Lehrwerksreihe «PULSE»Cornelsen Berufliche Bildung Englisch

Business PULSESocial PULSE

Sammelband PULSE

+

Arbeitshefte zu der PULSE-Reihe

Kunde: Cornelsen Schulverlage GmbH

Layout und technische Umsetzung

90

Responsible tourism 8A What places do you think of when you hear the word “holiday”?

Collect a list of holiday places in class.

B Tell a partner what your ideal holiday would look like. Where would it be? How would you get there? What activities would it include?

A Look at the bar chart with the top ten tourist destinations. Are there any countries you didn’t expect to see on this list? Are there any countries you are surprised are not on the list? Explain why (not).

B Look at the other facts and figures about tourism and travel. Are there any that you find surprising? Explain why (not) to your partner.

A Compare the information in the charts with the cartoons. How do the cartoons relate to the charts?

B What benefits do you think tourism brings to the countries that tourists visit? What problems do you think it can cause? Collect your ideas in class.

My ideal/perfect holiday would be …

Remember!

8.2% (“eight point two per cent”)NOT: 8,2% (“eight comma two procent”)

International tourist arrivals 2012

1

2

3

4

5

6

7

8

9

10

Rank

Million0 10 20 30 40 50 60 70 80 90 100

France

US

China

Spain

Italy

Turkey

Germany

UK

Russia

Malaysia

And what are the top tourist destinations?

Tourism in the world

1.8 billion international

tourists forecast for 2030

1 in 11 jobs

US$ 1.3 trillion

in exports

6% of the world’s exports

From 25 million international

tourist in 1950 …

… to 1,035 million

in 2012

9% of the GDP *Gross Domestic Product

nach: UNWTO, 2013

91

Think: What do you think “environmentally-responsible tourism” means? Write down at least three criteria, such as low CO2 emissions, that you think are necessary for tourism to be considered “responsible”. Pair: Compare your list with a partner’s and agree on the three most important criteria. Share: Collect and discuss your different ideas in class. Can you agree on the five main criteria for “environmentally-responsible tourism”?

What’s to come

In this unit, you will …� read about a holiday resort in Vietnam and consider its impact on the local environment.� study some of the effects of mass tourism on the environment and on traditional ways

of life. � find out how the environmental impact of tourism can be reduced.

At the end of the unit, you will take part in a debate about ecotourism.

What impact does the travel industry have on

the environment?

Two people flying from the UK to Australia will

generate around 7 tons of carbon.

Air travel is considered the main tourism contributor to global

warming. It’s responsible for 40% of the total carbon emissions

caused by this sector, while coach and rail contribute 13%.

Tourism is responsible for about 5% of global CO2

emissions and contributes to 4.6% of global warming.

One long-haul return flight can produce more CO2 per

passenger than the average UK motorist in 1 year.

Two people flying within Europe will generate around 1 ton of carbon.

The average hotel stay results in carbon

emissions of 29.53 kg of CO2.

nach: Prafulla.net, 2012

92

A A “green” holiday resort

Reading: a checklist on the local impact of tourism

UmweltReisen has developed this checklist to evaluate the local impact of its holiday resorts.

A Check that you know the meaning of the words and phrases in the checklist. Match eight of them to their German equivalents.

1 Abfallentsorgung2 Energieverbrauch3 erneuerbare Energiequellen

4 Landschaft5 Landwirtschaft6 Lebensstandard

7 örtliche Bevölkerung8 Treibhausgase9 Umweltverträglichkeit

B Compare the criteria you worked out in exercise 4 on page 91 to the ones used by Umwelt Reisen. Are there any important differences?

Reading: a holiday resort’s web page

Your boss, Michaela Fischer, sends you the following email with a link to a website.

A Read the resort’s web page and note down the following information.

You have just started a traineeship at a travel company in Bielefeld called Umwelt-Reisen GmbH. The company is always looking for new tourist destinations, but is conscious of its reputation as an environmentally-responsible travel company.

International resorts, local impact checklist Effects of tourism on local population:� employment� standard of living� local culture/traditionsEnvironmental impact of tourist resort:� energy consumption (greenhouse gases, etc.)� use of renewable energy sources

Effects of new development on local environment:� landscape� local resources: water, energy, food, etc.� waste disposal� land for agriculture

Guten Morgen,wie du weißt, wollen wir im neuen Katalog weitere Ziele in Asien aufnehmen, da dieser Kontinent zurzeit sehr beliebt bei unseren Kunden ist. Kannst du bitte die folgende Webseite anklicken und erste Infor ma tionen sammeln? www.truongsonresort.com Was meinst du? Wäre das vielleicht ein mögliches neues Reiseziel für unsere umweltbewusste Kunden?Bitte überprüfe dabei auch, ob unsere Kriterien für umweltfreundliches Reisen erfüllt werden. Da ich die rest liche Woche außer Haus bin, schicke mir doch bitte eine Mail mit deiner Einschätzung – und bitte auf Englisch, damit alle Kollegen sie verstehen. Schöne Grüße,Michaela

EMAIL

Name des Ferienortes � Lage � Reiseverbindungen � Unterkunftsmöglichkeiten

Auswahl an Restaurants � Andere Einrichtungen � Sehenswürdigkeiten

93

Unit 8 Responsible tourism

B Evaluate the resort’s impact by comparing the website to each point on UmweltReisen’s checklist: (+) = positive; (–) = negative; (0) = not mentioned. Keep your list for page 97!

C Work in groups of three or four and compare your answers. Explain why you gave each score.

Commenting on the web page

A Discuss in your small groups whether, based on the evidence on the web page, the Truong Son Resort sounds like a resort that would attract “ecotourists”.

B Write an email to your boss, Michaela, answering her email on page 92. Give your assessment of the suitability of the Truong Son Resort and explain your reasons. > Writing emails, p. 194

Writing a request for information

Michaela asks you to send Mr Tran Van Dung, the General Manager of the Truong Son Resort, an email requesting more information. Choose either guidance or challenge and write the email.

GUIDANCE If you would like guidance, turn to file G25 on page 180.

CHALLENGE! If you would prefer a challenge, turn to file C4 on page 185.

The Truong Son Resort is located on the central

coast of Vietnam in an unspoilt area of fishing

villages and jungle. The resort consists of 50

traditional wooden bungalows, with all modern

facilities, as well as the Chan May Hotel for

450 guests.

The bungalows and hotel are situated around

a natural lake at the centre of the development.

The hotel also has its own swimming pool, which

is open for all guests. The 2km-long natural beach

is a paradise for nature lovers and the starting

point for trips to the nearby islands.

The hotel has two restaurants, one providing

buffet meals, the other à la carte. There are also

three other restaurants on site: a Vietnamese

restaurant, a Mediterranean-style restaurant and a

beach bar with international snacks.

From our activity centre, bus excursions are

available to three UNESCO World Heritage sites:

Hué, the old imperial capital of Vietnam (1.5 hours);

Hoi An, an old merchant town (1 hour) and the

Hindu temple ruins of My Son. The nearest village

is approximately 10 kilometres away.

Vietnam has established itself as a popular

tourist destination in the last 15 years and there

are international flights to Hanoi or Ho Chi Minh

City from many major European and Asian airports.

Internal flights are available to nearby Da Nang

airport, from where transfer to the hotel by bus or

taxi can be arranged.

www.truongsonresort.com

ABOUT US LOCATION ACCOMMODATION PRICES BOOKI NG CONTACT

Reporting emails, letters and texts

The web page says that the Truong Son Resort is on the coast of Vietnam.� We can report what is in emails, letters and

texts with a reporting verb (e.g. say) in the present tense. > Reported speech, p. 225

In the website it says

(that) …

According to the

website, …

It says in the first/second

paragraph that …

94

B

He/She asked us to …

… left a voicemail message last night. He/She said that …

Getting the message

Listening: voicemail messages

When you get to work one morning, there are three voicemail messages on the answering machine.

A Copy the contact form, then listen to the first message and fill in the form with the relevant information.

B Listen to the other two voicemail messages and note down the relevant information.

C Now report to your partner what each caller said. Do you agree on the message? Listen again if necessary.

Speaking: voicemail messages

Work in groups of three. Practise leaving voicemail messages.

Partner A: Leave Partner B a short message, including your name, company, phone number and what you want. Partner B: Note down the message, then report what Partner A said to Partner C.Partner C: Check the details of the message with Partner A.When you have finished, swap roles.

GUIDANCE If you would like guidance, turn to the files below.

Partner A: file G17, page 177 Partner C: file G26, page 180Partner B: file G20, page 178

One of your responsibilities as a trainee at UmweltReisen is to listen to the voicemail messages and pass on the information to your boss, Michaela Fischer.

2/6

UmweltReisen GmbH Telefonnotiz

Für: Michaela Fischer

Anrufer/Firma: ...

Datum/Uhrzeit: ...

Telefonnummer: ...

Nachricht: ...

Rückruf? ...

Saying phone numbers

0044 2923 8112234“That’s zero–zero–four–four for the UK, two–nine–two–three, eight–double one–double two–three-four.”NOT: “forty-four, twenty-nine, ...”

2/7

Reporting messages

Mr Singh: “We have to find new hotels for your guests that are already here.”Mr Singh said that they had to find new hotels for our guests that were already there. � We usually report voice messages or what someone

has said with reporting verbs (e.g. say, explain, tell sb, etc.) in the simple past. In this case, the verb(s) in the original message move(s) back in time. > Reported speech, p. 225

Leaving a message

� I’m calling to enquire/complain about …

� I’d appreciate it if someone could call me (back) by midday / this afternoon.

� Please can someone call me back?

� I’ll call back later.� It’s (not) urgent. � My surname is Egger. That’s

E–double G–E–R. > Telephoning, p. 197

95

Unit 8 Responsible tourism

Watching videos: tourism on two different islands

After the morning’s phone calls, Michaela Fischer wants you to learn about some of the problems of mass tourism. She asks you to watch two videos: one about tourism on the Galápagos Islands and one about life on a small island near Bali.

A Before you watch, find the Galápagos Islands and Bali on a world map. What do you know about these islands? What are they famous for? What problems do you think could be caused there by mass tourism? Discuss in small groups.

B Work in groups of four. Partners A and B, watch the video “Human Impact: Ecotourism, Galápagos”; Partners C and D, watch the video “Tourism Overflow from Bali Threatens Neighbours”. While watching, make notes on the following aspects of the problems caused by tourism.

Galápagos Islands Lembongan Island > Mit Hör-/Sehverstehensaufgaben umgehen, S. 215

� Local plant life� Local species

� Traditional way of life� Local resources

C Exchange the information in your video with your partners. What main problem do the two places have in common?

D Work with a partner who did not watch the same video as you. Partner A/B, turn to file 44 on page 166; Partner C/D, turn to file 18 on page 156.

Discussion: environmental problems and solutions > An Diskussionen teilnehmen, S. 219

Work in your groups of four, as in exercise 3. Look back at the “local impact checklist” on page 92.

A First of all, think of examples for each point on the checklist, from the videos, from the Truong Son Resort web page on page 93, or from a holiday resort you know. What other major problems are caused by mass tourism? Make a list.

B Brainstorm ways in which each problem could be reduced and then add them to your list.

C Present your ideas to the class. Discuss together which solutions are the most practical.

2:59

1:58

8–9

Problems Solutions

Effects of tourism on local population:

� employment traditional jobs, e.g. fishing,

farming seaweed, in danger

provide new jobs in hotels, etc.

� standard of living ... ...

96

C Reducing your carbon footprint

Reading: an environmental policy statement > Schwierige Texte lesen, S. 210

A Read the text and answer these questions.

1 How has the Truong Son Resort tried to reduce its environmental impact? 2 What has been done to help the local people improve their standard of living? 3 Many ecologically-sensitive areas are suffering from an increase in tourism.

What can be done to prevent this?

B Comment on this statement from the text: “We are committed to preserving natural resources, to reducing our environmental impact and to supporting the local community. At the same time we aim to provide the high standards of comfort and relaxation our international visitors are used to.”

Our commitment to sustainability and responsible tourism

Truong Son Resort is a new, low-impact holiday development on the central coast of Vietnam. We are committed to preserving natural resources, to reducing our environmental impact and to supporting the local community. At the same time we aim to provide the high standards of comfort and relaxation our international visitors are used to.

The development of this stretch of coast has been made possible by the construction of the new airport terminal at Da Nang and the coastal highway. Truong Son Resort is only one hour by car from the city of Da Nang and can be reached by a new access road linking the resort to the coastal highway.

The accommodation consists mostly of traditional-style raised bungalows built mainly from renewable resources – wood and bamboo – with thatched roofs. The hotel complex is only three storeys high and has been set well back from the beach and is surrounded by trees. The Truong Son Lake, which is the focal point of the resort, can be relied on to provide fresh water without taking resources from local villages. The resort also has its own sewage-treatment and recycling facility, so that waste disposal is kept to a minimum, and the ecologically-sensitive landscape that surrounds the resort is not polluted.

Sixty-five per cent of the resort’s energy needs comes from solar panels mounted on the roof of the hotel and the surrounding buildings. Additional electricity comes from biodiesel generators. This means that the resort is not dependent on the unreliable national electricity grid and can keep its CO2 emissions to a minimum compared to similar resorts. Heating is not necessary due to the humid climate, and the bungalows rely on traditional fans for cooling rather than air conditioning. As washing sheets and towels accounts for a high percentage of the total energy consumption in the hotel industry, our on-site laundry uses water-efficient, low-temperature washing machines and natural drying to reduce our carbon footprint further.

Three quarters of the employees in the resort come from the local area, and other locals have benefited from increased employment opportunities, such as offering fishing trips or sightseeing excursions in their boats. Truong Son resort also runs a special programme to support the local farming community with microfinancing loans. The aim of these is to increase the growth of other crops apart from the traditional rice. This helps to reduce the farmers’ dependency on the local climate, improves their daily diet and provides fresh local fruit and vegetables for the resort. (414 words)

In reply to your email (exercise 4, page 93), Mr Tran van Dung sends UmweltReisen an environmental policy statement.

97

Unit 8 Responsible tourism

Vocabulary: environment and tourism collocations

A Find words and phrases in the text that can form collocations with the verbs below. Several phrases go with more than one verb.

1 to preserve …2 to reduce …

3 to support …4 to keep … to a minimum

5 to pollute …6 to benefit from …

B Compare your list with a partner’s.

Talking about the policy statement

A Michaela asks you to evaluate Mr Tran’s policy statement using the company checklist. Working with a partner, give the policy statement a score for each point on the checklist on page 92.

B Look at the score you gave the web page (page 93, exercise 2B) and the score you gave the policy statement above. Discuss with your partner:

� Which scores have improved? Why? � Have any scores got worse? Why? � Do you now think Truong Son is a “green” resort

or not? Explain your answers.

Writing: guidelines for responsible tourists

Tourists should also consider how their behaviour on holiday affects the places they are visiting.

A Michaela Fischer asks you to come up with some guidelines to put on the company’s English-language website. In small groups, brainstorm ideas and rank them by importance.

GUIDANCE If you would like guidance, turn to file G30 on page 181.

B Use your list of ideas to write dos and don’ts for the website. Give a reason (in one sentence) why tourists should follow each tip.

Dos and don’ts when visiting a foreign country� Do respect the … A lack of respect for … will damage …� Do …

� Don’t use … The local people/economy will … (if you …)� Don’t …

Mediation: an environmental policy statement

Michaela asks you to write her a German summary of Mr Tran’s environmental policy statement (page 96). Mention all the main points in the policy statement but do not translate it word for word.

GUIDANCE If you would like guidance, turn to file G28 on page 181. > Mediation, S. 219

Participating in discussions

Weighing up arguments� I (don’t) think they have done

enough to be called …� They are(n’t) working very hard to … � However, one positive aspect /

problem is (that) … � One the one hand, …, but on the

other hand, …

Summing up� On the whole, …� Taking everything into account, …� Looking at all the factors, … > Discussions, p. 202

98

D Practice and projects

An article on ecotourism

Complete this web article with the English equivalents of the German words in brackets.

(Nachhaltigkeit)¹ and tourism: do they really belong together? Isn’t the (Umweltverträglichkeit)² of tourism so negative that there is no such thing as ecotourism? If you follow some of these tips to reduce your (CO2-Fußabdruck)³, you can start to call yourself an ecotourist.When you choose accommodation, look for somewhere that has low (CO2-Emissionen)⁴. Do they have (Solarkollektoren)⁵ on the roof? Do they use other (erneuerbare Energiequellen)⁶ or burn oil, coal or gas for heating? (Wassersparende)⁷ laundries and (Wiederverwertungsanlagen)⁸ are other signs that a resort takes its responsibility for the (Umwelt)⁹ seriously. Finally, the biggest contribution to global warming comes from the flight to your destination, so if you can choose somewhere closer to home, you can greatly reduce your emissions of (Treibhausgase)¹⁰.

Tourism on the Galápagos Islands

Complete this text about tourism on the Galápagos Islands with words from the list.

Tourism in such a(n) ¹ area as the Galápagos Islands is always going to cause problems. The increase in tourism there over the last 50 years means that the ², such as food and water, are no longer sufficient for the local ³ and the huge number of tourists that now visit the islands each year. Even though the government encourages ⁴, the increase in visitors is causing ⁵ that is damaging the local ⁶. This in turn has a negative effect on the ⁷ of the islands and the unique animal ⁸ that the tourists come to see. Unless tourism is restricted, the islands will lose the ⁹ that provides the ¹⁰ for the people who live there.

Reporting on an interview

Report this interview between Mr Tran (MT) of the Truong Son Resort and Alexander McCall (MC) of Ecotourist magazine using reported speech.

mc Mr Tran, do you think that the Truong Son Resort is an environmentally friendly resort?mt Yes, I do. I think it is one of the “greenest” tourist developments there is in Vietnam at the

moment. We are doing as much as we can to keep our carbon footprint to a minimum.mc What about the new airport terminal in Da Nang and the coastal highway? Won’t they cause an

increase in CO2 emissions in the area?mt Of course, these are major infrastructure developments, but they weren’t built just for the

tourists or for our resort. The local economy and the local population will benefit from them as well.mc But won’t they affect the traditional way of life of the people in the local villages?mt Yes, they will. That is our government’s plan. Is that such a bad idea?mc Well, tourists often want to experience different cultures and traditions on holiday.mt That is true, but I think the local people should be able to decide how they want to live their

lives. Tourists shouldn’t expect just to see poor people when they visit developing countries. The local people want to improve their living standards as well. > Reported speech, p. 225

attraction � ecologically-sensitive � landscape � livelihood � plant life �

pollution � population � resources � species � sustainable tourism

99

Unit 8 Responsible tourism

Participating in a debate on ecotourism

You and your classmates are going to debate the motion: “This house believes that the only way to be a proper ecotourist is to stay at home.”

Step 1 Go around the class counting off “A–B–A–B …”, etc. The A students make up one team that agrees with, or proposes, the motion above; the B students make up another team that disagrees with, or opposes, the motion.

Step 2 In your teams, collect arguments that support your point of view. Use facts or information from this unit or your own ideas. Decide which arguments are the most important. Also consider arguments for the opposing view and how you could answer them.

Step 3 Each team chooses two main speakers (1 and 2) for the debate. Choose a chairperson (to introduce each speaker and manage the vote) and a timekeeper, if you wish. During the debate, the rest of the class is the audience, known as the floor.

Step 4 Hold the debate, starting with speaker A1, who speaks for three minutes. Speakers B1, A2 and B2 then each speak in turn for three minutes, proposing or opposing the motion. Each speaker should try to reply to what the previous speaker has said and add new arguments to support his/her team’s point of view. After the speeches, the debate is open to the floor for comments and questions.

Step 5 At the end of the debate, you can have a short break for preparation, then each team has a further three minutes to reply to the other team’s arguments and to sum up its own arguments.

Step 6 Afterwards, the audience votes on which team presented its arguments in the most convincing way.

A formal debate

A debate is a formal discussion of a motion by two opposing teams that ends in a vote. The aim of a debate is to present arguments as convincingly as possible, so preparation and good speaking skills are necessary. Many schools and universities in English-speaking countries have debating clubs. On the right are some typical debating terms.

� house: (here) the group of people discussing a motion in a debate

� motion: controversial topic for a debate � propose (a motion): argue in favour of � oppose (a motion): argue against � floor: (here) the audience present at a debate

Checking progress

Browse through the previous pages in the unit, looking at headings and pictures. What have you learned? What can you do now that you have learned these things? ◊ I can write an English email based on information in German. (Part A)◊ I can note down voicemail messages and report the details to a colleague. (Part B)◊ I can mediate the main points of an English text into German. (Part C)◊ I can take part in a debate on a controversial topic. (Part D)

Write down two more statements of your own.

100

Exam skills and strategies

Präsentieren Die Kompetenz, eine wirkungsvolle Präsentation vor einem Publikum zu halten, ist in fast jedem Lebensstadi-um von Bedeutung, angefangen von der Schule bis hin zum Arbeitsleben. Nicht nur der Inhalt ist wichtig, sondern auch, wie klar und verständlich dieser vorgetragen wird.

Halten Sie eine Präsentation über das Thema „sustainable tourism“ (nachhaltiger Tourismus).

1 Bereiten Sie Ihr Thema sorgfältig vor und stellen Sie sicher, dass die Webseiten, die Sie wählen, glaubwürdige Quellen darstellen.

Überlegen Sie sich angemessene Begriffe, nach denen Sie suchen können, damit Sie nicht bloß im Netz surfen. Verlassen Sie sich nicht auf die ersten Informationen, die Sie finden.

Wenn eine URL auf .org, .edu oder .gov endet, ist sie wahrscheinlich eine glaubwürdige Quelle. Prüfen Sie auch den „About us“-Link und finden Sie heraus, wer für den Inhalt verantwortlich ist.

2 Schreiben Sie Ihre Notizen, die Sie für Ihre Präsentation verwenden, auf Englisch. Kopieren Sie nicht ganze Informations-

abschnitte aus dem Internet oder aus Büchern. Ganz gleich, ob Sie sich bei Ihrer Präsentation mit Karteikarten behelfen oder frei sprechen, sollten Sie Ihre eigenen Worte verwenden.

3 Prüfen Sie die Korrektheit Ihrer Notizen in Bezug auf Informationsgehalt und Sprache. Am wichtigsten ist es, dass Sie alle Wörter richtig aussprechen können. Wenn Sie sich nicht sicher

sind, hören Sie sich Beispiele in einem Online-Wörterbuch wie Leo oder Pons an, oder suchen Sie nach Videos, die diesen Begriff enthalten.

4 Machen Sie Ihre Präsentation für Ihre Zuhörer einprägsam mithilfe von angemessenem Anschauungsmaterial.

� Wenn Sie ein Flipchart oder Whiteboard benutzen: Überlegen Sie, wie dieses am Ende der Präsentation aussehen soll, und denken Sie daran, sauber und ordentlich zu schreiben.

Wichtig für:� Präsentieren� mündliche Prüfung� Analyse und Kommentieren

einer visuellen Vorlage

BEISPIEL-AUFGABE

TIPPS

“sustainable tourism”

“sustainable tourism” Europe

global “sustainable tourism”

“sustainable tourism” examples

Hotels – things to think about re: the environment

- cleaning products

- water use

- energy consumption

Video: My trip to ‘Quehueri’ono on the Shiripuno River’ - YouTube

101

Exam skills and strategies

� Wenn Sie Ihre Präsentation in PowerPoint erstellen: Überfrach-ten Sie die Folien nicht mit zu vielen Informationen. Die Aufmerksam-keit sollte auf Ihnen liegen, nicht auf den Folien.

� Auch Gegenstände können effek-ti ves Anschauungsmaterial sein. Be sorgen Sie für Ihre Präsentation, wenn möglich, reale Gegenstände, wie z. B. Souvenirs, Flyer etc.

5 Machen Sie Ihre Präsentation lebendig und interessant. Probieren Sie eine Live-Vorführung aus, führen Sie etwas auf, oder erzählen Sie eine Geschichte,

einen Witz oder eine persönliche Anekdote. ➞ Let me tell you about the camping holidays I took with my parents. I think it is a good example

of small scale sustainable tourism.

Überhäufen Sie Ihre Zuhörer nicht mit Zahlen und Daten. Verwenden Sie so wenige wie möglich, und entlasten Sie Ihr Publikum, indem Sie sie in schriftlicher

Form zeigen.

Interagieren Sie mit Ihrem Publikum. Halten Sie Blickkontakt und stellen Sie ab und zu Fragen. ➞ Think about past holidays you’ve had. What if everyone in the world took the same sort of

holidays as you? Do you think that would be sustainable?

6 Üben Sie so oft wie möglich. Üben Sie, ruhig zu stehen, ohne dabei zu zappeln oder sich unnötig zu bewegen. Bleiben Sie

auf der Stelle. Üben Sie das, was Sie vortragen möchten, möglichst oft, um einen Blackout zu vermeiden. Proben Sie Ihre Präsentation zunächst vor einem Spiegel, dann vor einem imaginären Publikum und schließlich vor Freunden. Sie können gar nicht oft genug üben!

Halten Sie nun die Präsentation über das Thema „sustainable tourism“.

Sustainability and the environment: hotels

� electricity supply� water usage� waste & recycling

For many years hotel groups the world over have known that they need to pay attention to environmental concerns for a number of reasons, including public image and costs. � Nowadays, guests are asked to re-use towels. This

saves on how much laundry gets done every day, which saves water and energy.

� By simply using energy efficient lightbulbs, the hotels use a lot less electricity. This also gives their public image a boost.

� Hotels that recycle food waste are getting more and more common.

As well as these, there are many other issues hotel groups should take into consideration. These will be listed on the following 29 slides.

kknnnoooool c conononcncncececercernd cd cososstststs. ts.Thi

cerceererercererereerrnsnsnsnsnsnnnnoowwwwnnoow

Giving a presentation

Introducing yourself and your topic� Good morning/afternoon. My name is …� Today I am going to talk about …� The subject of my talk is …� My topic today is …� If you have any questions, please don’t hesitate

to interrupt me.� I’d like to ask you to please save your questions

for the end of the presentation.

Beginning your first point� I'd like to begin by saying something about …� I want to start by explaining …

Guiding your audience through your presentation � There are a number of points I’d like to make. � I’ll start with …. Then I’ll talk about … /

Firstly …. Secondly … / First of all …. Second of all … / And finally, …

� And now, moving on to …� The next topic I’d like to focus on is …� Now I’d like to discuss …� Now we'll move on to …� Let’s look at … � Why is this important? Because …� The significance of this is …

Ending your presentation� Let’s summarize briefly what we’ve looked at. � Let me remind you of some of the issues we’ve

covered. � In conclusion, …� I would like to finish by saying …� Thank you very much for you attention.� If you have any questions, I’m happy to answer

them now.

114

10 Helping people cope with change A Describe the map. Analyse what it tells us about migration in Germany.

B Describe the charts. Discuss reasons for and consequences of the information shown there.

> Schaubilder und Statistiken beschreiben und analysieren, S. 210

Compare and contrast two of the photos. Think about why the people shown might want to live in Germany and what they might have left behind. Describe how the people in the photos might feel and what they might be thinking.

> Bilder beschreiben und analysieren, S. 210

The people in photo … might be thinking … The people in photo …

appear to be …

Migration – a long-standing tradition in Germany

In 2012, 16.3 million people living in Germany had a migrant background. The Federal Statistical Office (Destatis) reported that 10.9 million of them immigrated after 1949 and 5.4 million were born to these immigrants in Germany. Data on people with a migrant background has been available from the year 2005; their number increased by 1.3 million or 8.5% in the period 2005–2012.

Foreign population in Germany in 2013 by country1

2

200,000 +

100,000 –199,999

50,000 – 99,999

20,000 – 49,999

115

Choose one of the quotes above. How does the speaker feel about migration? Use examples to expand on what he or she says.

What’s to come

In this unit, you will …� consider the integration of young migrants in Germany.� look into the role of cultural competence in the field of caring. � help recruit volunteers for a home for asylum seekers.

At the end of the unit, you will research and present one facet of working with migrants.

Before you begin, think about what you know about migrants in your area and how familiar you are with people from different cultures. What skills do you have that might help you to work with migrants?

I am not against migration. It is simply pragmatic to restrict migration, while at the same time encouraging integration and fighting discrimination. I support the idea of the free movement of goods, people, money and jobs in Europe.

Ayaan Hirsi Ali, Somali-born author

It was my father who taught us that an immigrant must work twice as hard as anybody else, that he must never give up.

Zinedine Zidane, Algerian footballer of

Kabyle-Berber descent, whose parents migrated

to Paris in 1953

I have been a foreigner all my life, first as a daughter of diplomats, then as a political refugee and now as an immigrant in the US. I have had to leave every-thing behind and start anew several times, and I have lost most of my extended family.

Isabel Allende, Chilean author

German population with a migrant background

Demographic distribution by status and selected age groups

0 to 10 years of age

15 to 25 years of age

55 to 65 years of age

Foreign citizens

German citizens with migrant background

German citizens without migrant background

6% 10% 8%7%

29%15%

75% 85%65%

Demographic distribution by status and age group, in 1,000 nach: Destatis, 2012

15,000

5–14 15–24 25–34 35–44 45–54 55–64 65–74 75–84 85–94

10,000

5,000

0

3 4

116

A Settling down in a new country

Reading: schooling for young immigrants > Schwierige Texte lesen, S. 202

The trainer asks you to prepare for the workshop by reading the following article.

A Read the text and say where these sentences go.

a A 78% increase in migrants from Greece is one of many examples. b Germany is the second “new start” for many immigrants. c His teacher says he is more or less fully integrated. d “Living in Germany will give me better chances for work too,” she adds. e The challenge for the education system is huge. f This is where volunteers from Teach First Deutschland come in.

You are a trainee at a local agency in Germany that does some work at a centre for newly arrived immigrants. As part of your training, you attend regular, international workshops on integration. The first item on the workshop agenda is dealing with the problems children face.

The boom in immigrants to Germany from countries that have been hit by the euro crisis

has resulted in an increase in the number of children and young people entering German schools

without being able to speak the language. ¹ One way to cope with these overwhelming

numbers is to offer special classes.

In the first six months of 2012, there was a sharp rise in immigration from euro crisis countries compared to the previous year. ² Since the most recent enlargement of the EU, migrants from Bulgaria and Romania have also come to Germany in large numbers. Alongside the highly skilled workers, academics and professionals looking for employment, there are also many working-class families. The children of these families, no matter what their background, are putting a huge burden on the education system. Nearly all recently arrived pupils start school with no German. While some learn quickly and can soon be integrated into regular classes, others need months to learn the language. The problem is made worse by the rate at which their numbers are growing. Many schools do not have enough qualified staff to teach German as a second language, nor do they have the budget to contract new teachers on a freelance basis. ³ The non-profit organization supports schools in Baden-Württemberg, Berlin, Hamburg, Hessen, North Rhine-Westphalia and Thuringia. With the help of volunteers, pupils can get extra hours of specialized German language instruction.

In a classroom in Berlin, a young student named Ricardo explains that his parents were successful estate agents in Madrid, but when the euro crisis hit and property sales dropped dramatically, the family decided to move to Germany. Ricardo is a fast learner and aims to go to technical college. ⁴ “I feel happy in Germany but I don’t expect to live here forever,” he says. “My main goal is to return to Madrid and use my German qualifications to get work there.” An interesting trend in German schools is the number of students who have spent time living with their families as immigrants in other countries. ⁵ Turkish pupils who have grown up in Bulgaria, and Algerian children born in France are two examples. Elena, a Greek teenager who grew up in Portugal, moved to Stuttgart four months ago. “I was lost when I came here first but now that I can speak German and have made some friends it’s more like home,” she says. ⁶

(412 words)

INCREASE IN NUMBER OF MIGRANTS MEANS EXTRA WORK FOR SCHOOLS

117

Unit 10 Helping people cope with change

B Find expressions in the text that have the same meaning as the German expressions below.

1 steigende Einwandererzahlen2 eine starke Zunahme der Einwanderung3 Erweiterung der EU4 sehr gut ausgebildete Arbeitskräfte

5 unabhängig ihrer Verhältnisse6 eine starke Belastung7 vor kurzem angekommene Schüler/innen8 steigende Wachstumsrate

C Outline the information presented in the text.

Listening: coping with problems

The trainer plays you a recording of four pupils describing how they felt when they first came to Germany.

A Listen and take notes. What were the problems and how did Adam, Lee, Rosa and Nikita cope with them?

B The strategies below were taken from an online manual for pupils who are unhappy at school. Use the correct form of the verbs in the box to complete the sentences. Then decide which strategies you might have recommended to each of the four pupils.

1 A boy or girl who starts … physically threatened by others might decide … judo lessons.

2 A child who hates … homework might like … on it with some friends.

3 Some students enjoy … things over with other students from the same cultural background.

4 It is best if you can manage … people who tease you.

5 If a pupil refuses … to school because of bullying, we suggest … to another school.

6 Some pupils plan … revenge on people who have hurt them. Luckily, most pupils decide not … this.

C Think of other strategies, then prepare and act out a dialogue in which a pupil explains his/her problem and a counsellor suggests possible ways of dealing with it.

Writing: towards successful integration

Discuss the problems young immigrants might face when they come to Germany. Present a list of strategies for helping them integrate successfully that you could offer them as a professional in social and health care.

2/10

change � do (×2) � feel � go � ignore � take (×2) � talk � work

Talking about strategies

Cem likes playing chess so he decided to join a club. He hopes to make some new friends.I suggest talking to an adult about your problems.� In a sentence with more than one verb,

the main verb can be followed by the to-infinitive or the -ing form (gerund). There are no rules on why certain verbs require a particular form. All you can do is learn them.

> Gerund/Infinitive, p. 221

118

B Working with elderly migrants

Reading and writing: reports from the field

First, the trainer asks you to read what some care professionals say about working with older clients from other cultures.

A Read the cards and sort what the people say under the following headings:

B Think: Which of the three topics above interests you most?

Pair: Find a partner who has chosen the same topic as you. Pool your ideas and write a card like the ones above.

Share: Read out your card in groups or in class. Say what you think of the ideas. How far will they help you in becoming a culturally competent caring professional?

Reading and discussion: Who are the older migrants?

Before you can work with older migrants, the trainer would like you to talk about the background of many of the older clients.

A Work in pairs and discuss the photos. Where are the people from? When did they probably migrate to Germany? Why did they come here?

The next part of the workshop focuses on working with elderly migrants. The trainer gives you some tasks to do.

1

I work in a community centre. We have regular “getting to know you” events in which people from different cultures can mix. A lot of the older people tell their stories and talk about where they lived as children. We also have musical evenings and folk dancing evenings. The ladies prepare the food for these evenings. The events are part of an integration programme and aimed at the local community, and I’ve learned a lot from them, too.2

People have different beliefs about God and religion. Some people believe you die and go to heaven. Other people say that you come back to Earth as something else after you die. In some countries, talking about death is a taboo subject, the mourners cry and the funeral is often sad. In other countries they celebrate a person’s death in a happy way. Other people do not want to have a funeral as we know it. It doesn’t matter what we think, we have to respect our clients’ wishes and the wishes of their families.

3

We deal with a lot of migrants in the hospital I work in. In some cultures men and women are strictly separated. They attend different schools, sit in different parts of their place of worship or eat apart from each other. Some of our clients are very strict about who can touch them. The men will only accept a male carer, and female carers look after women. Some of the patients have dementia. Even though many of the migrants have lived here for years and can speak the language, they slowly start to lose it until only their mother tongue remains. It’s fortunate that we have a multilingual staff.

cultural knowledge � cultural skills �

cultural encounters

119

Unit 10 Helping people cope with change

B You and your partner are going to read two different texts to find out if your ideas above are correct. Once you have read your texts, you will exchange information with your partner.

Partner A: file 29, page 165 Partner B: file 31, page 166

C After you have exchanged information with your partner, get into groups with other pairs. Who are the older migrants? What options might there be for care professionals working with them or their children?

Listening: developing cultural competence > Mit Hörverständnisaufgaben umgehen, S. 207

The next part of the workshop involves an interview with Liam Kelly, a lecturer at a vocational college. Liam has been invited to talk about cultural competence in the field of caring.

A Before listening, make sure you know the meanings of the words below. Give synonyms or definitions, and use a dictionary if necessary.

1 ethnic 2 diverse3 encounters 4 to differ

5 prejudice 6 to impose sth on sb 7 agnostic 8 atheist

GUIDANCE If you would like guidance, turn to file G26 on page 182.

B Now listen to the interview and answer the questions.

1 What is cultural competence? 2 What is its place in the caring business? 3 What might the expression “diverse cultural

and ethnic backgrounds” mean? 4 What is cultural knowledge and how might

someone acquire it? 5 How does a carer become sensitive to the

way of life of other cultures? 6 What are cultural skills? 7 What are cultural encounters? 8 What are Liam’s two pieces of advice?

C Work in groups. Use your answers to the questions above to start a mind map on cultural competence in care work. Brainstorm more ideas and add them to the mind map.

> Mindmaps erstellen, S. 207

Role-play: an interview with a carer > An Diskussionen teilnehmen, S. 210

The final task of the workshop is to prepare and carry out an interview.

Work in groups of four and use the information in your files to prepare and then act out the interview.

Partners A and B: file 36, page 168 Partners C and D: file 10, page 155

2/11

120

C Supporting asylum seekers

Brainstorming: ideas about asylum seekers

A As a class, write a list of countries and nationalities of people seeking asylum in Germany. For each nationality, brainstorm reasons that might make someone leave their country. Think about who the asylum seekers are, e.g. old/young, qualified/unqualified.

B Now focus on the thoughts that local people have about asylum seekers. Are the thoughts positive or negative? Supportive or harmful? True or false? Where do the ideas come from?

C Talk in groups. What kind of care assistance might asylum seekers need?

Mediation: looking for a volunteer mentor > Mediation, p. 211

The senior social worker at the home for asylum seekers would like to attract multilingual volunteers. She asks for your help in developing an advertisement in English for the home’s website. She gives you the German version of the advertisement.

A Work with a partner. Read the job advertisement and discuss which parts of it you need to convey.

B Use a dictionary to find the correct translation of any words you do not know.

C Write the job description in English. Remember, this is not a translation exercise.

As part of your training with the German agency, you are doing practical work in a home for asylum seekers.

human rights violationsrefugees traumatized

victims of war political victims of ethnic cleansing

religious

torture

safety

Angebot Mentorenprojekt (ehrenamtlich)

Seit 1986 hilft unsere Einrichtung traumatisierten Flüchtlingen und Opfern von extremen Menschenrechts-verletzungen. Wir sind eine politisch und religiös unabhängige nichtstaatliche Menschen rechtsorganisation. Unser Ziel ist es, Opfern von Folter, Krieg und anderen schweren Menschen rechtsverletzungen sowie ihren Familienangehörigen einen Raum des Schutzes und psychotherapeutische Hilfe wie auch soziale Begleitung anzubieten.

Möchten Sie einem Menschen beratend, unterstützend und ermutigend zur Seite stehen? Möchten Sie ihm bei der Orientierung in der Stadt, bei der Wohnungssuche, im Umgang mit Behörden und Bürokratie, bei Bildungs-, Ausbildungs- und Arbeitsangelegenheiten, beim Aufbau zwischenmenschlicher Kontakte und beim Umgang mit anderskulturellen Lebensgewohnheiten helfen?

Haben Sie Kenntnisse der englischen, arabischen oder einer osteuropäischen Sprache? Dann werden Sie bei uns gebraucht!

Zeitlicher Rahmen: 1× pro Woche, 2–3 Stunden nach Absprache

vorbereitende Einzelgespräche � kostenfreie Informationsbroschüre � Beratung bei allen aufkommenden Fragen � Leitfaden zur Vorbereitung auf Ihre zukünftige Tätigkeit �

Internetforum für alle Ehrenamtlichen

Bitte setzen Sie sich telefonisch mit uns in Verbindung unter folgender Nummer:

121

Unit 10 Helping people cope with change

Listening: voicemail messages

A few days after the English advert appears, there are four messages from potential volunteers.

Listen to the messages and take notes.

Name of caller: ... Experience (if any): ...

Nationality: ... Contact details: ...

Languages: ...

Speaking: voicemail messages

The senior social worker has asked you to call two of the people back to arrange a meeting. As neither is at home, you have to leave a message both times.

Work with a partner. Follow the steps below to prepare and then leave your messages.

1 Decide together on the name of your home for asylum seekers and make up a phone number.

2 Think about a good way to start the call (stating your name, job title, why you are calling) and make sure you know how to end the call politely.

3 Now turn to one of the files below, read the social worker’s notes and leave the message.

Partner A: You are calling Olena Melnyk (file 35, p. 167). Partner B: You are calling Daniel Mills (file 24, p. 162).4 Evaluate your partner’s message. Was it clear and effective?

Role-play: interviewing prospective volunteers

The senior social worker has asked you to sit in on an interview with two prospective volunteers who cannot speak German. Use the information in your file to prepare and then do the role-plays.

Partners A and B: file 28, page 164 Partners C and D: file 38, page 168

Writing: benefits of living abroad > Eine Stellungnahme schreiben, S. 208

Comment on the following statement: Every student who wants to work in the field of caring should have to work in another country for at least six months.

2/12

Telephoning

Spelling names“Müller. That’s M–U with an umlaut–double L–E–R.”“Pabst. That’s papa–alpha–bravo–sierra–tango.” > International spelling alphabet, p. 193

Saying phone numbers0176 33816745. “That’s oh–one–seven–six, double three–eight–one, six–seven–four–five.”NOT: “thirty-three, eighty-one …”

Bitte Olena Melnyk und Daniel Mills zurückrufen und jeweils einen Termin vereinbaren.

Leaving a message

� My name is … � I’m calling on behalf of … about

your application to …� We were pleased … and would

like to …� If that date and time is not

possible, … � If you are still interested in …,

perhaps you would …� The number is … � Thank you. > Telephoning, p. 192

122

D Practice and projects

Talking about working with young migrants

Combine words from the two boxes to make collocations you can use to complete the text.

Germany is becoming the home of ¹ of young migrants. These young people will become some of Germany’s ² of the future but first they have to go to school. Before they can attend ³, many of the ⁴ have to learn the language. Some of them join an ⁵ and can go to a school where they will be given ⁶. Many of today’s young immigrants will study at university or ⁷ and gain qualifications. Some of them hope that a ⁸ will help them find employment when they return home.

Caring for the elderly in multicultural Germany

Complete the job advertisement with the correct word from the brackets.

Gerund or infinitive?

Complete the sentences with the most suitable form of the verb in brackets.

1 Many asylum seekers decide (come) to Germany to find a new life. 2 Why do you dislike (live) here? – I hate (share) a room with other people.3 The girl seems (be) happy here. 4 Do you enjoy (work) with people from other cultures?5 The boy avoided (answer) questions until the volunteer was there. 6 The young migrants learn (speak) German quite quickly.7 Few of the young migrants expect (live) their whole life in Germany.8 What do you suggest (do) after school? > Gerund/Infinitive, p. 221

German � integration � large �

recently-arrived � regular � skilled �

specialized � technical

classes � college � diploma �

instruction � language � numbers �

programme � pupils � workers

We are a multicultural day centre for the elderly. We are looking for a (cultural / culturally)¹ competent assistant to work with clients from all kinds of cultural and (ethnic / ethnicity)² backgrounds.

You are aware that (cultural / culturally)³ differences exist and you are (sensitive / sensible)⁴ to the values, religious beliefs and (practices/practises)⁵ of other people.You are able to assess a client’s (personal / personnel)⁶ set of values and religious beliefs in order to take care of each client (individual / individually)⁷. You may have interacted with people from as many (cultural / culturally)⁸ diverse backgrounds as possible and have absorbed (much / many)⁹ of the different attitudes and problem-solving (strategy / strategies)¹⁰ of people from other countries. If you remember that every client is an individual and if you have an (open / openly)¹¹ and objective attitude and would enjoy working in a friendly and (careful / caring)¹² environment, please click here to apply.

123

Unit 10 Helping people cope with change

Leaving a voicemail message

Complete the voicemail message with words and phrases from the box.

Good morning, my name is Ben Grant. I’m calling on ¹ the Care and More Agency about your ² to join our team as a ³. If you are still ⁴ to play a role and are interested in ⁵ perhaps you would give me a ⁶. My number is 0758 764809.I ⁷ forward to hearing from you.

Making a poster: options for working with migrants in your area

You are going to make a poster showing local options for caring professionals who would like to work with migrants.

Step 1 Walk through your neighbourhood or town and look for places which might offer possibilities to migrants. These could be community centres or multicultural cafés. Find out if there are any homes for asylum seekers in your area. In some cities, you will find information in Stadtteilmanagement offices.

Step 2 Choose one or two of the places and get information about what happens there. (You will have to do this in German.) Find out about the clientele and the roles carers play there. If it is appropriate, you might like to get this information by talking to someone in charge. Send an email enquiry first, explaining who you are and why you would like to visit the place and talk to somebody face-to-face.

Step 3 Once you have done your research, gather all your information and decide what you are going to present in English on your poster. Think about texts, photos, illustrations and graphs.

Step 4 Design and produce your poster. Hang all the posters on the classroom wall and do a gallery walk. Take notes, decide on one option and perhaps even take action by contacting the organization.

application � behalf of � call � look � looking � volunteer � volunteering

Checking progress

Browse through the previous pages in the unit, looking at headings and pictures. What have you learned? What can you do now that you have learned these things? ◊ I can help young migrants cope with some of the problems they face

in Germany. (Part A)◊ I can understand the concept of culturally competent care for elderly migrants. (Part B)◊ I can assist in a home for asylum seekers. (Part C)◊ I can give a presentation on options for working with migrants in my area. (Part D)

Write down two more statements of your own.

How much has this unit given you an insight into working with migrants? What has the unit taught you about culturally competent care?

124

Exam skills and strategies

An Diskussionen teilnehmenGanz gleich, ob Sie an einer Gruppendiskussion, Debatte oder einem Rollenspiel teilnehmen, ist es wichtig, sich aktiv zu beteiligen und auf die anderen Teil nehmer/innen zu reagieren. Es ist eine gute Möglichkeit, frei zu sprechen, aber denken Sie daran, beim Thema zu bleiben.

Discuss this statement with your partner or in small groups: “Germans must realize that immigrants are their country’s only hope for a successful future.”

1 Bereiten Sie sich inhaltlich vor, indem Sie sich einzelne Aspekte des Themas noch einmal ins Gedächtnis rufen und Schlüsselbegriffe auf Englisch notieren.

2 Legen Sie sich, falls genügend Zeit ist, ein paar Fragen/Antworten zum Thema zurecht.

3 Denken Sie nach, bevor Sie anfangen zu sprechen, aber versuchen Sie, spontan zu sein. Sie können sich nicht auf alles vorbereiten! Wenn Sie also mit unerwarteten Fragen konfrontiert werden, klinken Sie sich einfach in das Gespräch ein.

➞ My spontaneous reaction to your question is … ➞ I’ve thought about this, and my opinion is …

4 Äußern Sie Ihre Meinung und begründen Sie das, was Sie sagen.➞ Personally, I think/believe/feel that …, because …

➞ I’m convinced that …➞ The reason is …

➞ … and that’s why I think that …

5 Fragen Sie andere nach ihrer Meinung und ob sie Ihnen zustimmen oder nicht.➞ What do you think about …?

➞ What’s your opinion on …?➞ Would you agree that … is right/wrong/better/worse?

➞ Don’t you agree?

6 Stimmen Sie anderen zu und seien Sie anderer Meinung.➞ I absolutely agree with what you said.

➞ That’s exactly how I see it.

➞ I’m afraid I can’t go along with you on that.

➞ I’m not sure I agree with you.

➞ Do you really think so?

➞ You must be joking!

7 Prüfen Sie, ob Sie verstanden wurden und ob Sie die anderen verstanden haben.➞ Do you see what I mean?

➞ Does that make sense?➞ So, am I right in thinking that …

➞ Unless I’ve got it wrong, the general idea is …

Wichtig für:� Interaktion

BEISPIEL-AUFGABE

TIPPS

Why is immigration important to Germany?

• Low birth rate in Germany – ageing population

• Wealthy country – can afford to take new people

• Can give refugees the chance of a new life

• Benefits of cultural diversity on society

What about negative factors of

immigration?

• Do people ever really accept

immigrants?

• Cost of integration programs

Can you think of any examples of good or bad integration from real life?

Imagine you left Germany. How would you integrate into another culture?

125

Exam skills and strategies

8 Haben Sie keine Hemmungen, jemanden zu unterbrechen.➞ I’m sorry to interrupt, but …

➞ Excuse me for cutting in.➞ Can I stop you there for a moment?

➞ Hold on a second.

9 Versuchen Sie, schüchterne oder ruhige Teilnehmer/innen in das Gespräch mit einzubeziehen.➞ What do you think about that? ➞ What’s your opinion, [name of the person]?

10 Verwenden Sie genügend Ausdrücke, um Interesse, Überraschung oder andere emotio nale Reaktionen auszudrücken. Das macht die Diskussion lebhafter.➞ I see. / Right. / OK then.

➞ Oh dear! / You’re joking! ➞ Really? / Is that true? / Unbelievable!

11 Bleiben Sie beim Thema und schweifen Sie nicht ab.

12 Gehen Sie auf Ihre/n Gesprächspartner/in ein und halten Sie Blickkontakt.

Paired discussion: Discuss the difficulties faced by people migrating to Germany from Spain, Greece and Italy. Why do they make the decision to move in the first place? Do you think they have the intention of staying temporarily or permanently? If they intend to go back to their own country one day, should they try to integrate into German society?

Group discussion: First, read the quotations.

In groups, using your knowledge of the subject, discuss how tolerance of migrants can become more widespread. What should each side do, or not do, to strengthen this relationship?

Role-play: In a group of four, role-play the following situation.

Partners A and B are social workers who help migrants integrate into German society. > Turn to file 32 on page 166.

Partners C and D are siblings from Greece, and have been living in Germany for a short time. > Turn to file 37 on page 168.

“These days, it feels to me like you make a devil's pact when you walk into this country. You hand over your passport at the check-in, you get stamped, you want to make a little money, get yourself started … but you mean to go back! Who would want to stay? Cold, wet, miserable; terrible food, dreadful newspapers … In a place where you are never welcomed, only tolerated. Just tolerated. Like you are an animal finally house-trained.”

Zadie Smith, British writer, from her book White Teeth

“Every immigrant who comes here should be required within five years to learn English or leave the country.” Theodore Roosevelt, former US President

56

5 Helping teenagers to help themselves Study the images and texts. Choose one or two items and describe them. What do you find interesting, surprising or shocking?

Choose one of the questions below and discuss it in groups. Share your ideas with the rest of the class.

� Can you imagine being any of the people shown in the pictures? Why (not)?� What are the causes of drug abuse and binge drinking? What could the consequences be?� Why do you think some people choose to leave or are forced to leave their family home?� Why are some asylum seekers homeless?� Why do you think teenagers and retired people spend more time on the internet than people

between the ages of 45 and 64?

I don’t think there are any …Probably …I don’t know.

Perhaps … I believe there

are some …

57

What kind of help is available to street kids and to other homeless people in your community? What about to people with alcohol or drug problems? What kind of help is missing?

How much time do you spend online? Would you say that you are addicted to the internet?

What’s to come

In this unit, you will …� learn about reasons for homelessness and hear some personal stories. � explore issues concerning drug use and decriminalization.� learn about internet addiction.

At the end of the unit, you will do internet research and give a presentation.

DRUG DEATHS DECREASE IN PARTS OF EUROPE

This year, the number of drug deaths among teens recorded in Germany is the lowest since 1989. Throughout the country, 944 people died as a result of drug-taking – 42 fewer than last year. Crystal meth, which is manufactured mainly in

Routes into Homelessness

Forced to leave family home

Chose to leave family home

Left care facility

Left own home

Asylum seekers or refugees

45.8%

20.3%

10.2%

13.5%

10.2%

nach: mentalhealth.org.uk

Addicted Internet Users

24%Facebook

Addicted Internet Users By Age Group

A GENERATION OF INTERNET ADDICTS

Users missed important moments in real life while trying to share them

nach: Poll Survey by SodaHead

nach: Study by “Social Livers vs. Social Networks”

Above65 years

55–64 years

45–54 years

35–44 years

25–34 years

18–24 years

44%39% 40%

54%59%

71%

61%61%Respondents

58

A Teams for teens

Talking about current activities and schedules

It’s Monday morning and there is a lot going on at the Outreach centre. Read the schedule and say what the staff do every Monday, what they are doing now and what they are doing later.

Mary Patsy Colin Ian Jennifer AhmedMonday morning

visit sheltered accommodation

on duty in media centre

greet the new trainees

write up case notes

on bus duty counsel client

Monday afternoon

drug counselling session

prison visits AA group group therapy session

“foodbank” project

on bus duty

Listening: Outreach’s mission and a personal success story

Colin gives a short talk about Outreach to you and the other trainees and introduces a client.

A Listen to the first part of Colin’s talk and take notes to complete the gaps below.

CHALLENGE! If you would prefer a challenge, turn to file C4 on page 195.

It is your first day at work at an Outreach centre in Cardiff. You and a group of new trainees are there to get some work experience. Outreach UK is an organization which helps and advises teenagers in trouble, both those living at home and those living on the street.

SITUATION

What is Ian doing at the moment?

What does Mary do on Monday afternoons?

What is Ahmed doing in the afternoon?

Talking about current activities and regular schedules

The therapy session takes place on Monday.� We use the simple present to talk about things that happen on a

regular basis. > Simple present, p. 222

What is Colin doing at the moment?� We use the present progressive to talk about what is happening now.

> Present progressive, p. 222

When is the AA group meeting this week? � We also use the present progressive to say what we have already

arranged to do. > The future, p. 226

1/6

Outreach centre, Cardiff

• Typical client problems: ¹• Mission: ²• Four main activities: ³• Number of participants in the education

programme: ⁴

Success rates – percentage of clients who have made progress in these areas:mental health: 82.8% alcohol abuse: ⁷anger management: ⁵ drug abuse: ⁸self-harm: ⁶ offending: 71.1%

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Unit 5 Helping teenagers to help themselves

B Hier ist Tonys Geschichte. Hören Sie aufmerksam zu und beantworten Sie auf Deutsch die unten stehenden Fragen.

1 Wie ist es dazu gekommen, dass Tony obdachlos ist? 2 Wann und warum hat Tony mit dem Trinken und Rauchen

angefangen? 3 Wie ist Tony in Kontakt mit Outreach gekommen? 4 Wie würden Sie Tonys jetzige Situation beschreiben?

Speaking: telling someone’s story

Work with a partner. Use the notes in your files to tell the story of two more Outreach clients. Discuss similarities and differences between all three cases.

Partner A: file 22, page 167 Partner B: file 12, page 161

Mediation: street kids in Germany > Mediation, S. 219

You have found an article in a German magazine that might be interesting for the team. Make notes about the main points in English, then summarize the text.

GUIDANCE If you would like guidance, turn to file G3 on page 186.

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StraßenkinderWohnungslosigkeit trifft immer mehr Jugend-liche und junge Erwachsene. Die Jugendlichen, die sich in Straßenszenen aufhalten, werden oft als „Straßenkinder“ bezeichnet. Gemein-sam ist ihnen, dass meist massive Störungen und gravierende Probleme im Elternhaus sie dazu gebracht oder gezwungen haben, die Familie zu verlassen. Sexueller Missbrauch, körperliche und psychische Gewalt, Kontrolle und starke Einschränkungen oder völlige Vernachlässigung sind typische Erfahrungen. Manche sind aus Familien, andere aus Heimen oder Psychiatrien ausgerissen, wieder andere aus dem Elternhaus „hinausgeworfen“ worden.

Auf der Straße leben ist nicht einfachViele der Jugendlichen und jungen Erwach-senen sagen, die Straße sei besser als alles, was sie vorher erlebt haben. Dennoch stellt Wohnungslosigkeit für die Betroffenen eine Notlage dar.

Oft ist die ohnehin schon knappe Sozialhilfe durch Forde rungen von Gläubigern stark ver-rin gert. Daher sind viele auf Betteln oder sogar Diebstähle angewiesen, um über die Runden zu kommen. Und dies führt wiederum zu Kri-mi nalisierung. Wer auf der Straße lebt und nicht in eine Übernachtungseinrichtung gehen will oder kann, muss draußen schlafen oder bei Bekannten unterkommen. Insbesondere für Mädchen gehört die Angst vor Über fäl len bzw. der sexuellen Gegenleistung für einen Schlaf-platz bei Bekannten zum Alltag. Wer draußen schläft, setzt sich massiven gesundheitlichen Gefahren aus. Körper pflege und Hygiene sind generell nur eingeschränkt möglich, auch das macht anfällig für Krankheiten. Auf der Straße gibt es keine Rückzugsmöglichkeiten. Mehr als Schlafsack und Rucksack zu haben, bedeutet Ballast. Zum Alltag gehören Polizeikontrollen, Hausverbote und/oder Platzverbote und infolgedessen Kriminalisierung. (236 words)

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B Drug facts and fi gures

Describing a graph: drug use > Schaubilder beschreiben und analysieren, S. 218

Mary shows you a graph which depicts the use of drugs by age group and year.

A Read the sentences and look at the lines on the graph for ages 16–19 and 20–24. Decide which word Mary will use to describe the trends, then listen and check.

1 As you can see, both of these age groups are at the bottom/top of the scale in drug use.

2 If we look at the year 1999, we see that drug use amongst 16 to 19-year-olds is at its highest/lowest level.

3 Consumption amongst 20 to 24-year-olds reaches an all-time high/low of 32 per cent in 2001, then it drops/rises to just above 30 per cent around the beginning of 2003.

4 Drug use amongst the 16 to 19-year-old age group drops/rises to 28 per cent in 2001 and decreases/increases only slightly in 2002 before plunging/soaring to around 20 per cent in 2008.

B Listen again. According to Mary, how might the legalization or decriminalization of drugs affect the number of drug users?

C Mary asks you to describe the trends for the other age groups. In a group of three, use the graph below and phrases from exercise 1A and page 139 to prepare your presentations.

Partner A: Complete the analysis of age groups 16–19 and 20–24 that Mary started. Partner B: Compare and contrast the age groups 25–29, 30–34 and 35–44. Partner C: Describe the complete graph and interpret your findings.

You and the other trainees have been assigned to Mary, a case worker who specializes in counselling street kids who have problems with substance abuse.

SITUATION

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Reported use of drugs in England and Wales over the period 1999 to 2012

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Age group

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Unit 5 Helping teenagers to help themselves

Mediation: decriminalizing drugs > Mediation, S. 219

Mary gibt Ihnen diesen Artikel, den sie im Internet fand, und bittet Sie, ihn für sie auf Deutsch wiederzugeben, da sie Besuch von einer deutschen Einrichtung für junge Obdachlose bekommt.

Entnehmen Sie dem Text die relevanten Informationen und schreiben Sie eine Zusammenfassung. Übersetzen Sie dabei nicht Wort für Wort.

Debate: the pros and cons of legalizing drugs > An Diskussionen teilnehmen, S. 218

In two groups, hold a debate on the legalization of drugs. One group is pro-legalization, the other group is anti-legalization.

1 Prepare a short presentation of your arguments. 2 Hold the debate.

PORTUGAL DRUG DECRIMINALIZATION ‘A RESOUNDING SUCCESS’: WILL BRITAIN RESPOND? NO.

Until 2001, Portugal had some of the worst drug problems in Europe. The turnaround since decriminalization has been dramatic.

Europe’s most liberal drug policy has been a huge success. Not, as you might think, those hippie Dutch, but Portugal, where possession of all drugs for personal use was decriminalized in 2001. A study has found that in the ten years after decriminalization was introduced, Portugal’s drug problems have improved in every way. Portuguese policy is that the possession of small amounts of any drug is not a criminal offence; if you are found in possession, you can be put before a panel made up of a psychologist, social worker and a legal advisor, who will decide appropriate treatment. You are free to refuse that treatment, and the jail sentence is not an option. Drug trafficking is still illegal and punishable by jail. A look at the current figures shows that drug use among Portugal’s 13 to 15-year-olds fell from 14.1% in 2001 to 10.6% in 2006. Among 16 to 18-year-olds, it has dropped from 27.6% to 21.6%.These positive results come after years of steadily increasing drug use amongst the young. For example, between 1995 and 2001, use in the 16–18 bracket leapt from 14.1% to its 2001 high. There has been a mild increase in use among older groups, 19–24 and up, but this is expected, due to the rise in use in the young in the 1990s, meaning that as young people got older, they took their habits with them. While trafficking and producing drugs remains illegal, it will not stop the horrors facing drug states like Afghanistan and Mexico.

But the fact that we cannot make things perfect should not put us off trying to make things better.Apart from that, since decriminalization was introduced, HIV infections among drug users have fallen, drug-related deaths have declined, and there has been a decrease in trafficking. A huge amount of money has also been saved by offering treatment instead of prison sentences. Until 2001, Portugal had some of the worst drug problems in Europe. The turnaround since decriminalization has been dramatic, and expert opinion attributes it to the change in policy.No one believes that decriminalization would work in Britain, and the Portuguese experience is unlikely to change UK policy. A Home Office spokesperson says, “Our priorities are clear; we want to reduce drug use, crack down on drug-related crime and disorder and help addicts come off drugs for good.” Nobody can disagree […], reducing drug use and crime are good things. “However, the government does not believe that decriminalization is the right approach.” But how best to achieve those good things is a question which an honest government would attempt to answer with all the tools at their disposal.The Portuguese experience suggests that decrimin-alization is exactly the right approach for reducing drug use and crime. As the British approach has been shown to achieve nothing, it looks like it may be time to change that approach. (501 words) abridged: The Telegraph, 28.09.10

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C Internet addiction

Reading: Preoccupied with the internet?

A Read the text and answer these questions.

1 What was the effect of Jason’s obsession with living in a virtual world? 2 What were the causes of Jason’s depression? 3 How did his mother try to help? Did this work? 4 What was the turning point in Jason’s addiction?

B Can you relate to Jason’s situation? How do you make sure you don’t get addicted?

Listening: the dangers of internet addiction

Maggie Wang, eine Medienexpertin, spricht mit Youth Radio über die Gefahren des Internets.

Hören Sie aufmerksam zu und vervollständigen Sie auf Deutsch die unten stehenden Sätze.

1 Personen werden internetsüchtig, weil sie das Internet als etwas sehen, durch das sie …

2 Ein anderer Grund, weswegen Personen das Internet und die sozialen Netzwerke so häufig nutzen, ist der, dass sie …

3 Das Internet kann vorübergehend Hilfe für emotionale Zustände bieten, z. B. für …

4 Unsere erste Strategie, wie Internetsucht überwunden werden kann, ist das Ausüben verschiedener Aktivitäten wie etwa …

5 Unterstützung von außen durch Experten kann den Personen helfen …6 Es ist sehr wichtig für Internetsüchtige, dass sie …

Outreach also deals with internet addiction as many of the teenagers who come to the centre in Cardiff have this problem. You are finding out more about it.

SITUATION

When I was 17, I went into my mother’s room one evening for a chat.“Mum, I want to stop. I need to stop. But I don’t know how.”I knew my three-year addiction to computer gaming was ruining my life. But until I made the decision to change, there was little any of my family could do to help. My obsession with living in a virtual world was consuming my life, and destroying my schoolwork. I had no real-life friends. My parents didn’t know what to do.I tried antidepressants, psychology sessions, fitness coaches and special diets. Depression was certainly a factor for me when my interest in computer games developed three years ago. I had been through a lot: knocked down by a car aged 12, I had been left with a nasty red scar from my eye to the corner of my mouth. My father and mother had divorced and we’d moved house, which meant leaving all my friends. I started to

sneak away from school to use my computer at home. My mother saw what was happening, so she reduced her hours at work to be around more at home. But I just waited until I knew my mum was not at home and then left school. The real issue wasn’t school. The real issue was that I was frightened of the world.I told myself I could stop playing but I couldn’t. I would take junk food up to my room so I didn’t have to break for meals. My mother took me to a leading psychiatrist who put me on antidepressants, which I refused to take. And then I was really lucky: an internet addiction specialist from Holland came to see me, and warned me that recovery would only happen when I was ready. And then that night came when I decided to leave the virtual world and come back to the real one. Funnily enough, social media doesn’t attract me today. I use Facebook but not a lot. Real life is a lot better now that I am back in it.

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Unit 5 Helping teenagers to help themselves

Text production > Einen materialgestützten Aufsatz schreiben, S. 220

“The internet should carry a health warning.”

Write a composition. Use the information from at least three of the materials given on this page and in file 9 on page 160.

Come on!Facebook is

waiting for you.

Go awayFacebook, I am

very busy!

4

2 Top 10 Countries Worldwide, Ranked by Time Spent Online per User, May 2013

Internet users(thousands)

Time spent(hours per user)

1. Canada 23,002 40.4

2. Israel 4,138 38.3

3. US 184,155 36.3

4. UK 38,229 32.3

5. Netherlands 11,928 31.4

6. South Korea 29,854 31.0

7. Turkey 22,247 30.7

8. Sweden 5,906 28.9

9. Hong Kong 4,141 28.7

10. Spain 20,556 28.3

Worldwide 1,244,104 24.0

nach: www.eMarketer.com

“Internet: absolute communication, absolute isolation.” – Paul Carvel

3

1 Do you feel absorbed in the internet (remember previous online activity or long for the next session)?

2 Do you feel satisfied with internet use if you increase your amount of online time?

3 Have you failed to control, reduce or give up internet use repeatedly?

4 Do you feel nervous, temperamental, depressed or sensitive when trying to reduce or give up internet use?

5 Do you stay online longer than you originally intended?

6 Have you taken the risk of losing a significant relationship, job, educational or career opportunity because of the internet?

7 Have you lied to your family members, therapist or others to hide the truth of your involvement with the internet?

8 Do you use the internet as a way of escaping from problems or of relieving an anxious mood, e.g. feelings of helplessness, guilt, anxiety or depression?

You are an internet addict if you answered ‘yes’ to questions one to five and to at least one of the remaining questions.

ARE YOU ADDICTED TO THE WEB?nach: www.dailymail.co.uk

1

TAKE

THE TEST

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D Practice and projects

Talking about the Outreach weekly programme

Complete the sentences with the correct form of the verbs in brackets.

On Mondays, we (have)¹ a drug counselling session. At the moment, 12 young people (take part)² in this course. On Tuesday at 4 p.m. the Sexual Health Outreach Team (help)³ young people aged between 13 and 25 who (want)⁴ to know more about unwanted pregnancy. It (be)⁵ very well attended, and we (think)⁶ that we (help)⁷ more and more people. On Wednesdays and Fridays our volunteers (offer)⁸ breakfast from 8 o’clock till 10 o’clock, which (be)⁹ very popular with homeless people who often (come)¹⁰ to meet, eat and talk. So you see, we really (need)¹¹ volunteers who (be)¹² willing and able to help us. > Simple present, p. 222; Present progressive, p. 222

Completing a story

Use words and phrases from the box to complete the story of one of the Outreach street kids.

“I left home ¹. I’d been physically ² by my father for years. I had no job and no money for rent or food but I didn’t care. The main thing was that I was free of my dad. For the first couple of nights, I slept in a park, but then it got cold so I went to a ³. I had to ⁴ for the money to pay for it. I hadn’t been on the streets long when I started using drugs. I became ⁵ very quickly and had to ⁶ to feed my habit. I started ⁷ – mostly food – but sometimes I also stole things I could sell. I was caught, of course, but the shopkeeper was kind and, instead of handing me over to the police, he called Outreach. These people are great. They got me into ⁸. I’ve been clean for eight months now. I have a room in a ⁹ fl at and a place on a ¹⁰ programme. I’m learning to be a motor mechanic.”

Describing a line graph > Describing trends, p. 139

You have been asked to write an article about Outreach’s “foodbank” project. Describe the graph below for your article. Make up reasons for the increases and decreases.

abused � addicted � beg � homeless shelter � sheltered accommodation �

shoplifting � steal � therapy � training � voluntarily

Distribution of food packets (by month) over the current year in the Cardiff region

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Unit 5 Helping teenagers to help themselves

Talking about activities and schedules

Talk about people at Outreach. Use the prompts below to say what they usually do and what they are (not) doing at the moment. Say what they have planned to do later in the day.

1 Colin (run) the AA meeting at the moment.2 What (the trainees / do) later? They (sit in) on the drug counselling session.3 Jennifer and Patsy always (enjoy) basketball training with the girls.4 Mary (write) a report about the visit to the shelter, so don’t bother her.5 Why (Ian / not take part) in the meeting this afternoon? – He (visit) a client in hospital.6 Ahmed usually (work) at home one morning a week. He (come) in to the office later. > Simple present, p. 222; Present progressive, p. 222; The future, p. 226

Presenting facts and figures: addiction

Work in a team to prepare a presentation related to addiction (the reasons for it, the dangers, the consequences, therapy, etc.). You can decide which addiction you want to deal with – drug addiction, internet addiction, gaming addiction, etc.

Step 1 Do internet research to find out about addiction among teenagers. If you come across relevant graphs, decide which one(s) you would like to use in your presentation.

Step 2 Make notes in English about what you would like to say. Refer to the phrase bank (page 206) to help you prepare your talk.

Step 3 Upload your graph(s) and any other visuals onto slides.

Step 4 Make copies of your graph(s) and other visuals so you can give your audience a handout.

Step 5 Give the presentation and answer any questions from the audience.

Step 6 After the presentation, ask the other teams to give feedback on the language you used in your talk. > Präsentieren, S. 217

Checking progress

Browse through the previous pages in the unit, looking at headings, pictures and graphs. What have you learned? What can you do now that you have learned these things? ◊ I can mediate a German article in written English. (Part A)◊ I can describe a graph and put forward arguments in a debate. (Part B)◊ I can talk and write about internet addiction. (Part C)◊ I can do research and give a presentation on addiction. (Part D)

Write down two more statements of your own.

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Exam skills and strategies

Einen Aufsatz oder eine Stellungnahme schreiben Textproduktionsaufgaben fordern Sie heraus, nicht nur grammatikalisch korrektes, sondern auch gut strukturiertes und verständliches Englisch zu gebrauchen. Bei den meisten Aufgaben zur Textproduktion sollen Sie objektiv über ein Thema schreiben, ohne Ihre Meinung zu äußern. Wenn eine Aufgabe jedoch Operatoren wie „comment“ oder „discuss“ enthält, ist Ihre eigene Meinung, eine Beurteilung oder eine Erörterung erforderlich. > Textproduktion: Umgang mit Operatoren, S. 54/S. 210

Write an essay / a comment about educating people about the harmful effects of drugs and alcohol and how this can help prevent misuse.

Bevor Sie beginnen:

1 Lesen Sie sich die Aufgabe mehrmals durch und vergewissern Sie sich, was gefordert ist. � Um einen Aufsatz zu schreiben, müssen Sie Argumente finden, die diese Aussage sowohl

stützen als auch bestreiten. � Wenn Sie eine Stellungnahme schreiben, müssen Sie Ihre eigene Meinung äußern und diese

auch untermauern.

2 Brainstorming: Schreiben Sie alle Gedanken auf, die Ihnen in den Sinn kommen, wenn Sie über das Thema nach-denken, und ordnen Sie diese in einer Struktur an. Grob-gliederungen und Mindmaps eignen sich dafür sehr gut.

> Mindmaps und Gliederungen erstellen, S. 42/S. 215

Den Aufsatz oder die Stellungnahme schreiben:

3 Schreiben Sie einen Einleitungssatz, der das Thema/Problem und die darauf zurückzuführende Situation darstellt. Beschreiben Sie dann das Thema mit anderen Worten. (Stellungnahme:) Äußern Sie Ihre Meinung. Geben Sie Ihren Lesern/-innen abschließend einen Überblick der Argumente, die Sie anführen wollen.

➞ Sometimes people make bad choices because they do not have all the information they need to

be able to make a good choice. This is especially true of taking drugs and drinking alcohol.

(Stellungnahme:) I think that if everyone were educated about the harmful effects of these

substances, they would either not use them or use much lower amounts. They would make better

choices, resist peer pressure and be afraid of the substances.

4 Schreiben Sie nun den Hauptteil Ihres Aufsatzes. Behandeln Sie jedes Argument in einem eigenen Abschnitt. Stützen Sie Ihre Argumente mit Fakten und Beispielen. Stellen Sie sicher, dass Ihre Argumente logisch und leicht nachvollziehbar sind. Verwenden Sie Wörter und Wendungen, die die Struktur Ihres Textes klarer machen.

Wichtig für:� Schreiben eines Aufsatzes

oder einer Stellungnahme� materialgestützten Aufsatz� rollenbasierte Stellungnahme

BEISPIEL-AUFGABE

TIPPS

My opinion: I agree with this statement

Argument 1: Knowledge helps people make better choices

in general.

Argument 2: Young people can resist peer pressure with

reasonable arguments.

Argument 3: Education will make them afraid of substances.

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Exam skills and strategies

➞ First, let’s look at how knowledge helps

people make better choices in general.

For instance, people who know about

food and healthy eating will probably

buy fresh fruit and vegetables at the

supermarket, and not chips and cola.

In other words, if you are aware of how

things affect your body, you choose the

things that are good for you. Likewise,

if you know how harmful drugs and

alcohol are, you will probably not use

them.

Next, let’s look at how education gives

young people reasonable arguments to

use when they face peer pressure ...

5 Schreiben Sie in der Schlussfolgerung eine Zusammenfassung dessen, was Sie bereits geschrie-ben haben. Führen Sie hier keine neuen Argumente ein. Unterstreichen Sie Ihren Standpunkt kurz und knapp in einem Schlusssatz. Dieser sollte in einer Stellungnahme Ihre eigene Meinung widerspiegeln.

➞ In conclusion, if people are educated about the risks and dangers of substances, they will make

informed choices, they will be able to resist peer pressure, and they will even be scared of using

substances. (Stellungnahme:) This is why I think all schools and colleges should make sure their

students learn about this topic.

Das Geschriebene bearbeiten:

6 Überprüfen Sie Ihren Entwurf auf Rechtschreib- und Grammatikfehler hin. Achten Sie besonders auf mögliche Fehler bei der Wortstellung.

➞ (Stellungnahme:) Much persons Many people think so, that they could never become an addict.

They don’t can can’t imagine being in that situation. This is because they lack informations.

7 Vorsicht vor „falschen Freunden“ – das sind englische Wörter, die deutschen Wörtern ähnlich sind, aber etwas anderes bedeuten.

➞ (Stellungnahme:) I mean think it is quite easy to become get drugs if you want them, and even

easier to get alcohol. Actually Currently, there are many arts kinds of pills and cocktails available.

8 Überlegen Sie, ob Sie Ihren Text verbessern können, indem Sie ab wechs lungsreicheres Vokabular verwenden.

Plan and write a text on one of the following topics.

� Write an essay about the pros and cons of homeless shelters. Although they meet some needs of the people who use them, they present a lot of problems, for example, crime and overcrowding.

� Comment on the statement, “The breakdown of the traditional family structure means that the family home is no longer a positive environment, like it was in the past.” > Lösungen, S. 299

Writing clearly

listing argumentsfirst, second, third, etc.next, further, furthermore, in additiongiving examplesfor example, for instance, to illustrate my pointcomparing and contrasting viewpoints and argumentson the one hand / on the other hand, likewise, simi-larly, although, however, nevertheless, on the con-trary, and yetshowing results and consequencesas a result, consequently, for this reason, so, then, therefore, otherwisesummarizingin conclusion, in other words, on the whole

Writing with varied vocabulary

� Instead of the word say, use mention, remark, state, express, claim.� Instead of good, use decent, favourable, great, outstanding, superb,

excellent.� Instead of not good, use poor, dreadful, terrible, unpleasant, disgusting.� Instead of very, use really, quite, extremely, highly, remarkably.