ENGLISCH | 12 FO | SCHA | 2021-22
===


:lips: talk :speaking_head_in_silhouette: present :thought_balloon::lightning::thinking_face: think :cinema::studio_microphone: record :eyes::eye: focus :tv: view :lower_left_crayon: correct, revise :busts_in_silhouette: teamwork :bust_in_silhouette: singlework :books::book: read :headphones::sound::ear: listen :pencil2: take notes :writing_hand::memo: write :mag: analyse, proofread, compare :watch::hourglass_flowing_sand: timelimit :paperclip: link :warning::mega: attention :boom: difficult :key::bulb: answer key :dart: goal :pushpin: attachment :repeat: take turns, repeat :earth_americas::globe_with_meridians: online :mega: announcement :male-teacher: teacher's question

:iphone::keyboard: Your device :closed_book: OneNote :package: [**GrammarBox**](https://grammarbox.de) :card_file_box: [**Quizlet**](https://quizlet.com/class/15979088/) :studio_microphone: [**Vocaroo**](https://vocaroo.com) :high_brightness: [**Loom**](https://www.loom.com/signup) :star: [**Padlet**](https://padlet.com/referrals/dreamtheater) :chains: [**Flinga**](https://flinga.fi) :art: [**Canva**](https://www.canva.com/de_de/) :game_die: [**LearningApps**](https://learningapps.org)

:::success
:small_blue_diamond: Setze dir **jetzt sofort** :exclamation: ein **Lesezeichen** :bookmark: für diese Seite!
:small_blue_diamond: Registriere dich, überall wo notwendig, mit deiner :mailbox_with_mail: [**IServ Mailadresse**](https://fds-limburg.schule) ([e-mail]) und Klarnamen ("Max M.") **am PC/Tablet** auf den zuvor verlinkten Webseiten. Schreibe dir deine Passwörter per copy & paste digital (!) auf.
:small_blue_diamond: Nutze :pushpin: **[Linguee](https://www.linguee.de)** zum *Übersetzen einzelner Wörter* im Satzzusammenhang.
:small_blue_diamond: Nutze :pushpin: **[Google Übersetzer](https://translate.google.com/?hl=de#view=home&op=translate&sl=de&tl=en)** als Feedbackinstrument zum *Überprüfen ganzer Sätze.*
:::

:::warning
*"Wir können gut miteinander auskommen - müssen aber nicht!"* :wink:
**:warning: [Leistungskriterien und Verhaltenserwartungen in meinem Unterricht](https://cloud.fds-limburg.de/index.php/s/59ECJwbwSEyd5Nh)**
:::

:::danger
*"Aber Herr Schneider, davon wusste ich nichts..."* :laughing:
:information_source: **Zentrale Abschlussprüfung (ZAP)**
:pushpin: [Prüfungserlass über die ZAP in der FOS im Sj. 2021-22](https://cloud.fds-limburg.de/index.php/s/OG37b9TbVIavTiI)
:pushpin: [Die ZAP Englisch auf einen Blick](https://cloud.fds-limburg.de/index.php/s/kApQx40WKzMUeZz)
:pushpin: [ZAP Englisch der letzten Jahre](https://www.kurzelinks.de/zap-fos-englisch) (Passwort auf Nachfrage)
:pushpin: [Bestehenskriterien & Ausgleichsregeln](https://cloud.fds-limburg.de/index.php/s/P5CMlhSjkActe3k)
:pushpin: [Noteneingabe & Berechnung](https://cloud.fds-limburg.de/index.php/s/X5q36aDKaiapqDi)
:::

[toc]

---

# ==**GETTING STARTED: Job application and interviews**==

## Lesson #1

:::danger
:male-teacher: **Today, you're going to...**
:one: ...revise relevant vocabulary in the word-field **jobs & work**
:two: ...orally describe and guess jobs from a table
:three: ...rank jobs (of your choice) from the best to the worst and present your outcome to one random class mate
:four: ...write a discussion of your dream job as homework
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::iphone: Complete the :game_die: [**fill-in-the-blank text**](https://learningapps.org/watch?v=p8cuak5q521) with vocabulary in the word-field **jobs & work**.

<iframe src="https://learningapps.org/watch?v=p8cuak5q521" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe>

</p>

:two::busts_in_silhouette: What do these people do at work? **How** and **where** do they do it and **what** do they need?
Hold touch and copy the table into :closed_book: OneNote. Then pick any job from the list and start talking :lips: to your seatmate about it without telling the job description. Instead, let your seatmate guess which it is. Cross out :x: the jobs you've talked about and :repeat: take turns. Help each other in speaking and finding the right words.


:three::bust_in_silhouette: Rank up to six jobs (of your choice, you may add your own) from the best to the worst adding reasons and arguments. Don't write :x::writing_hand: full sentences. Take notes :pencil2: only!

:::spoiler In search of arguments? Click here!
:::
</p>

:mega: Prepare to :speaking_head_in_silhouette: present your ranking by the help of your notes to one random class mate!

:four::bust_in_silhouette::writing_hand: In 150-200 words, write a discussion about your perfect dream job. You might want to start by copying this **introduction**:

> *Did you also want to be an astronaut as child? While finding one's dream job as child is literally a piece of cake, it becomes much more complicated when growing up. Therefore it makes sense to carefully think about general aspects of good (+) and bad (-) jobs before making a well-thought job decision.*
>
> *First of all, ...*

Go on writing! In your **main part**, write about both good (+) and bad (-) aspects of jobs in general and explain each in a little detail, e.g. by giving examples.
In your **conclusion**, name at least one job that meets :heavy_check_mark: and does not meet :x: your job requirements.

:warning: Use at least a few of these :card_file_box: [**Useful expressions for writing**](https://quizlet.com/teachscha/folders/useful-expressions-for-writing/sets) in your discussion. Here you can download the vocabulary as :pushpin: [**PDF**](https://cloud.fds-limburg.de/index.php/s/qXyIcb45DxSgPmd).

---

## Lesson #2

:::danger
:male-teacher: **Today, you're going to...**
:one: ...think about the basic skills and job requirements a good waitress should meet and...
:two: ...orally explain your ideas in a little more detail
:three: ...listen to two job interviews for a job as a waitress
:four: ...discuss which applicant should get the job and meets the job requirements the best
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette: Note down :pencil2: the basic skills and job requirements a good waitress should meet.

:::spoiler Are you running out of answers? (take a **quick look**, only)
:::success
sociable – friendly and calm – polite – being able to give advice and offer suggestions – ready to help without being pushy – good knowledge of products – reliable – good at simple math – eloquent (good at talking well) – open-minded – able to speak more than one language – quick and efficient – enthusiastic – smart in appearance – well-dressed – being able to work in a team – flexible - good education - work experience - language skills
:::
</p>

:two::busts_in_silhouette: By the help of your notes, explain :speaking_head_in_silhouette: your ideas to one partner talking English. Try to give examples and tell about the consequences if a waitress doesn't meet the job requirements. Take turns :repeat: after each of your ideas.

:three::bust_in_silhouette: Complete :pencil2: or confirm :heavy_check_mark: your suggested list of job requirements by the help of the job advertisement below. Then copy the table next to it. Fill in :pencil2: this table when it comes to listening to :sound: **two job interviews** :pushpin: **[-1-](https://cloud.fds-limburg.de/index.php/s/WOVRalwwxB9HfIU)** & :pushpin: **[-2-](https://cloud.fds-limburg.de/index.php/s/8zYuETq0AIXg36q)** for a job as a waitress at Café Charisma.

 

:::success
:lower_left_crayon: Compare your notes with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/yPDixLxIOfck0P6) ==Password **2t33t**== when you're done.
:::

:soon::male-teacher: Present :speaking_head_in_silhouette: both applicants in class using the tables and your notes.

:soon::male-teacher: Draw conclusions :speaking_head_in_silhouette: from your notes to both applicants' aptitude ~(Eignung)~.

:four::bust_in_silhouette: Based on the job advertisement, discuss :writing_hand: who should get the job as waiter at Café Charisma. Use arguments for (+) and against (-) both applicants by adding a very few of the applicants' quotes. Draw conclusions from these quotes to support your opinion.

**Introduce** your discussion as follows:
> *After having listened to both job interviews, it's time to decide for one applicant. Is it Barbara, Stefan or neither of them that should get the job as a part-time waiter at Cafe Charisma?*

In your **main part** you might want to use these structures to continue:
> *First of all, Stefan is... Although he is less... than ... . More importantly, Barbara... . Without any doubt, this clearly shows that she... . For example, ... . In addition, she... . In contrast, Stefan... . This shows that he...*

:warning: Use at least a few of these :card_file_box: [**Useful expressions for writing**](https://quizlet.com/teachscha/folders/useful-expressions-for-writing/sets) in your main part.

In your **conclusion**, clearly answer the question from the introduction:
> Taking all arguments into consideration, it is pretty clear that ... should get the job. It seems to me that ...

:::success
:lower_left_crayon: Compare your discussion with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/1gliOCEmHVoZFC3) ==Password **2t36s**== when you're done.
:::

---

## Lesson #3

:::danger
:male-teacher: **Today, you're going to...**
:one: ...proofread one class mate's discussion which applicant should get the job at Café Charisma
:two: ...view a job interview for general and detailed understanding
:three: ...discuss the applicant's strengths and weaknesses that become visible during the job interview
:::

**Detailed and further instructions with reference to...**

:one:

:two::bust_in_silhouette: During the **1st view for general understanding**, find out about: the interviewer's and the applicant's names, the type of business ~(Betriebsform)~ and type of employment ~(Beschäftigungsverhältnis)~ the applicant applies for.

{%youtube OnX9ShniEwE %}

Try to memorize the meaning of the words in **bold** letters before the **2nd view for detailed understanding**.

<iframe src="https://einstiegh5p.de/h5p/embed/4995" width="100%" height="403" frameborder="0" allowfullscreen="allowfullscreen"></iframe></p>

Answer these questions during / right after the **2nd view**. Look at the :pushpin: [**video transcript**](https://cloud.fds-limburg.de/index.php/s/3rtia5z7EEUan08) or simply turn on subtitles if you haven't understood large parts of the interview.

:::info
**1.** Why does the applicant want to work there?
**2.** What skills must a good employee have?
**3.** How does the applicant see her future?
**4.** Which areas will she have to work in?
:::

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/jIxwDvgI0kaYwfl) ==Password **3t52t**== when you're done.
:::

:three::bust_in_silhouette: Discuss :writing_hand: whether Mrs Conway should get the work placement.

Start your discussion with this or a similar **introduction**:
> Before making a decision on whether the applicant, Mrs Conway, should get the work placement, you should point out both her strengths (+) and weaknesses (-) that both become visible during her job interview.

In your **main part**, you might not only want to make use of the coloured word cloud below but also of a few of these :card_file_box: [**Useful expressions for writing**](https://quizlet.com/teachscha/folders/useful-expressions-for-writing/sets).


In your **conclusion**, clearly answer the question from the introduction.

---

## Lesson #4

:::danger
:male-teacher: **Today, you're going to...**
:one: ...comment on and improve some interviewees' failed statements during a job interview
:two: ...prepare and give short presentations on **how to be successful at job interviews**
:three: ...summarize the German article **Keine Angst vor Hängern bei der Vorstellung** in English
:::

**Detailed and further instructions with reference to...**

:one::male-teacher: What do you think of these interviewees' statements and their outward appearance?


:male-teacher: What might the interviewer have asked/said before each of the interviewees' answers?

:male-teacher: Improve each of the interviewees' statements so that they are more suitable for a job interview.

:two: First on your own :bust_in_silhouette:, choose one of the seven topics from the list :point_down: below, have a look at the coloured "job interview" word cloud :point_up: (lesson plan #3.3) and brainstorm as many **DOs and DON'Ts** as possible. :watch:`5min`


Then in your group :busts_in_silhouette:, prepare to give a :dart: **short presentation on your common top tips on how to be successful at job interviews** :watch:`30min` in front of the class by...

- [x] ...sharing your tips with each other
- [x] ...agreeing on the best 6-8 tips that consist both of DOs and DON'Ts (you perhaps might want to :earth_americas: [**Google**](https://kurzelinks.de/128g) further/better tips or look at the word cloud above again)
- [x] ...collaborate in visualizing your outcome for your audience
- [x] ...thinking about how you can present and talk about each tip in a little detail (imagining the applicant's and/or interviewer's direct thoughts/speech, giving reasons and consequences etc.)

:three::bust_in_silhouette::writing_hand: In not more than 130 words, summarize the German article :book: [**Keine Angst vor Hängern bei der Vorstellung**](https://cloud.fds-limburg.de/index.php/s/F58atU7iIZdDe4h) in English. :warning: Follow this **:bulb:[guideline](https://cloud.fds-limburg.de/index.php/s/BbRpmWG49SiTNXa)** for writing effectice mediations.


:::success
:lower_left_crayon: Compare your summary with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/0BDlmOUtzgZGKwU) ==Password **4f43t**== when you are done.
:::

---

# ==**LIVING IN A GLOBALIZED WORLD**==

# ==**1. ECONOMY**==

---

## Lesson #5

:::danger
:male-teacher: **Today, you're going to...**
:one: ...learn what it means to live in globalized world according to a poem
:two: ...identitfy different aspects of globalization by the help of pictures
:three: ...read the text **Everything is connected** with focus on technical vocabulary
:four: ...keep working on further vocabulary exercises
:::

**Detailed and further instructions with reference to...**

:one::male-teacher::speaking_head_in_silhouette: What do you think is the intention of this :pushpin: [**poem**](https://cloud.fds-limburg.de/index.php/s/jaAq15AH6AFqgCO) about :information_source: [**Princess Diana**](https://cloud.fds-limburg.de/index.php/s/ytx30skncFwyUUL)'s death? Compare it with this definition of :information_source: [**globalization**](https://cloud.fds-limburg.de/index.php/s/dWXDmVpvNHqqm8C).


:male-teacher::round_pushpin: Mark all the countries named in the poem on this on this :star: [**world map**](https://padlet.com/dreamtheater/slosr3u1fpqp) and draw lines between them.

:male-teacher::pencil2: Which aspects of globalization are mentioned in it? How could those aspects (later) be grouped (in a mind map)?

:male-teacher::speaking_head_in_silhouette: Which areas are missing in our globalized world today? Think what they might be able to contribute (e.g. natural resources) and mark a few more countries on the world map.

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/Xkl66fqbEwFg65j) ==Password **5f41o**== when you are done.
:::

:two::male-teacher::speaking_head_in_silhouette: Describe both the graphics (in the corners) as well as the photos (A-F) and explain how each relates to globalization.


:male-teacher::speaking_head_in_silhouette: Describe how photo C and the graphic in the upper right-hand corner might be seen as a counterpart / side-effect of some of the other photos.

:male-teacher::speaking_head_in_silhouette: On the :star: [**world map**](https://padlet.com/dreamtheater/slosr3u1fpqp), mark :round_pushpin: the places where you think the photos (A-F) might have been taken. Speculate on what other country might be linked to that place through a person or product in the photo. Mark and link the two places on the map.

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/7Dm9IAvA7ypR5YC) ==Password **5f42t**== when you are done.
:::

:three::bust_in_silhouette::book: Read the text :pushpin: [**Everything is connected**](https://cloud.fds-limburg.de/index.php/s/R6vsRn7V78KfmVL) and deepen your knowledge of globalization by learning the :card_file_box: [**vocabulary**](https://quizlet.com/_8tiu54?x=1jqt&i=32pews) in bold letters on :card_file_box: [**Quizlet**](https://quizlet.com/join/aFk8wjTfm). Try all the different modes (*Karteikarten, Lernen, Schreiben, Testen, Zuordnen*).
:warning: Prepare for a competitive live game against your class mates.

:four: Find the missing words/phrases in this :game_die: [**crossword puzzle**](https://learningapps.org/watch?v=pddywsudk21) all of which are from the text.

:writing_hand: **Write** your own **definitions** for the words *employee, volunteer work, subsistence wage, donation* and *child labour* in one sentence. Use relative clauses.

:writing_hand: **Translate** the following sentences. The expressions in *italic* letters are from the text.

1. Die *Arbeitskräfte* in *Ausbeuterbetrieben* *genießen* keine *Jobsicherheit*.
2. *Gewerkschaften* kämpfen, um die *Arbeitsbedingungen zu verbessern*.
3. Die Firma hat die *Produktionskosten* gesenkt, indem sie einen Teil der *Produktion* nach Asien *ausgelagert hat*.
4. *Angebot und Nachfrage* sind wichtige Faktoren in der *Weltwirtschaft*, aber viele *Globalisierungskritiker* machen sich Sorgen über die Auswirkungen der *Konkurrenz* auf die *Entwicklungsländer*.

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/k8gKA4bblSYiONy) ==Password **5f44**== when you are done.
:::

---

## Lesson #6

:::danger
:male-teacher: **Today, you're going to...**
:one: ...simplify globalization by taking a survey in which you imagine the world as a village of only 100 people
:two: ...compare the average class opinion with the facts
:three: ...prepare for and have short interviews about your experience with extra/private lessons
:four: ...work with the German article **Indien und Amerika brauchen einander** in which you learn how the private lesson business is affected by globalization and the impact globalization has had on certain people's lives
:five: ...learn about an Indian boy's life as global citizen by completing a dialogue
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::iphone: Take the class survey and guess the correct number of people.

<iframe src="https://www.surveymonkey.de/r/R3ZJXZB" height="350" width="100%" style="border:0"></iframe></p>

:two::bust_in_silhouette::mag: In split screen mode, compare the :bar_chart: [**average class opinion**](https://de.surveymonkey.com/results/SM-BSBFGBF29/) with the facts you find online :earth_americas: [**here**](https://www.100people.org/statistics-100-people/) (from 2016), :earth_americas: [**here**](http://www.miniature-earth.com/) (from 2001), :tv: [**here**](https://youtu.be/i4639vev1Rw) (from 2010) and :tv::arrow_down: [**here**](https://youtu.be/A3nllBT9ACg) (from 2018).

{%youtube A3nllBT9ACg %}

:a::writing_hand: Focus on two striking differences and one similarity by using this :card_file_box: [**vocabulary**](https://quizlet.com/_al1h5y?x=1jqt&i=32pews) of *how to compare statistics and numbers* with each other.
:b::writing_hand: Explain your reactions (thoughts, feelings...) to *any facts of your choice* in some detail. Make use of this :card_file_box: [**vocabulary**](https://quizlet.com/_al1llp?x=1qqt&i=32pews) on *how to explain your reaction*.

:three::bust_in_silhouette::pencil2::lips: Prepare for an interview with random class mates about your experience with extra/private lessons (either as student or teacher). Take notes about:

| when? | where? | how much it cost(s)? | how often? |
| -| - | - | - |
| **why?** | **which subject?** | **who (the teacher is/was)?** | :question: |

**Bonus question:** Ask each other what you would think or how would you feel if your private teacher lived in a foreign country and taught you on the internet?

:four::bust_in_silhouette::book: First, skim (=quickly read) the article :pushpin: [**Indien und Amerika brauchen einander**](https://cloud.fds-limburg.de/index.php/s/uj56ylhVwupducb) for the different people('s names) it reports on.

Afterwards, you will be assigned one person to focus on. Now, read the text again more attentively for this question: **What impact** ~(Einfluss)~ **has globalization had on your person's life?** First, sparingly ~(sparsam!)~ underline all relevant pieces of information in the text and translate each of them into English.

:soon::lips: Get together in groups of three and introduce your person to each other. Talk English as much as you can! Cover your translation and only look at the German key words you copied from the text one below the other. You don't have to write anything down at this point. Just talk once and listen twice. Help each other translate.

At last, when everybody has finished introducing his/her person orally, open the corresponding :closed_book: shared OneNote page and **write down how globalization has shaped** ~(verändert)~ **all the different people's lives.** Help each other write if neccessary.

:keyboard: [Group 1](https://yopad.eu/p/IuAbe-1-365days) | :keyboard: [Group 2](https://yopad.eu/p/IuAbe-2-365days) | :keyboard: [Group 3](https://yopad.eu/p/IuAbe-3-365days) | :keyboard: [Group 4](https://yopad.eu/p/IuAbe-4-365days) | :keyboard: [Group 5](https://yopad.eu/p/IuAbe-5-365days) | :keyboard: [Group 6](https://yopad.eu/p/IuAbe-6-365days)

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/mcVzMpOCcHKIvMf) ==Password **6s34**== when you are done.
:::

:five::bust_in_silhouette::writing_hand: Learn about an Indian boy's life as global citizen by completing this :pushpin: [**dialogue**](https://cloud.fds-limburg.de/index.php/s/RpqjYkzkZLL3Wec) in which you need to act as mediator for two people not speaking a common language.

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/AN7MROYrbqcnwnc) ==Password **6s35**== when you are done.
:::

:speaking_head_in_silhouette: Act the dialogue by the help of the blank/incomplete worksheet in class. Speak freely and spontaneously not simply reading out your answers.

---

## Lesson #7

:::danger
:male-teacher: **Today, you're going to...**
:one: ...work with the basic text **Life in a Global Village** focussing on technical vocabulary
:two: ..keep working on further vocabulary exercises
:three: ...describe how globalization affects your life by the help of the German article **Globalisierung im Alltag**
:four: ...prepare for having interviews about your **consumer behaviour** when it comes to shopping clothes in the next lesson
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette: [**Read** :book:](https://cloud.fds-limburg.de/index.php/s/12wJ08225ZMM1bi) and/or [**listen to** :headphones:](https://cloud.fds-limburg.de/index.php/s/0FNIdL1rx4BQLJG) the basic text **Life in a Global Village** and learn the underlined :card_file_box: [**vocabulary**](https://quizlet.com/_8tixjm?x=1jqt&i=32pews).

For this purpose, register on Quizlet and join our class using this :card_file_box: [**invitation link**](https://quizlet.com/join/aFk8wjTfm) if you haven't done it yet. Consider installing the app on your mobile device. Try all the different modes (*Karteikarten, Lernen, Schreiben, Testen, Zuordnen*) when learning.

Prepare for a competitive :first_place_medal::second_place_medal::third_place_medal: live game against your class mates.

:warning: Watch out for the folder :card_file_box: [**FOS 12 Lessons**](https://quizlet.com/teachscha/folders/fos-12-lessons?i=32pews&x=1xqY) in which you find all the different sets of vocabulary that are relevant for the final exam.


:two::bust_in_silhouette::writing_hand: **Write** your own **definitions** for the words/phrases: *to outsource the production*, *deforestation*, *consumers*, *global players*, *wages*, *depletion*, *pollution* and *to rely on sb.* in one sentence. Use relative clauses.

<iframe src="https://learningapps.org/watch?v=p9a00b88n21" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe>

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/fx1IeBGb3vCn29r) ==Password **7s53t**== when you are done.
:::

:three::bust_in_silhouette::writing_hand: **Describe how globalization affects your everyday life** by using information the German article [:earth_americas: **Globalisierung im Alltag**](https://www.globalisierung-fakten.de/globalisierung-informationen/globalisierung-im-alltag/) provides. Do not write less than 200 words. Use as much new vocabulary in the field of globalization as possible.

:four::bust_in_silhouette::pencil2: Prepare for having :speaking_head_in_silhouette: **interviews about your consumer behaviour** when it comes to shopping clothes. Consider answering - and later asking - the following questions :point_down: in note form (no full sentences!). In total, you should be talking not less than :hourglass: 2 minutes. Try to be as fluent as possible. Help each other talk. End your talk with **one individual question** :question: for the random class mates you’re going to talk to.

:::spoiler Click here to find ideas you might want to talk about
:::success
**1.** What is (most) important to you when shopping clothes?
**2.** How much money do you spend on clothes per month?
**3.** How many pieces of clothing do you approximately own?
**4.** Do you prefer particular brands? Why (not)?
**5.** Do you spend most of your (pocket) money on clothes or on something else?
**6.** Do you sometimes meet up your friends just to go shopping clothes?
**7.** Where do you go? What are your favourite stores/brands?
:::

---

## Lesson #8

:::danger
:male-teacher: **Today, you're going to...**
:one: ...take a survey about your consumer behavior when it comes to shopping clothes
:two: ...describe and react to (parts of) the survey outcome
:three: ...learn about the different **cost factors in the production of a €100 sport shoe**
:four: ...read and work with a **travel report about young female workers in the Cambodian textile industry**
:five: ...do further language practice in the context of that travel report
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::iphone: Take the survey below.

<iframe src="https://www.surveymonkey.de/r/89JQ6CL" height="350" width="100%" style="border:0"></iframe></p>

:two::bust_in_silhouette::mag: Look at the :bar_chart: [**survey outcome**](https://de.surveymonkey.com/results/SM-K36BWJD67), take and :scissors: crop screenshots of any three bar charts of your choice.

:a::writing_hand: Paste these three bar charts as cropped images into :closed_book: OneNote and describe them by using this :card_file_box: [**vocabulary**](https://quizlet.com/_ang23n?x=1jqt&i=32pews) of *how to describe bar charts*.

:b::writing_hand: Explain your reactions (thoughts, feelings, ...) to up to three of your individually chosen bar charts by using that :card_file_box: [**vocabulary**](https://quizlet.com/_al1llp?x=1jqt&i=32pews) of *how to explain your reaction*.

:three::bust_in_silhouette::mag: Look at the illustration that shows all the different **cost factors in the production process of a €100 sport shoe**.


:a::bust_in_silhouette::iphone: Try to memorize and learn all the given vocabulary the illustration shows by doing both exercises below. Repeat if neccessary.

:::spoiler Vocabulary exercise #1
<iframe src="https://einstiegh5p.de/h5p/embed/6051" width="100%" height="403" frameborder="0" allowfullscreen="allowfullscreen"></iframe></p>
:::

:::spoiler Vocabulary exercise #2
<iframe src="https://quizlet.com/544101386/match/embed?i=32pews&x=1jj1" height="500" width="100%" style="border:0"></iframe></p>
:::
</p>

:b::bust_in_silhouette::pencil2: Now that you know the meaning of the technical vocabulary, guess and write the expected price for each of the cost factors in the production process of a €100 sport shoe into its corresponding (white) box on :closed_book: OneNote.

:bust_in_silhouette::iphone: When you are done, find the correct answers (=facts) by browsing :earth_americas: [**CleanClothes.org**](https://cleanclothes.org) or asking :earth_americas: [**Google**](https://www.google.de). Write the correct prices (in a different color) next to your expectations.

:bust_in_silhouette::writing_hand: At last, describe where three of your expectations are completely wrong or (nearly) correspond with the facts **and** explain what surprises you most about the different correct prices. Make use of the vocabulary sets on :card_file_box: [**Quizlet**](https://quizlet.com/teachscha/folders/fos-12-lessons?i=32pews&x=1xqY).

:::success
:lower_left_crayon: Compare your expected prices with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/1If29Ke8LOUtfLd) ==Password **8e53t**==.
:::

:four::male-teacher: **Pre-reading:** What consequences could you draw from the low worker costs to your own consumer behaviour?

:bust_in_silhouette::book: Read this :pushpin: [**travel report**](https://cloud.fds-limburg.de/index.php/s/WGtRW6v0Hg4sMhD) by Kelsey Timmerman about young female workers in the Cambodian textile industry.

:bust_in_silhouette::writing_hand: **Post-reading:** Summarize lines 1-28 in not more than three sentences **and** finally point out *Timmerman's argument* that he introduces (l.29) and concludes (l.40) by writing:

> (l.29) To buy or not to buy, that is the question.
> (ll. 30-39) *Timmerman's argument*
> (l.40) It's a powerful thing, our pocketbooks. We should use them wisely.

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/6S2CWUkiWtdGvRD) ==Password **8e54f**== when you are done.
:::

:five::bust_in_silhouette::writing_hand: In the context of the travel report, practise *asking questions* and the *conditional sentences* by completing this :pushpin: [**worksheet**](https://cloud.fds-limburg.de/index.php/s/sPQkoAVbROfpFAA).

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/uwSLcomozp3OfCB) ==Password **8e55f**== when you are done.
:::

---

## Lesson #9

:::danger
:male-teacher: **Today, you're going to...**
:one: ...learn and keep track of interesting facts about the textile industry in Bangladesh while working with a documentary called **The Hidden Face of Globalization**
:two: ...start creating an infographic that is based on the most interesting facts of your choice about the garment industry and complete your infographic by recording its oral presentation
:three: ...listen to a report on the working conditions in the Bangladeshi garment industry
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::iphone: **Pre-viewing:** Try to memorize and learn all the words the vocabulary set *The Hidden Face of Globalization* contains by using the *Karteikarten* mode in the :card_file_box: **Quizlet app** on your device. You can find the vocabulary set in the :file_folder: [**FOS 12 Lessons**](https://quizlet.com/teachscha/folders/fos-12-lessons?i=32pews&x=1xqY) folder.

:bust_in_silhouette: **While viewing** the documentary called :tv: **The Hidden Face of Globalization**, note down :pencil2: as many facts and figures ~(Zahlen)~ as possible about the :factory: textile industry in general, but also the garment workers' situation and working condition they are confronted with. Turn on English subtitles in the :gear: settings menu only if you don't understand large parts of the language that is being spoken.

{%youtube c6_tFJL-uIM %}

:busts_in_silhouette::keyboard: **Post-viewing:** Share your notes with each other and prepare a common list of facts and figures by using the corresponding link: :pencil2: [**Sharepoint 12E**](https://yopad.eu/p/hfog-facts-365days) | :pencil2: [**Sharepoint 12G**](https://yopad.eu/p/hfog-figures-365days)

:::success
:lower_left_crayon: Compare your notes with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/E7KjUFFAl2oEPNW) ==Password **9n43t**== when you are done.
:::

:two::dart: Create a visually appealing ~(ansprechend)~ infographic on :art: [**Canva**](https://www.canva.com) based on the most interesting facts and figures of your choice. Think of a few categories (e.g. *payment*, ...) you can sort the facts in. Show and :studio_microphone: present your infographic in English by using :tv: ==[**this option**](https://youtu.be/UOSJyZcpi4s)==. You may work alone :bust_in_silhouette: or with *one* :busts_in_silhouette: partner. The following :tv: ==[**Canva screencast tutorial**](https://youtu.be/iSedUPl3hH4)== helps you find your way on Canva.

When you are done, first download your own infographic as **PNG**-file from Canva, upload it on this :star: [**Padlet**](https://padlet.com/dreamtheater/hfog_outcome_sj2122) and link your oral presentation as it is shown in this :tv: ==[**video**](https://youtu.be/4uO14iU5KbQ)==. At last, choose/like the very best three :trophy: infographics of your choice.

<div class="padlet-embed" style="border:1px solid rgba(0,0,0,0.1);border-radius:2px;box-sizing:border-box;overflow:hidden;position:relative;width:100%;background:#F4F4F4"><p style="padding:0;margin:0"><iframe src="https://padlet.com/embed/q59nyy5rj3gwb1v0" frameborder="0" allow="camera;microphone;geolocation" style="width:100%;height:608px;display:block;padding:0;margin:0"></iframe></p><div style="padding:8px;text-align:right;margin:0;"><a href="https://padlet.com?ref=embed" style="padding:0;margin:0;border:none;display:block;line-height:1;height:16px" target="_blank"><img src="https://padlet.net/embeds/made_with_padlet.png" width="86" height="16" style="padding:0;margin:0;background:none;border:none;display:inline;box-shadow:none" alt="Mit Padlet erstellt"></a></div></div></p>

:three::bust_in_silhouette::headphones::iphone: In April 2013, 1129 workers died and 2515 were injured in Bangladesh when a building containing a garment factory collapsed due to poor safety standards. This highlighted the problems involved in Western companies outsourcing their production to low-cost countries. The editorial panel of the Canadian *Toronto Star* is discussing the issue in this :headphones: [**report**.](https://cloud.fds-limburg.de/index.php/s/w7iUV9SJpTWkN0b) Look at the questions :point_down: before you start listening. In case you missed or didn't understand important parts of the report, you can reread the conversation in this :pushpin: [**transcript**.](https://cloud.fds-limburg.de/index.php/s/0HiVfwJvC1SOncs)

<iframe src="https://einstiegh5p.de/h5p/embed/6087" width="100%" height="321" frameborder="0" allowfullscreen="allowfullscreen"></iframe>

---

## Lesson #10

:::danger
:male-teacher: **Today, you're going to...**
:one: ..visualize the **global supply chains ~(Lieferketten)~ in the textile industry**
:two: ...learn vocabulary and play against each other on Quizlet
:three: ...summarize the German article **7 Tipps: So shoppst du fair** in English
:::

**Detailed and further instructions with reference to...**

:one::busts_in_silhouette::iphone: Work with one class mate of your choice. One creates a :chains: [**Flinga Whiteboard**](https://flinga.fi/tools) and shares the link with the other via AirDrop. Copy the link into :closed_book: OneNote, too.

Collaborate in visualizing **the global supply chains ~(Lieferketten)~ of :shirt: clothing** by using all the different players and stages that are involved as shown :point_down: below. Translate the German terms ~(Begriffe)~ into English and colour ~(färben)~ everything yellow/blue that takes places in the developing/developed world. Add further terms if needed.

Both, prepare to present :speaking_head_in_silhouette: your common supply chain in class. You may record a :studio_microphone: [**Vocaroo**](https://www.vocaroo.com), too. The videos :tv: [**Die textile Lieferkette**](https://youtu.be/HYE3XHVjz6Y) and :tv: [**Die Lieferkette eines T-Shirts**](https://youtu.be/8_xhptEwKv8) might help to get your task done.


:::success
:lower_left_crayon: Compare your outcome with this :key: [**answer key**](https://flinga.fi/s/FEKL4S2) when you are done.
:::

:two::bust_in_silhouette::iphone: Primarily learn both vocabulary sets named *Words in Context: Everything is Connected* and *Words in Context: Life in a Global Village* by using different modes in the :card_file_box: **Quizlet app** on your :iphone: tablet. You can find the sets in the :file_folder: [**FOS 12 Lessons**](https://quizlet.com/teachscha/folders/fos-12-lessons?i=32pews&x=1xqY) folder.

:three::bust_in_silhouette::writing_hand: Summarize the German article :pushpin: [**7 Tipps: So shoppst du fair**](https://cloud.fds-limburg.de/index.php/s/1ToxgZUbz3zjwV0) in English in not more than 230 words. Remember my :bulb:[**guideline**](https://cloud.fds-limburg.de/index.php/s/BbRpmWG49SiTNXa) for summarizing German texts in English.

:::success
:lower_left_crayon: Compare your summary with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/otZhHkVvX8oFSIa) ==Password **1t34f**== when you are done.
:::

---

## Lesson #11

:::danger
:male-teacher: **Today, you're going to...**
:one: ...learn where most of your smart phones come from
:two: ...learn why no smart phones are produced in Germany
:three: ...explain why **Germany & China need each other in the production of smart phones**
:four: ...quickly revise what fair trade is and brainstorm what you would expect of **smart phone named Fairphone** before you're...
:five: ...browsing Fairphone's website trying to answer your expectations with the information you find
:::

**Detailed and further instructions with reference to...**

:one::male-teacher: First say where you think your phone was made. Then look at and describe parts of the infographic below.


</p>

:two::male-teacher: Describe (=read) the next infographic and then use the given information to explain why no smart phones are produced in Germany.


:three::bust_in_silhouette::keyboard: According to both infographics Germany and China need each other in the production of smart phones. Complete the fill-in-the-gaps text that explains why.

<iframe src="https://learningapps.org/watch?v=puj0nb3tn20" style="border:0px;width:100%;height:450px" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe></p>

:four::a::bust_in_silhouette::book: Study the fact file on fair trade and do the quiz afterwards.

:::spoiler Click here to see the fact file and quiz
<iframe src="https://einstiegh5p.de/h5p/embed/7509" width="100%" height="370" frameborder="0" allowfullscreen="allowfullscreen"></iframe>
:::
</p>

:four::b: Keeping the fact file in mind, note down :pencil2: what you would expect of a phone named *Fairphone* in terms of:

1. economic :factory: and social :male-factory-worker: issues,
2. environmental :earth_africa: issues and
3. what should be fair about the phone :iphone: itself.

The video :tv: [**Wie nachhaltig ist dein Smartphone?**](https://youtu.be/EwPS2m0ZW_o) might help you write down expectations.

:five::busts_in_silhouette::keyboard: Using split screen mode, answer your and your classmates' expectations with the information you find on [**Fairphone's :de: German website**](https://www.fairphone.com/de/story/)

:pencil2: [**12G Group A**](https://yopad.eu/p/fairphone12ga-365days) | :pencil2: [**12G Group B**](https://yopad.eu/p/fairphone12gb-365days) | :pencil2: [**12E Group A**](https://yopad.eu/p/fairphone12ea-365days) | :pencil2: [**12E Group B**](https://yopad.eu/p/fairphone12eb-365days)

:warning: If you find an answer for / information on an issue nobody wrote down expectations for, still add it to the table. Only in case of trouble, browse [**Fairphone's :uk: English website**](https://www.fairphone.com/en/story/).

---

## Lesson #12

:::danger
:male-teacher: **Today, you're going to...**
:one: ...summarize the German article **Wie viele Sklaven arbeiten für dich?** in English
:two: ...find out how many slaves work for you by taking the survey the article reports on
:three: ...discuss who is to blame for the world's inequalities and injustices
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::writing_hand: Summarize the German article :pushpin: [**Wie viele Sklaven arbeiten für dich?**](https://ze.tt/wie-viele-sklaven-arbeiten-fuer-dich/) in not more than 140 words. Remember my :bulb: ==[**tips**](https://cloud.fds-limburg.de/index.php/s/BbRpmWG49SiTNXa)== for summarizing German texts in English.

:::success
:lower_left_crayon: Compare your outcome with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/P6mDYlkXED3BH7K) ==Password **2t51o**== when you are done.
:::

[](https://slaveryfootprint.org)

:two::bust_in_silhouette: *While* taking the survey on :earth_americas: **slaveryfootprint.org**, carefully study all information presented and :pencil2: note down in key words what adds ~(beiträgt)~ to your number of slaves. Take and crop a screenshot of your final score pasting it into :closed_book: OneNote.

:::spoiler What adds to your personal number of slaves
  
          
:::

</p>

*After* having taken the survey, use as many of your key words as possible to explain :writing_hand: the number of slaves that work for you and your standard of living.

:three::male-teacher: Now that you’ve learned so much about the bad working conditions in many developing countries and generally the problems related to the production of :shirt: clothing and :iphone: smart phones, it all comes down to one crucial question:
**Who is to blame :rage: for such inequalities and injustices in the world :question:** **Discuss** if it is the global players, the suppliers, the sweatshops, the governments or if it isn't us, the consumers, after all.

---

# ==**2. ENVIRONMENT**==

:warning: Having dealt with globalization from the **economic** view, we now start looking at **environmental** issues.

## Lesson #13

:::danger
:male-teacher: **Today, you're going to...**
:one: ...learn about the *Great Pacific Garbage Patch* and **the pollution of the oceans** by viewing a documentary report
:two: ...report your most interesting answer to one question of your choice in class
:three: ...have a **writers' conference** in which you share (and complete) your taken notes
:four: ...describe a **cartoon** about the pollution of the oceans, explain its criticism and comment on it by using information from the documentary report
:::

**Detailed and further instructions with reference to...**

:one::a::bust_in_silhouette: **Pre-viewing:** Try to memorize and learn the :pushpin: [**vocabulary set**](https://quizlet.com/_99gvpc?x=1jqt&i=32pews) *The pollution of the oceans* by using the *Karteikarten* mode (mit den englischen Begriffen auf der Vorderseite!) in the **Quizlet app** on your :iphone: device. You can find the vocabulary set in the :file_folder: [**FOS 12 Lessons**](https://quizlet.com/teachscha/folders/fos-12-lessons?i=32pews&x=1xqY) folder. Prepare for a competitive live game against your class mates.

:b::bust_in_silhouette: **While viewing** the :tv: [**documentary report**](https://youtu.be/kreMLfmsGy8) (turn on :uk: subtitles!) on the pollution of the oceans, take notes :pencil2: on the following issues. Pause the video if neccessary.

:::info
**1.** (Any) interesting facts / figures (of your choice) mentioned
**2.** Environmental problems caused by plastic pollution
**3.** Alternative, eco-friendlier ways to make use of plastic junk
**4.** Scientific, industrial and political solutions to reduce/stop the amount of plastic pollution
**5.** How YOU can contribute to stop/reduce plastic pollution
:::

{%youtube kreMLfmsGy8 %}

:three::busts_in_silhouette: Share (and together complete) your notes in a **writers' conference** by writing full sentences for each of them on these :arrow_down: pads. Pay attention to and correct others' mistakes.

:writing_hand: [**12G Pad A**](https://zumpad.zum.de/p/tpoto-12g-a) | :writing_hand: [**12G Pad B**](https://zumpad.zum.de/p/tpoto-12g-b) | :writing_hand: [**12E Pad A**](https://zumpad.zum.de/p/tpoto-12e-a) | :writing_hand: [**12E Pad B**](https://zumpad.zum.de/p/tpoto-12e-b)

:::success
:lower_left_crayon: Compare your outcome with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/WD1WF9BWVmBKdMb) ==Password **3t83t**== when you are done.
:::

:four::bust_in_silhouette::writing_hand: **Describe** the situation in the cartoon and **point out** the cartoonist's basic criticism/message in a few sentences. Then extensively **comment on** the cartoon and plastic pollution in not less than 200 words. Use as much :pushpin: [**new vocabulary**](https://quizlet.com/_99gvpc?x=1jqt&i=32pews) and information from the documentary as possible.


:::success
:lower_left_crayon: Compare your outcome with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/a15ToBfQzKeRL6k) ==Password ****== when you are done.
:::

---

## Lesson #14

:::danger
:male-teacher: **Today, you're going to...**
:one: ...comprehend ~(verstehen)~ a text about an idea two adventurers had to draw people's attention to the pollution of the oceans
:two: ...learn to distinguish ~(unterscheiden)~ between **recycling** and **upcycling**
:three: ...learn how used plastic bottles are **upcycled** in the slums of developing countries
:four: ...revise vocabulary sets of your choice
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::book: Read and comprehend the text called :pushpin: [**Junk raft completes voyage to Hawaii**](https://cloud.fds-limburg.de/index.php/s/qYDrlSAbraLpXOX) by completing the table :pencil2: (in German) and the interview :writing_hand: (in English) with relevant information from the text.


:::success
:lower_left_crayon: Check both the table and the interview for correctness in content with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/bdfsOazLABjNPG4) ==Password **4f81o**== when you are done.
:::

:two::bust_in_silhouette::book: Read :pushpin: [**this blog**](https://www.forgerecycling.co.uk/blog/what-is-the-difference-between-recycling-and-upcycling/) about the difference between **upcycling** and **recycling**. Explain which concept the junk raft construction is (not) based on by completing :writing_hand: these two sentences.

> *The junk raft construction is based on ... because ...*
> *However, it is **not** based on ... because ...*

:three::male-teacher: Watch :tv: [**this report**](https://web.microsoftstream.com/video/77a4c976-2336-413f-a38e-9eb9ab7dc7d9) on a new and sustainable way of providing light to the slums of Manila in the Philippines by upcycling used plastic bottles.

[](https://web.microsoftstream.com/video/77a4c976-2336-413f-a38e-9eb9ab7dc7d9)

:a::male-teacher::speaking_head_in_silhouette: Briefly summarize the report by making use of this :point_down: word cloud.


:b::bust_in_silhouette::writing_hand: Summarize the blog :pushpin: [**Licht für alle Menschen der Welt**](https://www.mobilegeeks.de/news/liter-of-light-licht-fuer-alle-menschen-der-welt/) in a very few sentences in English.

---

## Lesson #15

:::danger
:male-teacher: **Today, you're going to...**
:one: ...find out **how eco-friendly you are** according to a **class survey**
:two: ...orally describe and react to the **overall answers** in class
:three: ...react to one class mate's **individual answers** by sending him/her a voice message
:four: ...receive one class mate's voice message and react to it, too
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::iphone: Find out **how eco-friendly you are** according to this :bar_chart: [**class survey**](https://www.surveymonkey.de/r/3NDTMWW).

<iframe src="https://www.surveymonkey.de/r/3NDTMWW" height="400" width="100%" style="border:0"></iframe></p>

:two::male-teacher::speaking_head_in_silhouette: Prepare to describe and react to the :bar_chart: [**overall answers**](https://de.surveymonkey.com/results/SM-Q8QBN6VJ9/). Make use of the Quizlet vocabulary sets of :card_file_box: [**how to describe bar charts**](https://quizlet.com/_ang23n?x=1jqt&i=32pews) and :card_file_box: [**how to explain your reaction**](https://quizlet.com/_al1llp?x=1jqt&i=32pews).

:::spoiler **How to describe bar charts**
> The questionees are (completely) divided on the question if/how...
> When asked if/how ... the questionees' answers are split into two/three/four groups. First, ...
> One third/quarter says...
> Three fifths/quarters say...
> Half the questionees say...
> Only a small fraction of ... says...
> The majority of questionees says...
> About half the questionees says that ... whereas one quarter says ... and ... and ...
> ...the most/least taken answer is...
> ... This is as much as all the other answers combined.
:::

:::spoiler **How to explain your reaction**
> This is really surprising/shocking to me, because...
> I didn't expect so few/many people to...
> I would have never thought that...
> I'm most concerned about...
> It should go without saying that...
> It's worth pointing out that...
> It's out of question that...
> It's hard to believe that...
> It's high time that...
:::
</p>

:three::a::bust_in_silhouette::studio_microphone: Tell your assigned class mate what you generally think of his/her :bar_chart: [**individual answers**](https://de.surveymonkey.com/results/SM-Q8QBN6VJ9/browse/) by sending him/her a voice message on Microsoft Teams. Say how he/she can become (even) eco-friendlier and more sustainable ~(nachhaltiger)~. Prepare :pencil2: your voice message first. Make use of the language support :point_down: below.

:::spoiler **Expressing opinion**
> The way I see it is that...
> I'm convinced...
> Personally, I believe that...
> It seems to me that...
> From my point of view...
> I'm surprised that...
> I didn't think that...
> I would have expected that...
:::
:::spoiler **Disagreeing**
> I don't agree with you about...
> I can't understand your view that...
> I (very much) doubt if...
> I'm of a (completely) different opinion because...
:::
:::spoiler **Agreeing**
> I'm of the same opinion as you, because...
> I (fully) agree with you about ..., because...
> You are right in saying that...
> There are many reasons for...
:::
:::spoiler **Partly agreeing & expressing uncertainty**
> I'm not certain if ...
> I only partly agree with you on ... because ...
> There is more to it than only...
> I'm mixed opinion if...
> I might be wrong but...
:::
</p>

:b::speaking_head_in_silhouette: Tell the class about your class mate's reaction to your individual answers that you got as voice message.

:four::bust_in_silhouette::studio_microphone: React to your class mate's voice message. What do you (dis)agree with? Will you change your behavior/opinion? Or do you simply have any queries? ~(Rückfragen)~


---

## Lesson #16

:::danger
:male-teacher: **Today, you're going to...**
:one: ...listen to a German radio report in which you learn about the **eco-friendly measures the :school: [Leuphana University](https://www.leuphana.de) has taken to protect the environment**
:two: ...write an report in English based on that German radio report
:three: ...revise vocabulary sets of your choice on Quizlet
:::

**Detailed and further instructions with reference to...**

:one::male-teacher: Imagine the following situation: During your exchange year in the USA, you have joined a committee consisting of students who want to make their high school an eco-friendlier place. Every student has to contribute suggestions from their country. You find a German audio about the **eco-friendly measures the Leuphana University has taken to protect the environment**. You decide to present it to the group in the form of a report in English.

:bust_in_silhouette::headphones: Listen to the :pushpin: [**German radio report**](https://cloud.fds-limburg.de/index.php/s/S9PyUqUoIA3EojD) and complete :pencil2: the table :point_down: on the action the university has taken to become eco-friendlier.


:::success
:lower_left_crayon: Compare your notes with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/yMuRsmQ3bZsItVa) ==Password **6s71o**== when you are done.
:::

:two::bust_in_silhouette::writing_hand: Use your German notes to write the report for the committee in English, directly addressing its members, so you can easily present it to them. Use the language box :point_up: for some vocabulary you might need. You can start as follows:

> *Dear fellow students,
> To make our high school an eco-friendlier and more sustainable place, I’ve come across an audio about the Leuphana University in my German hometown. This university has already taken lots of measures to protect and conserve the environment. Let me report on them for you.
> First of all, they introduced an interesting concept called ***KeepCup***. It is...*

---

## Lesson #17

:::danger
:male-teacher: **Today, you're going to work with the short film :tv: *The Story of Stuff* by...**
:one: ...getting familiar with vocabulary from it
:two: ...translating its introductory text freely into German
:three: ...viewing the film for general information and facts by completing different fill-in-the-gap texts
:four: ...saying and reacting to one thing that is still in your mind
:five: ...viewing the film for detailed understanding and become an expert on one issue
:six: ...creating a *learning app* based on your expert knowledge
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::iphone: Try to memorize and learn the :pushpin: [**vocabulary set**](https://quizlet.com/_9bwg3m?x=1jqt&i=32pews) *The Story of Stuff* by using the *Karteikarten* mode (mit den englischen Begriffen auf der Vorderseite!) in the **Quizlet app** on your device. You can find the vocabulary set in the :file_folder: [**FOS 12 Lessons**](https://quizlet.com/teachscha/folders/fos-12-lessons?i=32pews&x=1xqY) folder. Prepare for a competitive live game against your class mates.

<iframe src="https://quizlet.com/564185218/match/embed?i=32pews&x=1jj1" height="500" width="100%" style="border:0"></iframe>
</p>

:two::bust_in_silhouette::writing_hand: Keeping the vocabuary :point_up: in mind, translate the :pushpin: [**introductory text**](https://cloud.fds-limburg.de/index.php/s/eAOOqBXOmQ8G9G5) to **The Story of Stuff** freely into German. This list of synonyms :point_down: will help you translate more easily.

:::spoiler Click to see list of words
| Words in the text | Synonyms |
| -------- | -------- |
| (the) community | people |
| fast-paced, rapid-fire | quick, fast |
| (the) pattern | habit, behaviour |
| (to) expose | show, reveal |
| (the) issue | question, problem |
| (the) threat | danger |
| (to) narrate | tell |
| engaging | interesting, exciting |
| (to) examine | investigate |
| (to) isolate | separate |
| (to) usher | lead to, cause |
| (the) notion | idea, belief, opinion |
:::
</p>

:::success
When you are done, copy & paste the introductory text to :pushpin: [**Google translator**](https://translate.google.de) and :lower_left_crayon: compare the outcome with yours.
:::

:three::a::bust_in_silhouette::pencil2: Put on your :headphones: headphones. While viewing :tv: [**The Story of Stuff**](https://web.microsoftstream.com/video/77181bb5-244f-496f-9d48-1ad5a430e8a5) individually, fill in the blanks of this :pushpin: [**video worksheet**](https://cloud.fds-limburg.de/index.php/s/M4r46N3d4XL5nEk) with the relevant but missing information.

:warning: Switch from :de: German to :uk: English subtitles in the :gear: settings menu (in the lower right-hand corner) and :black_square_for_stop: stop/pause as well as :rewind: rewind the film as often as necessary.

{%youtube 9GorqroigqM %}

:::success
:lower_left_crayon: Compare your notes with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/rSVN1KRpxvIeurt) ==Password ****== when you are done.
:::

:b::bust_in_silhouette::iphone: After having seen the film and worked on the video worksheet, test your knowledge and what you still remember by completing this :game_die: [**interactive text**](https://learningapps.org/view16998718).

<iframe src="https://learningapps.org/watch?app=16998718" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe></p>

:five::bust_in_silhouette: Become an expert in one issue/question that you will be assigned with. Put on your :headphones: headphones. Finally view the part of the film again that provides information for your question.

**In German**, :writing_hand: write (and upload) your answer in full sentences on the Padlet that corresponds with your class: :star: [**Padlet 12G**](https://padlet.com/dreamtheater/7bb032u2o9zq) | :star: [**Padlet 12E**](https://padlet.com/dreamtheater/y9ye9245qpuoq0tf)

~~:warning: Do not copy more than five contigous ~(zusammenhängend)~ words from the :uk: subtitles.~~

:six::bust_in_silhouette::iphone: Register and log on to :game_die: [**LearningApps**](https://learningapps.org). Create a *Multiple-Choice-Quiz*, *Lückentext*, *Millionenspiel* or *Kreuzworträtsel* that is based on your expert knowledge. When you are done, link :paperclip: the URL of your LearningApp on :star: **Padlet**. Test and take part in your class mates' LearningApps. Give feedback (in German) if necessary by using the comments.

---

## Lesson #18

:::danger
:male-teacher: **Today, you're going to...**
:one: ...get familiar with basic vocabulary in the field of **nature and environment** and compete against your class mates in a live game
:two: ...talk about **climate change** on a basic level by brainstorming a list of key words
:three: ...learn about the cause and basic science of global warming - the **greenhouse effect**
:four: ...learn how we can be sure that global warming is both: real and man-made
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::iphone: Prepare for a competitive live game against your class mates.

Try to memorize and learn the :pushpin: [**vocabulary set**](https://quizlet.com/_9bwet0?x=1jqt&i=32pews) *People and the Planet* by using the *Karteikarten* mode (mit den englischen Begriffen auf der Vorderseite!) in the **Quizlet app** on your device. You can find the vocabulary set in the :file_folder: [**FOS 12 Lessons**](https://quizlet.com/teachscha/folders/fos-12-lessons?i=32pews&x=1xqY) folder.

Make also use of the vocabulary in context by completing :game_die: [**part 1**](https://learningapps.org/watch?v=pzgnpd1gk21) and :game_die: [**part 2**](https://learningapps.org/watch?v=p218c6kdc21) of the corresponding fill-in-the-blank text.

:two::busts_in_silhouette:[:male-teacher: ](https://app.wooclap.com/events/ZFNRAT/questions/602779aeb69fe4112e1ae3a1) Let's talk about **climate change** on a basic level. **What do you already know about it?** Type in some :speech_balloon: [**key words**](https://www.wooclap.com/ZFNRAT) and be ready to explain your choice in class in a little detail.

</p><iframe src="https://app.wooclap.com/ZFNRAT" height="600" width="100%" style="border:0"></iframe></p>

:three::bust_in_silhouette::iphone: In order to fully understand how it comes to global warming, you need to deal with the **greenhouse effect**.

View this :tv: [**first scene**](https://youtu.be/H7pyvoTWmeQ) from the movie *An Inconvenient Truth (2006)*, in which the environmentalist and former vice president of the USA, Al Gore, is explaining the greenhouse effect to you. Turn on :uk: subtitles in the settings menu :gear: at will.

Having seen the scene, repeat after Al Gore ~(wiederholen)~ by putting :game_die: [**these sentences**](https://learningapps.org/view17307306) in the correct order. At last, complete this :game_die: [**fill-in-the-blank text**](https://learningapps.org/view17305837).

:four::a::bust_in_silhouette::writing_hand: In the :tv: [**next scene**](https://youtu.be/2EmSOdkWPys), Prof. Roger Revelle is introduced. Answer the following questions with the relevant information from it.

:::info
**1.** What did Prof. Revelle start to measure in 1957?
**2.** What does the graph show?
**3.** Why does the graph go up and down each year?
:::

:b::bust_in_silhouette::writing_hand: According to Al Gore, Prof. Revelle *"drew the connections of the larger changes in our civilization and this pattern that was now visible"*. Explain what that means by using relevant information from this :tv: [**final scene**](https://youtu.be/5uwckejnnJ0).

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/Jh6lo7URurfoZ9T) ==Password ****== when you are done.
:::

---

## Lesson #19

:::danger
:male-teacher: **Today, you're going to...**
:one: ...match **vocabulary about climate change** with its definition
:two: ...**describe the causes with the effects of global warming** by connecting two pictures
:three: ...collaborate in answering eight **basic climate change questions** by recording :studio_microphone: Vocaroos
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::iphone: Do this :game_die: [**matching exercise**](https://learningapps.org/view17305219) in which you have to put together the words (marked with a yellow dot) with their correct definitions (marked with a blue dot).

<iframe src="https://learningapps.org/watch?app=17305219" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe>

:busts_in_silhouette::lips: Test your table-mate on the vocabulary :exploding_head: *from memory!* Say a definition (blue dot) and your table-mate has to say the correct word (yellow dot) *without* looking at the screen. Take turns :repeat: after each definition/word.

:two::bust_in_silhouette::writing_hand: In the scenes from *An Inconvenient Truth (2006)* you got to know Prof. Roger Revelle. He already drew **the connections of the causes and effects of global warming** decades ago. Now, it's up to you to explain the link of these two pictures by using your own words.

:::spoiler This language support might help you (click)
:::success
The first/second picture shows... | global warming | (to) release greenhouse gases into the atmosphere | lots of pollution from... | This means... | ...which means that... | temperature | The effect is... | This can be seen in... | (to) melt | glacier | (to) disappear
:::
</p>


:three::busts_in_silhouette::iphone: Collaborate ~(zusammenarbeiten)~ in answering eight basic climate change questions. Follow the instructions you find on these Padlets: :star: [**Padlet 12G**](https://padlet.com/dreamtheater/g3sne83i8z8b8pla) | :star: [**Padlet 12E**](https://padlet.com/dreamtheater/ezdfchgrs1s8lea4)

:::success
:lower_left_crayon: Compare your results with the :uk::key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/TThgAsWb52YBiUK) and/or :de::key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/kIl0UQAd4QrXGvv) ==Password **9n83t**== when you are done.
:::

---

## Lesson #20

:::danger
:male-teacher: **Today, you're going to...**
:one: ...do a :game_die: **crossword puzzle** on environmental issues to get started
:two: ...listen to an :sound: audio named ***Climate change myths***
:three: ...listen to an :sound: audio named ***Who cares about global warming?***
:four: ...listen to an :sound: audio about the **required reductions in CO~2~ emissions**
:five: ..compete against your class mates in a :game_die: **Kahoot! quiz** on environmental issues
:::

**Detailed and further instructions with reference to...**

:one: Do this :game_die: [**crossword puzzle**](https://learningapps.org/view17306444) on environmental issues to get started. When you are done, proceed with the next tasks :point_down: in your own speed independently.

:two: In the :sound: [**audio**](https://cloud.fds-limburg.de/index.php/s/IRDZjnUuGaHLDiR) named ***Climate change myths*** a misled woman is making a light of ~(verharmlosen)~ climate change. However, a male representative of the British government is trying to counter her misconceptions ~(Irrglaube)~ with facts.

You may only listen :headphones: to the audio twice.

**While listening, ... :point_down: Answer in English.**
:a: complete the woman's misconceptions and
:b: note down short answers for the issues the male representative of the British government is talking about.

:::spoiler **Click here to see questions**
:::info
**A1.** The woman thinks that the climate...
**A2.** She doesn't think that people...
**A3.** She believes that it is already...
**A4.** Furthermore she is of the opinion that climate change...

**B1.** Evidence of climate change
**B2.** What scientists say
**B3.** Human activity that contributes to global warming. Name two. 
**B4.** IPCC goal
**B5.** Effects if no action is taken soon. Name two.
**B6.** Effects of climate change in Great Britain (GB). Name five.
:::
</p>

:::success
:lower_left_crayon: Compare your results with the :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/QJSgKvVk4ft8hUy) ==Password **2t62t**== when you are done.
:::

:three: Answer this :game_die: [**App-Matrix**](https://learningapps.org/watch?v=p6ddo0b9t21) while listening to the :sound: [**audio**](https://cloud.fds-limburg.de/index.php/s/0wmUAAG1pRQQAQU) named ***Who cares about global warming?***

You may only listen :headphones: to the audio twice.

:point_up: If you click on the :bulb:-icon in the upper left-hand corner of each app you will find a transcript of the audio that you can read.

:four: Listen to the :sound: [**audio**](https://cloud.fds-limburg.de/index.php/s/GTK3I3mCaNp1ayZ) about **the required reductions in carbon emissions** to slow down climate change and say whether these :game_die: [**statements**](https://learningapps.org/watch?v=pqsresq6t21) are true or false.

Listen again and draw the given line chart :chart_with_downwards_trend: with information presented in the audio.


After listening, describe your drawn :chart_with_downwards_trend: line chart by copying this fill-in-the-blank text. Use each of the verbs *reduce*, *cut*, *decrease* and *fall* once.
> *By ~(bis)~ the year 2020, :question: (what?) have to :question: from :question: to :question:. By the year :question:, we need to :question: that :question: (Zahl) by more than :question:% to 1.5 tonnes per year. From :question:, emissions have to :question: by :question: tonnes. And by :question:, emissions must :question: by nearly :question:-quarter, or 75%.*

:::success
:lower_left_crayon: Compare your results with the :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/QI599wM6amQ5n1M) ==Password **2t64f**== when you are done.
:::

:five: Compete against your class mates in this :game_die: [**Kahoot!**](https://play.kahoot.it/v2/?quizId=a9ddeb1a-b462-44a9-a699-5f59d4af7397) on environmental issues. Wait for your :male-teacher: teacher to start the game.

---

## Lesson #21

:::danger
:male-teacher: **Today, you're going to...**
:one: ...learn what the **carbon footprint** is according to a :tv: short video
:two: ...complete a fill-in-the-blank text named :game_die: ***Feeding the world***
:three: ...learn **how food contributes to CO~2~ emissions** according to a pie chart and a :book: text
:four: ...determine ~(bestimmen)~ **your share of global warming and pollution**
:::

**Detailed and further instructions with reference to...**

:one: View this :tv: [**video**](https://youtu.be/8q7_aV8eLUE) in which the **carbon footprint** is being explained. Summarize the most important contents in German. Repeat the video if necessary.

:two: Make yourself familiar with important words in the field of food & nutrition by completing this :game_die: [**fill-in-the-blank text**](https://learningapps.org/watch?v=phkbrdtft21) named ***Feeding the world***.

:three: Describe :speaking_head_in_silhouette: the given pie chart below. You may start like this:
> :bulb: *Looking upon all :question: in the UK, roughly one sixth ( :question:%) comes from :question: related sources. The :question: on the right goes into detail about them. It consists of...*

:::spoiler These words might **help** you to go on describing
:::success
segments | sources | be the (second) largest contributor to... | be the smallest contributor to... | (to) cause something | (to) account for something | (to) represent something
:::
</p>


Comment on :speaking_head_in_silhouette: the statement below keeping in mind what you learned about the carbon footprint.

> *The only CO~2~ released that adds to the consumer's own carbon footprint comes from cooking.*

Now read the text :book: ***How many air miles are there in your hamburger?*** for answers to the questions you find below :arrow_down_small: Note down :pencil2: your answers in German.


:::spoiler **Click here to see questions**
:::info
**1.** Warum sind *food miles* für die Umwelt problematisch? Nenne zwei Gründe.
**2.** Was haben manche Unternehmen getan, um *food miles* zu verringern? Nenne drei Maßnahmen.
**3.** Womit motiviert die Stadt Manchester ihre Bürger, sich umweltfreundlich zu verhalten?
**4.** Was sind die Ziele des Wettbewerbs? Nenne drei.
**5.** Welche Bedingungen müssen die Lebensmittel erfüllen, welche die am Wettbewerb teilnehmenden Familien kaufen? Nenne drei.
:::

</p>

Post-reading: In English, explain :writing_hand: why *"agriculture and manufacturing processes* [here: **intensive farming and the production of beef**] *have even greater negative effects on our environment than food miles"* (ll. 20-23).

:::spoiler **These key words help you**
:::success
Growing world population - growing demand for meat - livestock (**beef**, pork, chicken) - deforestation - extinction of species - farmland - resource depletion and erosion - emission of the greenhouse gas methane - carbon footprint of beef (in terms of the required water, food and energy to produce it)
:::
</p>

:::success
:lower_left_crayon: Compare your results with the :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/ESmeHIzZaej7Nmh) ==Password **1t93t**== when you are done.
:::

:four: Determine ~(bestimmen)~ **your share of global warming and pollution** by the help of the pie chart :arrow_down_small: below. In English, :pencil2: note down...

:::info
**1.** how exactly you have contributed to global warming since last week.
**2.** what your worst environmental sin ~(Umweltsünde)~ has been so far.
**3.** possible changes to your daily routine to live (more) sustainably, use less stuff and energy.
:::


:soon: Wait for your :male-teacher: teacher to activate the input screen. Then post your five best answers of your choice on :pushpin: [**Wooclap**](https://www.wooclap.com/ZKJZOU). Be ready to explain :speaking_head_in_silhouette: your answer in a little detail in class.

---

## Lesson #22

:::spoiler **Hinweise zur finalen Klausurersatzleistung**
:::warning
:mega: Diese Aufgabe :arrow_down_small: zählt als **finale Klausurersatzleistung**, die du im Unterricht innerhalb von :hourglass: 90 Minuten zu erbringen hast. Du entscheidest aber, ob du deine Arbeit auch tatsächlich abgeben und werten lassen möchtest.
Es entfallen **80BE** auf den **Inhalt** und nur **20BE** auf die **Sprachrichtigkeit**. Bei 0 Notenpunkten auf die Sprachrichtigkeit kannst du also noch maximal 12 Notenpunkt erreichen. Du musst die Arbeit vor Ort unter Prüfungsbedingungen :no_mobile_phones: auf Prüfungspapier schreiben, kannst dich aber gezielt zu Hause darauf vorbereiten. Dafür erwarte ich von dir im Gegenzug, dass du in deinem Text beliebige, aber zur Aufgabe passende Unterrichtsinhalte in angemessener Tiefe verarbeitest.
:warning: Begreife diese Aufgabe als ein Geschenk :gift: an dich! Deswegen möchte ich auch nicht betrogen werden! :skull: Ich weiß 100x besser als du, welche Inhalte wir im Unterricht behandelt haben und welche nicht. Ich merke also, wenn du einfach irgendwelche Texte aus dem Internet kopierst. In diesem Fall erhältst du diskussionslos 0 Notenpunkte. Und das wollen wir beide nicht. :no_entry: Also denk erst gar nicht daran!
:bangbang: Ist deine Arbeit von sprachlich so schlechter Qualität, dass ich (große Teile des) Inhalts nicht verstehe, werde ich diese mit 0BE werten. In fange nicht an, zu interpretieren, was du meinen *könntest*.
:::
</p>

:::info
In not less than 400 words, **describe** (30%) the line graph :chart_with_upwards_trend: and critically **comment on** (70%) both the reasons and effects as well as some solutions to the problem shown. Make smart use of everything I taught you in the last couple of lessons.
:::


:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/tEH231Ez3DeBb2p) ==Password **2t90z**== when you are done.
:::

---

# ==**3. MIGRATION**==

## Lesson #23

:::danger
:male-teacher: **Today, you're going to...**
:one: ...get a first overview of the topic dealing with basic **vocabulary**
:two: ...listen to an :sound: interview in which you learn about the **problems of and reasons for migration**
:three: ...find interesting stories for :newspaper: newspaper headlines by writing reports
:four: ...learn to distinguish ~(unterscheiden)~ between economic migrants and refugees
:::

**Detailed and further instructions with reference to...**

:one: Read :book: and complete :game_die: [**part 1**](https://learningapps.org/watch?v=pia23x8jc21) and :game_die: [**part 2**](https://learningapps.org/watch?v=pf8pore8321) of a fill-in-the-blank introductory text.

When completing the introductory text, you probably understood most of the English expressions that you may not have seen before. But will you remember them if you need to use them? Translate :writing_hand: the sentences :arrow_down: below, paying special attention to the words in *italic* letters. Look at the text again if necessary.

:::spoiler **Sentences to translate**
:::info
**1.** *Auf der Suche nach* besseren *Lebensbedingungen* wanderten viele *Flüchtlinge* von einem europäischen Land zum nächsten.
**2.** Weil sie immer *in Bewegung* waren, dachten sie nie daran, sich irgendwo *niederzulassen*.
**3.** Als sie ihr *Ziel* erreicht hatten, *beantragten* die *Einwanderer* *Asyl*.
**4.** Die jungen Leute *afrikanischer Herkunft* hofften, in Europa *ihren Lebensunterhalt verdienen* zu können.
**5.** Der saisonbedingte *Zustrom* von Wanderarbeitern nimmt jeden Sommer zu.
:::
</p>

:::success
:lower_left_crayon: Compare your translation with this :key:[**answer key**](https://cloud.fds-limburg.de/index.php/s/crw4Uv4DcVbMHB6) ==Password **3t11o**== when you are done.
:::

Next, start organizing the vocabulary in a **vocabulary map** :chains: [**12G**](https://flinga.fi/s/F6R4J4P) | :chains: [**12E**](https://flinga.fi/s/FQVGKVW) feeling free to add your own words that match with the topic.

Have a competitive live quiz against your class mates on the :pushpin: [**vocabulary set**](https://quizlet.com/_9hfi9a?x=1jqt&i=32pews) *People on the Move* you can find in the :file_folder: *English lessons* folder on Quizlet. Wait for your :male-teacher: teacher to start the quiz.

:two: **Pre-listening**: Make sure you are aware of the words marked in yellow that can be found in this :game_die: [**matching exercise**](https://learningapps.org/watch?v=p71vh1dzk21).

Then listen to the :sound: [**interview**](https://cloud.fds-limburg.de/index.php/s/GZqdi9ePvm3HUPh) with *Jean-Philippe Chauzy*, the spokesperson of the *International Organization for Migration* (IOM) in Geneva, and note down :pencil2: answers in English for the following questions while/after listening.

:::info
**1.** Which definiton of the term migrant is given?
**2.** What are push factors and pull factors? Which examples are mentioned?
**3.** According to Mr Chauzy, what is the worst form migration can take? Name two effects.
:::

Talk :speaking_head_in_silhouette::de: to your seatmate about your notes after having listened to the interview for the first time.

:bulb: Have a look at the :book: [**transcript**](https://cloud.fds-limburg.de/index.php/s/A64JnvmbmomI2XO) when it comes to listening for a second time.

:::success
:lower_left_crayon: Compare your notes with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/f5plLUV7W7sjOxx) ==Password **3t12t**== when you are done.
:::

:three: For some time now, the migration of people from one country to another and all the consequences this has – from positive effects on the economy to racial conflicts – has been making the news. Look at the headlines of the six reports. **Choose one :newspaper: headline that draws your attention and write :writing_hand: a short report that you would expect for it.**


:four: When it comes to talking about foreigners, people often mix up economic migrants and refugees. Work out the differences by translating :writing_hand: how these two types of foreigners are defined.

:::spoiler **Two types of migrants**
:::info
**1.** Ein **Wirtschaftsmigrant** is eine Person, die von ihrem Heimatland in ein anderes zieht, um Arbeit oder bessere Lebensbedingungen zu finden. Diese Personen kommen häufig auf Einladung des Gastgeberlandes, das auf sie ökonomisch angewiesen ist.
**2.** Ein **Flüchtling** ist eine Person, die gezwungen worden ist, ihr Heimatland zu verlassen, um vor Krieg oder politischer Verfolgung zu fliehen. Man kann aus Gründen der Nationalität, Volkszugehörigkeit, Religion, Parteimitgliedschaft oder politischen Meinung verfolgt werden. Flüchtlinge suchen somit Schutz in einem anderen Land, in dem sie Asyl beantragen. Asylbewerber sind abhängig von den Behörden des Gastgeberlandes. Sofern ihr Asylantrag abgelehnt wird, halten sie sich illegal im Gastgeberland auf. In diesem Fall müssen sie das Land verlassen oder sie werden abgeschoben.
:::
</p>

:::success
:lower_left_crayon: Compare your translation with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/VrWyIfXLRzXFknB) ==Password **3t14f**== when you are done.
:::

---

## Lesson #24

:::danger
:male-teacher: **Today, you're going to learn about an Ukrainian girl's experiences on arriving in England as seasonal worker by...**
:one: ...putting a jumbled ~(ungeordnet)~ story in the right order in groups of five
:two: ...play a competetive Kahoot! for detailed understanding
:three: ...imagining what you would do if you found yourselves in her situation
:four: ...having a live phone call with the girl
:five: ...putting yourselves into her situation and write a letter back home
:::

**Detailed and further instructions with reference to...**

:one: **Pre-reading**: Based on the pictures you see below, what do you think will happen in the story? Note down :pencil2: key words that help you talk. :bulb:Remember the audio you listened to in the last lesson and *the worst form migration can take*.


**While-reading**: Wait for your :male-teacher: teacher to give you one of altogether five parts of the story. Read :book: and understand your part for the most important information (:bulb:w-questions). If necessary, look up key words, underline key information or take German notes on the piece of paper itself.

:::spoiler Look up the underlined words here
:::
</p>

:soon: In groups of five, collaborate ~(zusammenarbeiten)~ to put all parts in order from 1 to 5. Retell :speaking_head_in_silhouette: your part in :de: German. Take :repeat: turns.

:::success
Here you can download the whole story :key: [**From Kiev to Kent**](https://cloud.fds-limburg.de/index.php/s/sRTXBdtA2SPXvRh) ==Password **4t01o**== in the correct order.
:::

:two: Have you fully understood the story in detail? Compete against your class mates in this :game_die: [**Kahoot!**](https://create.kahoot.it/share/from-kiev-to-kent/425ee350-0d6b-4f11-bfd7-2be42c82ac05) Wait for your :male-teacher: teacher to start the game.

:three: :speaking_head_in_silhouette: What **would** you **do** ==if== you **found** yourself in Irina's situation?

> If I **found** myself in Irina's situation...
> If I **were** Irina...

:four: Let's have a live phone call :phone: between :a: **Irina and her parents** and :b: **Vulk and his boss** in class.

In preparation for it, find reasonable questions Irina's parents and Vulk's boss will likely ask. Write down your questions on :pushpin: [**Wooclap**](https://www.wooclap.com/OHNGIL). :soon: Wait for your :male-teacher: teacher to activate the input screen. You may like :heart: your class mates' best questions.

:five: On this :star: [**Padlet**](https://padlet.com/dreamtheater/irina), put yourself in Irina's situation and write :writing_hand: a letter back home to her parents.

:::spoiler These questions help you write
:::success
Dear mom and dad, ...what happened?
**-** How was your journey?
**-** What situation are you in now?
**-** What will you do next?
**-** What would you have done if you had known better?
**-** What did you dream of / hope for?
**-** How do you feel after all?
:::
</p>

:soon: Read :book: one class mate's letter and write :writing_hand: Irina's parents' answer in the comments.

:::spoiler These ideas help you write
:::success
Dear Irina, ...
**-** What are your reactions, thoughts and worries regarding your daughter's experience and situation she is in now?
**-** Relate to your daughter's dreams and hopes
**-** Relate to the factors that pushed your daughter from the Ukraine and pulled her to England
**-** What do you advise ~(raten)~ your daughter (not) to do now to get out of trouble? Simply put: What would you do if you were in your daughter's situation?
:::
</p>

---

## Lesson #25

:::danger
:male-teacher: **Today, you're going to learn about Polish migration to and its (social and economic) impact on the UK by...**
:one: ...listening to a report named **Polish migrants in the UK**.
:two: ...reading an article named **Warsaw on the Thames**.
:three: ...completing an interview with two young migrant workers
:three: ~~...research the migrant situation in a country of your choice~~
:::

**Detailed and further instructions with reference to...**

:one: The European Union has opened up a lot of opportunities for EU citizens to work abroad. Generally the move has been from less wealthy countries in :world_map: [**eastern Europe**](https://www.google.com/maps/place/Central+Europe/@49.905007,6.040408,3782917m/data=!3m2!1e3!4b1!4m5!3m4!1s0x470c0679a20588c5:0x36cfe8f6974fc3f3!8m2!3d50.3784723!4d14.9705982) to wealthier ones in western Europe. In the EU for example many low-paid jobs are done by workers from Poland. A news report looks at the reasons why Polish people go to work in the UK.

Work on a different exercise each time you listen to the report :headphones: [**Polish migrants in the UK**](https://cloud.fds-limburg.de/index.php/s/uWdhszxgJikHmNH) :bulb: Have a look at the :book: [**transcript**](https://cloud.fds-limburg.de/index.php/s/FicqQH9YHzZETra) if you did not understand any detail.

:::spoiler 1st listening exercise
:::info
Note down the meaning of the following numbers in English.
**20.000 - 200.000 - 1.000 - 2004 - 4.000 - 13.500**
:::

:::spoiler 2nd listening exercise
:::info
Match the speakers with the statements in this :game_die: [**LearningApp**](https://learningapps.org/watch?v=prdcjto7c21)
:::

:::spoiler 3rd listening exercise
:::info
**Complete these sentences in German.**
**1.** Für polnische Arbeiter ist die Anreise nach Southampton eine Strapaze, weil...
**2.** John Denham meint, dass es in Southampton zu viele Einwanderer gibt, weil...
**3.** Die Bereitschaft polnischer Arbeiter für niedrige Löhne zu arbeiten macht John Denham Sorgen, weil...
**4.** Polen dürfen seit 2004 in Großbritannien arbeiten, weil...
**5.** Viele Polen wollen in Großbritannien arbeiten, weil... (zwei Gründe)
**6.** Ältere polnische Einwanderer stehen den jüngeren skeptisch gegenüber, weil...
**7.** Laut Kosniowski interessieren sich die jungen Polen nicht mehr für polnische Kultur, weil...
**8.** Die jungen Einwanderer können Erspartes nach Hause schicken, weil...
**9.** Laut Kopala reisen die Polen nach England, weil...
:::
</p>

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/WIQkBq2plMdaPig) ==Password **5t11o**== when you are done.
:::

:two: **Pre-reading**: Looking at the pictures below, what do you :speaking_head_in_silhouette: expect an article named :pushpin: [**Warsaw on the Thames**](https://cloud.fds-limburg.de/index.php/s/W1ehIOp1No2bKlk) is all about?


**While-reading**: Read :book: the article for the three aspects below twice. During your first read, do nothing but ~(außer)~ read! During your second read, sparingly ~(sparsam)~ underline the key information in the given colors.

:::info
**1.** :green_heart: The reasons (pull & push factors) for Polish migration to the UK
**2.** :large_blue_circle: The economic success of Poles in the UK in business and employment
**3.** :red_circle: The social changes in everyday life in the UK caused by Polish migration
:::

:::spoiler Warsaw on the Thames
:::
</p>

**Post-reading**: Collaborate on organizing the key information you underlined in a **mind map** :chains: [**12G**](https://flinga.fi/s/FC5KSLW) | :chains: [**12E**](https://flinga.fi/s/FQ2PLT9) and give the line reference for each of your findings.

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/9R1eQtM9cpw22fg) ==Password **5t12t**== when you are done.
:::

:three: A reporter is interviewing two migrant workers, Polish car mechanic Pawel Kowalski and Latvian TV technician Ieva Grasis in Britain. Complete the :pushpin: [**interview**](https://cloud.fds-limburg.de/index.php/s/cIrPXHe3BtY4hOc) using the notes provided. Take care with tenses, articles and prepositions!

:::success
:lower_left_crayon: Compare your interview with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/dl6VfZ3yT5EU6kZ) ==Password **5t13t**== when you are done.
:::

---

## Lesson #26

:::danger
:male-teacher: **Today, you're going to...**
:one: ...brainstorm what it needs for a successful integration of foreign-born people
:two: ...learn about two experts' opposing opinions on basic migration issues
:three: ...learn about some everyday problems many migrants are confronted with
:four: ...discuss if migrants can be seen as illegal at all
:::

**Detailed and further instructions with reference to...**

:one: When it comes to talking about refugees and how they should be integrated in the host society, there are many (native) people who argue that "it's not all take, take, take!"
:thinking_face::speaking_head_in_silhouette: What do these people probably mean by that?

Point out :pencil2: what refugees usually "take" and what you think they should "give" in return.

:::success
:lower_left_crayon: Compare your ideas with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/fJF0H77H8x7rzFn) ==Password **6t91o**== when you are done.
:::

:two: In the :sound: [**first part of a radio report**](https://cloud.fds-limburg.de/index.php/s/8FKNeD0j7qPwxrF), two different views on migration are presented: that of *Andrew Green* from :information_source::arrow_down: *Migration Watch* and that of *Prof. Caroline Whitehead* from the :information_source::arrow_down: *London School of Economics*.


**Pre-listening**: Make sure you know the meaning of these :game_die: [**words and phrases**](https://learningapps.org/watch?v=pv8uxcroc21) by matching them with their German translation.

**Listen for general understanding**: Describe :speaking_head_in_silhouette: both experts' opinions about migration in general by using the language help above.

**While-listening** again: Note down :pencil2: your answers in English for the following questions. You may listen twice.

:::info
**1.** What problems are there regarding the scale of immigration according to Andrew Green? Name three.
**2.** What is one solution to cope with the scale of immigration according to Andrew Green?
**3.** How does the UK benefit from immigration economically according to Prof. Caroline Whitehead? Name two.
:::

:bulb: Have a look at the :book: [**transcript**](https://cloud.fds-limburg.de/index.php/s/Pqr7NdiLxpU0E0D) if you did not understand any detail.

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/qGeVKW8F5T2d7sF) ==Password **6t92t**== when you are done.
:::

:three: In the :sound: [**second part of the radio report**](https://cloud.fds-limburg.de/index.php/s/YQCzJ0r0RombEuQ) *Stella Njaka* from the :information_source::arrow_up: *Brent Women's Advisory Centre* provides a third - the migrants' - view on migration.

**While-listening**: Note down :pencil2: your answers in English for the following questions. You may listen twice.

:::info
**1.** What problems do many migrants face according to Stella Njaka and her client Fatima? Name eight.
**2.** What is Stella Njaka's client, Fatima, willing to contribute but isn't allowed to?
**3.** How should migrants be treated by the government according to Stella Njaka?
:::

:bulb: Have a look at the :book: [**transcript**](https://cloud.fds-limburg.de/index.php/s/Pqr7NdiLxpU0E0D) if you did not understand any detail.

:::success
:lower_left_crayon: Compare your interview with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/SkC7Hq8l0oO1TFE) ==Password **6t93t**== when you are done.
:::

:four: In not less than 250 words, discuss :writing_hand: if a human being (here: migrants) can be illegal at all. Use both arguments for and against. You may copy some quotes from the radio reports we listened to.

---

## Lesson #27

:::danger
:male-teacher: **Today, you're going to...**
:one: ...familiarize with vocabulary that is relevent for today's lesson
:two: ...view a report in which you learn why a growing number of migrants is pulled to Ireland and
:three: ...how the Irish authorities want to prevent racism from emerging
:::

**Detailed and further instructions with reference to...**

You are going to work with a two-part report which deals with economic aspects of immigration to Ireland and the challenges Ireland faces.

:one: **Pre-viewing**: Make sure you are familiar with the meaning of these :game_die: [**words and phrases**](https://learningapps.org/watch?v=ppvmu805a21) by matching them with their German translation.
Then use suitable vocabulary to describe :speaking_head_in_silhouette: the pictures below. Say what (economic & social) changes they illustrate.


:two: In class, watch the first part of the report `up to 1:04` and describe :speaking_head_in_silhouette: what it is said about Irish history when it comes to migration.

Talk :speaking_head_in_silhouette: to your seatmate what (images) you can remember from the report. Take turns :repeat: and help each other talk.

Watch the :tv: [**report (part 1)**](https://youtu.be/9RoGyX_0xDA) by yourselves again. Try to leave :uk: subtitles turned off! Fill in the viewing log for the four people speaking by summing up **what** is being said.

{%youtube 9RoGyX_0xDA %}

:::info
**Summarize :writing_hand: what...**
**1.** ...the speaker presenting the ballad says. :watch: `0:00 - 1:18`
**2.** ...the reporter (Liz McKean) says. :watch: `1:18 - 2:08 and 2:44 - 3:06`
**3.** ...the Filipino nurse (Guadelina) says. :watch: `2:09 - 2:44`
**4.** ...the politician (Brandan Butler of the Irish Business and Employers' Confederation) says. :watch: `3:07 - 3:39`
:::

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/ybQtrIBwmCDEALE) ==Password **7t12t**== when you are done.
:::

:three: Watch the :tv: [**report (part 2)**](https://youtu.be/aWSje3boS0g) by yourselves. Answer :writing_hand: the following questions in English. Try to leave :uk: subtitles turned off! You can watch as often as you want.

{%youtube aWSje3boS0g %}

:::info
**Describe :writing_hand: ...**
**1.** ...what schools are doing to :information_source: [*broaden minds.*](https://www.dict.cc/?s=broaden+one%27s+mind)
**2.** ...how the female student might feel in the :information_source: [*mock interview.*](https://www.dict.cc/?s=mock)
**3.** ...what long-term goals these initiatives to broaden minds aim at.
:::

:::spoiler Think about taking a quick look at these key words that help you answer 1 & 2
:::success
asylum seeker - self-confident - feel sympathy for sb. - uncomfortable - insecure - courageous - interrogation situation - (to) treat sb. somehow - (to) put sb. under pressure - unfriendly - cold - skin colour - different ethnic culture and background - inhumane
:::
</p>

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/4UmJcUiAAqq1GCW) ==Password **7t13t**== when you are done.
:::

---

## Lesson #28

:::danger
:male-teacher: **Today, you're going to view two scenes from the film *It's a free world* by...**
:one: ...speculating on its film poster
:two: ...working with the first scene in which you learn about conflicts between job agents and (illegal) refugees in GB
:three: ...working with the second scene in which you learn about an (illegal) refugee's living conditions
:::

**Detailed and further instructions with reference to...**

:one: :speaking_head_in_silhouette: **Pre-viewing**

**1.** What can you see in the pictures and what situation do they show?
**2.** What conclusions do you draw from Angie's facial expression?
**3.** What is the title of the film supposed to mean?


:two: **Working with the first scene**

**1**st view - Orally sum up the action (w-questions) in a few sentences by talking :speaking_head_in_silhouette: to your seatmate and then to class.
**2**nd view - Write down :writing_hand: what you learned about the situation in which the migrants are and how they might feel.

{%youtube Nk9RM3708W4 %}

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/dVnLKmMnYpo3TPk) ==Password **6t92t**== when you are done.
:::

:three: **Working with the second scene**

**1**st view - Orally sum up the action (w-questions) in a few sentences by talking :speaking_head_in_silhouette: to your seatmate and then to class.
**2**nd view - Describe :writing_hand: the Iranian family's situation. Try to leave :uk: subtitles turned off!
**3**rd view - Describe :writing_hand: Angie's behaviour and her conflict with Rose. Try to leave :uk: subtitles turned off!

:bulb: Clicking on the *spoilers* below you will find support in the form of guiding questions. Use them to either get your task done or as a check-up when you have finished writing.

:::spoiler spoiler 2nd view
:::success
**1.** Why did Mahmoud and his family have to flee from Iran?
**2.** Why have they been hiding?
**3.** Where do they live? Use suitable adjectives.
**4.** What is the family mostly afraid of? / Why don't go the children go to school?
**5.** What general impression does the family leave on you?
:::

:::spoiler spoiler 3rd view
:::success
**1.** How is Angie generally behaving / reacting? Use suitable adjectives.
**2.** Where does Angie take the family to?
**3.** What does Angie offer and even promise the Iranian family?
**4.** Why does Angie get in conflict with Rose?
:::
</p>

{%youtube Ubg_JFGpvmk %}

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/nyKfwTo5DxP7qTL) ==Password **6t93t**== when you are done.
:::

**Post-viewing**: Describe :writing_hand: the different types of conflicts shown. Use all the sentence starters.

The Iranian family is torn ~(hin-und-hergerissen)~ between...
Angie is torn between...
Rose and Angie are torn between...

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/C14z7tEjFyYbtrr) ==Password **6t93t**== when you are done.
:::

---

## Lesson # (KW )

:::danger
:male-teacher: **Today, you're going to...**
:one:
:two:
:three:
:four:
:five:
:::

**Detailed and further instructions with reference to...**