactfile/scottish-icons/
-
Picture 2: Scottish events: football. The picture shows
the emblem of one of several Scottish premier league football teams, the “Rangers Football Club”, founded in 1873.
The club is sometimes also referred to as “Glasgow Rangers”. Official website: http://www.rangers.premiumtv.
co.uk/page/Home/0,,5,00.html
-
Picture 3: Scottish drinks: Whisky. The picture shows a
bottle of what is often referred to as Scotland’s national alcoholic drink: “Whisky”, or, in other countries “Scotch”. The
word “Whisky” means “water of life” and so it is not surprising that a great number of Scots own distilleries to earn their
daily living and to cherish a century-old tradition. For further information consult: http://www.scotlandwhisky.com/
-
Picture 4: Scottish landscapes: Old Man of Hoy. “Hoy”,
the old Germanic term for “High Island”, is the secondbiggest of the approximately ninety “Orkney Islands” in the
north of Scotland. It is famous for its towering sea stack, the
“Old Man of Hoy”. For further information consult:
http://guide.visitscotland.com/vs/guide/5,en,SCH1/objectI
d,RGN461vs,curr,GBP,season,at1,selectedEntry,home/home
.html
-
Picture 5: Scottish food: Haggis. “Haggis” is a famous
Scottish dish, which mainly consists of so-called “sheep’s
pluck” (minced sheep, including heart, liver, lungs), oatmeal, suet (mutton fat), onion, spices, and salt. By tradition, it is prepared in the animal’s stomach. For further information look at: http://www.scottishhaggis.co.uk/
-
Picture 6: Scottish cities: Edinburgh. Edinburgh is located in the south-east of the country. Apart from being
Scotland’s capital and home to the Scottish parliament, Edinburgh is, after Glasgow, the second-largest city of the
country. Historical sites such as Edinburgh castle, cultural
highlights such as the “National Gallery of Scotland”, the
cosmopolitan spirit and university flair of Edinburgh University, attract tourists as well as students and artists from all
E
ENGLISCH
betrifft uns
1 · 2010
5
over the world. For further information go
http://www.edinburgh.org/
Some more tips:
bagpipes: Bagpipes are a typical Scottish instrument.
Look at: http://www.visit
scotland.com/guide/scotland-factfile/scottish-icons/
 S2
to:
The Loch Ness Monster
[cf. T1, page 3)
B) While browsing through the Internet the security guard
Jason Cooke spotted an object resembling the Loch Ness
monster on Google earth and therewith triggered off a
new discussion on the existence of the Loch Ness monster.
C) Timeline (e.g.): 7th century: Irish monk Saint Columba
writes about a man who was attacked by a water beast;
1934 the surgeon’s picture; 1960 Tim Dinsdale filmed
“Nessie” with his 16 mm cine camera; 1982 sonar search;
2009 sighting on Google Earth
D) Individual answers
 S3
“I don’t believe in the Loch
Ness monster yet”
[cf. W2, page 4)
 Part 1
B. 1.a), 2.c), 3.b), 4.b), 5.b)
C. original text (transcript): Down the years Alex Campbell, was
a water bailiff in Loch Ness for more than 40 years. He claimed
to have seen the monster 18 times. Here he is speaking in 1960:
I was about three and half miles down the Loch from this
end and there was certain pieces of driftwood washed ashore and I took them aboard, took them home for the fire and
I was rowing home, dead calm weather, blazing sunshine,
and I was right in the middle of the loch about two and a
half to three sea miles of east of Fort Augusta all of a sudden there was the most terrific upheaval from underneath the
water that I ever saw in my life. I was scared stiff, I don’t mind
admitting it. I’m not ashamed to say it and my goodness I put
my back into it believe me to get away from whatever caused
that upheaval. I never saw anything like it in my life.
 Part 2
The following words are mentioned:
A photographs, eye witness accounts, medieval bestiary,
surgeon’s picture, breeding monsters, cameras, submarines, investigation, world heritage status, 1960s, Great
Fordline, kilted spiffs, unique set of illusions
C
surgeon’s picture
sonar things, cameras, submarines
D the good ones (fakes) and the bad ones (showing virtually
nothing)
E Individual answers
--
The British Isles
6
NOTES
FOR
THE
TEACHER
Emma Riordan/Reinhold Wandel
Drinking with the Irish
Examining cultural stereotypes
(Sekundarstufe II)
-
Objectives
-
to critically examine the topic of
alcohol consumption in general and
to compare drinking cultures in Europe
to explore the habits and stereotypes around alcohol and ‘pub culture’ in Ireland and to analyse their
validity
to introduce some other aspects of
Irish cultural Iife in the city of Cork
to analyse and discuss the problems associated with alcohol consumption in Ireland and Germany
The Topic
The stereotype of the drinking, fighting Irish man is one of the strongest
prejudices that people in Germany
might have regarding Ireland. The international brand Guinness, the famous Irish whiskeys, Irish pub culture
in Ireland and abroad, as well as literary figures and celebrities such as
Brendan Behan and Collin Farrell serve
to reinforce this thinking.
It is important, in this context, to
firstly examine the myth of the Irish
drinking culture and to the think about
it in relation to Germany and its relationship to alcohol. To this end, the
first task of this lesson plan is to interpret some statistics regarding drinking
in various European states and to compare the alcohol consumption in Ireland and Germany with these other
countries. This provides a way into the
topic in that the learners are required
to examine their own stereotypes and
impressions of various cultures with relation to drinking. It activates the students’ prior knowledge of the topic
and the vocabulary relating to it.
E
ENGLISCH
betrifft uns
It also allows the students to interpret
and discuss authentic statistics in the
English language. These statistics are
taken from the OECD and refer to the
yearly per capita consumption of pure
alcohol in litres.
The notion of drinking in Ireland is romanticised in advertising (see for example
(http://www2.guinness.com/enGB/Pages/theads.aspx) and tourism.
The Irish tourist board, Bord Fáilte,
describes the Irish pub as ‘the heart of
cultural, social and musical life in Ireland’. Not just places to have a drink,
in an Irish pub you can philosophise on
the meaning of life, ruminate on global
politics, listen to a poetry reading, tap
your feet to a traditional session, feast
on delicious food or just enjoy a pint
of Guinness in front of a crackling fire
(http://www.discoverireland.com/au/
about-ireland/culture/). The pub in
Ireland is therefore not only a place
for the consumption of alcohol but is
also very central to the social life of
the country, and to tradition. Many aspects of Irish culture can be found in
the context of the pub. The first text
describes pub-life in Ireland with a focus on Cork. Students receive information about Irish culture while also having the opportunity to compare this information with their prejudices about
Ireland, and with their own culture.
However, the negative effects of alcohol must not be forgotten. The level of
alcoholism in Ireland is rising and alcohol-related illnesses and injuries are a
major problem for the health system.
The newspaper article illustrates this
and allows for a critical examination of
the stereotype of the happy-go-lucky
drunken Irish. It also offers the opportunity to reflect on the status of alco-
1 · 2010
hol within German culture. Many of
the problems in Ireland resulting from
alcohol abuse can also be found here.
Also, alcohol consumption among
teenagers and young people is a growing issue in Germany (see for example
http://www.spiegel.de/wissenschaft/
mensch/0,1518,488091,00.html) and the
examination of this topic from an inter-cultural perspective may help to
highlight the problem for the students.
The topic may not be suitable for all
class groups and as the teacher you
will have to decide if your group is mature enough to deal with such an adult
theme. The activities are in no way
meant to endorse the drinking of alcohol. The texts and their discussion
questions offer opportunities to reflect
on alternatives to going to the pub and
to consider the dangers and problems
related to alcohol consumption. This
should be emphasised in class.
Suggested Treatment
Step 1
Dealing with statistics
Hand out T1 and W1. The students
should describe the most important results of the graph and explain what
they find interesting/ remarkable/ surprising. Of course, they should be encouraged to comment on the results.
Alternatively, if the class should need
a more detailed approach, write the
names of the following countries on
the board:
Austria
France
Germany
Hungary
Ireland
Turkey
The British Isles
NOTES
FOR
The students should then explain in
which of these countries they consider
the consumption of alcohol per capita
to be highest and in which country
they consider it to be lowest. Subsequently they can compare their ideas
with the statistics on T1 and W1. Then
answer the questions posed on W1.
They should then comment on their
findings and discuss them. (For suggested solutions see S1.)
Step 2
Stereotypes of Ireland
Ask the learners to brainstorm some
other impressions or any knowledge
they have of Ireland itself. This gives
them the opportunity to connect the
ideas of alcohol with what they have
heard or know of Ireland. Write these
ideas on the board or on an overhead.
They should remain visible while reading the text T2 so that the students
can compare their ideas with the features described in the text.
Step 3
Reading and working on the text T2
Ask the class to read T2 with the help
of the annotations and subsequently
work on the following tasks:
A. Think about the sterotypes and
impressions of Ireland and the Irish
you had before reading the text.
Do any of these appear in the text
itself? Is there anything in the text
that surprised you?
B. What are the problems with the
Irish drinking laws? Are the drinking laws different in Germany?
C. How are Irish pubs different from
German bars? Have you been to an
Irish pub in Germany? Why do you
think Irish pubs are so popular in
Germany?
D. Decide which pub or type of pub
you would like to go to if you were
in Cork (Look up the pubs mentioned on the Internet to get more
information.) Explain your choice.
E. Visit some websites about Cork
such as:
http://www.whazon.com/
cork/index.php
-
E
ENGLISCH
betrifft uns
THE
TEACHER
-
http://www.discoverireland.com/au
/ireland-places-to-go/areas-andcities/cork-city/
http://peoplesrepublicof
cork.com/
Think of some activities you could
do in Cork instead of going to the
pub.
Alternatively a worksheet with the
above tasks may be downloaded from
the EBU Extra section and given to the
students.
The students may deal with the tasks
individually, in pairs or in small groups.
Access to the Internet would be very
useful in this case — to tackle tasks
four and five; if this is not possible,
the web quest may be assigned for
homework. Of course, the findings, results and ideas suggested by the students should be taken up, talked about
and evaluated in a classroom discussion. (For suggested solutions see S2.)
7
Step 5
Reading an additional text (newspaper article) T3
This text is more difficult in language
terms, but illustrates the serious problems of a drinking culture. This is a
good contrast to the positive impression that students get from the previous text; it sharply contradicts the romantic notions of drinking being simply
a pleasurable activity. Students should
read the text for an overall impression
of this, but the more important aspect
is a follow-up discussion that can be
initiated by the questions printed under the article. (For suggested solutions see S3.)
Step 4
Post-reading activity
As some Irish (drinking) songs are mentioned in the text, you may also want
to give the students the opportunity to
listen to some genuine Irish music. The
songs referred to, as well as their
texts, may be found in various forms
on the Internet. Learning a song by
heart and singing it in class is fun if the
students are willing.
Websites for Irish music include:
http://www.thedubliners.org/
the fansite for the famous and
well-loved trad-band.
http://www.wolfetonesofficialsite.
com/
the official site of The Wolfe
Tones, who play rebel songs.
http://en.wikipedia.org/
wiki/Music_of_Ireland
wikipedia page with an overview of
Irish music from traditional to pop.
(If your students happen to be particularly interested in music, you may
want to also introduce them to more
modern Irish songs and bands. Some
examples that they may have heard of
or might like are; The Frames, Damien
Rice, Mundy and Bell X1).
-
1 · 2010
The British Isles
E
Statistics/Graph
A Look at the statistics provided in the graph below. Are any of the statistics surprising? Did you guess correctly?
Assignment
 T1
8
TEXT
ENGLISCH
betrifft uns
1 · 2010
The British Isles
WORKSHEET
 W1
9
Working on the Statistics about Alcohol Consumption
Assignment
A Answer the following questions.
1
In which country was the most alcohol per capita
drunk in 2006?
4
Which countries have experienced an increase in alcohol consumption since 1984?
--------------------------------------------------------
-------------------------------------------------------
--------------------------------------------------------
-------------------------------------------------------
--------------------------------------------------------
-------------------------------------------------------
--------------------------------------------------------
-------------------------------------------------------
-------------------------------------------------------In which country was the least alcohol drunk that
year? How can this be explained?
2
------------------------------------------------------Which have experienced a decrease since then?
5
--------------------------------------------------------
-------------------------------------------------------
--------------------------------------------------------
-------------------------------------------------------
--------------------------------------------------------
-------------------------------------------------------
--------------------------------------------------------
-------------------------------------------------------
-------------------------------------------------------In which countries was more alcohol drunk than in
Germany in 2006?
3
------------------------------------------------------How do you interpret Germany’s and Ireland’s places
in the statistics of alcohol consumption?
6
--------------------------------------------------------
-------------------------------------------------------
--------------------------------------------------------
-------------------------------------------------------
--------------------------------------------------------
-------------------------------------------------------
--------------------------------------------------------
-------------------------------------------------------
--------------------------------------------------------
-------------------------------------------------------
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
10
TEXT
 T2
5
10
15
20
25
30
35
40
45
50
The Irish Pub — A Case Study of Cork
The drinking culture in Ireland is famous all over the world. Irish people
are consistently among the heaviest
drinkers on earth and Irish culture is
strongly associated with Guinness,
whiskey and pub life. But there are
some very important aspects of drinking in Ireland that should be considered.
Firstly, drinking laws in Ireland are quite strict. This is an effort to curb binge
drinking although it often has the opposite effect. Pubs are obliged to stop
serving alcohol at 11.30 pm during the
week and at 12.30 am at the weekend.
Customers are then allowed half an
hour to drink up and must leave, often
to the bartenders’ cries of ‘Have you
no homes to go to?’ However, the
drinking time limit often means that
people panic and buy two drinks five
minutes before closing time and need
more time to get out or, as is more often the case, have to drink more
quickly. Some bars and all clubs have a
late licence which means that they can
serve until 2 am. It also means that all
of these late night establishments close at exactly the same time. At 2 am
in any Irish city, it is almost impossible
to get a taxi. Young people flood onto
the streets, full of alcohol and looking
for some fast food or a way home,
which often leads to arguments and
even to physical fights.
There are also some very important
points of etiquette that must be observed while drinking in an Irish pub.
You can forget about table service and
get up and go to the bar yourself. This
has its benefits in that you can always
meet interesting characters propping
up the bar and have a look about for
people you might know on your way
there. If someone offers to buy you a
drink in the pub, don’t be afraid to accept but make sure you return the favour. Irish people abhor meanness.
They are flaithúil (pronounced flahwho-ill, from the Gaelic meaning generous) themselves with money and expect the same from others. It is common to get into a round with the peo-
E
ENGLISCH
betrifft uns
55
60
65
70
75
80
85
90
95
100
105
ple sitting at your table, where each
person, in turn, buys a drink for everyone else. For this purpose you will
need to practise carrying three or four
drinks at once through a crowded pub
and if you are sitting at a table of, say,
eight people, the night can be very
long, drunk, and expensive as a pint of
beer can cost anything from €3.80 to
€5.00.
There are many different types of pubs
in Ireland. Super-pubs have become
very popular in the last five years or
so. They are huge pubs with late licences, music, television screens,
food, and stylish people and decor.
Examples of these in Cork are
Reardon’s
(http://www.reardens.com/) and Soho (http://www.sohocork.com/). Pubs
with more character are much more
enjoyable, however. The Spailpín
Fánach (from the Gaelic meaning ‘tin
whistle’) has live traditional music
nearly every night of the week and
story telling once a month. The most
famous of this type is the Hi-B
(http://www.munsterpubs.com/2006/
10/hi-b-bar-hibernian/) located above
a chemist’s shop. The owner is notoriously eccentric. For example, he hates
mobile phones and legend has it that
he once threw a customer’s phone out
of the window because he was so annoyed with people chattering on them
all the time. There is also great music
to be heard in this pub and the customers, many of whom are artists and
musicians, are extremely friendly. There
are also typical student bars such as
the two bars located on the university
campus (http://www.ucc.ie/en/). Pubs
in the countryside are different again.
You will often find a cat roaming
around under tables or leaping unexpectedly onto customers’ laps. The
drinking laws are often less strict here
or a least less strictly enforced, due
mainly to the lack of police or gardaí
as they are known in Ireland. And it is
in these pubs that you will find the
best of traditional music and often a
great sing-song at the end of the night.
1 · 2010
110
115
120
125
130
135
The most famous music pub in Cork is
DeBarra’s (http://www.debarra.ie/)
in Clonakilty. Some of the world’s most
brilliant musicians have played in this
little, dark place.
Music is very important in Ireland in
general and it goes hand in hand with
drinking. Some of the best-known Irish
songs are drinking songs. ‘The Wild Rover’ and ‘Seven Drunken Nights’ are
two typical examples. At a sing-song
you will also hear many Irish rebel
songs and songs about the war of independence. Their tone ranges from lamenting such as ‘The Fields of Athenry’ or ‘Willie McBride’, which tells the
story of a young soldier killed in the
war of independence, to defiant, such
as ‘Get out you Black and Tans’, which
is an attack on the British forces who
came to crush the Irish revolution in
the 1920s.
Irish pubs are some of the most welcoming and cosiest places in the world.
You will meet the most fascinating
characters there and have great times,
whether it be for a quiet pint and a
chat or for drinking, dancing and singing.
By Emma Riordan
ANNOTATIONS
to abhor — to hate, to despise
benefit — advantage
to curb — to reduce or to stop
defiant — rebellious
to enforce — to make people obey a
rule/law
lamenting — sad, mournful
notorious — famous in a bad way
to be obliged to — to have to
pint — normal measure of beer approximately 530 ml
to prop up the bar — sit at the bar in
the same seat for a very long time, as
if you were supporting or holding up
the bar
sing-song — an informal occasion when
people sing songs together
The British Isles
TEXT
 T3
5
10
15
20
25
30
35
11
Country Has Almost 250,000 Alcoholics
Almost 250,000 people in Ireland are
St Patrick’s chief executive Paul Gillialcoholics yet just a fifth is receiving
gan said: “The hospital is confident it
treatment. More than a third of all
will excel as a centre for treatment.”
drinkers binge, with the cost of tackThe centre is to be opened this mornling alcohol-related problems soaring 40 ing by former Taoiseach, Bertie Ahern.
to over €900 million-a-year, according
Colm Kelpie, The Irish Examiner, Monday June 29,
2009, www.examiner.ie
to the country’s leading mental health
hospital.
As St Patrick’s University Hospital unANNOTATIONS
veiled its new addiction and mentalto binge — to drink in order to get
health centre, medics warned the
drunk, to drink irregularly but in large
need for vital services was increasing
quantities
with the recession.
coherent — connected in a reasonable
Dr Conor Farren, consultant psychiaway
trist at St Patrick’s, said the downside
to dovetail — to make two ideas/plans
to years of economic boom was now
fit perfectly together
becoming evident.
to tackle — to deal with, to solve
“It is only now, in the post-boom peTaoiseach — Irish premier, pronounced
riod, that we are recognising some of
‘tee-schuck’ (currently Brian Cowen)
the negative consequences of the
to unveil — here: to open for the first
boom,” Dr Farren said.
time
“It is vital that Ireland has centres of
vital — very important
excellence for treatment of alcoholdependence, and that treatment, training and research dovetail into a coherent programme.”
The university’s new centre, the Temple Centre for Addiction and Mental
Health, will see addiction services provided in the community via clinics and
when necessary through inpatient services at the hospital.
According to St Patrick’s, addiction is a
growing problem here and it is estimated:
250,000 people have an alcohol
abuse problem of whom only 20%
are engaged in any form of treatment.
The direct cost of alcohol-related
health problems is €960 million per
year, and the indirect cost is much
higher.
Women’s consumption of alcohol is
also increasing. Figures show 50%
of Irish women between the ages of
15—24 are regular drinkers compared with an EU average of 19%.
We are the third highest consumers
of alcohol in the EU, about 40%
above the EU average.
Assignments
Please answer the following questions:
A What, according to the article
at hand, are the problems with
alcohol consumption in Ireland?
B What other alcohol-related
problems can you think of?
C The text above depicts the
problem and some consequences of the increasing alcohol consumption in Ireland today. Considering the dangers of
young people’s consumption of
alcohol, what measures do you
think could be taken to reduce
it?
-
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
12
SOLUTIONS
 S1
Statistics
[cf. step 1, pages 6/7, T1, page 8 and W1,
page 9)
The order of the countries from most alcohol consumed to
least:
Ireland
Hungary
France
Austria
Germany
Turkey
----
Source: OECD Health Data
Questions about the statistics:
1. The Irish drank the most per capita in 2006.
2. Turks drank the least that year. Islam does not allow the
consumption of alcohol.
3. In Ireland, Hungary, France and Austria more alcohol was
drunk than in Germany that year.
4. Ireland has had an increase in alcohol consumption since
1984.
5. France and Germany have had a decrease in alcohol consumption since then.
6. In Germany alcohol consumption has slightly decreased;
this might be due to some anti-alcohol campaigns and to
a greater awareness concerning the dangers of alcohol.
Also, the consumption of beer and spirits might have
been substituted by young people consuming more ‘modern drinks’ such as cocktails. In Ireland — perhaps due to
greater prosperity — alcohol consumption has increased.
The Irish might also cling to their traditional drinks (
whisky, beer) and drinking habits (friends buying drinks
in turns).
 S2
Working on the Text
[cf. T2, page 10)
A. Common Irish stereotypes might be music, the countryside, sheep, Catholicism, friendliness, the Irish being
talkative, welcoming, etc. In the text, the Irish are portrayed as drunk, friendly, musical, talkative, and the
countryside is mentioned.
B. The problem with Irish drinking laws is that they sometimes encourage binge drinking rather than preventing it.
The laws in Ireland are different from those in Germany
where there is no legal closing time. However, in Germany under sixteens are not allowed in a pub after midnight if they are not accompanied by a parent or guardian.
The age limit for drinking in Ireland is 18 while in Germany
it is 16.
C. Irish pubs do not provide table service and so you have to
go to the bar yourself. People talk to you in Irish bars
even it they don’t know you. There is lots more live music in Irish pubs and there are sing-songs. German people
like Irish pubs because they are relaxed and friendly.
E
ENGLISCH
betrifft uns
1 · 2010
There is often entertainment, such as live music or table
quizzes. You can get Guinness in Irish pubs and there is
often Irish food. The atmosphere is usually friendly and
fun.
D. Individual answers.
E. There is a lot to do in Cork instead of going to the pub.
There are many cinemas and theatres. On Wednesdays
and Saturdays there are comedy nights (http://www.
whazon.com/cork/comedy.php). I would also like to go
to an art gallery such as the Glucksmann Gallery
(http://www.glucksman.org/) or the Crawford Art Gallery (http://www.crawfordartgallery.ie/). There are
also many festivals throughout the year including the
Jazz Festival in October (http://www.guinnessjazzfestival.com/ — sponsored, however by Guinness), the Film
Festival in November (http://www.corkfilmfest.org/
ccff/index.php) or the Midsummer Festival in June
(http://www.corkmidsummer.com/2009/).
 S3
Newspaper Article
[cf. T3, page 11]
A People in Ireland binge drink. Many become alcoholics
and have alcohol-related illnesses. Hospitals have to deal
with these and it is expensive for the government and for
the patients
(http://www.telegraph.co.uk/news/uknews/2440964/Al
cohol-hospital-admissions-four-times-higher-thanofficial-figure.html).
B People can develop liver problems if they drink too
much. Violence and aggression can also result from high
alcohol consumption. Drink driving is also a problem as
people who have consumed alcohol are much more likely to
cause accidents. Alcohol is also very expensive and people
might spend too much money on drinking and socialising.
C The students could consider stricter legislation or the
stricter enforcement of existing legislation. They may
advocate dealing with the topic in school or in their clubs
where the consequences of high alcohol consumption
could be brought to their attention.
The British Isles
NOTES
FOR
THE
TEACHER
13
Peace by Poem — a Catholic/
Protestant Slam
-
Step 2
Objectives:
-
to give the students the opportunity to learn more about the conflict in Northern Ireland
to develop the pupils’ ability to understand the content of two different lyrical texts and their opposing
political messages by doing a
scrambled text exercise
to give the pupils the opportunity
to deal with a newspaper article in
which a path to enduring peace is
depicted and to add their personal
thoughts in a creative writing
exercise.
The Topic
The following series of lessons is an introduction to the Northern Ireland conflict and at the same time to Northern
Irish literature. Therefore it can serve
as an introduction to any unit in which
the different parts of the UK are focused on. It could also be included in a
sequence that deals with colonialism,
imperialism, cultural clashes, war/peace
as well as to any sequence which deals
with the Republic of Ireland.
Suggested Treatment
Step 1
Getting into the topic I
The students are given W1, which acquaints them with some basics of the
Northern Irish “Troubles”. They match
fundamental terms and definitions in
order to find the solution. (For suggested solutions see S1.)
E
ENGLISCH
betrifft uns
Getting into the topic II
On the basis of W1 the students have
the chance find out more about
Catholic institutions
Protestant institutions
other organizations
by doing Internet research in pairs.
Subsequently they give a brief presentation of their results to the rest of the
class.
--
Finally the students do a creative writing exercise in which their knowledge
about the past and present of the
country are needed to outline its future perspectives.
Step 2
Poetry Slam — fiction
In the next step the teacher hands out
W2 with a scramble of lyrical verses
from the poem Through Irish Eyes by
Annalee O’Caroll and a nationalist Irish
Song. After the students have reconstructed the poems, the different political positions and attitudes towards
life and national identity that are expressed in the two works are identified
and subsequently discussed. (For suggested solutions see S2.)
Step 3
What’s up, what’s new? — non-fiction
The teacher hands out T1 with an article written by Michael Gleich dealing
with the fate and future of “Two exterrorists”. After reading the text, the
students should show that they have
understood it by answering the questions printed on the worksheet. (For
suggested solutions see S3.)
1 · 2010
The British Isles
14
WORKSHEET
 W1 Getting into the Topic
Assignment 1
A Try to match the following terms to the definitions given below. Put the accompanying letters in brackets in the lefthand column and use the numbers in the right-hand column to find the position of these letters in the “solution”.
IRA [O]
Democratic Unionist Party [L]
Write down Where to
the letter in put the
brackets
letter
Loyalists [R]
Nationalists [D]
Troubles [N]
Cold Peace [I]
UVF [E]
Ulster [H]
Sinn Fein [A]
Bloody Sunday [T]
Definitions
1, 8, 14
Conflict between Catholics and Protestants — took place in Northern Ireland between the late
1960s and the “Good Friday Agreement” in 1998.
5
One of four provinces of Ireland. It is composed of nine counties, three of these counties still belong to the Republic of Ireland while the remaining six counties are known as Northern Ireland now.
3, 10, 7
Sometimes also called Unionists. They are individuals supporting the idea that Northern Ireland
stays a loyal part of the United Kingdom and opposing unification with the Republic of Ireland.
15
Also known as Republicans they stand for one Irish nation encompassing both Northern Ireland
and the Republic of Ireland.
2
Abbreviation for a terrorist group which arose from the Irish Volunteers and fought in the Irish
War of Independence from 1919 to 1921 and also against the rule of Great Britain in Northern
Ireland. Because of the past they consider themselves an “army”.
6
11
Abbreviation for a Loyalist paramilitary group in Ulster that see themselves as a voluntary
force for Ulster. Being “loyalist” they obviously reject any attempt to reunify the North and
the South of Ireland but they ceased firing in May 2007.
4
The Northern Ireland Civil Rights Association March in Derry, which ended in carnage on 30
January 1972. During the bloodshed, 27 civil rights protesters were injured and 14 killed by
members of the 1st Battalion of the British Parachute Regiment.
9
A peace created only on paper by the signing of the “Good Friday Agreement”. On the streets
of Northern Ireland the war still went on for years.
13
A political party, associated with the Provisional IRA. Their goal is the unification of Ireland.
The translation from Irish (a Celtic language) is “we self”.
12
Another political party which supports the status quo — Northern Ireland in union with the
United Kingdom.
Assignment 2
A Decide if you want to find out more about: Protestant institutions, Catholic institutions or other organizations that
play an important role in the “Troubles”.
B Get together with a partner and prepare a short presentation (3—5 minutes) about your topic by using the internet sites below. You can either focus on one specific aspect or give an overview.
http://www.bbc.co.uk/history/recent/troubles/
http://www.infoplease.com/spot/northireland1.html
http://www.guardian.co.uk/Northern_Ireland/flash/0,6189,344683,00.html
http://www.guardian.co.uk/northernireland/page/0,,1569841,00.html
http://www.historyonthenet.com/Chronology/timelinenorthernireland.htm
---
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
WORKSHEET
15
 W2 Poetry Slam — Fiction
Assignment 1
A Below two poems are mixed up and need to be separated. The first poem is “Through Irish Eyes” by Annalee O’Carol,
the second poem is a nationalist Irish folk song. Try to find out which text parts belong to which poem and reconstruct
both of them in the boxes below by adding the numbers of the corresponding text parts. To accomplish this you need
to have a good look at both the content and language of the lines.
1
2
“All around the little bakery
Where we fought them hand to hand,
Shoot me like a brave soldier,
For I fought for Ireland.”
I can say I am Irish because I am of Irish descent
I can say I am British because I am a British subject
We can only class ourselves as one, we cannot be
both
3
The country has a name because people give it a
name
4
In Mountjoy jail one Monday morning,
High upon the gallows tree,
5
I choose to be neither
If I class myself as British
The English would still call me Irish
And the Irish would still call me a Northerner.
6
What am I if I am not Irish or British?
7
Lads like Barry are no cowards.
From the foe they will not fly.
Lads like Barry will free Ireland,
For her sake they’ll live and die.
8
9
As he walked to death that morning,
He proudly held his head on high.
10 “Shoot me like a soldier.
Do not hang me like a dog,
For I fought to free old Ireland
On that still September morn.
11 When I think of home, I think of the scenery
I think of the green fields, the mountains
The valleys, the ancient ruins
12 And the people who I have come to know and love
I call this land my home.
13 Another martyr for old Ireland;
Another murder for the crown,
Whose brutal laws to crush the Irish,
Could not keep their spirit down.
14 And all I have seen of this land
I feel I am a part of the land
Not just a person who is a subject of its name.
15 Kevin Barry gave his young life
For the cause of liberty.
[…]
But the name means nothing to me
It’s the land itself that I think about
The land I was born on
Assignment 2
Answer the following questions:
A What information helped you to identify which lines belong to which poem?
B What characterizes the speakers?
C What can you say about the tone and the language of the poems?
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
TRANSPARENCY
1
(for use see page 20)
 T1
The British Isles
1b: © David Shankbone, 2b: © John Harrison at http://flickr.com/photos/15512543@N04, 4b: © Antonio Zugaldia from Brussels, Belgium
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
TRANSPARENCY
2
(for use see page 1)
 T2
E
ENGLISCH
Images of Scotland
betrifft uns
1 · 2010
The British Isles
18
WORKSHEET
 T1
What’s Up, What’s New? — Non-Fiction
Assignment I
A Read Michael Gleich’s text “Two Ex-Terrorists and the Cold Peace” and try to answer the following questions.
B During the Troubles Joe Doherty and Peter McGuire have fought on different sides. Identify the major difference in
their lives and the major similarities.
C What does this tell us about the transformation of life in Northern Ireland?
5
10
15
20
25
30
35
40
During the “Troubles”, Joe Doherty and Peter McGuire probably never met. And probably they’re better off that way —
a meeting could have had fatal consequences. Tonight Joe is
running the youth center in New Lodge, a Catholic section of
Belfast.
He casually tolerates a noise level only teenagers could produce. There is yelling from the gym where the boys are playing soccer, disco beats from the foyer where the girls hang
out, and in the middle the 48-year-old, relaxes enough, if
still somewhat a stranger to youth culture.
Cell phones that never stop ringing, greenish potato chips for
supper, padded sneakers — exotic things conquered the
streets of New Lodge in the years Joe spent in prison. Another thing he finds strange is peace. He has no experience
with it. He knows all about struggle and imprisonment. But
peace? That takes some getting used to.
When he was the same age as the kids in the center, he was
already spying for the IRA. He observed and reported the
movements of British troops. In return, the British sent tear
gas squadrons into his street, stormed his house during the
night, and beat his parents. Joe was proud that the information he provided helped in planning of ambushes. “We
thought we could drive the British out.” At 17 he became
what he called a soldier. The British called him a terrorist.
When a police patrol caught him with explosives in his car,
he was sentenced to 12 years. He served eight and came out
in his mid-20s filled with thoughts of revenge, a living time
bomb. He began planning his first murder.
Twenty-one years later, he is fighting to stay on course. His
existence is in transit, somewhere between the old Northern
Ireland and the new, between underground fighter and social worker. Peter McGuire took a similar track on the Protestant side. He, too, swore off terror and turned to youth
work. The kinks in their two biographies reflect the transformation that the entire country has gone through. Internal
contradiction is one of the few constants in Northern Irish
society. The IRA, the British army, and the Protestant paramilitaries may have made peace, but the agreement repeatedly threatens to give way.
[…]
ANNOTATIONS
ambush — a trap: sb. is waiting for someone in a hideout in
order to attack him
drive the British out — force them to go away
internal contradictions — conflict within a group or country
kink — Knick, here: change
to sentence sb. — here: to send sb. to prison for a certain
time
squadron — unit of soldiers
struggle — fight
Assignment II
A Imagine Joe Doherty and Peter McGuire meet and
talk about the future of Northern Ireland. Write a
dialogue in which they express their visions.
Quelle:
http://www.friedenspaedagogik.de/projekte/peace_counts_school/english/the_pea
ce_counts_reports_topics/northern_ireland_two_ex_terrorists_and_the_cold_peace
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
SOLUTIONS
 S1
Getting into the Topic
[cf. W 1, page 14]
Write down the letter in Where to put the letter
brackets
Troubles [N]
1, 8, 14
Ulster [H]
5
Loyalists [R]
3, 10, 7
Nationalists [D]
15
IRA [O]
2
UVF [E]
6,11
Bloody Sunday [T]
4
Cold Peace [I]
9
Sinn Fein [A]
13
-
Irish Folk Song:
he willingly provokes by describing how Kevin Barry sacrifices himself for the sake of the national cause
presents the people of Ireland (including himself) as stricken in the past
seems to be ridden by hatred
C
Through Irish Eyes:
tone is very peaceful as soon as the speaker talks about
the beautiful land
is determined to convince the readers and includes them
by using the personal pronoun “we”
--
Irish Folk Song:
the tone is rough and style reminds of old heroic odes
evaluates Ireland and the Crown by using a number of
strong adjectives
Democratic Unionist Party [L] 12
 S3
Solution: NORTHERN IRELAND
 S2
19
What’s Up, What’s New —
Non-Fiction
[cf. T1, page 16]
Poetry Slam — Fiction
[cf. W2, page 15]
 Assignment 1
B
Difference: Faith
 Assignment 1
A
Through Irish Eyes:
6, 2, 5, 3, 8, 12, 11, 14
Quelle: Through Irish Eyes by Annalee O'Caroll: Nordirland im Englischunterricht :
Informationen und Materialien der Akademie für Lehrerfortbildung Dillingen (Nr.
266). Dillingen: Erscheinungsjahr 1995, Seite 171
-
Irish Folk Song:
4, 15, 9, 10, 1, 13, 7
---
Similarities:
Life as a terrorist,
lost youth,
(time in prison),
start of a new life,
difficulty in fully overcoming troubles
(life seems “normal”, still puzzled by life’s peacefulness)
--C
Quelle: http://kristinhall.org/songbook/ForeignSongs/KevinBarry.html
 Assignment 2
A
Through Irish Eyes:
talks about reconciling all the people of Northern
Ireland
appraises the beautiful landscape
--
Irish Folk Song:
glorifies a fighter
advocates martyrdom and a military approach
B
Through Irish Eyes:
she does not want to be affected by the troubles
does not want to be victimized
presents herself as a person who wants to decide about
the future of the country
reconciliation has started
no room for fighters any more
there is still an urge for further (painful) transition
peace seems close but the process is not finished yet
 Assignment 2
---
The dialogue could possibly include the following aspects:
cross-religion marriages,
joint activities (also services?),
maybe reunification of Protestant churches and Rome,
quotas for Catholics in leading positions
--
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
20
NOTES
FOR
THE
TEACHER
Jochen Baier, Linda Kaplan, Luise Kleinschmidt, Katarina Kolak und Karin Strobel
Countrymeter — English Isles?!
-
Lernziele:
-
Die Schüler lernen einige der wichtigsten Ereignisse und Persönlichkeiten britischer Geschichte kennen
und können diese im historischen
Zusammenhang begreifen, wobei
die Bedeutsamkeit einzelner (englischer) Personen für den gesamten
Bezugsraum der „British Isles“ im
Vordergrund steht.
Die Schüler erproben und festigen
den Umgang mit modernen Medien,
wobei sie in einer Auswahl relevanter Internetadressen gezielt nach
Informationen suchen und diese
verarbeiten.
Die Schüler üben sich im Präsentieren ihrer Arbeitsergebnisse und tragen diese in einem gemeinsamen
Produkt (Countrymeter) zusammen.
Zum Thema
Die vorliegende Einheit beschäftigt sich
mit dem zeitgeschichtlichen Hintergrund Englands und der politischen
Stellung, die es innerhalb der Britischen Inseln und Europas einnimmt.
Die Unterrichtsmaterialien ermöglichen
den Schülern eine internetbasierte Recherche, die durch Vorgabe von hilfreichen Internetadressen unterstützt
wird. Der Zugang zu Computern, die
über Internetanschluss verfügen, ist
daher zwingend erforderlich.
Thematisch kann die Einheit sowohl als
Einstiegs- als auch Vertiefungsphase
einer landeskundlichen Unterrichtssequenz zum Thema “British Isles/Britain/British traditions and visions“ eingesetzt werden.
E
ENGLISCH
betrifft uns
Vorgehensweise
Step 1
Einführung in das Thema
Das Vorwissen der Schülerinnen und
Schüler wird aktiviert, indem der Lehrer nach bereits bekannten wichtigen
historischen Ereignissen oder Personen
der „British Isles“ fragt. Die Ergebnisse
des Brainstormings werden gegebenenfalls an der Tafel festgehalten (Tafelüberschrift z.B.: VIHP — Very important historical people of the British Isles). Oft nennen Schüler in diesem Zusammenhang mythische (Robin Hood)
und literarische Gestalten (Macbeth),
aber auch Dichter (Shakespeare) oder
einzelne Monarchen. Die Zahl relevanter
Nennungen unterscheidet sich erfahrungsgemäß deutlich von Lerngruppe
zu Lerngruppe: Falls wenige Persönlichkeiten genannt werden, kann hieraus
die Notwendigkeit abgeleitet werden,
sich ausgewählte Figuren der britischen
Geschichte etwas genauer anzusehen.
Alternativ kann auch die Folie (Transparency 1) eingesetzt werden, wobei
die Schülerinnen und Schüler Persönlichkeiten, Orte und nationale Symbole
den Regionen der British Isles zuordnen
sollen. (Für Lösungsvorschläge s. S1).
Step 2
Einführung des Countrymeters
Um das Wissen der Schülerinnen und
Schüler bezüglich des historischen Hintergrunds der „British Isles“ visualisieren zu können, wird das Prinzip des
„countrymeters“ eingeführt. In einem
„countrymeter” wird die Geschichte
eines Bezugsraumes durch Informationskarten entlang eines Zeitstrahls
dargestellt. Dazu bringt der Lehrer einen zwei Meter langen Zollstock mit
und erläutert, dass jeder Millimeter ein
Jahr in der Geschichte repräsentieren
1 · 2010
soll (zusammen 2000 Jahre). Der Zollstock („rule") wird an einem freien
Platz im Klassenzimmer angebracht,
um später durch Schülerarbeiten ergänzt zu werden. Insbesondere die
Zweckentfremdung des Zollstocks, der
aufgrund seiner typischen Länge ziemlich genau den christlichen Kalender
spiegelt, wirkt auf Schüler motivierend
und bietet eine sehr gute Abwechslung
zu den üblichen Zeitstrahlen auf Tapeten oder Postern.
Step 3
Vorbereitung der Gruppenarbeit
Die Schülerinnen und Schüler erhalten
das Arbeitsblatt W1, auf dem die
grundlegenden Arbeitsanweisungen zur
weiteren Erstellung des „countrymeters“ erläutert werden. Anschließend
werden die Lerner in sieben Gruppen
eingeteilt und erhalten die gruppenspezifischen „Timeline cards“.
Step 4
Gruppenarbeit
Die Schülerinnen und Schüler bearbeiten die Arbeitsaufgaben mit Hilfe des
Internets. Für die Gruppenarbeitsphase
sollte erfahrungsgemäß (mindestens)
eine Doppelstunde eingeplant werden.
(Für Lösungsvorschläge s. S2).
Step 5
Präsentation
Die Schülerinnen und Schüler präsentieren im Plenum ihre Ergebnisse und
ordnen sie zeitlich auf dem „countrymeter“ ein, indem sie ihre „timeline
card“ an der entsprechenden Stelle
anbringen. Das gemeinsame Produkt
der Arbeitsphase kann hilfreich sein zu
diskutieren, wie stark einzelne britische Persönlichkeiten die Geschichte
der Britischen Inseln geprägt haben.
The British Isles
WORKSHEET
21
 W1 Countrymeter: The History of the British Isles
In order to learn more about some important English people and their influence on the “British Isles” we are going
to create a “countrymeter” together.
For a “countrymeter” we will use a ruler as a timeline
(that means that 2000 years will be symbolized by 2000
millimetres), put it up on the wall, then add index-cards,
collages etc. that will be prepared in group work.
Each group will focus on one
British personality and his corresponding historical background.
Special instructions are given on
the material that has been prepared for each group (“timeline
card”). Later all your results
will be presented and added to
the “countrymeter”.
Help box
1 http://www.bbc.co.uk/history
2
http://www.britannia.com
3
http://www.royal.gov.uk
4
http://www.biographyonline.net
5
http://www.great-britain.co.uk/history/history.htm
6
http://www.spartacus.schoolnet.co.uk/
MEDwilliam1.htm
7
http://www.historyforkids.org/learn/medieval/
history/highmiddle/normans.htm
8
http://www.kidspast.com/world-history/0221william-the-conqueror.php
9
http://www.warsoftheroses.com/
WRPeopleShell.cfm?pid=2
10 http://www.berkshirehistory.com/kids/
war_of_roses.html
11 http://www.british-civil-wars.co.uk/biog/olivercromwell.htm
12 http://www.lib.cam.ac.uk/Exhibitions/
Cromwell/cromwell.htm
13 http://www.winstonchurchill.org
Assignment
A Read through the “timeline card” of your group and follow the instructions. You are expected to use the Internet in
order to find the information you need: the sites given in the help box below will be useful.
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
22
WORKSHEET
Assignments
A Find basic information on William I and fill in the gaps (pay special attention to the internet pages 1—8 in the help box).
B Find out about William’s origin and create a collage to add to the “countrymeter”.
Who were his ancestors and where did they come from?
Where and under what conditions did they settle down?
What influence did (and still does) William, his court and his descendants have on life in Britain?
C Be ready to present your results in front of the class.
--
Assignments
A Find some basic information about Henry VI (pay special attention to internet pages 1—5, 9, 10 in the help box)
B Find out more about the “Wars of the Roses” and create a collage to add to the “countrymeter”
What were the differences between the two sides?
What happened during the war and what are the major impacts on British history?
C Be ready to present your results in front of the class.
--
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
WORKSHEET
23
Assignments
A Find some basic information about Henry VIII (pay special attention to internet pages 1—5, 9, 10 in the help box).
B Imagine you were a contemporary observer of Henry VIII. Write a letter to a friend in which you describe Henry’s character, his life and his importance for British history.
Assignments
A Oliver Cromwell was an important person during the Civil War in 1642. Find out more about him and create a profile
also including information about the time he lived in. Pay special attention to:
his career
military action
the occupation of territories for the British Crown
You can use pictures, maps and other material to illustrate his life (pay special attention to internet pages 1—5, 11,
12 in the help box).
B Be ready to present your results in front of the class.
--
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
24
WORKSHEET
Assignments
A Find some information on Admiral Nelson and fill in the gaps. Maybe you can add a photograph of him as well (pay
special attention to internet pages 1—5 in the help-box).
B Draw a map of Lord Nelson’s travel-routes and shade in the territories he conquered for the British Crown. Answer
the following questions in a short text.
Which territories are still under British government?
In how far is the influence of the British government in these countries still noticeable?
C Be ready to present your results in front of class.
--
Assignments
A Explain the term “Victorian age”. Why was such an important era of Britain named after Queen Victoria? (pay special
attention to the internet pages 1—5 in the help box).
B Imagine you are one of the speakers at her funeral. Prepare a speech portraying the political challenges she faced.
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
WORKSHEET
25
Assignments
A Find some information about Churchill’s life and political career. What important role did he play during the Second
World War? Sum up shortly!
(Pay special attention to the internet pages 1—5,13 in the help box).
B You can see an important speech of Sir Winston Churchill above. Read through the speech, sum it up in keywords and
answer the following questions:
When did he hold this speech? What were his aims and in how far were they achieved? (Pay special attention to the internet pages 1—5,13 in the help box).
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
26
SOLUTIONS
 S1
 Group D: Timeline Card Oliver Cromwell
[cf. step 1, page 20]
 Transparency 1
The pictures can be used to introduce the pupils to a sequence of lessons about the British Isles. They show personalities, places and national symbols of the five regions of the
British Isles. The pupils are expected to allocate these pictures
to the corresponding regions. They can report about what they
know about the people, places and symbols. Additionally they
might also give short presentations of these topics.
Solutions — England: 1a (Flag England), 4b (Rowan Atkinson),
5b (Stonehenge); Scotland: 3b (Flag Scotland), 3c (Mary,
Queen of Scots) 4c, (Loch Ness); Wales: 1c (Millenium Stadium
Cardiff), 2b (Catherine Zeta-Jones), 4a (Flag Wales); Northern
Ireland: 2a (murals), 5a (Orange marchers), 5c (Flag Northern
Ireland), 1b (Bono, U2), 2c (Flag Ireland), 3a (Celtic cross).
 S2
[cf. pages 22—25]
 Group A: Timeline card William I
A 1028—1087; Duke; King; Robert; Helena; illegitimate
child / bastard (coll.); heir; baronial rebellion; Matilda of
Flanders; nine; 6000; Anglo- Saxons; Harold; Conqueror;
Westminster Abbey; Norman; Scotland; 1081
B Around 1.000 Vikings, called Normans, got permission to
settle down in France (they lived in Normandy); were supposed to protect France and to convert to Catholicism.
The Norman Conquest removed the native ruling class,
replacing it with a foreign, French-speaking aristocracy,
and clerical hierarchy; French culture changed England’s
language and political system; the royal competence and
the establishment of the French feudal system later led
to the economic and political success of England.
 Group B: Timeline card Henry VI:
A 6 December 1421; only; Henry V; Catherine de Valois; nine months; French; France; 1445; Edward; Wales; mental
problems; Civil war; Yorkists; Lancastrians; Wars of the
Roses; wife
B The Wars of the Roses: battles fought between the House
of Lancaster (represented by a red rose) and the House of
York (white rose) competing for the throne; three phases of
civil war: 1455 to 1464 (most intense period); 1469 to 1471;
1483 to 1487 (only few civilian casualties and not much actual destruction); at the end of the wars King Henry VII combined the red and white roses into a single red and white
Tudor Rose; the Tudor dynasty that later brought the English Reformation marks the end of the Middle Ages.
 Group C: Timeline card Henry VIII
A 1491—1547; interested in arts/not politics; was Catholic
but founded the Church of England; unwillingly responsible for Protestantism in England; acted arbitrarily; two
of his six wives and some advisors were brutally executed; only male heir was Edward VI, son of Jane Seymour, who reigned briefly; became mentally ill.
E
ENGLISCH
betrifft uns
1 · 2010
A 25 April 15993 — September 1658; Member of Parliament
for Cambridge in the Short (1640) and Long (1640—49)
Parliaments; English military and political leader known
for his involvement in making England a republican Commonwealth; defeated the royalists in English Civil War;
conquered Ireland and Scotland; rose from the middle
ranks of English society to Lord Protector of England,
Scotland and Ireland, the only non-royal ever to hold
that position; played a leading role in bringing Charles I
to trial and to execution; undertook the most complete
and the most brutal military conquest ever undertaken
by the English over their neighbours; he championed a
degree of religious freedom before unknown in England
 Group E: Timeline card Admiral Nelson
A 29.09.1758; Burnham Thorpe; 12; Captain; Frances Nisbet;
Agamemnon; sight in his right eye; right arm; vice-admiral;
Lady Emma Hamilton; 21 October 1805; Cape Trafalgar;
England expects that every man will do his duty; Brandy
B The Battle of Cape St Vincent, 14 February 1797
The Battle of the Nile, 1 August 1798
The Battle of Copenhagen, 1 April 1801
The Battle of Trafalgar, 21 October 1805
Some conquered territories/countries are still part of the
British Commonwealth.
Nelson played a great role in protecting England against
France and Spain in the late 18th century. Fighting Napoleon several times he prevented England from French influence.
 Group F: Timeline card Queen Victoria
A World’s most powerful nation at the time (Empire extended
over about one-fifth of the earth’s surface); London became
the capital of finance and commerce, centre of overseas
trade; only one conflict occurred during Queen Victoria’s
reign. / Revolution in British government, huge industrial
expansion and the growth of a worldwide empire (government of India was transferred from East India Company to
the Crown: Empress of India in 1877); empire also included
Canada, Australia, New Zealand, and large parts of Africa;
Britain evolved into a constitutional monarchy in which the
monarch had fewer powers.
 Group G: Timeline card Churchill
A 30 November 1874—24 January 1965; educated at Harrow
and the Royal Military College at Sandhurst; military action in India and Sudan; gained fame as war correspondent; won Nobel Prize in Literature; became Honorary
Citizen of US; known for leadership of UK during WW II;
UK Prime Minister from 1940—1945 and 1951—1955;
achieved collaboration of all sides.
B Speech on 13 May 1940 during WW II when he entered parliament as Prime Minister; aims: victory over Germans at all
costs, survival of the British Empire and its values; aims
achieved.
The British Isles
UNTERRICHTSVORSCHLÄGE
27
Harald Teepe
Emerald Isle Plans Sustainable Economy
Ein Klausurvorschlag
(Leistungskurs ab Jahrgangsstufe 12)
-
Ziele
-
Überprüfung des Leseverstehens,
indem essenzielle Aspekte eines
Texts (Zeitungsartikel) treffend und
strukturiert dargestellt werden.
Überprüfung der Fähigkeit, einen
nicht-fiktionalen Text hinsichtlich
seiner Argumentationsstruktur zu
analysieren.
Überprüfung der Fähigkeit, gewonnene Erkenntnisse zu abstrahieren
und in einen größeren Kontext einzuordnen, indem ein Kommentar
verfasst wird.
Textgrundlage
Der Artikel Emerald Isle plots green
revolution wurde am 14. Juni 2009 auf
guardian.co.uk publiziert und umfasst
in der hier gekürzten Version 731 Wörter. Der Autor beschäftigt sich mit der
aktuellen ökonomischen Situation Irlands im Kontext der Finanzkrise und
Globalisierung sowie zukünftiger globaler Herausforderungen. Es werden aktuelle politische Weichenstellungen
erörtert, die Irland langfristig ökonomisch sichern sollen, wobei der Nachhaltigkeitsaspekt betont wird. Der Artikel ist aufgrund seines Umfangs und
Anspruchsniveaus ab der Jahrgangsstufe 12 als Übungsklausur für einen Leistungskurs geeignet (600 bis 800 Wörter, NRW).
Voraussetzungen
Es wird empfohlen, neben allgemeinen
textanalytischen Methoden vor allem
die Analyse argumentativer Texte sowie Eigenschaften der Textsorte comment zu behandeln.
E
ENGLISCH
betrifft uns
Beim analytischen Arbeiten ist es wesentlich, dass die gegenseitige Abhängigkeit von form und function deutlich
wird. Darüber hinaus wird vorausgesetzt, dass die wesentlichen Textmerkmale eines quality paper bekannt
sind. Hinsichtlich der im Text behandelten Themenfelder werden ökonomische Basiskonzepte im Rahmen der Allgemeinbildung vorausgesetzt, wie sie
zum Beispiel in einer Unterrichtsreihe
zum Thema Commonwealth, environmental issues und globalization vermittelt werden. Wesentliche Fachtermini und die damit verbundenen Konzepte dieser Themenfelder müssen den
Schülerinnen und Schülern bekannt
sein, sodass sie diese vernetzen können, vor allem: housing bubble, exotic
financial instruments, financial crisis,
recession, depression, global challenges, climate change, sustainability,
renewables.
Aufgaben
Die Aufgaben entsprechen bezüglich
der Richtlinien und Lehrpläne für die
Sekundarstufe II an Gymnasien und Gesamtschulen in NRW der Aufgabenart
A1 und sind mit dem Evaluationsbogen
kongruent.
Bewertung
Der Evaluationsbogen stellt umfassende Lösungsvorschläge dar. Daher kann
nicht erwartet werden, dass die Schülerinnen und Schüler diesen Erwartungshorizont wörtlich, vollständig und
in der dargestellten Reihenfolge treffen. Somit werden zwar inhaltlich
sinngemäße und logisch strukturierte
Lösungsschritte erwartet, jedoch keine
wirtschaftswissenschaftlich fundierten
Ausführungen. Dies gilt insbesondere
für die Aufgaben 2 und 3. Es wird daher vorgeschlagen, zu jedem der einzelnen inhaltlichen Lösungsschritte die
volle Punktzahl zu geben, wenn bereits
drei Viertel des Erwartungshorizonts
sinngemäß erfüllt sind. Punkte für eventuelle aufgabenbezogene Zusatzleistungen sollen die maximal erreichbare
Punktzahl für eine Teilaufgabe nicht
erhöhen. Werden zum Beispiel 15 von
maximal 16 Punkten erreicht, ergeben
2 Zusatzpunkte in der Summe die
Punktzahl 16. Hierdurch bleibt die relative Gewichtung der drei Aufgabenteile erhalten.
Evaluationsbogen
Der Evaluationsbogen orientiert sich an
den Vorgaben für das Zentralabitur des
Landes Nordrhein-Westfalen. Somit
können sich die Schülerinnen und Schüler auf den Modus einer standardisierten Lernerfolgsüberprüfung übend vorbereiten. Der Evaluationsbogen besteht aus vier Seiten, die doppelseitig
verkleinert kopiert werden können,
sodass je Übungsklausur ein Blatt benötigt wird.
1 · 2010
The British Isles
28
TEXT
 T1
Emeral Isle plots green revolution
Ireland seems ready to lead the way as Europe gears up for the low-carbon future
5
10
15
20
25
30
35
40
45
50
Of all the world’s developed nations, Ireland is the one that
is closest to a depression. The banking system is shot, the
housing market has collapsed, unemployment is expected to
rise to more than one in six of the population. The deterioration in the public finances — and this is saying something —
has been even more acute than in Britain. [...]
Green new deal
[...] The good news is that Ireland’s predicament makes it a
prime candidate for a “green new deal” — policies aimed not
just at helping the economy through a difficult time but also to
make it better able to face the twin challenges of a world
where fossil fuels are dwindling and the temperature is rising.
Even better news is that Ireland appears quite keen to act as
Europe’s guinea pig for the green new deal concept, and is
likely to reap a considerable dividend as a result. While the
short-term outlook for Ireland is dire, the longer term
picture is much rosier. As Eamon Ryan, a Green party
minister in the coalition government, put it: “The crisis
makes it easier… The status quo is gone. This is a moment
when you can recalibrate everything.”
Policymakers in Dublin see it this way. As a country on the
western edge of Europe, Ireland is particularly vulnerable to
peak oil and peak gas. It has no fossil fuels to speak of and is at
the end of the pipelines that bring gas from Russia. [...] But
these weaknesses are outweighed by considerable strengths.
The first is that Ireland’s export sector, despite the loss of
some big names and the impact of the global downturn, has
come through the events of the past nine months relatively
unscathed. Overseas sales are down, but not by nearly as
much as in other export-led economies such as Germany and
Japan. Although it has recently experienced the downside of
footloose global capitalism, the Celtic Tiger period of the
1990s provided Ireland with a core of hi-tech expertise in
sectors such as IT, pharmaceuticals and medical equipment.
The intention is to use this strong industrial platform as the
springboard for a green manufacturing revolution.
A second is that Ireland’s recession has nothing to do with banks
dabbling in exotic financial instruments and everything to do
with the failure to prevent the rapid growth of the 1990s
turning into a colossal housing bubble in the noughties. [...]
A third advantage is that Ireland’s framework for decisionmaking is more like Germany’s than Britain’s. It operates a
system of social partnership in which the government,
unions, business, the agricultural lobby and civil society
collaborate to find consensual solutions to the country’s
problems. The downside of this approach is that it can be
slow-moving and cumbersome; the upside is that when the
social partners agree, things can happen fast. [...] Forfás,
Ireland’s national policy body for enterprise, will provide the
expertise for a high-level action group on the green economy. It
will look at four areas: renewables, water and waste water,
waste management, and consultancy on energy and the
environment. Given that Ireland is often battered by the wind
E
ENGLISCH
betrifft uns
1 · 2010
55
60
65
70
75
and waves that sweep in off the Atlantic ocean, it is hardly
surprising that Forfás sees ocean and wind power as crucial to
having 40% of power generated by renewable energy sources by
2020.
Brain power
Forfás is looking at ways to redeploy unemployed
construction workers into the green sector. It is also
counting on universities to provide the brain power for a
green industrial revolution and wants to re-focus a strong
R&D sector so that it provides the know-how for the
transition to a cleaner environment.
It is not going to be plain sailing. A quarter of Ireland's
emissions come from agriculture and progress there is likely
to be slow. [...] Where the UK government talks a lot about
sustainability and opportunities in a low-carbon economy,
the Irish government appears to be putting words into
action. Forfás wants Dublin and Belfast to co-operate on
developing wind and ocean power as well as on electricity
supply. Northern Ireland has a strong manufacturing
tradition ripe for transformation into the new environmental
industries. If it waits for London to get its act together, it
may wait a very long time.
(731 words)
Larry Elliot, guardian.co.uk, 14 Jun 2009 (abridged)
ANNOTATIONS
dabbling in exotic financial instruments — verstrickt sein in
unübersichtliche Geldanlagen
deterioration — worsening condition
dividend — here: financial gain
housing bubble — Vorhandensein zu hoher Preise für Häuser
noughties — the decade from 2000 to 2009
peak oil — Maximum der weltweiten Ölförderung, woraufhin
eine Erschöpfung der Vorräte folgt und die Ölpreise stark
ansteigen
predicament — difficult situation
R&D — research and development
unscathed — not hurt
Assignments
A Explain briefly in your own words the “green revolution” in Ireland that is presented in this newspaper
article. Take the following aspects into account; the
necessity of this revolution, its prospects, how the
journalist feels about it. (Comprehension)
B Identify the individual steps in the journalist’s line of
argumentation. Within these steps analyze the language Larry Elliot uses to present his view of the
“green revolution” in a convincing way. (Analysis)
C Referring to the text, discuss Ireland’s “green revolution” based on sustainability in the context of globalization and climate change (Comment).
The British Isles
EVALUATIONSHEET
29
Evaluationsbogen zur Klausur Emerald Isle plots green revolution
Seite 1 von 4
Kurs:
Name:
a) inhaltliche Leistung
Aufgabe 1 — Comprehension (I)
Punkte
Der Prüfling
max.
1
stellt dar, dass Irland sich in einer wirtschaftlichen Krise befindet und dass trotz kurzfristiger
trüber Aussichten langfristig eine Besserung eintreten wird, wenn sich die Wirtschaft jetzt auf
nachhaltige Lösungen für die Energiegewinnung und gegen den Klimawandel konzentriert.
4 (I)
2
stellt heraus, dass Irland ein geeigneter Kandidat für ein nachhaltiges Wirtschaftskonzept ist,
weil es zum einen ungünstigerweise von Importen fossiler Energieträger und ausländischen
Investoren abhängig ist, jedoch zum anderen die Folgen der jetzigen Krise ein Umdenken in
Richtung Nachhaltigkeit ermöglicht.
4 (I)
3
stellt heraus, dass den aktuellen Schwierigkeiten Irlands besondere Stärken gegenüberstehen:
Erfahrung im Bereich Technologie, ein Bankensystem ohne Beteiligung an riskanten
Finanzinstrumenten, Entscheidungsfindungen auf der Basis sozialer Partnerschaft, die
Fähigkeiten derzeit Arbeitssuchender, Beiträge von Universitäten in den Bereichen Forschung
und Entwicklung sowie nutzbare natürliche Ressourcen.
5 (I)
4
erkennt, dass der Autor trotz möglicher Schwierigkeiten bei der Umstellung auf eine nachhaltige
Wirtschaftspolitik eine zeitnahe Lösung wünscht, wobei Dublin und Belfast kooperieren müssen.
3 (I)
5
erbringt evtl. eine weitere aufgabenbezogene Zusatzleistung. (4)
Summe Aufgabe 1 (max.16)
Aufgabe 2 — Analysis
1
erreicht
(16)
Punkte
Der Prüfling
max.
analysiert, wie der Autor seinen Texteinstieg (Z. 1—20) inhaltlich und argumentativ gestaltet:
6 (II)
-
erreicht
Vorschlag eines Erwartungshorizonts für 6 Punkte:
analysiert die Darstellung der ökonomischen Schwierigkeiten [Hinweis auf Irlands
problematische öknomische Situation und den Ansatz des Autors, aus der Krise eine Chance für
die Zukunft abzuleiten (Z. 1—20); Konkretisierung durch alarmierende Beispiele wie die
Bankenkrise, die Immobilienkrise, die hohe Zahl Arbeitssuchender und Probleme öffentlicher
Haushalte (Z. 2—6); rhetorisch wirksame Parenthese (Z. 5); gezielte Verwendung von negativ
konnotierten Verben, Adjektiven und Nomen wirkt zunächst schockierend: “depression” (Z. 2),
“shot” (Z. 2), “collapsed” (Z. 3), “deterioration” (Z. 4—5), “predicament” (Z. 8); Metapher für ein
Testobjekt: “guinea pig” (Z. 14); Antithese weist auf günstigere Zukunftsperspektive hin: “shortterm outlook”…”longer term picture” (Z. 16—17); unterstützendes Zitat eines Politikers, Z. 18—20]
analysiert die Darstellung der ökonomischen Schwierigkeiten [Hinweis auf Irlands
problematische öknomische Situation und den Ansatz des Autors, aus der Krise eine Chance für
die Zukunft abzuleiten (Z. 1—20); Konkretisierung durch alarmierende Beispiele wie die
Bankenkrise, die hohe Zahl Arbeitssuchender und Probleme öffentlicher Haushalte (Z. 3—6);
Zusammehang zwischen Wortwahl und Mitteilungsabsicht zwei Beispiele; Metapher für ein
Testobjekt: “guinea pig” (Z. 14); unterstützendes Zitat eines Politikers, Z. 18—20]
-
2
erläutert und analysiert die seitens des Autors dargestellte Vision einer nachhaltigen
ökonomischen Entwicklung Irlands (Z.21—48):
erläutert und analysiert, wie der Autor drei Vorteile als Basis für die Weiterentwicklung der
irischen Wirtschaft erörtert [sachlich-logische Argumentationsstruktur; Verdeutlichung durch
Beispiele: “hi-tech expertise” (Z. 33), Banken nicht an Risikoanlagen beteiligt (Z. 37—38),
8 (II)
-
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
30
EVALUATIONSHEET
Seite 2 von 4
Kurs:
2
Name:
“social partnership” (Z. 43); kritisch abwägende Gedankengänge schließen positiv, wobei
Wortwahl Kontraste hervorhebt, teils antithetisch: “weaknesses … strengths” (Z. 25), “despite
the loss” (26), “relatively unscathed” (28—29), “sales are down … but not” (Z. 29), “the
downside … the upside is” (Z. 46—47); Wortwahl teils überzeugend drastisch: z.B. “impact of
the global downturn” (Z. 27), “footlose global capitalism” (Z. 32), “banks dabbling in exotic
financial instruments” (Z. 37—38); Metapher für einen schwungvollen Neubeginn: “springboard”
(Z. 36); Metapher für übertriebene Preisentwicklungen: “housing bubble” (Z. 40)]
-
erläutert und analysiert, wie der Autor drei Vorteile als Basis für die Weiterentwicklung der
irischen Wirtschaft erörtert [sachlich-logische Argumentationsstruktur; Verdeutlichung durch
Beispiele: “hi-tech expertise” (Z. 33), Banken nicht an Risikoanlagen beteiligt (Z. 37—38),
„social partnership“ (Z. 43); kritisch abwägende Gedankengänge heben Kontraste hervor: zwei
Beispiele, z.B. “weaknesses … strengths” (Z. 25), “the downside … the upside is” (Z. 46—47);
Wortwahl teils überzeugend drastisch: ein Beispiel, z.B. “footlose global capitalism” (Z. 32)
3
-
erläutert und analysiert, wie der Autor seine Vision konkretisiert (Z. 48—67) [Autor zählt viele
Beispiele für Tätigkeitsfelder auf: “renewables (Z. 51)”, “water” (Z. 51), “waste management”
(Z. 52), “consultancy on energy and the environment” (Z. 52—53), “ocean and wind power” (Z.
55), “brain power” (Z. 58); Wortwahl unterstreicht Vorhandensein natürlicher Ressourcen:
“battered by the wind” (Z. 53), “waves that sweep in” (Z. 54); koordinierende Funktion durch Forfás
beweist planvolles Handeln; Einsatz von Zahlen bzw. Daten wirkt seriös (Z. 56—57); Wortwahl
geprägt von Verben und Nomen des Planens und Handelns, will-future und gerund: “will provide”
(Z. 49), “high-level action group” (Z. 50), “will look” (Z. 51), “is looking at ways to redeploy” (Z.
59), “is also counting on” (Z. 60—61), “to provide” (Z. 61), “provides” (Z. 63)]
erläutert und analysiert, wie der Autor seine Vision konkretisiert [Autor zählt viele Beispiele für
Tätigkeitsfelder auf: drei Beispiele, z.B. “water” (Z. 51), “ocean and wind power” (Z. 55),
“brain power” (Z. 58); koordinierende Funktion durch Forfás beweist planvolles Handeln;
Zusammenhang zwischen Wortwahl und Mitteilungsabsicht: zwei Beispiele]
6 (II)
4
analysiert, wie der Autor seinen Artikel argumentativ abschließt (Z. 67—75) und erkennt seine
Einschätzung zur Entwicklung [Metapher weist auf Probleme hin, realistisch: “not going to be plain
sailing” (Z. 65); scharfer Kontrast zwischen “UK government talks” (Z. 67) und “Irish government […]
putting words into action” (Z. 69—70); Verweis auf Titel; abschließender Satz ist bei sonst eher
sachlich-formellem Register sarkastisch formuliert: Autor ruft indirekt zum Handeln auf (Z. 74—75)]
5
erbringt evtl. eine weitere aufgabenbezogene Zusatzleistung. (max. 4)
Summe Aufgabe 1 (max. 24)
Aufgabe 3 – Evaluation: comment
(24)
Punkte
Der Prüfling
max.
1
bezieht sich auf die vorgestellte Nachhaltigkeitsstrategie, indem er die im Artikel beschriebene
wirtschaftliche Situation und die vorgestellten Lösungswege aufgreift und eingehend erörtert.
4 (III)
2
diskutiert kritisch abwägend und begründend Argumente für und gegen die vorgestellte
Nachhaltigkeitsstrategie (z.B. kurzfristige vs. langfristige Effekte, Chancen vs. Risiken, Quelle für
finanzielle Mittel zur Umsetzung der Pläne, Zeitfaktor, Arbeitssuchende benötigen zeitnah Hilfe).
6 (III)
3
erörtert die Notwendigkeit einer Nachhaltigkeitsstrategie, indem er diese in die Kontexte
Globalisierung und Klimawandel kritisch abwägend einordnet.
6 (III)
E
ENGLISCH
betrifft uns
1 · 2010
erreicht
The British Isles
EVALUATIONSHEET
31
Seite 3 von 4
Kurs:
Name:
4
stellt sinnvolle Textbezüge her, führt sinnvolle Beispiele an und bezieht sich zudem auf andere
Quellen und ggf. das aktuelle Tagesgeschehen, wodurch seine Ausführungen verdeutlicht werden.
5
erbringt evtl. eine weitere aufgabenbezogene Zusatzleistung. (max. 4)
4 (III)
Summe Aufgabe 3 (max.20)
20
Summe Punktzahl der inhaltlichen Leistung
60
b) sprachliche Leistung
Für eine sehr gute Beurteilung in diesem Anforderungsbereich wird eine Leistung erwartet, die hinsichtlich des „Gemeinsamen
europäischen Referenzrahmens“ dem Niveau B2 entspricht.
Kommunikative Textgestaltung
Punkte
Der Prüfling
max.
1
erstellt einen kohärenten und flüssig lesbaren Text, orientiert sich dabei am Adressaten und
setzt sprachliche Mittel ein, die der Leserleitung dienen.
5
2
beachtet die Normen der jeweils erforderlichen Textsorte.
5
3
gliedert seinen Text optisch und thematisch in sinnvolle Abschnitte.
5
4
stellt seine Gedanken folgerichtig dar und verbindet diese so miteinander, dass der Adressat
dem Gedankengang mühelos folgen kann.
5
5
gestaltet seinen Text ökonomisch.
5
6
schafft Leseanreiz, indem er z.B. Originalität zeigt, sinnvolle Beispiele gibt und sinnvolle
Verweise herstellt.
5
Ausdrucksvermögen und Verfügbarkeit sprachlicher Mittel
Punkte
Der Prüfling
max.
7
formuliert verständlich und treffsicher.
5
8
bedient sich eines angemessenen, sachlich und stilistisch differenzierten allgemeinen
Wortschatzes und idiomatischer Wendungen.
5
9
bedient sich eines differenzierten und treffenden thematischen Wortschatzes.
5
10
bedient sich eines differenzierten fachmethodischen Wortschatzes.
5
11
konstruiert komplexe Satzgefüge und variiert den Satzbau in angemessener Weise.
10
Sprachliche Richtigkeit
erreicht
Punkte
Der Prüfling
max.
erreicht
verfasst seinen Text weitgehend nach den Normen der sprachlichen Richtigkeit:
Orthographie
12
erreicht
0 Punkte
1—2 Punkte
3—4 Punkte
5—6 Punkte
Fast jeder Satz enthält
mindestens einen Rechtschreibfehler, was das
Leseverstehen deutlich stört.
Rechtschreibfehler treten
in vielen Sätzen auf und
stören dabei gelegentlich
das Leseverstehen.
Rechtschreibfehler treten
zwar auf, jedoch nur
stellenweise. Das
Leseverstehen wird kaum
gestört.
Rechtschreibfehler treten selten auf und erscheinen eher
als Flüchtigkeitsfehler.
Erreichte Punktzahl für diesen Bereich:
+
E
ENGLISCH
betrifft uns
1 · 2010
The British Isles
32
EVALUATIONSHEET
Seite 4 von 4
Kurs:
Name:
Grammatik
12
∑ 30
0—1 Punkte
2—5 Punkte
6—9 Punkte
10—12 Punkte
Fast jeder Satz enthält
mindestens einen
Grammatikfehler, was das
Leseverstehen deutlich stört.
Grammatikfehler treten in
vielen Sätzen auf und
stören dabei gelegentlich
das Leseverstehen.
Grammatikfehler treten zwar
auf, jedoch nur stellenweise.
Das Leseverstehen wird kaum
gestört.
Grammatikfehler treten
selten auf und basieren dann
meist auf der Verwendung
komplexer Strukturen.
10—12 Punkte
Wortschatz
+
0—1 Punkte
2—5 Punkte
6—9 Punkte
In fast jedem Satz werden
Wörter falsch bzw.
inadäquat gewählt, was das
Lese verstehen deutlich
stört.
Wortfehler bzw.
inadäquate Wortwahl
treten in vielen Sätzen auf
und stören dabei
gelegentlich das
Leseverstehen.
Der Text zeichnet sich stets
Wortfehler bzw.
durch richtige und
inadäquate Wortwahl
treten zwar auf, jedoch nur adäquate Wortwahl aus.
stellenweise. Das
Leseverstehen wird kaum
gestört.
Summe Punktzahl der sprachlichen Leistung 90
c) Kommentar und Notenfindung
max.
Summe Punktzahl der inhaltlichen und sprachlichen Leistung
Punktzahl
143—150
135—142
128—134
120—127
113—119
105—112
98—104
90—97
Note
sehr gut plus
sehr gut
sehr gut minus
gut plus
gut
gut minus
befriedigend plus
befriedigend
Notenpunkte
15
14
13
12
11
10
9
8
erreicht
150
Punktzahl
83—89
75—82
68—74
58—67
49—57
40—48
30—39
0—29
Note
befriedigend minus
ausreichend plus
ausreichend
ausreichend minus
mangelhaft plus
mangelhaft
mangelhaft minus
ungenügend
Notenpunkte
7
6
5
4
3
2
1
0
Bemerkungen:
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Die Klausur wird mit der Note
Datum:
E
ENGLISCH
bewertet.
Paraphe:
betrifft uns
1 · 2010
The British Isles
BACKGROUND
WEBSITES
http://www.macs.hw.ac.uk/britishisl
es/
This page is intended to provide some
basic geo-political facts about the British
Isles and a chronology of significant unions and separations amongst the political entities constructed upon them.
http://www.direct.gov.uk/en/index.h
tm
Directgov aims to provide easy access
to government information and
services. It works closely together with
ministerial departments and public
bodies to provide practical information
not only for UK citizens but also for
people from abroad.
http://www.gov.ie/en/
The website of the Irish government
providing information on the Irish
state, e.g. the Irish economy, society
and Irish politics.
http://cain.ulst.ac.uk/
This site contains information and
source material on the “Troubles” and
politics in Northern Ireland from 1968
to the present time. There is also information on Northern Irish society.
New material is added regularly and
there are frequent updates.
http://www.bbc.co.uk/worldservice/l
earningenglish/quizzes/wheretonext/
“Where to Next?” is an interactive
game that takes its users on a tour of
six locations in Britain and Ireland. The
rules are simple. Each location contains a group of English language questions and audio reports. The “tour” involves listening to these audio reports
and answering as many questions correctly as possible. Once a location is
finished the player can progress to the
next one on his/her tour. The users
only have a limited amount of cash.
With every wrong answer, they lose
E
--
ENGLISCH
MATERIAL
some cash, and if they lose it all, they
must start again.
BOOKS
Iain Pattinson, Lyttelton’s Britain: A
User’s Guide to the British Isles as
Heard on BBC Radio’s “I’m Sorry I
Haven’t a Clue”, London: Preface
Publishing, 2009
The book is based on a BBC radio show
around the UK. The team would present a short history of the location,
written by Iain Pattinson. The book is a
kind of guide offering information about
the background and inhabitants of Britain’s most prominent towns and cities.
Paul Foulkes, Gerard Docherty (eds.)
Urban Voices: Accent Studies in the
British Isles, London: Hodder Education 1999
The book deals with accents and dialects in the British Isles, which are
constantly undergoing variations. The
authors present a survey of this phonological variation and change in urban accents across Great Britain and Ireland.
THE AUTHORS
OF THIS EBU EDITION
Jochen Baier is a Professor at the University of Education at SchwäbischGmünd. His teaching and research are
mainly focused on intercultural communication, English literature and
modern media, especially on interactive drama teaching.
Soap and Photo” and Viewfinder Special
(Langenscheidt); advisors for Camden
Town, Diesterweg; editors and authors of
English betrifft uns.
Stefanie Knaup studied English,
French and Cultural Studies at Münster
University. Since 2005 she has been
teaching English and French at ErnstBarlach Gymnasium in Castrop-Rauxel.
Isabell Ostermann studied English and
French at Münster University. Since
2005 she has been teaching English and
French, first at Humbold-Gymnasium,
Cologne, and now at Kopernikus Gymnasium, Rheine. In 2008 she started
working as a teacher trainer for English
at Studienseminar Rheine. Publications: Teaching material for „Nouvelle
Bibliotheque Junior“, Cornelsen.
Emma Riordan is currently working in
the German Department at the University College Cork, Ireland, where she
teaches German language and conducts research in applied linguistics
and language teaching methodology.
Reinhold Wandel is a lecturer in English pedagogy at Otto-von-GuerickeUniversität Magdeburg.
Harald Teepe teaches English and Biology
at
Couven-Gymnasium
in
Aachen. His research at Aachen University of Technology aims at Content
and Language Integrated Learning.
Linda Kaplan, Luise Kleinschmidt, Katarina Kolak, Karin Strobel are students at the University of Education at
Schwäbisch-Gmünd.
both teach at Ernst-Barlach-Gymnasium
in Castrop-Rauxel. Publications: Teaching material for Sekundarstufe II (London — A Changing Metropolis, Cornelsen English Senior Library; Viewfinder “The Media”, Viewfinder “Film,
NEXT EDITIONS
Media
- New
World Struggling for
- APeace
betrifft uns
bietet Planungsmaterial für einen modernen und interessanten Englischunterricht in den Jahrgangsstufen 9—13
enthält jeweils eine vollständige Unterrichtsreihe mit Sachinformationen zum Thema, einsatzfertigen Materialien, einem
ausführlichen Unterrichtsverlauf und zwei farbigen OH-Folien
freut sich auf Ihre Anregungen und Unterrichtsentwürfe: Bergmoser + Höller Verlag AG,
Redaktion „Englisch betrifft uns“, Postfach 50 04 04, 52088 Aachen, DEUTSCHLAND, [email protected]

englisch - Bergmoser + Höller Verlag AG

Transcrição

Documentos relacionados

Die Schwalbe fliegt

Christmas tree ornaments

Katharina Moessinger

Visual Arts News October 28, 2011

Discovering Dublin

Deutsch:English LongDistanceVoyager

An emperor as composer - Die Welt der Habsburger

4814 Englisch Niveau II (Lawyers), Frühjahrssemester 2016

Chbosky, The Perks of Being a Wallflower..