von

Prof. Dr. Peter Bruck

Ellen Butzko

Louise Carleton-Gertsch

Krista Eichler

Cornelia Kaminski

Nilgül Karabulut

Hartmut Klose

Antje Körber

Silke Krieger

Gerda Piotrowiak

Dr. Stephan Schüller

Thomas Tepe

Alexandra Timm

Reiner Verspai

Markus Wasserfall

Ernst Klett Verlag

Stuttgart · Leipzig

GreenLine Oberstufe

B  Equality and the Dream

1 before you read InGermany,iseveryonetreatedequally?Incourt?Onthestreet?Instores?Inschools?Atthevotingbooth?

libertyandjusticeforall?

Published in 1960 when segregation and discrimination against African Americans was widespread, Lee’s novel describes the trial of a black man accused of raping a white woman. Despite evidence proving that he is innocent, the all-white jury wants to sentence the defendant Tom Robinson to death. Read how Atticus Finch, the defense attorney, defends Robinson during his closing arguments of the trial.

‘Gentlemen,’ he was saying, ‘I shall be brief, but I would like to use my remaining time with you to remind you that this case is not a difficult one, it requires no minute sifting of complicated facts, but it does require you to be sure beyond all reasonable doubt as to the guilt of the defendant. To begin with, this case should never have come to trial. This case is as simple as black and white.

‘The state has not produced one iota of medical evidence to the effect that the crime Tom Robinson is charged with ever took place. It has relied instead upon the testimony of two witnesses whose evidence has not only been called into serious question on cross-examination, but has been flatly contradicted by the defendant. The defendant is not guilty, but somebody in the courtroom is.

‘I have nothing but pity in my heart for the chief witness for the state, but my pity does not extend so far as to her putting a man’s life at stake, which she has done in an effort to get rid of her own guilt. 

‘I say guilt, gentlemen, because it was guilt that motivated her. She has committed no crime, she has merely broken a rigid and time-honored code of our society, a code so severe that whoever breaks it is hounded from our midst as unfit to live with. She is the victim of cruel poverty and ignorance, but I cannot pity her: she is white. She knew full well the enormity of her offense, but because her desires were stronger than the code she was breaking, she persisted in breaking it. She persisted, and her subsequent reaction is something that all of us have known at one time or another. She did something every child has done – she tried to put the evidence of her offense away from her. But in this case she was no child hiding stolen contraband: she struck out at her victim – of necessity she must put him away from her – he must be removed from her presence, from this world. She must destroy the evidence of her offense.

‘What was the evidence of her offense? Tom Robinson, a human being. She must put Tom Robinson away from her. Tom Robinson was to her a daily reminder of what she did. What did she do? She tempted a Negro. She was white, and she tempted a Negro. She did something that in our society is unspeakable: she kissed a black man. Not an old Uncle, but a strong young Negro man. No code mattered to her before she broke it, but it came crashing down on her afterwards.

‘Her father saw it, and the defendant has testified as to his remarks. What did her father do? We don’t know, but there is circumstantial evidence to indicate that Mayella Ewell was beaten savagely by someone who led almost exclusively with his left. We do know in part what Mr Ewell did: he did what any God-fearing, persevering, respectable white man would do under the circumstances – he swore out a warrant, no doubt signing it with his left hand, and Tom Robinson now sits before you, having taken the oath with the only good hand he possesses – his right hand.

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VIPfIle

Nelle Harper Lee (born April 28, 1926) is one of the most influential American novelists of the 20th century despite having published only one book, To Kill a Mockingbird. In 1961 she was awarded the Pulitzer Prize for the book, which deals with the daily occurances of racism that she observed in her hometown of Monroeville, Alabama, as a child.

1 segregation  separating one kind of people from another

4defendant  someone who has to defend himself in a court of law

8minute  !mi*nu:t? small 8sifting  exact studying11 notoneiota  not the 

slightest amount17 atstake  at risk21 hounded  chased22unfit  unsuitable23offense  wrong-doing25topersist  to continue 25subsequent  following28contraband  illegal 

alcohol34totempt  to attract or 

seduce35code  the accepted way 

of behaving in society37 remarks  words39toleadwithyourleft  to 

use your left fist when boxing

41 topersevere   durchhalten

41 toswearoutawarrant  to make a statement on oath

‘And so a quiet, respectable, humble Negro who had the unmitigated temerity to “feel sorry” for a white woman has had to put his word against two white people’s. I need not remind you of their appearance and conduct on the stand – you saw them for yourselves. The witnesses for the state, with the exception of the sheriff of Maycomb County, have presented themselves to you gentlemen, to this court, in the cynical confidence that their testimony would not be doubted, confident that you gentlemen would go along with them on the assumption – evil assumption – that all Negroes lie, that all Negroes are basically immoral beings, that all Negro men are not to be trusted around our women, an assumption one associates with minds of their caliber.

‘Which, gentlemen, we know is in itself a lie as black as Tom Robinson’s skin, a lie I do not have to point out to you. You know the truth, and the truth is this: some Negroes lie, some Negroes are immoral, some Negro men are not to be trusted around women – black and white. But this is a truth that applies to the human race and to no particular race of men. There is not a person in this courtroom who has never told a lie, who has never done an immoral thing, and there is no man living who has never looked upon a woman with desire.’ […]

‘One more thing, gentlemen, before I quit. Thomas Jefferson once said that all men are created equal, a phrase that the Yankees and the distaff side of the Executive branch in Washington are fond of hurling at us. There is a tendency in this year of grace 1935 for certain people to use this phrase out of context, to satisfy all conditions. We know that all men are not created equal in the sense that some people would have us believe. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious – because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe – some people are smarter than others, some people have more opportunity because they’re born with it, some men make more money than others, some ladies make better cakes than others – some people are born gifted beyond the normal scope of most men.

‘But there is one way in this country in which all men are created equal – there is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and the ignorant man the equal of any college president. That institution, gentlemen, is a court. It can be the Supreme Court of the United States or the humblest J.P. court in the land, or this honorable court which you serve. Our courts have their faults, as does any human institution, but in this country our courts are the great levellers, and in our courts all men are created equal.’  From: Harper Lee, To Kill a Mockingbird, 1960

2 comprehension SaywhatMayellaEwelldidwrongandhowshedealtwithit.

3 comprehension SummarisewhatAtticusFinchsaysinlines62–82.

4 speaking Definewhat‘trueequality’meanstoyou.Thinkaboutalltheareasofsocietythatneedtobeincludedsothatthedefinitioncoversallaspectsoflife.

5 viewing Watchthisnewsreportonthemotorindustryinpresent-dayurbanAmericaandanswerthefollowingquestions:a) Onepartofeachgeneration’sAmericanDreamhasalwaysbeenthe

hopeofdoingbetterthanone’sparentsdid.EvaluatethechancesofthathappeningtothecurrentgenerationofAmericansinlightofthevideoclip.

b) Analysethestructureoftheshortvideo.Towhatextentisitobjective?

Ü L

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45unmitigated  complete, full

45temerity  audacity, boldness, courage

47conduct  behavior48exception  Ausnahme51 assumption  thought63distaffside  female side64tohurl  to throw68 idle  lazy69 industrious  active69gravely  seriously70 inferiority  not being 

good enough74 scope  capacity, reach76pauper  beggar, bum79 J.P.court  justice of the 

peace court, the lowest court

Atticus Finch and Tom Robinson in the courtroom scene from ToKillaMockingbird

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The US then and nowAdvanced texts

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So lernen Sie mit Green Line

Start in ein Kapitel

Den Einstieg in ein Topic bildet die Introduction.

Überprüfen

Den Abschluss jedes Topics bildet die Topic task: Die Aufgabe führt die inhaltlichen Schwerpunkte und die Core skill zusammen.

WritingabouttheamericanDreamandnightmare

1 UsetheEnglishequivalentsoftheseGermanwordstocompletethetext.

2 a) Findthemissingforms.

          

b) Formadjectivesfromthesewords.c) H Writesentencesusingthenounsandadjectives.Leaveblanksandhaveapartnerfillthemin.

3 Findtheantonymsandwriteinformativesentenceswiththem.

4 MatchthepairsandusetheminsentencesabouttheUS.

5 Composeashortessaycalled“TheAmericanNightmare”usingmostoftheseexpressions.

verb noun adjective

to theorise a new   about the frontier  ideas

settlers   the West we saw her   as she grew transformational

live long and  prosperity to run a   business

to commit oneself to demand total    to be   to the cause

 different groups of people equality  opportunity

to separate  of church and state  but equal

they   production individual  attitude toward one’s goals

support • opportunity • possibility • diversity • persistence • ethnicity • invention • spectacle • difference

advocate(n)• indifference • to discriminate against • to reduce • to immigrate • minimal

to conduct • minimum • to offer • per capita • assault • mortgage • to hold • election

an incentive • income • campaign • wage • a rally • payments • a poll • weapon

to strike out • to be at stake • to renege on promises • minimum wage • homeless shelter • up in the air • reality • flee • hope

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TIP

Learning from good speakers

View or listen to effective speakers and learn how they get their message across to their audiences.

UsefUlPhrases

‘Framing’ a speech

Ladies and gentlemen, I am delighted/I have the privilege to introduce …

It is an honour for me to welcome … today.

He/She spent a year …/is a representative of …

Speaking on behalf of …, I would like to thank you for …

a very informative/entertaining/thought-provoking talk

new insights into …/convincing line of argument

Mr/Ms X is now prepared to take questions.

Giving a speech at a youth conference

You have been invited to give a speech at an international youth conference on the topic “The USA then and now: Values and visions for the 21st century” organised by the US embassy in Berlin.

STEP 1 Choosingatopic

Decide on a topic for your speech. You may focus your speech on a topic of your choice or on one of the themes dealt with in this unit, such as

•  the making of America •   life in a multi-ethnic society•   the American Dream•  America’s changing role in the world

•  American values: freedom, individualism, patriotism, progress, can-do spirit

STEP 2 Takingonarole

Decide on a role. You may speak for yourself or in-role. Possible roles are:

•  a German student who spent a school year in the US •  a representative of the youth wing of an American or German political party•   a German youth who did an internship at the National Museum of American 

History in Washington•  the American ambassador to Germany, who will give the keynote speech 

of this conference. A keynote speech is a speech given at the beginning of an event by a prominent speaker to summarise its core message and set its underlying tone.

STEP 4 rehearsingyourspeech

œ Practise giving your speech in a small group, paying attention to:

•   bodylanguage: Be confident, stand firmly but relaxed. Keep your hands out of your pockets and smile.

•   voice: Speak clearly and freely, vary your tone/volume/emphasis, make pauses.•    contactwiththeaudience: Make eye contact, use the pronouns “I/you/we”. Ask 

for constructive feedback on the content, structure and presentation of your speech. ➔ S 22

STEP 5 holdingtheconference

œ Each group chooses the best speech and somebody to ‘frame’ this speech. ‘Framing’ means introducing your speaker formally to the audience, thanking him/her for the speech and inviting questions from the audience, which he/she will answer spontaneously.   Start the conference with the American ambassador’s keynote speech.

STEP 3 Turningatopicintoathesisandaspeechscript

a)  Collect arguments for your topic and your role.b)  Decide on a core message of your speech, e.g. a thesis, a call for action,  

a prediction etc. and structure your main arguments. c)  Write the script of your speech. ➔ S 15

überfüllt•Möglichkeiten•verdoppeln•Anhänger•Gelegenheit•begegnen•verstört

After the east coast had become too  1  , Americans headed west where more freedom, fistfuls of gold and  2  supposedly awaited them. Jefferson’s Louisiana Purchase of 1803  3  the size of the nation. His 4  applauded the  5  to create millions of new farms. But as the settlers moved west, they  6  Native 

Americans who were  7  by their lack of respect for nature.

1The US then and now

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Topic taskSpot on vocabulary

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TIP

À� First work on the vocab sheets; then test yourself here!

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Fürs Abitur trainieren

Im Core skill workshop können Sie eine abiturrelevante Skill wiederholen und trainieren.

Analysing a speech

Part A Understandingthecontextofaspeech

When analysing a speech, identify the focus of analysis and the speaker’s aim in the assignment. Then look at the context in which the speech was given. The title and any other information you have can help you. This is what you know: 

Context Yournotes

Is there a title? Barack Obama’s victory speech, November 2012

Who is speaking? Barack Obama

Where and when? Chicago, IL, Nov. 7, 2012

To what audience? supporters of his presidential campaign

On what occasion? Election Day victory

On what topic(s)?  his vision of the American people and the nation’s future

With what main aim? to thank his supporters, show his vision for the next four years

1 comprehension Usethenotesinthetabletowritetheopeningparagraphofaspeechanalysis,summarisingthecontextofthespeech.

Part B Usingrhetoricaldevicesandstrategiesinspeeches

2 analysis Mostelementsinaspeechhaveatleastoneofthesefourfunctions:1.  Toestablishcontactwiththeaudience2.  Toplaceemphasisoncertainideas3.  Topresentideasunderstandablyormemorably(illustration,memoryaid)4.  Toconveyacertainimageofthespeaker(self-presentation).

Copythisgridandfillinthemidddlecolumnwiththetermsfromtheusefulphrasesbox.

somepossibleaims rhetoricaldevices,otherstrategies

Phrasesfortheanalysis

contact making a joke to establish contact with sb

emphasis … to emphasise, to stress

illustration/memory aid … to illustrate/visualise an idea

self-presentation  … …

persuasion … …

… … …

3 analysis Nowaddthesephrasestotheright-handcolumninthegridabove:to stress • to break the ice • to make sb feel personally addressed • to present oneself as • to reinforce • to explain sth understandably • to connect with sb • to evoke a positive mood/reaction • to offer an easy-to-understand image • to reach out to sb • to highlight one’s own personal values or beliefs • to create a memorable phrase • to underline

4 analysis Findoutwhatfunctionsthesedeviceshaveinaspeech:allusion • hyperbole • euphemism • understatement • anaphora

TIP

A typical assignment asking you to analyse a speech …

1. usually starts with ‘Examine how …/ Analyse …’

2. includes the focus of analysis: usually structure and/or rhetorical devices

3. gives the general aim/intention of the speaker ➔ S5, S15

UsefUlPhrases

Rhetorical devices and strategies

repetition (of a key word/phrase)

making a joke

enumeration

metaphor

using the personal pronouns ‘we’, ‘our’, ‘us’

giving an example

directly addressing the audience

alliteration

contrasting words (antithetical phrase) or ideas

quotation (of an authority or expert)

rhetorical question

parallel structures

emotive language

5 speaking œ Ingroupsusethegridonthepreviouspageandtheusefulphrasesboxheretoexplainthefunction(s)ofthe‘soundbites’fromspeechesbelow.Repeatthemaloudwithappropriatebodylanguageforeffect!

1.  “Get active and become involved!”2.  “Most African dictators are cruel and corrupt.”3.   “This is the lesson history teaches: never give in, never give up and never …”4.  “Every citizen has these human rights. Every politician must respect them.”5.  “Imagine living in the street or on the run: cold, lonely and frightened.”6.  “We have to work together. That is our only chance to make a difference!”7.  “This is a question of war and peace, life and death!” 

fourpresidentstalkabouttheirhopesfortheirnation

ThomasJefferson(1801)Let us with courage and confidence pursue our […]  attachment to union and representative government. […] Possessing a chosen country, with room enough for our descendants to the thousandth and thousandth generation […] enlightened by honesty, truth, temperance, gratitude and the love of man […] with all these blessings, what more is necessary to make us a happy and a prosperous people?

abrahamlincoln(1863)It is rather for us to be here dedicated to the great task remaining before us – that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion – that we here highly resolve that these dead shall not have died in vain – that this nation, under God, shall have a new birth of freedom – and that government of the people, by the people, for the people, shall not perish from the earth.

Johnf.Kennedy(1961)Let every nation know that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty.

WilliamJ.Clinton(1997)Thirty-four years ago, the man whose life we celebrate today spoke to us. Like a prophet of old, he told of his dream that one day America would rise up and treat all its citizens as equals before the law and in the heart. Martin Luther King’s dream was the American Dream. […] May those generations we cannot see yet say of us that we led our beloved land into a new century with America’s bright flame of freedom spreading throughout all the world.

6 analysis Whatrhetoricaldevicesorotherstrategiesdidthefourpresidentsusetoconveytheirvisionsandvalues?Firstworkalone,andthenshareyourideaswithapartnerandafterwardswiththewholeclass.

UsefUlPhrases

Talking about function

The function/aim/purpose of … is to …

The intention behind this … is to …

The speaker uses/makes use of/employs this device in order to …

By using a device, the speaker tries/hopes/aims to achieve …

A device serves/helps …

The function/effect of …

UsefUlPhrases

Talking about dreams

to have a dream of (doing) sth

a dream comes true/is realised

to fulfil/realise a dream

to keep a dream alive

to make a dream come true

a dream may turn into a nightmare

  5

10

15

20

25

30

2topursue  !pE*su:? to follow

5descendants  !dI*sendEnt? Nachfahren

6temperance  Mäßigung12 devotion  loyalty13 toresolve  to decide14 invain  without success 

or a result16 toperish  to die20foe  enemy24ofold  vonfrüher

The US then and now

16 17

Core skill workshop 1

DO01-3-12-530407_T01_The_US_then_and_now.indd 16-17 18.01.2016 14:43:23

Übeninteraktiv2iq67k

12 13

1 speaking a) œ Describethepicturesonthesepages.Usethepicturestotalkabout

theUS.Whatabstractideasdoeseachimagerepresent?➔ S 28.1b) WhatdoyouknowaboutlifeintheUS?

2 speaking H IntheDeclarationofIndependenceAmerica’sFoundingFathersdeclaredthatGodhadgiventhemalltherightto“life,libertyandthepursuitofhappiness”.Withapartnerdiscusswhattheserightsmeantoyou.

Codez5e563

3 speaking œ IfyouemigratedtoAmerica,whataspectsofyourlifemightbedifferent?

4 analysis Fromthequotationsaboveandwhatyouhavealreadylearned,writealistofsomeideasthatdefinetheAmericanDream.

5 visuals FindbothpositiveandnegativepicturesthatrepresentAmericaasyouunderstandit.Showyourpicturestotheclassandexplainwhyyouchosethem.➔ S 28  ➔/1

UsefUlPhrases

Talking about cultures

to firmly believe in/to cling to dreams

fundamental human/civil rights

to put an end to

to force one’s values on

to bring freedom to a country

of key importance

americanDreamoramericannightmare?

“Americans have so far put up with inequality because they felt they could change their status. They didn’t mind others being rich, as long as they had a path to move up as well. The American Dream is all about social mobility in a sense – the idea that anyone can make it.”

Fareed Zakaria, Indian-born US journalist and writer

“The story of the 20th century is one of the American Dream gradually being extended to more and more of the population. In 2009, President Barack Obama looked back across those past decades as he took the oath of office. He described his inauguration as a fulfillment of the American Dream.”

Ari Shapiro, American radio journalist

“The American Dream is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement.”

James Truslow Adams (1878–1949), US writer and historian

“We must stop talking about the American Dream and start listening to the dreams of Americans.”Max Beerbohm (1872–1956), English writer and caricaturist

“The American Dream has run out of gas. The car has stopped. It no longer supplies the world with its images, its dreams, its fantasies. No more. It’s over. It supplies the world with its nightmares now: the Kennedy assassination, Watergate, Vietnam.”

J. G. Ballard (1930–2009), English writer

1

12

TheUsthenandnowIntroduction

13

DO01-3-12-530407_T01_The_US_then_and_now.indd 12-13 18.01.2016 14:42:42

Thema erarbeiten und vertiefen

Im weiteren Kapitel finden Sie Texte und Materialien für die Erarbeitung des Themas auf zwei verschiedenen Niveaus: Texts und Advanced texts . Die Tasks orientieren sich an den Aufgaben, die Sie im Abitur erwarten und bereiten Sie optimal darauf vor.

Fördern, fordern, differenzieren

Die roten Dreiecke verweisen auf Hilfen (!) und zusätzliche Aufgaben (/) im Diff pool-Anhang.

Nativespeaker

I thought his life was all about money. He drew much energy and pride from his ability to make it almost at will. He was some kind of human annuity. He had no real cleverness or secrets for good business; he simply refused to fail, leaving absolutely nothing to luck or chance or something else. Of course, in his personal lore he would have said that he started with $ 200 in his pocket and a wife and baby and just a few words of English. Knowing what every native loves to hear, he would have offered the classic immigrant story, casting himself as the heroic newcomer, self-sufficient, resourceful.

The truth, though, is that my father got his first infusion of capital from a ggeh, a Korean “money club” in which members contributed to a pool that was given out on a rotating basis. Each week you gave the specified amount; and then one week in the cycle, all the money was yours.

His first ggeh was formed from a couple dozen storekeepers who knew each other through a fledgling Korean-American business association. In those early days he would take me to their meetings down in the city […]. At the meetings the men would be smoking, talking loudly, almost shouting their opinions. There were arguments but only a few, mostly it was just all the hope and excitement. I remember my father as the funny one, he’d make them all laugh with an old Korean joke or his impressions of Americans who came into his store, doing their stiff nasal tone, their petty annoyances and complaints.

In the summers we’d all get together, these men and their families, drive up to Westchester to some park in Mount Kisco or Rye. In the high heat the men would set up cones and play a match of soccer, and even then I couldn’t believe how hard they tried and how competitive they were, my father especially, who wasn’t so skilled as ferocious, especially on defence. He’d tackle his good friend Mr. Oh so hard that I thought a fight might start, but then Mr. Oh was gentle, and quick on his feet, and he’d pull up my father and just keep working to the goal.

Sometimes they would group up and play a team of Hispanic men who were also picnicking with their families. Once, they even played some black men, though my father pointed out to us in the car home that they were African blacks. Somehow there were rarely white people in the park, never groups of their families, 

2atwill  whenever one likes

2annuity  !E*nu:Eti? here: money being earned regularly

5 lore  stories 7 tocast  to present 8self-sufficient   

independent 9 infusionofcapital  here:

money to start a business

14 fledgling  newly founded

19 impressions  imitations20pettyannoyances   

anger not to taken seriously

22Westchester  county in New York

22MountKisco,rye  towns in Westchester County

23cone  Kegel24competitive  playing to 

win25ferocious  !fE*roUSEs?

aggressive

  5

10

15

20

25

30

4 speaking H InthenovelNative Speaker,theKoreanfirst-personnarratorremembershisfather’simmigrantstoryintheUS.Readthefollowingextractandthensharewithapartnerwhatyouhavelearnedaboutthefather’slifeinAmerica.➔ S 8

just young couples, if anything. After some iced barley tea and a quick snack my father and his friends would set up a volleyball net and start all over again. The mothers and us younger ones would sit and watch, the older kids playing their own games, and when the athletics were done the mothers would set up the food and grill the ribs and the meat, and we’d eat and run and play until dark. And only when my father dumped the water from the cooler was it the final sign that we would go home.

I know over the years my father and his friends got together less and less. Certainly, after my mother died, he didn’t want to go to the gatherings anymore. But it wasn’t just him. They all got busier and wealthier and lived farther and farther apart. Like us, their families moved to big houses with big yards to tend on weekends, they owned fancy cars that needed washing and waxing. They joined their own neighborhood pool and tennis clubs and were making drinking friends with Americans. Some of them, too, were already dead, like Mr. Oh, who had a heart attack after being held up at his store in Hell’s Kitchen. And in the end my father no longer belonged to any ggeh, he complained about all the disgraceful troubles that were now cropping up, people not paying on time or leaving too soon after their turn getting the money. In America, he said, it’s even hard to stay Korean.

I wonder if my father, if given the chance, would have wished to go back to the time before he made all that money, when he had just one store and we rented a tiny apartment in Queens. He worked hard and had worries but he had a joy then that he never seemed to regain once the money started coming in. He might turn on the radio and dance cheek to cheek with my mother. He worked on his car himself, a used green Impala with carburetor trouble. They had lots of Korean friends that they met at church and then even in the street, and when they talked in public there was a shared sense of how lucky they were, to be in America but still have countrymen near.

From: Chang-Rae Lee, Native Speaker, 1995

5 comprehension Saywhetherthefollowingstatementsaretrue,falseorwhetherthereisnotenoughinformationgiveninthetexttodeterminethefact.

1.  The speaker’s father made his money illegally. 2.  The father shows some racist tendencies. 3.  Money made his father happy.4.  The father was proud of his Korean heritage.5.  The father was very competitive. 6.  The father was happier before his success.

6 analysis a) Outlinethefather’sbiographyinAmerica.b) Analysetheextenttowhichthefather’sstoryisaclassicAmericansuccess

story.c) Characterisehimbydescribinghispersonality,valuesanddreams.d) Whatlessondoyouthinkthesonlearnedfromhisfather’slife? ➔/3

7 viewing WatchPresidentObamatalkingabouttheneedforanewimmigrationpolicytohelpsecond-generationimmigrants.Describehowconvincinghisideasseemtoyou.➔ S 29.2

8 speaking Discusshowharditmustbetosucceedinaforeigncountryforfirst-generationcomparedwithsecond-generationimmigrants. ➔!4

Ü L

35

40

45

50

55

32barley  Gerste37 todump  here: to empty40gathering  meeting42totend  to take care of46tobeheldup

überfallenwerden46hell’sKitchen(until 

the 1990s)  poor neighbourhood of Manhattan, New York

52Queens  part of New York City

55 Impala  middle-class car made by Chevrolet

55carburetor   !*kA:rbEreItE? Vergaser

Texts 1The US then and now

20 21

DO01-3-12-530407_T01_The_US_then_and_now.indd 20-21 18.01.2016 14:45:12

Nativespeaker

I thought his life was all about money. He drew much energy and pride from his ability to make it almost at will. He was some kind of human annuity. He had no real cleverness or secrets for good business; he simply refused to fail, leaving absolutely nothing to luck or chance or something else. Of course, in his personal lore he would have said that he started with $ 200 in his pocket and a wife and baby and just a few words of English. Knowing what every native loves to hear, he would have offered the classic immigrant story, casting himself as the heroic newcomer, self-sufficient, resourceful.

The truth, though, is that my father got his first infusion of capital from a ggeh, a Korean “money club” in which members contributed to a pool that was given out on a rotating basis. Each week you gave the specified amount; and then one week in the cycle, all the money was yours.

His first ggeh was formed from a couple dozen storekeepers who knew each other through a fledgling Korean-American business association. In those early days he would take me to their meetings down in the city […]. At the meetings the men would be smoking, talking loudly, almost shouting their opinions. There were arguments but only a few, mostly it was just all the hope and excitement. I remember my father as the funny one, he’d make them all laugh with an old Korean joke or his impressions of Americans who came into his store, doing their stiff nasal tone, their petty annoyances and complaints.

In the summers we’d all get together, these men and their families, drive up to Westchester to some park in Mount Kisco or Rye. In the high heat the men would set up cones and play a match of soccer, and even then I couldn’t believe how hard they tried and how competitive they were, my father especially, who wasn’t so skilled as ferocious, especially on defence. He’d tackle his good friend Mr. Oh so hard that I thought a fight might start, but then Mr. Oh was gentle, and quick on his feet, and he’d pull up my father and just keep working to the goal.

Sometimes they would group up and play a team of Hispanic men who were also picnicking with their families. Once, they even played some black men, though my father pointed out to us in the car home that they were African blacks. Somehow there were rarely white people in the park, never groups of their families, 

2atwill  whenever one likes

2annuity  !E*nu:Eti? here: money being earned regularly

5 lore  stories 7 tocast  to present 8self-sufficient   

independent 9 infusionofcapital  here:

money to start a business

14 fledgling  newly founded

19 impressions  imitations20pettyannoyances   

anger not to taken seriously

22Westchester  county in New York

22MountKisco,rye  towns in Westchester County

23cone  Kegel24competitive  playing to 

win25ferocious  !fE*roUSEs?

aggressive

  5

10

15

20

25

30

4 speaking H InthenovelNative Speaker,theKoreanfirst-personnarratorremembershisfather’simmigrantstoryintheUS.Readthefollowingextractandthensharewithapartnerwhatyouhavelearnedaboutthefather’slifeinAmerica.➔ S 8

just young couples, if anything. After some iced barley tea and a quick snack my father and his friends would set up a volleyball net and start all over again. The mothers and us younger ones would sit and watch, the older kids playing their own games, and when the athletics were done the mothers would set up the food and grill the ribs and the meat, and we’d eat and run and play until dark. And only when my father dumped the water from the cooler was it the final sign that we would go home.

I know over the years my father and his friends got together less and less. Certainly, after my mother died, he didn’t want to go to the gatherings anymore. But it wasn’t just him. They all got busier and wealthier and lived farther and farther apart. Like us, their families moved to big houses with big yards to tend on weekends, they owned fancy cars that needed washing and waxing. They joined their own neighborhood pool and tennis clubs and were making drinking friends with Americans. Some of them, too, were already dead, like Mr. Oh, who had a heart attack after being held up at his store in Hell’s Kitchen. And in the end my father no longer belonged to any ggeh, he complained about all the disgraceful troubles that were now cropping up, people not paying on time or leaving too soon after their turn getting the money. In America, he said, it’s even hard to stay Korean.

I wonder if my father, if given the chance, would have wished to go back to the time before he made all that money, when he had just one store and we rented a tiny apartment in Queens. He worked hard and had worries but he had a joy then that he never seemed to regain once the money started coming in. He might turn on the radio and dance cheek to cheek with my mother. He worked on his car himself, a used green Impala with carburetor trouble. They had lots of Korean friends that they met at church and then even in the street, and when they talked in public there was a shared sense of how lucky they were, to be in America but still have countrymen near.

From: Chang-Rae Lee, Native Speaker, 1995

5 comprehension Saywhetherthefollowingstatementsaretrue,falseorwhetherthereisnotenoughinformationgiveninthetexttodeterminethefact.

1.  The speaker’s father made his money illegally. 2.  The father shows some racist tendencies. 3.  Money made his father happy.4.  The father was proud of his Korean heritage.5.  The father was very competitive. 6.  The father was happier before his success.

6 analysis a) Outlinethefather’sbiographyinAmerica.b) Analysetheextenttowhichthefather’sstoryisaclassicAmericansuccess

story.c) Characterisehimbydescribinghispersonality,valuesanddreams.d) Whatlessondoyouthinkthesonlearnedfromhisfather’slife? ➔/3

7 viewing WatchPresidentObamatalkingabouttheneedforanewimmigrationpolicytohelpsecond-generationimmigrants.Describehowconvincinghisideasseemtoyou.➔ S 29.2

8 speaking Discusshowharditmustbetosucceedinaforeigncountryforfirst-generationcomparedwithsecond-generationimmigrants. ➔!4

Ü L

35

40

45

50

55

32barley  Gerste37 todump  here: to empty40gathering  meeting42totend  to take care of46tobeheldup

überfallenwerden46hell’sKitchen(until 

the 1990s)  poor neighbourhood of Manhattan, New York

52Queens  part of New York City

55 Impala  middle-class car made by Chevrolet

55carburetor   !*kA:rbEreItE? Vergaser

Texts 1The US then and now

20 21

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Auf einigen Seiten im Buch finden Sie Green Line-Codes. Diese führen Sie zu weiteren Informationen. Geben Sie den Code einfach in das Suchfeld auf www.klett.de ein.

Code z5e563

298

Diff pool

Topic 1 The US then and now

1 speaking  / ➔ instead of Introduction/Task 5 Find a biography of a person in the US that reflects your notion of America. Present it to the class and justify your choice.

2 creative task  ! ➔ help with Core skill workshop/Task 9 Write a speech on a topic that interests you and deliver it to the class. Use the following grid to structure it. The useful phrases can help you with your delivery.

Structure of speech Useful phrases

Introduction Greet the audience and establish contact.

Refer to the occasion and the topic of your speech.

Good evening, ladies and gentlemen. …

We’ve gathered here …

Main part Keep the audience’s attention by structuring your ideas, e. g. from the least to the most important ideas.

Link your ideas.Repeat the most important ones for emphasis.

(It) is good/desirable …/(It) is important/significant …/(It) is necessary/urgent/vital …

Moreover/However/Consequently …… has to be stressed/restated …

Conclusion End your speech in a convincing way, e.g. by calling for action or making promises.

Thank the audience.

Therefore we have to …/need to …I assure/guarantee …

Thank you for your attention …

3 analysis  / ➔ after Texts A/Task 6d In the text a few different ethnic groups are mentioned. Analyse their attitude towards each other. What does this attitude reveal about American society?

4 speaking  ! ➔ help with Texts A/Task 8 Is it harder for first- or second-generation immigrants to be successful in a foreign country? The following aspects may give you some ideas for your discussion. Add your own ideas to this list.

language • traditions • relations • job qualifications • religion • norms and values

5 evaluation  ! ➔ help with Texts A/Task 13 When writing a comment, you should structure it well for effect. Start with an introductory sentence and present the topic: The question whether … is a controversial/debatable topic/issue.

In the main part present arguments both in favour of and against the idea and structure the points.

starting: To start with/First of all, people should be aware of the fact that building a mosque in Germany is …

adding: In addition/Moreover, proponents/opponents of mosques in Germany point out that …

giving examples: For example/For instance, the construction of the mosque in Cologne shows that …

contrasting: In contrast to/In comparison with Muslims, Christians favour …emphasising: Most importantly/Above all, religious freedom …making concessions: However/In spite of this/On the other hand, building a

mosque in Germany is …drawing a conclusion: Therefore/As a result, building a mosque in Germany

should …

6 evaluation  ! ➔ help with Advanced texts D/Task 3 Before you can comment on this statement, you should be aware of the meaning of ‘cross-cultural’ and ‘cross-ethnic’. The following explanations might help you:

1. ‘Cross-cultural’ refers to a comparison of behaviour of members of different cultural groups.

2. Accordingly, ‘cross-ethnic’ is related to a comparison of members of different ethnic groups.

3. Whereas ‘culture’ comprises elements such as learned and shared beliefs, values, language etc. ‘Ethnicity’ also includes culture, but is generally also linked to race.

Topic 2 The individual and society

1 brainstorming H  ! ➔ help with Core skill workshop/Task 1c The following elements are part of a film and/or a literary text such as a novel or a short story. Make a list of the ones that refer to film, literary texts or both. Then compare the elements and decide whether they are similar. If possible, add more.

director • chapter • scene • author • sound • narrative • paragraph • lighting • sequence • characters • camera movement • point of view • setting • plot

2 creative task  / ➔ instead of Core skill workshop/Task 11 At the end of the film Mason looks at the basket of apples and realises that he has been tricked. What are his thoughts and feelings? Write an interior monologue to show them, keeping in line with your findings about his character.

3 analysis  / ➔ instead of Texts A/Task 4 Change the narrative perspective for lines 5 to 17 to an omniscient narrator and analyse the effect on the reader’s view of the situation. Compare it with the original version. ➔ S 8

4 comprehension  ! ➔ help with Advanced texts D/Task 2 Read the following summaries which describe the nature of SoulSearch. Then decide which is the correct one. Give reasons for your choice.

TIP

Omniscient narratorAn omniscient narrator knows and tells about the feelings and thoughts of the characters and their past and future. For Task 3, add information which an omniscient narrator might mention.

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S6  Dealing with poetry and drama

S6.1  Analysing poetry

• Formal poetry types: ballad,elegy,epicpoem,haiku,ode,sonnet,…

• Free verse: Norhymeorfixedrhythmpattern,soundslikenaturalspeech.Oftenusedinthe20th/21stcenturytoexpressstrongfeelingsorconcentrateonunusualwords/thoughts/associations.

• Enjambement(run-online):connectslinesandcontent,increasesflowortension.

STEP 1  Introduction• Stateinyourownwords:thepoem’smaintheme•

itsmessageorthestoryittells•whothespeakeris(ifthereisone)•whohe/sheisaddressing.

STEP 2  Examining the formal elements• Lookcloselyatstructureandform(stanzas,

rhymescheme,rhythm/metre,anychanges)andlanguage(simple/complex,repetitions,comparisons/contrasts,images/symbols).

• Describehowtheseformalelementsareusedtocreateacertainatmosphere/feelings;explainhowtheysupportthemessageofthepoem.

STEP 3  Additional points and conclusion• Say(ifasked)whetheryoufindthepoem

convincing,ordescribeyourownfeelings.• Wheninterpreting songs,answerthefollowing

question:Dothemusicalgenre,melody,vocalsoraccompanyinginstrumentssupportthelyrics?

• Concludewiththemaineffect/impression.

uSEFul PhrASES

Introduction/Main theme

The poem/sonnet “…” by … deals with/is about …

The speaker describes/reflects on … in order to …

The title makes the reader think of/that …

Talking about structure and form

The poem is divided into … stanzas/sections/lines.

The poem follows/does not follow a clear rhyme scheme.

Lines x and y rhyme/do not rhyme at all.

The arrangement of the rhymes is (aabb).

The poem is an example of free verse.

The poem is based on a regular metre.

It has a flowing/monotonous/staccato rhythm.

Talking about language

The poet uses complex imagery/emotive language/ambiguity/contrasts/unusual associations in order to …

The words (mainly) belong to the word field/area of …

Form and function

The poem conveys/creates a feeling/atmosphere of …

The repetition of the word “…” stresses/emphasises …

The change of (rhythm) in line x indicates …

The run-on line (ll. x-y) intensifies the feeling of …

Conclusion

The poem is convincing/moving/special because …

… the reader can identify with the speaker/situation.

The reader is left with the impression that …

TIP 

In a poem, every single word is important. Reading the poem several times (aloud) will help you to understand it.

From Poem in October[…] Pale rain over the dwindling harbourAnd over the sea wet church the size of a snailWith its horns through mist and the castleBrown as owls […] Dylan Thomas, 1945

Making cocoa for Kingsley Amis_  /    _ /      _ /    _   /It was a dream I had last week aAnd some kind of record seemed vital. bI knew it wouldn’t be much of a poem cBut I love the title. b Wendy Cope, 1986 (Kingsley Amis: English novelist and poet)

• Style: Apoemcanbelyrical,song-like,descriptive,narrative,comparative,humorous,reflective,…

• Title:Don’tforget:Thetitlecanbepartofthepoem!

• Metre (rhythm):patternofaccentedorstressed(/)andunaccented(–)syllables

• rhyme:Wordsarelabelledwithletterstoshowtherhymescheme.

337

Text skills

DO01_3-12-530407_Skills.indd 337 18.01.2016 15:00:26

Asking politely

Do you think I could have a cup of coffee, please?

1.

I’d like a cup of coffee, please.

2.

Could I have a cup of coffee, please?

3.

Is ‘please’ enough?

1 H  Look at the illustrations and discuss with a partner what they say about English and German stereotypes.

2 a)   You have just arrived at your host family’s house and the father asks you if you’d like something to drink. Which of these answers is the most polite and which is the least polite?

b)  H  Share your ideas with a partner.

3 a)  Practise asking politely for something in these situations.

1. You want to borrow a friend’s laptop.2. You’re in a colleague’s office and need to use the phone.3. You want to know how to get to the bus station.4. You didn’t hear something and ask someone what was said.5. You’re carrying a big parcel and can’t open a door.

b) H  Consider with a partner how you would formulate these requests in German. Are there any differences?

DON’T YOU MEAN HELP, PLEASE?

314

Intercultural communication

UsefUl Phrases

Asking for something

I wonder if I/you could …/might be able to …

I was wondering if I could …/might be able to …

Do you think I/you could …/might be able to …?

TIP

Making polite requests

It is typical to make requests particularly politely in English, but a common misconception is that you just have to add ‘please’. It may seem exaggerated to use so many words for a simple request, but you will find that this is common practice.

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Hier finden Sie alle wichtigen Skills auf einen Blick mit zusätzlichen Erläuterungen, Tipps und Useful phrases.

Der Diff pool bietet die Möglichkeit, Aufgaben mit Hilfen zu lösen oder anspruchsvollere Aufgaben zu bearbeiten.

Auf den Intercultural communication-Seiten trainieren Sie sicher und souverän auf Englisch zu interagieren.

CD-ROM

Die Schüler-CD (À) enthält Vocabulary sheets mit Lernwortschatz zu allen Texten im Buch. Zu den Spot on-Seiten und zu Intercultural communication enthält sie zusätzlich die Audios und Videos.

Üben, nachschlagen, sicher kommunizieren

Zum Wiederholen kurz vor dem Abitur

WritingabouttheamericanDreamandnightmare

1 UsetheEnglishequivalentsoftheseGermanwordstocompletethetext.

2 a) Findthemissingforms.

          

b) Formadjectivesfromthesewords.c) H Writesentencesusingthenounsandadjectives.Leaveblanksandhaveapartnerfillthemin.

3 Findtheantonymsandwriteinformativesentenceswiththem.

4 MatchthepairsandusetheminsentencesabouttheUS.

5 Composeashortessaycalled“TheAmericanNightmare”usingmostoftheseexpressions.

verb noun adjective

to theorise a new   about the frontier  ideas

settlers   the West we saw her   as she grew transformational

live long and  prosperity to run a   business

to commit oneself to demand total    to be   to the cause

 different groups of people equality  opportunity

to separate  of church and state  but equal

they   production individual  attitude toward one’s goals

support • opportunity • possibility • diversity • persistence • ethnicity • invention • spectacle • difference

advocate(n)• indifference • to discriminate against • to reduce • to immigrate • minimal

to conduct • minimum • to offer • per capita • assault • mortgage • to hold • election

an incentive • income • campaign • wage • a rally • payments • a poll • weapon

to strike out • to be at stake • to renege on promises • minimum wage • homeless shelter • up in the air • reality • flee • hope

+

TIP

Learning from good speakers

View or listen to effective speakers and learn how they get their message across to their audiences.

UsefUlPhrases

‘Framing’ a speech

Ladies and gentlemen, I am delighted/I have the privilege to introduce …

It is an honour for me to welcome … today.

He/She spent a year …/is a representative of …

Speaking on behalf of …, I would like to thank you for …

a very informative/entertaining/thought-provoking talk

new insights into …/convincing line of argument

Mr/Ms X is now prepared to take questions.

Giving a speech at a youth conference

You have been invited to give a speech at an international youth conference on the topic “The USA then and now: Values and visions for the 21st century” organised by the US embassy in Berlin.

STEP 1 Choosingatopic

Decide on a topic for your speech. You may focus your speech on a topic of your choice or on one of the themes dealt with in this unit, such as

•  the making of America •   life in a multi-ethnic society•   the American Dream•  America’s changing role in the world

•  American values: freedom, individualism, patriotism, progress, can-do spirit

STEP 2 Takingonarole

Decide on a role. You may speak for yourself or in-role. Possible roles are:

•  a German student who spent a school year in the US •  a representative of the youth wing of an American or German political party•   a German youth who did an internship at the National Museum of American 

History in Washington•  the American ambassador to Germany, who will give the keynote speech 

of this conference. A keynote speech is a speech given at the beginning of an event by a prominent speaker to summarise its core message and set its underlying tone.

STEP 4 rehearsingyourspeech

œ Practise giving your speech in a small group, paying attention to:

•   bodylanguage: Be confident, stand firmly but relaxed. Keep your hands out of your pockets and smile.

•   voice: Speak clearly and freely, vary your tone/volume/emphasis, make pauses.•    contactwiththeaudience: Make eye contact, use the pronouns “I/you/we”. Ask 

for constructive feedback on the content, structure and presentation of your speech. ➔ S 22

STEP 5 holdingtheconference

œ Each group chooses the best speech and somebody to ‘frame’ this speech. ‘Framing’ means introducing your speaker formally to the audience, thanking him/her for the speech and inviting questions from the audience, which he/she will answer spontaneously.   Start the conference with the American ambassador’s keynote speech.

STEP 3 Turningatopicintoathesisandaspeechscript

a)  Collect arguments for your topic and your role.b)  Decide on a core message of your speech, e.g. a thesis, a call for action,  

a prediction etc. and structure your main arguments. c)  Write the script of your speech. ➔ S 15

überfüllt•Möglichkeiten•verdoppeln•Anhänger•Gelegenheit•begegnen•verstört

After the east coast had become too  1  , Americans headed west where more freedom, fistfuls of gold and  2  supposedly awaited them. Jefferson’s Louisiana Purchase of 1803  3  the size of the nation. His 4  applauded the  5  to create millions of new farms. But as the settlers moved west, they  6  Native 

Americans who were  7  by their lack of respect for nature.

1The US then and now

35

Topic taskSpot on vocabulary

34

TIP

À� First work on the vocab sheets; then test yourself here!

DO01-3-12-530407_T01_The_US_then_and_now.indd 34-35 18.01.2016 14:45:33

Usingrhetoricaldeviceseffectively

1 H Writedownrhetoricaldevicesthatyouwoulduseinastatementorspeechandgiveanexampleofeachdevice.Compareyourresultswiththoseofapartner.Discusswhichonesseemmosteffectivetoyouatcertainpointsinaspeech(introduction/mainbody/conclusion)andwhy.

2 Thetextbelowisthebeginningofaspeechthatisrelativelylackinginrhetoricaldevicesandcoherence.Improveitbyconnectingtheideasandintroducingsomerhetoricaldevices.

Writingandpresentinganeffectivespeechbeginning

3 a) Writethebeginningofaspeechabouthowtheunithaschangedyourknowledge/viewoftheUS.Userhetoricaldevicesforeffect.

b) Practisereadingyourspeechbeginningsoutloud,payingattentiontospeed,pauses,emphasisandintonation.

c) œ Listentoandcommentonthebeginningofyourspeeches.

Talkingoptimisticallyaboutthefuture

4 Copythetablebelowandfillitinwithfourusefulphrasesforeachcolumnfromthislist:

5 Imagineyouarebeinginterviewedforanewjoboryouhavejustarrivedinanewcountry.Answerthefollowingquestionsinafriendlyandoptimisticwayusingthephrasesfromthetableabove.Asktheotherpersonquestionsaswell.

What are your plans for the first three months? • What will be your first priority in your job? •  How do you feel about the many challenges you are facing? • … 

I am very confident that … • in the near/foreseeable future • are working hard to … • to tackle a pressing problem • to overcome resistance • My hope for the future is that … • in the short/long term • have to ensure that … • There is no doubt that … • as a first step • to convince sceptics • will make every effort to … • I am cautiously optimistic that … • gain the support of … • are prepared to … • as a first concrete measure

Optimism Thefuture Intentionandinitiative Towardsolvingproblems

… … … …

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To most people the American Dream consists of owning your own home and a car. They dream of having a decent job and the prospect of a better future for their children. Many Americans wonder if achieving this dream is still possible. Many of the cornerstones of the American Dream are under pressure or gone. Today the middle class, which best embodies the ideals of the American Dream, is shrinking. The poor and the super-rich are increasing in number. Americans are too afraid to dream at all. They are afraid of terrorism, cheap immigrant labor and crazed gunmen. The country is divided to 

such an extent that there can be no one-size-fits-all American Dream any more.

The Dream may be tough enough to withstand the challenges of our times. It lives on in every citizen who works hard to provide for his/her family. The Dream is still alive in every soldier who fights abroad to protect his/her fellow Americans. It is visible in every citizen who speaks out for freedom and equality. The Dream lives on in every American who brings up his/her children to cherish and perpetuate the values that have made this country great.

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WieTräumeunserWirtschaftslebenbeeinflussen

Was kommt nach dem AmericanDream? Wovon die Menschen in einem Land träumen, entscheidet auch über die Wirtschaftskraft eines Landes.

Stephan Grünewald hat kürzlich junge Deutsche auf die Couch gelegt und war am Ende etwas über-rascht. Der Mann ist Trendforscher, er betreibt in Köln die Unternehmensberatungsfirma Rheingold und findet mit tiefenpsychologischen Methoden heraus, was die Menschen hierzulande wünschen, fürchten und träumen.

Als er das zuletzt bei jungen Erwachsenen er-fragte, solchen im Berufsanfängeralter zwischen 18 und 21, staunte er: „Wir waren verblüfft, wie bürger-lich-konservativ die Lebensträume ausfallen“. Die Traumberufe seien heute oft diejenigen, die in den siebziger Jahren eher noch ein niedriges Sozialpres-tige hatten: Beamter, Bankkaufmann, Versicherungs-angestellter.

Der GermanDream – für den Psychologen Grüne-wald ist er in dieser Generation ein Streben nach Si-cherheit, nach Überschaubarkeit, nach „einer bestän-digen Welt, in der wieder Sekundärtugenden zählen“. Nach solider, planbarer aber keineswegs aufregender beruflicher Laufbahn, nach einer guten Vereinbarkeit von Beruf und Familie. Risiko und Unternehmertum bleiben die Sache einer Minderheit.

[…] Ganz grob betrachtet und im Vergleich mit anderen Ländern ist da etwas dran: In Deutschland träumt man nicht den großen Traum von Wagnis, Abenteuer und Selbstverwirklichung als Unterneh-mer. Man will ein Einfamilienhaus.

Auf die Wirtschaftskraft und für die Neuerungs-fähigkeit eines Landes haben solche Träume und Sehnsüchte einen Einfluss, sie übersetzen sich ja in unternehmerischen Wagemut, in Pflichtbewusstsein bei der Arbeit, in die Bereitschaft zur Anstrengung 

und Selbstausbeutung. […] Der Harvard-Historiker Ni-all Ferguson sah das nicht viel anders, als er kürzlich über Deutschland und seine europäischen Nachbarn bitter urteilte: „Europäer sind heute die Faulpelze der Welt. Im Durchschnitt arbeiten sie weniger als Amerikaner und viel weniger als Asiaten. […] Zwi-schen 2000 und 2009 arbeitete ein durchschnittlicher Amerikaner knapp 1.711 Stunden pro Jahr, aber der durchschnittliche Deutsche nur 1.437 Stunden“. Seit 1979 klaffe diese Schere immer weiter auseinander, sagt Ferguson.

Aber warum wird in den USA im Vergleich so hart gearbeitet? Tatsächlich stoßen viele Forscher auf der Suche nach Erklärungsmustern auf das alte Klischee des AmericanDream. Eine hohe Zahl von Amerika-nern bekennt sich in Umfragen bis heute zu diesem Set von Vorstellungen: dass in ihrem Land jedermann den Aufstieg schaffen könne, egal welcher Herkunft oder Hautfarbe, solange er hart genug arbeite und ein ordentliches Leben führe. Wenn man an so etwas wirklich glaubt, ist das eine wunderbare Vorausset-zung dafür, dass man sich für die Arbeit maximal aufopfert. Dass man Rückschläge wegsteckt, wieder auf die Beine kommt und etwas Neues anfängt.

Die Zeit, 2012

Mediation

6 Collectusefulwordsandphrasesformakingcomparisons.

7 YourAmericanpenpalhastoldyouaboutsomerelativesforwhomtheAmericanDreamhasnotcometrueyet.He/ShewouldliketoknowwhatyoungpeopleinGermanyexpectoftheirfuture.Onthebasisofthearticlebelow,writeanemailinwhichyoudescribethe‘GermanDream’ofyoungGermansandthencompareitwiththeAmericanDream.Explaintheconclusionstheauthordrawsfromthedifferencesinthesetwodreams.➔ S 26.1

8 CommentonGrünewald’sfindingsandconclusions.HowdoesyourpersonaldreamcomparewiththeGermanandAmericanDreamsdescribedinthearticle?

1The US then and now

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Spot on language

DO01-3-12-530407_T01_The_US_then_and_now.indd 32-33 18.01.2016 14:45:30

The making of a nation

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Independence

Despite the prior existence of Native American cultures, the history of the United States as a nation state usually begins in 1492 with Columbus’s ‘discovery’ of America. It wasn’t until after 1600 that European colonists began to arrive, mostly from England. By the 1770s there were 13 British colonies on the northeastern seaboard. Colonists came for many reasons, such as the desire to practice their religion freely or to take advantage of the opportunities the ‘empty’ continent presented. Some were sent against their will to avoid prison or to repay debts. 

At first the colonies were dependent on goods and support from Europe, but over time they prospered and became more economically independent. The main  cause of the rift with Britain was dissatisfaction with the fact that they had little control over their own lives since all major decisions were made in London. Unrest came to a head when Britain set heavy  taxes on certain goods and the colonists refused to pay, unless they had representation in Parliament. 

During the ensuing Revolutionary War (1775–1783) a committee of statesmen (known as the Founding 

Fathers) came together to draft the Declaration of Independence. This document, written by Thomas Jefferson and announced on July 4, 1776, was to be the guideline for the Constitution of 1787. 

The Founding Fathers ensured in the Constitution that the three branches of government – the executive (the President), the judicial (the Supreme Court) and legislative (Congress) – would share power in a system of checks and balances.

Today the Fourth of July is a federal holiday in the US, celebrated with fireworks, parades, barbecues, baseball games and family reunions.

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equalityandfreedom

Equality and freedom are cornerstones of American society. The Bill of Rights, which was added to the Constitution in 1791, explicitly guaranteed religious freedom and freedom of speech as well as equal rights and opportunities for all American citizens regardless of class or background. The separation of church and state, a key element in American law, has led to modern America having a wide spectrum of creeds and believers. 

Yet equality and freedom were not granted to all American citizens automatically. After the Civil War between the northern and southern states in which its abolition played an important part, slavery was finally abolished in 1865. Even then it took the Civil Rights Movement of the 1960s to achieve equal rights for the descendants of those freed slaves. 

American women also had to fight for their rights, not gaining the right to vote until 1920. The struggle for equality is still not over, as they only earn three-quarters of the average pay of American men. 

Other minorities who have had to fight – and are still fighting – for freedom and equality are Native Americans and gays and lesbians.

The equality of the social order, which in theory offers equal opportunities for all, often has a more sobering reality. Education is free and available to all, but the quality of that education can depend on where a child goes to school. Higher education is often a question of money, with the opportunities for students from a wealthy home being greater than those from poor neighborhoods. And even in a democratic society there are class differences, a fact many Americans try hard to ignore.

Americans are proud of these ideals of equality and freedom. Their deep-seated patriotism is often regarded as arrogance by people in other parts of the world and can blind some Americans to any shortcomings within the country and in America’s dealings with other nations. These factors are often the roots of anti-Americanism around the world. 

YankeeDoodle, 1776

1 listening Listentothedialogueabouttheroleofthefrontierandthenwriteatextaboutitsimilarinstyletothefactfilesabove.Youmayuseadditionalresearchmaterials.➔ S 12.2

2 speaking ChooseoneofthesetopicsoroneoftheotherabstractideasfromTask4onthepreviouspageandprepareashorttalkonit.

3 research CreateatimelineoftheUSbasedonthedatesandeventsinthesetexts.Thenusetheinternetorotherresourcestoaddtoyourtimeline.

À� L4/2À� S

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Immigration

The first Europeans to come to America were colonists or settlers and were mainly from Britain, Spain, the Netherlands and France. They all had to survive an arduous journey across the Atlantic. Many were driven by the desire to escape from religious, political or economic oppression and the belief that America would offer them a better life. 

The peak periods of immigration were the mid-19th century (mainly from Northern and Northwestern Europe, particularly Germans after the failed revolution of 1848 and Irish during the famine years of 1845–52), the early 20th century (mainly from Southern and Eastern Europe) and post-1965, when a change in the immigration laws led to more non-Europeans entering the country. This eventually changed the ethnic make-up of the nation. While European immigrants accounted for nearly 60 % of the total foreign population in 1970, they made up only 15 % in 2000. This is due to steadily increasing immigration from Latin America – mainly Mexico, but also Cuba, El Salvador and the Dominican  

Republic – and from Asian countries such as China, the Philippines and India.

America once saw itself as a melting pot in which these immigrants ideally gave up their way of life, language and culture and became part of a unified, monocultural American nation. But since 1970 this metaphor has largely been replaced by the idea of a multicultural and diverse America – a salad bowl in which different cultures mix, but remain different.

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TheamericanDream

The American Dream is a set of beliefs and ideals which, in theory at least, allow every American the freedom to prosper and advance socially and financially through hard work. The concept is hard to pin down because there are individual interpretations. Some dream of fame and fortune; others of a fulfilled life or simply a life without state interference. 

The idea of the American Dream probably began to take hold when Thomas Jefferson wrote in 1776 that Americans were born with the unalienable rights to “life, liberty and the pursuit of happiness.” The phrase itself was actually coined by James Truslow Adams in his 1931 book TheEpicofAmerica: “The American Dream is that dream of a land in which life should be better and richer and fuller for 

everyone, with opportunity for each according to ability or achievement. […] It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognised by others for what they are, regardless of […] birth or position.” 

For centuries people have come to America – and are still coming – attracted by the American Dream: the economic dream of success and prosperity (‘from rags to riches’), the social dream of equality and opportunity, the political dream of democracy and justice, or the personal dream of freedom and self-realisation. While for many US citizens the dream is still alive, for many others it is an illusion or has – for whatever reason – even turned into a nightmare.

1820

–183

018

31–1

840

1841

–185

018

51–1

860

1861

–187

018

71–1

880

1881

–189

018

91–1

900

1901

–191

019

11–1

920

1921

–193

019

31–1

940

1941

–195

019

51–1

960

1961

–197

019

71–1

980

1981

–199

019

91–2

000

2001

–201

0

US

Cens

us

14,000,000

12,000,000

10,000,000

8,000,000

6,000,000

4,000,000

2,000,000

0

ImmigrationtotheUs:1820–2010

1The US then and now

14 15

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DO01-3-12-530407_T01_The_US_then_and_now.indd 14-15 18.01.2016 14:43:20

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adj adjective adv adverb AE American English ↔ antonym BE British English coll collocation disappr disapproving e.g. exempli gratia (Lat.) = for example esp especially fml formal hum humorous i.e. id est (Lat.) = that is

infml informal n noun, substantive pej pejorative pl plural sg singular sb somebody sl slang sth something syn synonym v verb vlg vulgar vs versus

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➔ S 28 Verweis auf den Skillsanhang

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SYMBOLE ABKÜRZUNGEN

Die Spot on-Seiten bieten auf einen Blick das inhaltliche Basiswissen des Topics, den themenspezifischen Wortschatz und wichtige sprachliche Strukturen mit jeweils passenden Aufgaben. Sie eignen sich auch besonders zum selbstständigen Arbeiten bzw. Wiederholen, denn die Lösungen zu diesen Seiten finden Sie unter dem jeweiligen Green Line-Code des Topics.

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© Ernst Klett Verlag GmbH, Stuttgart 2016. Alle Rechte vorbehalten. www.klett.de

Redaktion: Rebecca Keller; Jim Martin; Peter Cole, Stuttgart Herstellung: Marietta Heymann

Gestaltung: normaldesign GbR, Schwäbisch GmündTitelbild: Getty Images RF (Photodisc), MünchenIllustrationen: Virginia Romo, Stuttgart (Illustrationen); Christian Dekelver, Weinstadt (Landkarten)

Satz: Wiebke Hengst, OstfildernDruck: PASSAVIA Druckservice GmbH & Co. KG, Passau

Printed in GermanyISBN 978-3-12-530405-5

Green Line Oberstufe Ausgabe für Hessen

Autorinnen und Autoren: Prof. Dr. Peter Bruck, Lüdinghausen; Ellen Butzko, Tübingen; Louise Carleton-Gertsch, München; Krista Eichler, Weil der Stadt; Cornelia Kaminski, Fulda; Nilgül Karabulut, Aachen; Hartmut Klose, Seevetal; Antje Körber, Merseburg; Silke Krieger, Castrop-Rauxel; Gerda Piotrowiak, Greven; Dr. Stephan Schüller, Norheim; Thomas Tepe, Münster; Alexandra Timm, Kasel; Reiner Verspai, Rheinbach; Markus Wasserfall, Rudersberg

Beratung: Anette Christiani, Dortmund; Cornelia Kaminski, Fulda; Michael Kleis, Geltendorf; Hartmut Klose, Seevetal; Heike Piornak, Dessau-Roßlau; Dr. Stephan Schüller, Norheim; Dr. Christine Tiefenthal, Hamburg; Harald Weisshaar, Bisingen; Bernd Wick, Neckartenzlingen

CD-ROMDiesem Schülerbuch liegt eine CD-ROM bei. Die Urheber und Mitwirkenden sind den entsprechenden Verzeichnissen auf der CD-ROM oder im Anhang dieses Buches zu entnehmen. Sollten Sie Probleme mit dem vorliegenden Programm haben, finden Sie in der Datei „Hotline.txt“, die sich auf der obersten Ebene der CD-ROM befindet, unsere Kontaktdaten und weitere Hilfestellungen. Auf der CD-ROM befindet sich ein ausführliches Handbuch zum Programm.

Aufnahmeleitung: Ernst Klett Verlag GmbHProduktion: John Green TEFL Audio, London; RBA Productions, Andrew Branch, BrightonSprecherinnen und Sprecher: Max Berendt, Elaine Claxton, Teresa Gallagher, James Goode, Abigail Hardiman, Jonathan Keeble, Harriet Kershaw, Kate Lock, Rachael Louise Miller, Richard Pearce, Nigel Pilkington, Bill Roberts, Martin ShermanVocabulary sheets: Lektorat editoria, Fellbach; Anja Treinies, DüsseldorfQuellen: Ein ausführliches Quellenverzeichnis finden Sie bei den Text- und Bildquellen.Presswerk: Osswald GmbH & Co., Leinfelden-Echterdingen

Inhaltsverzeichnis

5

Section Text theme Media/Type of text

5

Ideals and realities

1 The US then and now Ó z5e563

12 Introduction Abstract ideas and American lifeAmerican Dream or American nightmare? 13

Pictures Quotations

14 Spot on facts The making of a nation S L Informative texts

16 Core skill workshop Analysing a speech Four presidents talk about their hopes for their nation 17Barack Obama’s victory speech, November 2012 18

Speech extracts Speech extract

19 TextsA The immigrant experience

Welcome to all! 19Native Speaker (Chang-Rae Lee) 20Responding to 9/11 – A mosque near Ground Zero? 22

Cartoon L Novel extract

Speech extract

24 Advanced texts B Equality and the Dream

Liberty and justice for all? (Harper Lee) 24A dream deferred 26

L Novel extract Newspaper article

C An ongoing debate: America’s gun culture

America’s poorly regulated gun culture 27Do we have the courage to stop this? 28

Pictures Newspaper article

D Ethnic minorities As I Grew Older (Langston Hughes) 30stupid america (Abelardo Delgado) 31

L Poem Poem

32 Spot on language Wie Träume unser Wirtschaftsleben beeinflussen 33 Mediation text

34 Spot on vocabulary

35 Topic task Giving a speech at a youth conference

2 The individual and society Ó 6wi4eu

36 Introduction Social developments and human rights L Pictures/Quotations

38 Spot on facts The make-up of society Informative texts/Graphs

40 Core skill workshop Analysing a filmSide Effected 41

L Film

43 TextsA A question of class

A new class system in the UK 43A better society? (Veronica Roth) 44

Internet article Novel extract

B Generations apart The young versus the old (Fay Weldon) 46 Newspaper article

48 Advanced texts C Social attitudes

A generation of individualists 48Richard Cory (Edwin A. Robinson) 50

Newspaper article Poem

D How technology is changing society

No hiding place (Dave Eggers) 51How not to be alone (Jonathan Safran Foer) 54

Novel extract Newspaper article

56 Spot on language „Work and travel“ auf Hallig Hooge: Schuften bei den Schafen 57

Mediation text

58 Spot on vocabulary

59 Topic task Producing a short film

3 Faith and religion Ó sq36ms

60 Introduction The importance of religion Pictures/Cartoon

61 Spot on facts Religion in Great Britain and the US Informative texts/ Graph

62 TextsA Feelings and facts Young Americans’ religious attitudes today 62

L Picture/Interview/ Graph

B Living with religion today One nation under God? 64How Christian fundamentalism feeds the divide 65

Newspaper article Newspaper article

6

InhaltsverzeichnisInhaltsverzeichnis

Section Text theme Media/Type of text

The encounter of cultures

4 The United Kingdom Ó ny56ij

66 Introduction Britishness Pictures/Quotations

68 Spot on facts The United Kingdom – a ‘united’ kingdom? Informative texts

70 Core skill workshop Analysing a newspaper article London riots – one year on 71

Newspaper article

73 TextsA The English, the Scots, the Welsh

and the Irish

How British do you feel? 73

Quotations

B Britain and the rest of the world Play no. 77 74 L Play

C Britain and Europe Views of three politicians: Churchill, Cook, Cameron 75 L Speech extracts

D London and the rest of Britain The global city 76 L Newspaper article

78 Advanced textsE The North and the South

“Dark and true and tender is the north” 78

L Newspaper article

F People at the top and the bottom The Royals 80Welfare recipients – a speech by David Cameron 82

L Newspaper article L Speech extract

G City boys Growing up in Hackney 84City Boy (Peter Daniels) 85

Book extract Poem

86 Spot on language Warum wir Deutschen die Royals so lieben 87 Mediation text

88 Spot on vocabulary

89 Topic task Creating a class newspaper

5 Migration and diversity Ó 92pp34

90 Introduction Diversity in the English-speaking world National identity 91

Pictures Informative text

92 Spot on facts The consequences of migration S L Informative texts

94 Core skill workshop Practising for oral exams Review: Vauxhall 94

Role cards Review

97 TextsA Diversity and identity

Diverse City 97What does a true German look like? 98Black, British and proud 99

L Song Internet article Newspaper article

B Crossing borders The Tortilla Curtain (T.C. Boyle) 100 L Novel extract/Film posters

102 Advanced texts C Immigration policy Immigration, integration and British values 102

Speech

D Dealing with prejudice Disgraced (Ayad Akhtar) 104The fashion industry’s problem with race 106

L Play Newspaper article

E Immigration in Australia and Canada

From: A short history of immigration 107This is who I am, an immigrant 108

Poem Internet article

110 Spot on language Almanya – Willkommen in Deutschland 111 Mediation text

112 Spot on vocabulary

113 Topic task Staging a talk show

6 The Empire and beyond Ó 82732e

114 Introduction Britain’s civilising effects on its colonies Pictures/Cartoon

116 Spot on facts A brief history of (post)colonial times Informative texts

118 Texts A Past and present British colonialism – blessing or curse? 118 S Newspaper article

B Migration and multiculturalism Australia’s founding fathers: Of convicts and c(r)ooks 120

Newspaper article/ Cartoon

7

Section Text theme Media/Type of text

122 Advanced texts C National identity and national

stereotypes

Vacation on Indian tea estates 122Hopes, and homes, crumbling on Indian tea plantations 122Together we will defeat the extremists 124

Internet article Newspaper article Speech extract

126 Spot on language Royals haben Mission in Down Under erfüllt 127 Mediation text

7 India Ó bq83i8

128 Introduction Aspects of India Pictures/Map

130 Spot on facts India – an overview Informative texts

132 Core skill workshop Analysing an extract from a novelExtract from The Accidental Apprentice (Vikas Swarup) 133

Novel extract

135 TextsA A nation of entrepreneurs

Street-smart 135A competitive edge 136

L Book extract L Book extract

B The rich-poor divide Slums in Vakola (Aravind Adiga) 137India has one third of the world’s poorest, says World Bank 138

Novel extract Newspaper article

C Popular culture Cricket – India’s national sport 139Bollywood 139

Informative text Newspaper article

140 Advanced texts D Hinduism and India’s caste system Interview with Tarquin Hall 140

L Interview

E Tradition and gender roles India dishonoured? 142Cartoons for change in the New Delhi metro 144

Book extract Internet article/ Cartoons

F The history of India The sun sets on the British Empire 145Train to Pakistan (Kushwant Singh) 146

L Book extract Novel extract

148 Spot on language India holidays 14815 Tage Indien 149

Advertisement Mediation text

150 Spot on vocabulary

151 Topic task Organising an Indian literature festival

8 Shakespeare Ó h4e4bt

152 Introduction Theatre and entertainment – then and now L Pictures/Quotations

154 Spot on facts Shakespeare’s life and times S L Informative texts

156 Core skill workshop Analysing a scene from a playScenes from: The Taming of the Shrew, A Midsummer Night’s Dream, Much Ado About Nothing 156Othello: Planting the seeds of doubt 158

L Play L Play

159 TextsA On the stage It was hard being an Elizabethan actor (Bill Bryson) 159

Book extract

B The way to success Macbeth: The opening scene 161Othello: The opening scene 162

L Graphic novel L Play

C Shakespeare in film Shakespeare in Love 163 Film script

164 Advanced texts D Insights into the human mind

Macbeth: Power and ambition 164 LOthello: Manipulation 165

L Play L Play

E Shakespeare – fame and fortune? Writing Shakespeare (Stephen Greenblatt) 166Sonnet 91 167Fear no more 168How could a commoner write such great plays? 169

Book extract L Poem L Poem

Film review

F Not for an age, but for all time Shakespeare: A life on stage 170 Newspaper article

172 Spot on language Shakespeares „Homies“ reden jetzt Jugendslang 173 Mediation text

174 Spot on vocabulary

175 Topic task Filming a scene from Shakespeare

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InhaltsverzeichnisInhaltsverzeichnis

Section Text theme Media/Type of text

Challenges of our time

9 Human dilemmas Ó rm3d6d

176 Introduction Familar dilemma situations Pictures/Proverbs/ Dilemma situations

178 Texts A Fighting for survival

A hiking trip gone wrong (Bernard Beckett) 178

Novel extract

B Extreme situations Dear Nobody (Berlie Doherty) 180 Novel extract/ Statistics

C Being different Being ‘different’ in a world of high achievers 182 S Book review/ Cartoon/Quotation

184 Advanced texts D Coping with a dilemma

How far would you go for the person you love? (John Green) 184These are the things I learned when I was growing up 185Invictus (Wiliam Ernest Henley) 187

Novel extract/ Book extract/ Poem

188 Spot on language Inklusion beginnt im Kopf 189 Meditation text

10 Science and utopia Ó n5fq6v

190 Introduction Visions of the future Milestones in science and technology 190

L Quiz/Pictures

192 Spot on facts Science and technology changing society Informative texts/ Cartoon

194 Core skill workshop Writing an argumentative textClean, safe and it drives itself 196

Newspaper article

197 TextsA The privacy debate

Freedom or security? (Cory Doctorow) 197Yes, Big Brother is watching you. But for a good reason 198

Novel extract Newspaper article

B Donate yourself Never Let Me Go 200Life as a spare part – a review (Roger Ebert) 201

Film script Film review

202 Advanced texts C Artificial intelligence

Artificial intelligence is a dream we shouldn’t be having 202

Interview/ Statistics

204 Spot on facts What can we do with genetics? S L Informative texts

205 Advanced texts D Genetics – hopes and fears

Gene test could soon see if future lovers are compatible 205Genetically engineering ‘ethical’ babies 206

L Newspaper article/Cartoon Newspaper article

E Visions of the future Echo Boy (Matt Haig) 208 Novel extract

210 Spot on language Drohnen werden unseren Alltag revolutionieren 211 S L Mediation text

212 Spot on vocabulary

213 Topic task Writing posts for a youth blog

11 Gender issues Ó e975f9

214 Introduction Gender roles and stereotypes Pictures/Quotations/ Cartoon

215 Spot on facts Gender equality: How far have we got? Informative texts/ Graph

216 Texts A Changing gender roles

Weekend (Fay Weldon) 216Ten mistakes house husbands make (Paul Merrill) 217

Short story L Newspaper article

B The strong sex and the weak one? The Pakistani squash star who had to pretend to be a boy 218Education is leaving boys behind (Ally Fogg) 219

Newspaper article L Newspaper article

9

Section Text theme Media/Type of text

12 Ecological challenges Ó p3bk2n

220 Introduction Different ecological issues Pictures

221 Spot on facts Global facts Informative texts/ Graph

222 TextsA Losing our habitats

The last parakeet (Kate McCorkle) 222

Short story/Pictures

B Human responsibility The ocean is broken 224Time capsule found on the dead planet (Margaret Atwood) 225

L Newspaper article Short story

13 Globalisation Ó 7wi6zu

226 Introduction Global perspectives L Pictures/Quotations

228 Spot on facts Chances and challenges of globalisation Informative texts/ Cartoons

230 Core skill workshop Dealing with mediation tasks Straßenfußball verbindet 230Kickfair 232

Mediation text Mediation text

233 TextsA Different cultures and lifestyles

The world until yesterday 233Why IKEA took China by storm 234

Book extract Newspaper article

B Global production and its consequences

Textile workers in Bangladesh 235 L Internet article/ Graph

C Limited resources The Aqueduct (Ray Bradbury) 236 L Short story/Cartoon

238 Advanced texts D NGOs, civil society and global

players

Working for an NGO 238Are NGOs fit for their purpose? 239Starbucks celebrates record revenues 240Capital has a nationality 240

Interview Newspaper article Newspaper article Book extract

E Developing and developed world West African nations pay a price for EU e-waste 241Reshoring manufacturing: Coming home 242Global learning 243

Internet article L Newspaper article

Internet article

F The individual in a global world Over the mountains my true love waits 244 Short story extract

246 Spot on language Globalisierung am Scheideweg 247 Mediation text

248 Spot on vocabulary

249 Topic task Creating a special issue of the school newspaper

New perspectives

14 The world of work Ó ew755v

250 Introduction What is work? Pictures/Cartoon

252 Spot on facts Work then and now S L Informative texts/ Cartoon/Graph

254 Core skill workshop Applying for a job

257 TextsA Different types of jobs

The best job in the world? 257

L Job descriptions

B The reality of work A day in the life … 258Night workers (Helen Dunmore) 259Living your work (Ben Mezrich) 260

Newspaper article Poem Novel extract

10

Inhaltsverzeichnis

Section Text theme Media/Type of text

262 Advanced textsC Finding and applying for a job

Spoof advert 262Real advert 262Mr Penumbra’s 24-hour bookstore (Robin Sloan) 264

Job advertisement L Job advertisement

Novel extract

D The future of work Many more of us will work from home – or a cafe – says BT futurologist 267 Newspaper article

268 Spot on language Marissa Mayers neue Leistungsgesellschaft 271 S L Mediation text

272 Spot on vocabulary

273 Topic task Applying for a job

15 The media Ó 2ta7fs

274 Introduction Recent history of the media Pictures/Timeline/ Quotations

276 Spot on facts Developments in the media Graphs/Cartoons/ Informative texts

278 Core skill workshop Analysing visuals Photo/Cartoon/ Advertisement

281 TextsA Reality TV Reality TV: a ghastly plague upon modern society 281

Blog

B The meaning of reality Sharing is caring (Dave Eggers) 283Second-hand experiences (Gillian Flynn) 284

Novel extract Novel extract

286 Advanced texts C Journalism in the twenty-first

centuryOpen journalism 286Citizen journalists 287

Blog

L Newspaper article

D The whistle-blower Marcus’s dilemma (Cory Doctorow) 288 L Novel extract

E Etiquette, ethics and the media Mobile phone use by many is outrageously rude 290Phubbing/Online safety 291

Newspaper article Advertisements

F The power of transmedia The death of a friend 292Transmedia and marketing 293

Book extract Interview

294 Spot on language Du steckst in einer Seifenblase 295 Mediation text

296 Spot on vocabulary

297 Topic task Creating a marketing campaign

Diff pool298 1 The US then and now 298

2 The individual and society 299

3 Faith and religion 300

4 The United Kingdom 300

5 Migration and diversity 302

6 The Empire and beyond 303

7 India 304

8 Shakespeare 305

9 Human dilemmas 306

10 Science and utopia 307

11 Gender issues 309

12 Ecological challenges 309

13 Globalisation 310

14 The world of work 311

15 The media 312

11

Section Text theme Media/Type of text

Intercultural communication313 Introduction Intercultural communication and intercultural

competence Informative text

314 Asking politely Is ‘please’ enough?; Saying ‘yes’ and ‘no’ S L Dialogues

316 Opinions and criticisms Saying what you think S L Dialogues

318 Making a complaint Complaining politely S L Dialogues

320 Register How formal do you need to be?; S Formal and informal situations

L Dialogues

322 Small talk (I) You actually talk to strangers?; Ice-breakers; S What can you talk about if you don’t know the person?; Keeping small talk small

L Dialogues

324 Small talk (II) How to keep the conversation going; How can I end S the conversation or tell when the conversation is over?

L Dialogues

326 Negotiating The fine art of negotiation; Negotiation tactics; SLanguage for negotiation

L Dialogues

328 Watch your English! Bad influences and false conceptions; S English as a lingua franca; Adjusting to the situation

L Dialogues

Skills330 Table of contents

331 Word skills S1 Learning vocabulary with vocabulary sheets; S2 Guessing new words; S3 Working with a dictionary

333 Text skills S4 Dealing with non-fictional texts; S5 Dealing with narrative texts; S6 Dealing with poetry and drama; S7 Characterisation; S8 Narrative perspectives; S9 Narrative techniques; S10 Style and stylistic devices; S11 Skimming, scanning and taking notes

344 Writing skills S12 Creative writing; S13 Summary; S14 Essay; S15 Speech; S16 Review; S17 Newspaper article; S18 Letter; S19 Term paper and quoting; S20 Paragraphs, editing and checking

358 Listening skills S21 Listening comprehension

359 Speaking skills S22 Presentation; S23 Dialogue; S24 Discussion and debate; S25 Interview

364 Mediating skills S26 Mediating and translating skills

366 Special skills S27 Statistics, diagrams and maps; S28 Working with visuals; S29 Working with films; S30 Making a survey; S31 Advertising; S32 Doing research; S33 Peer evaluation; S34 Dealing with exam tasks (with Operatoren)

Appendix378 Glossary of literary terms

383 Classroom methods