Courting the Consumer: Between Sales and Services

Transcription

1 Jede Unit wird durch eine Einstiegsdoppelseite eingeleitet. Neben der Reaktivierung von bekannten Inhalten und Strukturen bieten diese Seiten motivierende visuelle Impulse sowie diverse Start-up activities, die für das neue Thema sensibilisieren und Interesse wecken. 104 Courting the Consumer: Between Sales and Services Luring the consumer to shop: a window display in a department store START-UP Netcode Visual merchandising is an important marketing instrument that aims at attracting the customer s interest and motivating him or her to make a purchase. The photo above shows dressed-up mannequins promoting fashion. What is your impression of the window design? 2. Do research on further retail store windows, using the netcode and collect information on a) the visual display of goods, b) different shop window designs, c) basic rules of visual merchandising. 3. Form groups of 4 students and choose a product of your liking, e. g. technical equipment, fashion, cars, food, cosmetics, etc. Collect ideas on how to present your product(s) and how to design a shop window. Finally, make a draft/poster using clippings from magazines and/or printouts from the Internet. Present your posters in class and discuss your ideas. 4. Read about personality-based messages (p. 105). What are the specific concerns and needs of the five major trait domains and how does advertising address these? In class, discuss how you can target a specific customer personality using the drafts of your shop windows. Marketing Is More Effective When Targeted to Personality Profiles Advertisers spend enormous amounts of time and money attempting to tailor 1 their advertising campaigns to the needs of different demographic 2 groups. After all, the concerns of first-year college students are going to 5 be different from those of retired professionals. Even within a given demographic category, however, there are many individual differences, such as personality, that shape 3 consumer behavior. A new study in Psychological Science, a publication of the Association for Psychological Science, suggests 4 that advertisements can be more effective when they are tailored to the unique 5 personality profiles of potential consumers. While persuasive 6 messages are often targeted toward specific demographic groups, says study author Jacob Hirsh, from the University of Toronto s Rotman School of Management, we wanted to see whether their effectiveness could be improved by targeting personality characteristics that cut across 7 demographic categories. Hirsh and his co-authors [ ] recruited 24 individuals. They constructed five advertisements for a cell phone, each designed to target one of the five major trait domains of human personality: Extraversion 8, Agreeableness 9, Conscientiousness 10, Emotional Stability, and Openness to Experience. Each of these personality dimensions is associated with a unique motivational concern 11. For example, agreeable individuals tend to value a sense of belonging, compassion, and interpersonal harmony, while open individuals tend to value intellectual and aesthetic 12 pursuits 13. The advertisements featured a picture of the phone next to a paragraph of text that was changed in order to highlight the motivational concerns associated with each of the five personality dimensions. For example, the advertisement tailored to extraverts included the line With XPhone, you ll always be where the excitement is, whereas for neurotics 14, the same line read, Stay safe and secure with the XPhone. Participants were asked to rate the effectiveness of the ads with questions like, I find this advertisement to be persuasive ; this is an effective advertisement ; and I would purchase 15 this product after seeing this advertisement. Participants were also asked to describe their own characteristics on a personality questionnaire. In every case, the advertisements were rated as more effective when they were aligned 16 to match the participant s personality profile. Messages that compelled 17 an extravert 18 to buy the phone, for example, were different from those that appealed to conscientious individuals. We were impressed by the range of motives that can be brought to bear on a single object, Hirsh says. Although the product itself was the same in each case, its subjective value changed dramatically depending on the personal motives we highlighted in the advertisement. In 2012, nearly $530 billion will be spent on advertising around the world. Whether promoting political candidates, consumer products, or sound health and investment behavior, these persuasive communications constitute a significant component of the global economy. As Hirsh points out, This research has broad 19 implications 20 for the development of tailored communication strategies across industries. Personality-based message design may be useful not only for advertisers, but also for fostering 21 any number of outcomes, from health promotion, to civic engagement, to environmental responsibility May, 2012 [ ] 1 to tailor sth. to/for sb./sth. zuschneiden auf jdn. 2 demographic Bevölkerungs- 3 to shape here: gestalten 4 to suggest to put forward an idea or a plan for other people to think about 5 unique [ju'ni:k] here: belonging to one particular person or group 6 persuasive [p@(r)'sweisiv] überzeugend 7 to cut across sth. (phr. v.) to affect or be true for different groups that usually remain 8 separate extraversion Extrovertiertheit, Aufgeschlossenheit 9 agreeableness Verträglichkeit, Kompromissbereitschaft 10 conscientiousness ["k nsi'ens@sn@s] Gewissenhaftigkeit, Pflichtbewusstsein 11 concern here: sth. that is important 12 aesthetic [i:s'tetik] concerned with beauty and art 13 pursuit [p@(r)'sju:tj here: sth. that you give your time and energy to, hobby 14 neurotic [nju@'r tik] 15 to purchase to buy 16 to align sth. to sth. to change sth. slightly so that it is in the correct relationship to sth. else, ausrichten, anpassen 17 to compel [k@m'pel] (fml.) here: to cause a particular reaction 18 extravert ein extrovertierter Mensch 19 broad [bro:d] including a great variety of people or things 20 implication here: a possible effect or result of an action 21 to foster to encourage sth. to develop, verstärken Symbole gewährleisten eine schnelle Orientierung und eine gezielte Vorgehensweise. Umfassende Annotations mit Ausspracheerklärungen stellen weitere sprachliche Mittel zur Verfügung und unterstützen den Leseprozess und das Textverständnis. Das Schülerbuch bietet ein breites Spektrum an Aufgaben, die den Anforderungen sowohl an handlungsorientierte Methoden, kooperative wie individualisierende Lernformen sowie eher traditionellen Verfahren der Texterschließung Rechnung tragen. Im Sinne einer möglichst großen Variabilität wechseln offene und geschlossene Aufgabenformen, kreative und kognitive Texterschließungsaufgaben, unterschiedliche Sozialformen und Methoden. Die ausgewählten Texte und Materialien berücksichtigen alle Fachbereiche des beruflichen Gymnasiums und Berufskollegs und können im Sinne einer Vernetzung unitübergreifend und variabel eingesetzt werden.

2 Jeder Text wird durch eine Awareness-Aufgabe eingeleitet. Ready, Steady, Go? The Experience of Work 75 Private and Professional Communication Job Offers AWARENESS Look at the job adverts. Based on your first impression which of the three is the most eye-catching advert and which one do you find most interesting? JOB DESCRIPTION Seeking young women willing to work long hours, for low pay, without protective gear, seven days a week, sometimes 24 hours in a row. Ability to deal with stress a plus. Union activists need not apply. Job: Sewing jeans and other clothes for Pepe, Guess, Wranlger, Tommy, the Gap and Burton. You and your 700 colleagues will sew 500,000 pieces a month for costumers in the UK, Ireland, France, Belgium, the Netherlands and the United States. Equipment: Sewing machines and stools. Place of work: Hong Kong-owned factory in Mauritius. View over busy industrial estate from windows that don t open. Hours: Seven days a week. Housing: Nearby or inside the factory. Benefits: A multicultural experience: You ll meet other workers, some who have travelled all the way from China! Contact us now! consumer advice centre federal association social and consumer oriented press relations officer area of responsibility corporate identity strategic objective Public Relations conveying the company s policy to the public strategic development of topics link/ mediator between member organizations strategic goal to increase the association s impact to focus on a keen interest in convincing journalist qualities to have a good instinct and intuition sensitivity leadership qualities completed studies experience in journalism the use of new media excellent knowledge of sth. common Office software outstanding preferably foreign language competence charitable/non-profit organizations salary/ payment Alle Aufgabenapparate folgen einer klaren Systematik, die durch wiederkehrende Farbbalken im Sinne eines Ampelprinzips visualisiert ist: Awareness (grün) Comprehension (orange) Analysis (rot) Activities (blau) Grammar/Language (violett). Entsprechend dieser Systematik folgen die Arbeitsaufträge in ihren Formulierungen den zentralbiturrelevanten Operatoren, die am Anfang des Schülerbuches im Detail erläutert werden. 76 Ready, Steady, Go? The Experience of Work COMPREHENSION 1. Read the two adverts written in English first and identify what job is offered, the information given about the respective company, required qualifications, the terms of the offered job. 2. Mediate the job advert from the Verbraucherzentrale Bundesverband e. V. in Germany, emphasizing the facts given on the organization in general, the description of the offered job and its responsibilities, the required qualifications, skills and experience, the information given concerning the salary. Use the tips on vocab box above for further language help. Skills, Mediation, p. 474 ANALYSIS In -Kästen wird Wortmaterial für die mündliche und schriftliche Produktion von Texten unmittelbar zur Verfügung gestellt. 3. Examine whether the information given in the adverts matches the list of criteria for a well-written job description. Copy the grid into your notebook and fill in the information from the adverts. advert identifier key responsibilities Hamleys action man protection qualifications terms special requirements goals 4. Analyse the specific style of each article and examine the choice of words, use of keywords, the language register, use of positive emotive words, use of expert language/technical terms, etc. Explain how these devices determine the style and the message of the advert. Useful tips- oder Info-Kästen stellen vielfältige Informationen bereit und unterstützen das selbstständige Arbeiten und die Methodenkompetenz der Schüler. Ergänzende Hinweise auf -Seiten direkt unter der Aufgabenstellung bieten unmittelbaren Zugriff auf Skills, Fakten, Methoden oder Dokumente. 5. Traps are not always as obvious as in the jeans advert (p. 75). Scan the newspapers and try to find adverts where you can identify hidden or obvious traps. Use the criteria from the info box. 6. Choose one of the adverts and write a) a formal letter of application and b) an informal, more creatively designed letter or ad in which you apply for the offered job/position/post. Skills, Writing a CV and a Letter of Application, p. 482 GRAMMAR / LANGUAGE Info Criteria of a well-written job description identifier: job title, location, department, whom to report to key responsibilities: e.g. type of work qualifications: required skills, work experience, education terms: work schedule, salary range, special benefits special requirements: e.g. heavy physical work, regular travelling goals: expected level of performance 7. Design your own job advert/description (e. g. looking for a summer job, looking for participants in your drama club, a poster, a newspaper ad, etc.). Be careful to choose the appropriate language register that matches the addressee of your ad. Employ technical terms/phrases and/or expert language to reflect your professionalism. Language, The Language Register of English, p. 494

3 Zur Schulung der kommunikativen Kompetenz wurden diverse Texte des Buches als listening comprehension-übungen erstellt und stehen als Hörtexte auf den Audio-CDs zur Verfügung. In Ergänzung zu Hörtexten mit Textvorlage im Schülerbuch werden auch Hörtexte ohne Textvorlage auf den Audio-CDs angeboten (Transkripte im Booklet). Being Interviewed on the Phone Ready, Steady, Go? The Experience of Work 81 AWARENESS Making phone calls in a foreign language, especially for a telephone interview, requires planning. It is especially important to know what to say when making formal or business calls. In a group, work out a rough draft of the main things you want to say or ask before phoning somebody, things that the contact person is likely to say or ask, how to start/end a conversation, what to say when you need to leave a voice mail. Skills, Telephoning, p. 480 Webcodes erleichtern den komfortablen Zugriff auf weitere Materialien, Websites, Links etc. COMPREHENSION 6 CD Listen to the dialogue/telephone interview for a first time and try to get the gist of the conversation. Take some notes on the w-questions (who-where-what-when-why). 82 Ready, Steady, Go? The Experience of Work ANALYSIS 2. Now, listen to the interview for a second time, and try to answer these questions: a) How did Susanne Müller find the job offer? b) Who is she speaking to? c) What job is Susanne Müller looking for? d) What kind of job is she offered? Where? e) What are Susanne Müller s qualifications? f) What is her motivation to look for a job in the UK? g) What are the company s requirements concerning the offered job (e. g. salary, flexibility, etc.)? h) Where does Susanne Müller have to send her application to? i) What is her registration number? j) Where are the company s headquarters? k) When can Susanne Müller expect to get a reply? 3. Listen to the interview for a third time and pay attention to particular keywords that characterize the company s expectations and the applicant s (i. e. Susanne Müller s) qualifications and motivation. Copy the grid into your notebook and complete it, explaining the meaning of certain keywords. Susanne Müller NetJob/Fosters & Son keywords independent flexible meaning able/willing to move; open to changes; able/willing to move; willing to work extra hours 4. In a Group Puzzle activity ( FoM, p. 487), prepare role cards using the interview role cards on pages 82 f. Netcode Webcode SNG Form four/six groups, of which two/three groups will take the role of the German applicant (Michaela/Thomas Schmitz) and the others will take the part of the British interviewer (Julia/Timothy Robinson). Each group prepares the respective tasks/questions and takes notes. Use your dictionary and/or the FoV pages in your Students Book to mediate the German applicant s tasks. Skills, Job Interview, p. 472 Skills, Telephoning, p. 480 Then, the groups remix ( see diagram below). Act out the interviews in class. During the interviews, the other students should listen and take notes on the performance of the interview partners. Finally, the class evaluates the job interviews and exchanges ideas for further improvement. You can use the evaluation form on the netcode. webcode. 5. Alternatively, select different/further questions and answers from the catalogue on p. 79 and perform a role play for a different job interview. Write role cards with a partner and act out the interviews in class. Choose whether you will conduct a telephone or personal interview. Role A Sie sind Michaela/Thomas Schmitz und haben gerade das berufliche Gymnasium absolviert. In einem Internetportal haben Sie ein Stellenangebot einer Firma in England gesehen, die Ausbildungsplätze im Bereich Sales and Marketing anbietet. Die Firma, Millers & Co., arbeitet u. a. für das British Tourist Board, das Werbung macht und Produkte für Touristen herstellt, die London und England besuchen und/oder an den Royals interessiert sind. Die Firma ist speziell an einem deutschen Auszubildenden interessiert, weil der Markt mit Blick auf deutsche Touristen erschlossen werden soll. Sie haben einen Termin für ein job interview mit der Personalchefin Mrs Julia Robinson/dem Personalchef Timothy Robinson, in dem Sie sich u. a. auf die o. g. Punkte beziehen und folgende Aspekte berücksichtigen: Beziehen Sie sich auf die o. g. Informationen. Beschreiben Sie Ihre Motivation für den Ausbildungsplatz/Job. Stellen Sie Ihre Auslandserfahrungen/Erfahrungen mit Aufenthalten in England dar. Sagen Sie, dass Sie Kenntnisse der britischen Lebensart haben. Entwickeln Sie erste Ideen für typisch britische Produkte, die für deutsche Touristen interessant sein könnten. Stellen Sie dar, dass Sie PC-Kenntnisse (Windows, Word, Excel ) haben. Sagen Sie, dass Sie Handelsenglisch im beruflichen Gymnasium gelernt haben. Verweisen Sie auf weitere Zertifikate (z. B. Cambridge Certificate, Certificate for English in Business ). Betonen Sie, dass Sie ledig und flexibel sind und innerhalb Wochen/Monaten nach England ziehen können. Sagen Sie, dass Sie auch bereit sind, zu reisen. Verweisen Sie auf absolvierte Praktika, z. B. bei Bitten Sie um Hilfe/Unterstützung bei der Wohnungssuche Fragen Sie nach dem zu erwartenden Gehalt fragen Sie nach der Chance, nach einer erfolgreichen Ausbildungszeit übernommen zu werden Das Lehrwerk bietet einen umfassenden, repräsentativen und differenzierten Pool von authentischen Texten, die sich durch Aktualität, Variabilität und Funktionalität auszeichnen: zentralabiturrelevante Thematik und Textformen fiktionale und nicht-fiktionale Texte ein Auszug aus einem Drama Auszug aus einem Screenplay Internet Blogs Interviews Karten, Statistiken, Fotos, Cartoons, Grafiken Alle Texte sind sorgfältig annotiert und ermöglichen einen unmittelbaren Zugang. Texte in unterschiedlicher Komplexität und Länge tragen zudem dem Aspekt der Binnendifferenzierung Rechnung und bieten Schülern mit unterschiedlichen Leistungsprofilen Lese- und Arbeitsanreize.

4 Die Seiten Facts, Documents sowie Vocab sind direkt in die Units eingebettet. The Universal Declaration of Human Rights On 10 December 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights. Although it is not a legally binding document it outlines a distinct understanding and view of human rights. 207 Documents Documents-Seiten stellen historische oder politische Dokumente passend zum Thema der Unit zur Verfügung. Article 1 All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. Article 2 Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. [ ] Article 3 Everyone has the right to life, liberty and security of person. Article 4 No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms. Article 5 No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. Article 6 Everyone has the right to recognition everywhere as a person before the law. Article 7 All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination. Article 8 Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law. Article 9 No one shall be subjected to arbitrary arrest, detention or exile. [ ] Article 16 (1) Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution. (2) Marriage shall be entered into only with the free and full consent of the intending spouses. [ ] Article 17 (1) Everyone has the right to own property alone as well as in association with others. (2) No one shall be arbitrarily deprived of his property. [ ] Article 19 Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. [ ] Article 26 (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. [ ] Article 28 Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration 146 can be fully realized. Vocab [ ] to address sb. to say sth h. directl y to sb. advertisement/ad Werbung/Werbeanzeige A I D A (abbr./acronym) (gain) Attention (hold) Interest (arouse) Desire (encourage to take) Action to appeal to sb./appealing to make a product attractive, interesting to attract sb. s attention to make sb. interested in sth. audiovisual presentation audio-visuelle Darstellung B & W black and white ad bold; heavy-faced type Fettdruck billb oard/billboard advertising große Reklamefläche body copy the main portion of the reading matter brand the label by which a product is identified brand image/personality Markenansehen brand loyalty the tendency of customers to continue buying the same product caption text written underneath a picture to explain it client customer column Textspalte competition/competitor Wettbewerb(er) consumer advertising advertising of products sold to the general public to convince sb. to make sb. believe that sth. is true copy any word or text material for publication, broadcast or production copywriterr a person who writes advertising editor Herausgeber to evoke interest in sth. Interesse erwecken eye-catcher sth. that is immediately noticeable because it is particularly interesting eye appeal sth. that attracts people s attention front page first page of a newspaper/magazine four colour artwork reproduced in full colour label a piece of paper, etc. that is attached to sth. and gives information about sth.; tag merch andising activities designed to promote retail sales to persuade sb. jdn. überreden/überzeugen persu asive überzeugend prime time peak viewing time; time when the greatest number of people are watching TV/ listening to the radio, etc. press release/news release Pressemitteilung promo tion Werbung; Verkaufsförderung psych ographics Verbraucherforschung public rel ations (PR) activity of influencing the press so that they print stories that promote a company/product research Recherche; Nachforschung to seduce sb. [si'dju:s] jdn. verführen seduction [si'dˆksn] Verführung; enticement slogan a word or phrase that is easy to remember subconscious(ly) ["sˆb'k ns@sli] connected with feelings that influence your behaviour even though you are not aware of them subheadline/-heading title given to a part of an article supplement an extra separate section that is sold with the newspaper/magazine target group a particular group of people the advertisement is aimed at trade advertising advertising aimed at wholesalers, distributors and retailers rather than customers trademark (TM) name, symbol or design a company uses for its products and that cannot be used by anyone else two colour ad printed in two colours, usually black and a second colour for effect uncon scious(ly) (y) without being aware consumer protection advertising standards authority a self-regulatory organization of the advertising industry in the UK civil law Bürgerliches Gesetzbuch commercial code Handelsgesetzbuch competition regulation Wettbewerbsregelung (to deal with a) complaint sich mit einer Beschwerde beschäftigen; sich darum kümmern consumer advice institution organization that informs consumers and gives practical advice consumer protection laws and organizations to ensure the rights of consumers consumer rights rights of consumers to be protected against fraud and unfair business practices credit repair/debit repair Kredit-/Schuldnerberatung food safety scientific discipline describing handling, preparation, and storage of food in ways that prevent foodborne illness fraud Betrug marketplace the activity of competing with other companies to buy and sell goods, services, etc. privacy rights Rechte zum Schutz der Privatsphäre Facts-Seiten vermitteln Hintergrund- und Faktenwissen zu den jeweiligen thematischen Schwerpunkten der Units. Factors of the Market Economy The circular flow model The circular flow model depicts the workings of the economy and the movement of resources between producers and consumers. There are various models, comprising 1 different flows: the flow comprising wages and salaries paid by the firms to the households income the flow of money spent by households and received by firms expenditure 2 the corresponding flow of labour provided by households to firms the flow of goods and services provided by firms to households. Additionally, there are certain leakages from the flow: savings (when money is received by households but not spent), imports (where money flows to foreign firms) and taxation (when money flows to the government). In addition to these withdrawals there are certain inflows of money, i. e. investment, exports and government spending which ideally balance each other out. The supply and demand model of the market and its consequences Supply and demand is an economic model of price determination in a market. There are four basic laws: 1. If demand increases and supply remains unchanged, then it leads to a higher price and production rises. 2. If demand decreases and supply remains unchanged, then it leads to a lower price and less is produced. 3. If supply increases and demand remains unchanged, then it leads to a lower price and production rises. 4. If supply decreases and demand remains unchanged, then it leads to a higher price and less is produced. 1 to comprise beinhalten 2 expenditure Ausgaben 3 factor market Produktionsmarkt 4 interest Zinsen 5 rent Miete 6 stock issue Aktienausgabe Vocab-Seiten liefern wichtiges thematisches Lernvokabular für die Unit. 113 Facts

5 472 Skills Job Interview How to prepare yourself for the interview Research the company where you will have the interview, e. g. the company s history and background (founder, etc.), make sure to use the company s correct name, the company s range of products and/or services. Think of possible questions you might be asked and prepare suitable answers (cf. SB, p. 79). Rehearse a job interview with a friend and have them ask you questions (that you have prepared and surprise questions). Evaluate the mock interview with your friend: Which answers turned out well and which ones need to be improved? What impression did your friend have of you (body language, nervousness, friendliness, etc.)? Think of questions that you want to ask the interviewer. Your questions should reveal that you already know something about the company and its management and structure (cf. below). Dress nicely, neatly and appropriately. Arrive early so that you have time to collect your thoughts and appear calm and relaxed. the company s corporate culture/identity challenges/innovations for the future plans for future expansion approach taken towards managing employees management philosophy What to do during the interview Smile and maintain eye contact with your interviewer. Be positive and try to convey that you are enthusiastic and energetic. If the interviewer tries to lighten the interview with some small talk, be prepared to chat with him/her. Speak clearly and slowly. Do not rush through your answers and give yourself time to think before you answer. You do not want to convey the impression of being thoughtless or superficial. Do not hesitate to ask the interviewer to repeat or explain his/her question. Do not simply answer questions with yes, no or I don t know. The interview is your chance to express your thoughts and convince the interviewer that you are the best choice for the job. But: be careful not to talk too much keep your answers clear and concise. If there is still time (or the interviewer asks you to do so) you can ask the questions that you prepared. Thank your interviewer at the end. I didn t have any difficulty finding you. The map your secretary sent me was very helpful. As you can see from my CV perhaps you would like me to tell you something about my experience in Is there anything specific you would like to know about me? Could you tell me more about? Thank you very much for seeing me. Thank you for your time. After the interview After a short time (ca. 2 weeks), send a follow-up mail/letter thanking your interviewer. Express your interest in the company again. Ask politely when you can expect a reply/a decision. How shall we proceed? When can I expect to hear from you? When will a decision be made? When are you likely to make a decision? I had an interview for the position of a three weeks ago and would like to enquire whether a decision has been taken yet. 486 Methods Panel Discussion, Hot Seat and Round Robin Panel Discussion (Podiumsdiskussion) This activity is like a role play in which the students take over different roles and act out a discussion on a particular controversial topic. Divide the class into groups, each group representing a particular view. Before you start the discussion, inform yourself about the position you are going to take. If necessary, do some research in order to be well prepared. Prepare role cards and take notes on the possible pros and cons of the matter. Act out the panel discussion and exchange your arguments. At the end, you may put the matter to a vote to come to a decision on the matter. Language, Conversation and Discussion, p. 491 Skills-Seiten bieten den Schülern Informationen und praktische Hilfen für das Erlernen von und den Umgang mit traditionellen und modernen, handlungsorientierten und kreativen Arbeitsmethoden, z.b. Textanalysetechniken, Mediation, Projektarbeit, Interviewtechniken, Recherche, Filmanalyse etc. Writing a Letter to the Editor A letter to the editor is a formal letter that has different functions: A reader responds to an article in a newspaper/magazine/on the Internet he/she has read and states his/her opinion on the matter. expresses his/her criticism or support of a stance taken by the publication. responds to another reader s letter to the editor. comments on a current issue or a problem of public interest. remarks on materials that have appeared in a (previous) publication. corrects a perceived error or misinterpretation. Tips for writing Read the publication thoroughly and underline/highlight key phrases and the most relevant parts. Pay attention to the focus and the standardized terminology used in your assignment, e. g. Write a letter to the editor and assess the author s view of immigration to Great Britain. Name the article you are responding to in the first sentence of the body of your letter or in a subject line. Include your name, address and address (phone number) at the top of your letter to give the editor the opportunity to verify your identity. Since your letter may be edited, get to the point and be concise (knapp und präzise) and focused. Do not write a lengthy argument. Limit your letter to two or three paragraphs: a) Introduce the subject matter and briefly state your opinion/objection (Einwand). b) Include a few sentences (arguments, examples) to support your view. c) End with a concluding remark and a clever, punchy (ausdrucksstark) line. Keep in mind that a letter to the editor is a formal letter. Use Standard English and write in a matterof-fact style, using clearly structured arguments. Avoid informal and insulting (beleidigend) or offensive language and do not be overly emotional. Start your letter like this: Dear Editor/Sir/Madam, I am writing in response to the article If you do not want your name published, state so clearly, e. g. in the last paragraph. Example: Please note, I do not want my (full) name published with this letter. Proofread your letter to check for poor grammar and spelling errors. Submit your letter by (if possible) to enable the editor to cut and paste your letter. to have a good/positive opinion about sb./sth. to (strongly) (dis-)agree with sb. about sth. to approve of sb./sth. (billigen) to advise sb. to do sth. (raten, beraten) to acknowledge that (anerkennen) to show one s solidarity with to argue in support of sb./sth. (sich aussprechen für ) to take a negative view of sb./sth. to refute sb. s arguments (entkräften, widerlegen) to express criticism of to call sth. into question to express doubts about sb./sth. (jdn./etw. anzweifeln) to protest against to have reservations about (Vorbehalte haben) to disassociate oneself from sb./sth. (sich distanzieren von) to make remarks on to make observations about to maintain/claim that (behaupten) Skills, Writing a Comment and a Review, p. 481 Skills, Commercial Correspondence Business Letter, p Skills Hot Seat (Press Conference) In this activity one (or more) student(s) takes over the role of a person and is questioned by the group. This method can be used to learn something about a character s motivation or behaviour. Additionally, controversial actions or decisions, e. g. of politicians, can be explored and discussed. The student volunteering for the Hot Seat first needs to tune in to the character; the student should try to step into the character s shoes and imagine what he/she is thinking and feeling, what he/she would do in certain situations. You should take notes on the character. The group has to prepare questions for the person in the Hot Seat. Think about aspects you want to clarify about the story, a character s motivations or an unclear political situation. At the end of the activity, evaluate the discussion and state what you have learned about the character, whether the situation is more understandable, etc. Language, Conversation and Discussion, p. 491 Round Robin (Blitzlicht) Round Robin is a method of cooperative learning in which each student gives a short statement on a certain topic, situation or question without being commented on. You can also use this activity after a discussion to give each participant the opportunity to make a concluding comment or to give a short review. Arrange your chairs in a circle. Each student, one after the other, makes a personal statement, stating his personal thoughts or impressions. The other students silently listen to the student speaking. If you do not quite understand something you are allowed to ask a question for clarification. Do not discuss or comment on the statements and do not take notes while listening. You may want to take notes afterwards and use them for reviewing the topic yourself or for a task based on the discussion, homework, etc. Methods-Seiten stellen den Schülern Basiswissen im Umgang mit Unterrichtsmethoden zur Verfügung und ermöglichen so den Zugang zu eigenverantwortlichem, individuellem und kooperativem Lernen und Arbeiten im Unterricht.

6 Die Seiten Grammar und Language sind im Anhang des Buches gebündelt. 490 Language Connectives and Adverbs In order to improve your style and speak and write more fluently, you should employ connectives and adverbs. Try to vary the beginnings of your sentences and use sub-clauses to express your opinion and thoughts in a more diversified way. listing/order first, second, third; firstly, secondly, thirdly; for one thing (and) for another (thing); to begin with; to start with; initially/in the first place; then; finally; to conclude 1 ; last but not least comparison/similarity 2 equally; likewise; similarly; in the same way; compared to ; both; but while the first ; although; though exemplification 3 namely; for example (e. g.); for instance; that is (i. e.); that is to say adding/reinforcing 11 also; as well; too; furthermore; moreover; then; in addition to; above all; what is more; ; again; equally; generally speaking summary/conclusion/consequence then; all in all; to sum up; in conclusion; accordingly; as a result; briefly; consequently; generally speaking; hence; it follows that; taking everything into account; thus; therefore reformulation or rather; to put it another way; in other words Language-Seiten bieten Vokabular und Phrases für die Textanalyse und -interpretation sowie Diskussionsstrategien. alternative alternatively; on the other hand contrast on the contrary; in contrast; by contrast; on the one hand on the other hand; compared to; although; likewise 504 Grammar concession 4 besides; however; nevertheless; still; though; in spite of that; on the other hand; despite this; admittedly 5 emphasis 6 as a matter of fact; at any rate; clearly; evidently 7 ; ideally; undoubtedly 8 your own opinion from my point of view; in my opinion; in my view; the way I see it; to my mind; to my way of thinking reference 9 to something/someone according to; as for; the former; the latter; with reference to; referring to; with regard to; concerning toning down 10 arguments a little (worrying); almost; fairly; hardly; more or less; somewhat; on second thought; at first sight reason and purpose as; because of; consequently; for this/that reason; hence; in order to; on account of; since; so; that explains why; this is why; therefore condition as long as; even if; if; in any case; on the condition that; provided that; unless an opposite point of view alternatively; but; despite/in spite of (the fact); except for; however; in contrast to; instead of; nonetheless; on the contrary assumption 12 assuming that; given that; presumably; probably; granted that; allegedly 13 ; seemingly; on the face of it; supposedly 14 emphasizing arguments actually; absolutely; (not ) at all; badly (needed); completely; extremely; entirely; indeed; not in the least; perfectly; really; seriously; thoroughly; totally; utterly 15 ; very 1 to conclude sth. from sth. schlussfolgern 2 similarity the state of being like sth./sb. but not exactiy the same 3 exemplification illustration, giving an example 4 concession Zugeständnis 5 admittedly accepting that sth. is true 6 to put emphasis on sth. to stress sth. 7 evidently clearly, obviously 8 undoubtedly zweifellos 9 reference sth. that you connect or relate to sth. else 10 to tone down sth. to make a speech/an opinion less extreme or offensive 11 to reinforce sth. to make a feeling/an idea stronger 12 assumption Annahme, Vermutung 13 allegedly angeblich 14 supposedly angeblich, vermutlich 15 utterly totally, very much Indirect commands and requests are usually introduced with tell sb. (not) to do sth., ask sb. (not) to do sth., warn sb. (not) to do sth. or remind sb. (not) to do sth., etc. usually require the infinitive with to or not to S V O infinitive Don t drink so much. The doctor warned him not to drink so much. Susan: Can you help me with the report? Susan asked me to help her with the report. Changes of pronouns and adverbials of time and place pronouns and adverbials of time and place have to be adjusted to the perspective of the person reporting the statement and therefore might have to be changed Hester: Can I use your car, Owen? (Owen to his friend) Hester asked me if she could use my car. (Hester to her friend) I asked Owen yesterday if I could use his car. adverbials of time and place direct speech indirect speech direct speech indirect speech now today tomorrow yesterday then, at that time (on) that day, yesterday, on Monday the next day, the following day, today, the day before last night/week/year three days ago this evening tonight here the day/week/year before three days before/earlier that evening that night there Indirect Speech Usage When you report what an author has written in a text or what a character says or thinks, it is necessary to use indirect speech. In a summary, for example, you should not use direct speech at all; instead, use indirect speech. Write an appropriate introductory sentence and do not always use the verb say vary your formulations. Here are some alternative verbs for your introductory sentences: Statements: to say, to tell, to comment (on), to add, to explain, to mention, to remark, to announce, to point out, to describe, to state, etc. Questions: to ask, to want to know, to wonder whether/if, to doubt whether/if, to question that, etc. Commands/requests: to tell (sb. to do sth.), to order, to demand, to request, etc. Only (!) if the introductory verb is in the past tense, you have to backshift the tenses of the direct speech. backshift example tenses direct speech indirect speech present past Owen works in the quarry in the holidays. past past perfect Hester loved the boatman from Tortola. Hester was drinking all night. He said Owen worked in the quarry in the holidays. Owen explained that Hester had loved the boatman from Tortola. Tom told us that Hester had been drinking all night. present perfect past perfect I have applied for the job. Sally said that she had applied for the job. will-future would + infinitive going to-future was/were going to + infinitive I m sure the new cars will be more energy-efficient. The government is going to fight unemployment. The politician said that he was sure that the new cars would be more energy-efficient. The President explained that the government was going to fight unemployment. can could I m sorry we can t come. Michael was sorry that they couldn t come. may might I may perform another fake suicide. Indirect questions Harold mentioned that he might perform another fake suicide. you also have to backshift the tenses in indirect questions there is no do/does/did in indirect questions the sentence order in indirect questions is the same as in statements: s v o if you report questions with question words like who, what, where, when, why, use ask/want to know + question word Tom: What did you write in the test? Tom wanted to know what I had written in the test. if there is no question word in the direct question, use if or whether in the indirect question Tom: Do you love Hester, Owen? Tom wanted to know if Owen loved Hester. 503 Grammar further changes: come go, bring take, this that, these those German (zu-)lassen, machen lassen, veranlassen let + object + infinitive without to (zu-) lassen, erlauben In a multicultural society, it is important to let people keep the cultural traditions of their homeland. permit/allow + object + infinitive with to (zu-) lassen, erlauben Some nations allow immigrants to have two nationalities. have/get + object + past participle machen lassen Before Hester went to the ball, she had her hair done. When Pat prepared her project, she got some transparencies made in the copy shop. have/make + object + infinitive without to veranlassen, zwingen The teacher had his students correct their own mistakes. The teacher cannot make the students work regularly. get + object + infinitive with to jdn. dazu bringen, zwingen The United Nations should get the industrial nations to ban underpaid labour in sweat shops. Grammar-Seiten stellen den Schülern schwerpunktartig relevante Grammatik zur Wiederholung und Auffrischung zur Verfügung.

7 Dem Schülerbuch ist eine Film Analysis CD-ROM beigefügt. Um einen sowohl kreativen als auch analytischen Zugang und Umgang mit Filmmaterial im Sinne des Erwerbs von media literacy zu ermöglichen, bietet die interaktive CD-ROM den Schülern vielfältige Möglichkeiten zur selbstständigen Erarbeitung unterschiedlicher Filmszenen, die jeweils einem Themenschwerpunkt zugeordnet sind. Die Schüler können sich so interaktiv mit dem Medium Film auseinandersetzen und sich dem komplexen Thema der film analysis kreativspielerisch nähern. A World on the Move: Global Migration and Mobility Put yourself in the position of an immigrant in a) Italy, b) Spain or c) Greece and write a letter back home to your family about your life in the new country. What advice would you give other family members about where and how to immigrate? GRAMMAR / LANGUAGE 6. Explain the following words and phrases: redefine Europe s population immigration policy demographic shift temporary migrant(s) non-citizen resident(s) melting pot a three-course meal ongoing neglect seasonal migrant(s) native-born mentors Gran Torino Living with the Consequences of War AWARENESS Das Filmklappensymbol weist darauf hin, dass die Schüler zusätzlich zur traditionellen Methode der Filmanalyse selbst (inter-)aktiv mit den unterschiedlichen Filmszenen, Zuhause oder im Unterricht, arbeiten können. Walt Kowalski is a retired Polish-American Ford factory worker and Korean War veteran, whose once nice neighbourhood, populated with white working-class families, has turned into an area that is dominated by poor Asian immigrants, low-income families and gang violence. Walt is a rough, cynical and gruff man who usually keeps to himself and has few friends. His new nextdoor neighbours are a Hmong family, immigrants from Vietnam, whom Walt begrudges and despises. However, the oldest children of the Vang Lor family, Sue and Thao, are being bullied and pressured by a gang of Asian teenagers, led by their cousin Fong, or Spider as he calls himself. Walt slowly gets involved with their lives finally gaining deeper insight into his neighbours culture. Think about the title of the film, Gran Torino what associations spring to your mind? 4 1. Do you agree that Walt is a hero to the neighbourhood, as the Vang Lor family calls him? Discuss this question in class after working with the scene Get off My Lawn on the CD-ROM Learn about the background of the Hmong people by working with the scene That Brother of Yours and completing the tasks on the CD-ROM. 3. Do research on the story of the Hmong people, the effects the war in Vietnam had on them and their new life in the USA. Die im Buch angebotenen Aufgaben (oder weitere Filmstills) bieten die Möglichkeit, auch ohne die beigefügte CD-ROM zu arbeiten. 4. Now, after getting acquainted with Walt Kowalski, look at the film still and write an interior monologue that reflects Walt s thoughts. 5. What different consequences of war(s) do Walt and his neighbours actually have to deal with? Discuss. 6. What does the screenwriter do to turn clichés around and present a different portrait of people? Give examples from either scene. 0:45:59 Walt Kowalski Die CD-ROM enthält, neben der entsprechenden Filmszene, einen umfassenden Aufgabenapparat, vielfältige Tools zur aktiven Arbeit mit der Szene sowie ein Lexikon aller wichtigen Begriffe wie cinematic devices, camera operations etc.