RMG-Wiki - Benutzerbeiträge [de]

Informatik (NuTI)

2023-01-17T16:52:17Z

Theli34: /* Hardwareempfehlung */

__toc__

=Thema Internet: Gefahren und Nutzen=

* '''[[Informatik (NuTI)/Thema Inet2 |Material und Links zum Thema Internet]]'''

=Software für SchülerInnen - Bezugsquellen=

* [http://de.openoffice.org/ Open Office - Freie Bürosoftware- Download] Eine kostenlose und sehr gute Alternative zu MS Office. Kann alle gängigen Microsoft Office-Dokumente lesen und schreiben (gerinfügige Unterschiede bei Powerpoint und Excel, läßt sich aber abspielen/umrechnen)

*[http://www.informatikserver.at/ooo/ Guter Onlinekurs zu Open Office / StarOffice]
*[http://www.openimpuls.de/mk_install/index.php?option=com_frontpage&Itemid=72 Tipps zu OpenOffice/StarOffice , besonders zum Umstieg von MicrosoftR-Produkten] 
 

=Hardwareempfehlung=
Bei neuen PCs für den Schulgebrauch sollte man nach Möglichkeit kaufen:
* Intel i5 oder vergleichbarer AMD Prozessor
* min. 8GB Arbeitsspeicher (besser 16) (RAM)
* Festplatte SATA min 500 GB
* onboard Grafik reicht für Schule fast immer, bessere Grafik braucht man fast nur für Spiele oder High Endf Grafikanwendungen
* min 4 USB 2.0 Eingänge
* min 2 digitale Grafikausgänge (HDMI/DP/DVI)
* optische Maus
* Soundkarte (onboard)
* LAN (Netzwerkadapter) 1000 Mbit (onboard)
* min. 21 Zoll TFT Monitor (ideal mit HDM/DP und DVI Eingang)
* Betriebssystem Windows 10/11 oder Linux, MAC OS,
* ''' min 2 Jahre (besser 3!) Herstellergarantie'''

'''So etwas (PC, Monitor, Tastatur, Maus und Windows 8.1) bekommt man über das Internet für ca. 500.- EUR inkl. Versand,''' z.B. unter [http://geizhals.at/deutschland/?o=2 http://geizhals.at/de]

'''Wer lieber vor Ort kauft''', sollte trotzdem unter [http://www.geizhals.at/de www.geizhals.at/de] - und dort unter Hardware - System / Monitore einmal Preise recherchieren. Der örtliche Handel kommt dem Kunden oft entgegen, wenn klar ist, dass man die Preise kennt.

='''Computerkurs-Intensivierung Klasse 5'''=

==Grundlagen des Computernutzung==
* PC herauffahren/herunterfahren
* Anmelden / Abmelden
* [[Computerkurs/Maus und Tastatur|Nutzung von Maus und Tastatur]]
* Überblick über Programme
* [[Computerkurs/Speichermöglichkeiten für Schüler|Speichermöglichkeiten für Schüler]]
* [[Computerkurs/Dateien_Ordner|Erstellen, Umbenennen und Speichern von Dateien/Ordnern]]
* [[Computerkurs/Dateien_Ordner_2|Suchen (und Finden!) von Dateien/Ordnern]]
* [http://www.tipp10.de/index.php?action=download Schreibtrainer Maschinenschrift]
 

==Grundlagen der Textverarbeitung==
Bitte bearbeite die folgenden Punkte der Reihe nach. Bei den Webseiten genügt das Durchlesen der jeweiligen Seite, dann den "Zurück-Pfeil" deines Browsers benutzen.

# [http://www.informatikserver.at/ooo/writer/grundlagen/neues-dokument.html Neues Dokument erstellen mit OpenOfficeWriter]
# [http://www.informatikserver.at/ooo/writer/grundlagen/desktop.htm Die Oberfläche von OpenOffice Writer]
# [[Computerkurs/Textverarbeitung1| Textverarbeitung1 - Grundlagen]]
# [[Text-Dokumente und ihr Aussehen| Damit mein Text richtig gut aussieht...]]
 

==Grundlagen der Tabellenkalkulation - Open Office Calc==

Das Programm kann ebenso wie MS Excel viel mehr, als nur ein Paar Werte in Tabellen anzuzeigen.
Es kann ziemlich schwierige Rechnungen automatisch ausführen und Zahlen und Ergebnisse von Berechnungen als Diagramme darstellen.

===[[Info5-Calc| Beispiel: Sparschwein/Taschengeldkonto führen]]===




==[[Info5-Animation|Erstellen einer einfachen Animation]]==




==='''TRICKFILME!'''===

==Übung zu Verhalten im Internet==

===Chats===

===Blogs und Mobbing===

== Webquest ==

Wir machen ein Webquest zu dem Künstler Leonardo da Vinci. Hier finden wir alle Informationen, die wir für die Besprechung brauchen:
http://www.grundschule-friedrichsfehn.de/projekte/leonardo/

= '''NuTI Klasse 7'''=
*[http://www.ralf-arndt.de/htmlkurs.html Einfacher HTML-Kurs - puristisch, am Quelltext orientiert!]
*[http://www.nvu-composer.de/doku/nvuanl101.pdf Anleitung zu Webeditor NVU als pdf]
*[http://www.brichzin.de/unterricht/nvu_lernprogramm/anleitung.html Online Kurs zu NVU - Die Aufgaben müssen nicht mit bearbeitet werden :-)]
* [[Informatik (NuTI)/html-beispiel|Beispielseite für wichtigste html-Befehle und Seitenansicht]]

6ae 2018 19/Englisch Klassen 6a und 6e

2023-01-16T08:06:27Z

Theli34: /* Past progressive */

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>

| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 
'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.

 
'''Übungsaufgabe 1'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''
 
<

'''Übungsaufgabe 2'''
Verbinde die Sätze! Verwende dabei jedes der folgenden "linking words" nur 1 x: 
''because, before, as soon as, although, whenever, when,''
# I come home in the evening. I always I drink a glass of water.
# I like Petra. She is funny.
# I hear this song! I always begin to smile.
# I can eat a lot. I must first drink something.
# I am not really good at art. I try so hard and draw a lot.
# All the people ran into the houses. It began to rain.
''Lösung am Montag im Unterricht!!!''



 
|}
=Homework=

'''Hausaufgabe für Di 23.7.19'''

{|
|-
| '''Watch this video on Youtube and take notes to answer these questions''':

* Why does Arthur not grow up with his father.
* Why is there chaos and why do the nobles (=Adelige) fight?
* What is the test to become the new king of England?
* What is the reason that there is no king for a long time?
* What qualities does Merlin see in young Arthur?
* Why does Arthur decide to try the sword?
* How do people react when Athur becomes king?

|| {{#ev:youtube|QCq7Sz774lI |600}}
|}

----

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2 - questions]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

==Exercises==
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise III]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise IV]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise V]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VI - difficult!]

==Erklärung==
* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
 
 

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

5ae 2017 18/Unit3-VocCross-Set2

2022-02-14T19:16:19Z

Theli34:

<div class="kreuzwort-quiz">
{|
|-
| never || ... is the opposite of always.
|-
| morning || I get up in the ... .
|-
| past || 18:30 is half ... 19.
|-
| Friday || ... is the day after Thursday.
|-
| tidy || I hate ... . I must ... when all is on my floor.
|-
| long || ... is the opposite of short
|-
| last || ... is the opposite of first.
|}
</div>

Q12 Englisch/Thelenberg 2018 19

2021-11-26T17:01:36Z

Theli34: /* The Sonett */

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Abitur 2019''' 

'''Materialien für das Colloquium''' 
'''11/1- Schwerpunktsemester''' 
* [[Q11_Englisch/Thelenberg_2017_18#The_American_Dream|The American Dream]]
'''12/1''' 
* [[#Obesity in the USA| Obesity in the USA]]
* [[#Globalization| Globalization]] 
* [[#The_Hobbit| The Hobbit]]
 
 
'''12/2''' 
* [[#Shakespeare's Romeo and Juliet | Shakespeare's Romeo and Juliet]]
* [[#Robots, Science and Technology - Can they save us? |Robots, Science and Technology - Can they save us ]]
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_role_and_image_of_the_USA_since_1945| Image of the USA since 1945]]

. 

</div>
|}

='''Homework'''=

* Compare the [[#Tragedy| '''definition of tragedy''']] on this page with [http://www.nosweatshakespeare.com/play-summary/romeo-juliet/ '''this summary of Romeo and Juliet!''']
* Explain, where in the plot of the play we find typically tragic constellations/situations/decisions/conflicts!

----

* [https://www.neatorama.com/images/2007-04/technology-history.GIF Cartoon]
* We will regret the day we started making robots that actually live with us and allow us to interact with them like we do with humans! 
: Comment on this statement!
* You interview the speaker of a group of parents demonstrating for child education without PCs and smartphones and a focus on the dangers of the massive use of and focus on technology in our lives!

----

Link zum zumpad: [https://zumpad.zum.de/p/linkchaos '''ClickMe!'''].

Please finish your answers to these questions:
* Can/ should robots love/have a meaningful relationship with people?
* Can/ should people love/ have a relationship with robots?
* What are the effects/new developments descibed here? What are the problems?

----

Write your ideas about the future use of robots into this etherpad: 

[https://zumpad.zum.de/p/robots-will '''https://zumpad.zum.de/p/robots-will''']

<colorize>New</colorize> 

Describe and analyse this [https://whyevolutionistrue.files.wordpress.com/2014/01/utah.jpg?w=419&h=599''Cartoon on Science and Humanities] 
Remember to write an introductory/a topic sentence!
 
 
----

Describe and analyse this [https://image.politicalcartoons.com/21317/600/600_21317.png '''Cartoon on Americanization] 
Remember to write an introductory/a topic sentence! (Alternative link to the cartoon: [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg '''here''']
 
 
 
----

Describe and analyse this [https://i.pinimg.com/564x/ae/e2/3b/aee23b345c89e8f6df665e45d1563245.jpg '''Cartoon on Free trade and Globalization''']. 
Remember to write an introductory/a topic sentence!

 
'''OLD STUFF...''' 

Write out pros/cons concerning globalisation from 2 of the pages linked [[Q12_Englisch/Thelenberg_2018_19#Globalisation |'''under "Globalisation" further down own this page''']].

 
 

='''Basic Skills & Information'''=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]
* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]
* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]
* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]
* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/translation|Translation (E→G)]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]
* [[LK_Englisch/Thelenberg_2009_11/Analysis| General text analysis]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
===Further material===
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US]
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [http://news.unchealthcare.org/uncchildrens/news/care-2014/issue-9/obesity Watch the video on fighting childhood obesity!]
 

 
='''The Hobbit'''=
* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

==Talks==
'''Each talk on a chapter includes''':
* A short summary of the chapter, and its relation to the chapter before
* A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
* Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader.
=> Explain why you chose exactly this passage!

==Reading Diary / Scrapbook==

'''The basic idea is that of a "reading-diary"'''. That means
* keeping a simple log-/scrapbook while reading the novel
* stopping from time (at least after each chapter) to time to think about what you have read!
* thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
* asking yourself if you like or dislike a character + what makes you feel so?
* making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework ('''marked!''')

'''These are the minimum reqirements, that is the '''questions''' you need to have readable and reasonable NOTES on:'''

'''Chapters 1 and 2:'''
* Characterize Bilbo and one other character (round or flat, relation to each other?)!
* What kind of story and hero do you expect at the end of chapter one?
* Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.
 
 
'''Chapter 3'''
# Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
 Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
# What image of the elves is created? How is this done? (NOTES) What role can the elves be expected to play? (NOTES)
# What must the travellers expect on their way ……? (NOTES)

'''Chapters 4 + 5''':
* p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations? (NOTES)
* Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile! (NOTES)
* What are the similarities and differences between Bilbo and Gollum? Look at their appearance, behaviour, relation to other charcters ... (NOTES, ideally a simple table ….)

* How has Bilbo developed in ch. 4+5
 
 
'''Chapter 7 for Wednesday 26th March 2018'''
 
 
* characterize Beorn … (NOTES)
* how does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved? (NOTES)
 
 
'''Chapter 8 (READ 8 + 9 + 10 for Monday October 1st)'''
:* Show and explain, how this chapter reveals Bilbo's heroic qualities (NOTES+pages)
:* Compare the different dwarves' (Bombur - Thorin - Kili&Fili) and Bilbo's roles/function in the story in chapter 8! Are the different dwarves flat or round characters? (NOTES)
 
 
'''Chapters 8, 9, 10'''

* Compare the endings of chapters 8, 9 and 10 (NOTES - perhaps a table)! Look at the mood/atmosphere (language, key words), and the expectations for the next chapter that are created? How effective are the three chapter endings?
 
 
'''Read Chapters 11, 12, 13 for Monday, 8th October!''' 
* Write a full text characterization of Smaug from ch. 11 and 12!
* Look at pp. 271-272: What makes the text sound old-fashioned?
 
 
''' Read chapter 14 for Wednesday, 10th October!'''
* Characterize Bard and and check his heroic qualities (cf. handout) NOTES!!

 
 
''' Read chapter 15 + 16 for Monday, 15th October and chapter 17 for Wednesday, 17th October!'''
* Apply the concepts of the epic hero and anti-hero to Bilbo and Thorin. 
: Which of the two models/characters is presentetd as more successful and how is that shown? (Notes ... use a table with two columns)
 
 
''' Read chapter 18 + 19 for Monday, 22nd October!'''
* Sum up what Bilbo has lost and gained in the end!
* What do you think of Bilbo's development throughout the book and what does it tell the (young) reader?

=Globalization=

==Listening: Free trade==
 
Listen to this [http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/mp3/insight/tae_insight_14_08bs_081023.mp3 '''mp3-file on free trade'''] twice. 
'''Answer the following questions''': 
1. How does Andrew walker define free trade? (two aspects) 
2. The WTO is not about free trade but .................... (Complete!) 
3. What can two countries in a trade dispute expect from the WTO? 
4. Fill in the blanks! 
: So members can complain if other members break WTO rules. And those rules have been ................... over a series of WTO conferences, like the one in Cancun in September. But the Cancun talks ........................ because of disagreements over what are known as the Singapore ................- Andrew Walker explains why.
5. Name at least 4 problems that are part of the Singapore issues! 
6. Fill in the blanks! 
:''Male speaker'': It actually costs only half as much to produce ................ here as in, say, America. But these African farmers simply can't match the ................ .......... Western prices and still turn a profit. So along with three neighbours, Mali ..... ................. to the World Trade Organisation.
: Female speaker: BBC reporter Nick Ravenscroft reporting from Mali, which has brought a complaint before the WTO about US subsidies for cotton farmers. Economics and Business .............. Andrew Walker explains why subsidies and ..................... matter.
7. What is one of the negative consequences of EU subsidies according to the text? 
8. ''Right or wrong?'' - The EU surplus policy is welcomed by many countries. 
9. ''Right or wrong?'' - Nigerian farmers are badly affected by EU surplus sales. 
10. ''Right or wrong?'' - There are complaints about the US as well as from the US. 
11. What products are affected by the EU ban on US agricultural products and what reason does the EU give? 
12. Why did the WTO order the EU to remove the ban? 
13. Fill in the blanks! 
: And if the WTO decides that a trade ................. is against WTO rules - what happens next? Well the WTO allows members to ............... - to put up their own trade barriers. In the case we’ve just heard between the US and the EU - the US has retaliated with a series of import ................. on goods from Europe. 
14. What goods did the US put very high tariffs on? (name two) 
 
 

==Links: General Pros and Cons==
# [https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political Pro-Con: https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political] 
# [https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/ Pro-Con: https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/] 
# [http://occupytheory.org/globalization-pros-and-cons-list/ Pro-Con: http://occupytheory.org/globalization-pros-and-cons-list/] 
# [http://moocgloba.skemapedia.com/?tag=con http://moocgloba.skemapedia.com/?tag=con - Negative aspects ] 
# [https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01 In defense of globalization] 

.
==Links: Globalisation and the Internet==
* https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
* http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
* http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

.

==Links: Globalization and culture==

* http://en.wikipedia.org/wiki/Globalization#Culture
* https://www.britannica.com/science/cultural-globalization
* https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creating-a-single-world-culture/#4029e8743bd3

.

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018 

=Robots, Science and Technology - Can they save us?=

==Robots==

{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding:0.141cm;"| '''Pro'''
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"| '''Con'''

|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;"|
* can replace humans in many dangerous, boring, dirty situations/jobs
* more effective than humans, have no human needs/weaknesses
* higher endurance
* developments in robotics can be used in medicine (artificial limbs or organs)

| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"|
* Replace humans in all situations, effect could be e.g. unemployment
* Humans may get too lazy
* Humans are/feel no longer needed
* Robot could have a malfunction or be hacked
* Robots could threaten, control or eliminate humans
* unclear status of robot: Man or machine?

|}
 
===In the future robots will ...===
 
In the future, robots will be used to ...
* care for old people
* replace astronauts
* drive cars
* do surgeries
* produce most products => (production gets cheaper and better)
* provide an independent workforce for many jobs (=> AI)
* provide a reliable workforce
* make life easier
* cure cancer (nanorobots) and other diseases
* act as self driving cars => mobility for evryone, safety, fewer traffic-jams, ....
 
 
'''Chances:'''
* replacement of other technical devices or even humans (caring professions, cleaning, gardening)
* help/support for people in their jobs/an independent life (ill, aged, handicapped people)
* replace humans in dangerous environments (defusing bombs, maintenance in nuclear power plants, work with poisonous substances )
* can make work easier (esp. if very repetitive work, physically demanding)
* can fly to far-away planets -> don’t have to breathe/ eat /sleep /die
* can help to fix shortages in human labor (fewer and fewer young people)
* can work 24/7
* cheaper than paying wages => cheaper products
 

'''Problems:'''
* people get lazy / lose their purpose in life
* less employment (esp. for low-skilled workers) => high unemployment => social problems
* easy to sabotage (cyberattacks, hacks)
* used for war (no ethical limits, unlimited supply prolongs wars, high human casualties)
* don’t always work perfectly (can't adapt, what if badly programmed, no real creative thinking) => damages/responsibility?
* robots using artificial intelligence start reprogramming themselves => who controls/can control if they "learn" the right things?
* no real empathy
* robots don't pay taxes, neither do most big companies ....
 

===Numbers and uses of robots are increasing in the military sector and in households===

'''Advantages of using robots:''' 

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* arms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:''' 

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

===Relationships between human beings and robots???===
'''Can/ should robots love/have a relationship with people?''' 
* even though they are robots, it still seems lifelike to e.g. chat with them
* robots are getting more human-like, e.g. can recognize facial expressions (programming and not real emotions)
* robots may not be able to love you back, but could be good at faking it
* robots get more realistic/interactive (well developed scripts) ==> people are able to form close relations
* humans can feel real concern over robots ==> empathy for a machine
* talk to robots via text message feels dynamic and sincere, they don’t judge you …
* robots are easy to connect to ==>- people can have real feelings for robots
* with a robot, you can live happily ever after (robots don't die, you won't get rejected)
* robots are perfect (characters/partners, programmed according to your wishes)
* people can explore unmet emotional needs in a ''world of dreams'' ==> a perfect/alternative world which can't be found in human society
 
 
'''What are the problems?''' 
* robots don't have real feelings ==> responses are pre-scripted/follow algorithms
* allowing robots to experience pain or emotions raises moral questions
* most robots don't have enough emotional and intellectual depth
* people spend hours playing games (esp. if they can chat with virtual characters) ==> games run in real time, once you've started, you have to keep playing or you'll lose track ==> get addicted fast
* people can escape reality and start ignoring real life, or the strenuous business of dealing with hard-to-find and unpredictable or “imperfect” human partners
* dating simulations have become very popular, start replacing frustrating/difficult “real dating”
* fewer real human relationships ==> low fertility rates in Japan
* creation of a machine-mediated society ==> ''love revolution''
* there is likely to be a heavy stigma attached to human - robot relationships, perhaps leading to discrimination, or even exclusion from some aspects of society
* a robot partner does everything you want it to do
: not a realistic circumstance for a relationship
: humans in relationships with robots could get a wrong perception about what is right or wrong in a human relationship
* BUT: people still don't see the interaction with virtual characters as a substitute for human relationships
* Robots are already being programmed to learn our patterns and preferences ==> danger for humanity as AI will be evolutionary superior to humans

 
 

==Science and the Humanities==

[[Bild:Sccience vs humanities.jpg|840px]]

==Science vs. Humanities - Text-Summary==
Summary for [http://www.highexistence.com/topic/science-vs-humanities/ Text "Science vs. Humanities"]

* only scientists make real contributions to humanity!
* division into sciences and humanities makes solving world's problems difficult
* many educated people have no understanding of basic concepts and the projects in modern physics
* contrasting positions:
: humanities give us understanding of history → learn from history → culture VS.
: poetry doesn't save lives etc. like e.g. medicine
: → true that humanities can't solve e.g. medical or technical problems, but they provide what science can't do: answers to moral/ethical questions (not necessarily in shape of organized religion!)
* philiosophy in the original sense included looking for answers to all questions (incl. natural. philosophy)
* science and humanities give different answers to different questions, but both help us master our lives

==Can "green" technology save us?==

===Text basis===
* https://ourworld.unu.edu/en/how-viral-cat-videos-are-warming-the-planet
* https://ourworld.unu.edu/en/a-growing-digital-waste-cloud
* https://ourworld.unu.edu/en/world-environment-day-can-technology-save-us

===Yes, it can:===

* better technologies produce less pollution/use fewer resources, are accepted as they reduce costs

===But it doesn't===
* as technilogies reduce costs, the saved money will be spent
: => higher consumption, more travelling/transport => more CO2 emissions, more fuel used, more roads, more air-traffic …
* growth = higher production/more traffic etc ==> leads to higher pollution/use of resources, although production processes are less harmful and more effective.
* green technologies are there, but people get tired of topic of environmental protection, climate change ...
* people believe effects of climate change can be countered with more technology (e.g. air filters, air conditioning, , flood barriers, pumps, ...) rather than avoid or reduce higher consumption and warming
* Problem: Growth!
: massive increase in world population leads to higher demand =higher production and consumption

==Can Internet and computer technology save us?==

'''Problems:'''
* web-servers/data centers need a lot of energy + generate a lot of warmth that is bad for the climate change
* numbers of servers and data grow expontetially
* energy efficiency will slow the emissions, but it´s still expanding too much (more data, users ...)
* data without use are spread/multiply => waste of energy
* useless/growing amounts of data are never deleted ==> more and more servers needed
 
'''Chances:'''
* improvements in energy efficiency
* economic growth (in quality, not only quantity/consumption
* easier exchange of information

==Can IT and computers save us?==

'''YES:'''
* data transfer replaces physical transport
* less travelling => teleworking and -conferences
* more easily accessable knowledge
* more/easier communication
* motre collaboration and exchange of data/results in science
 
'''NO:'''
* growing energy consumption (running servers, switches, cooling systems)
* waste of storage capacities
* isuse of the Internet (cat videos, pornography, story huge amount of useless/forgotten data)
* data safety
* usage hard to learn for older/uneducated people
* usage difficult/impossible in regions without basic technical supplies or stable supply of electricity or internet connections
 

==Mediation topic: CCTV cameras, face recognition etc.==

===FOR CAMERA SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* cameras clearly deter criminals ==> can reduce crime
* protection of weaker students/potential victim
* private, public and school property can be protected
* security is more important than the right to privacy
* automatic crime detection systems alarm police early, human controller decides and triggers action
* can be used in accordance with actual laws
* private spaces (e.g. flats) are to be excluded
* data are to be deleted after 72 hours

===AGAINST SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* there are areas not surveilled ==> crime/violence shift there
* solution: more cams/ everywhere ==> illegal, nobody wants that!
* constant observation ==> people feel uncomfortable, don't want to go/be there, loss of trust in respect of privacy ==> people change behavior, because tgey feel observed
* enormous amount of manpower/money to evaluate the recorded material
* bullying can not be effectively stopped by more cameras
* deterrence only works for a short time, only big crimes solved more quickly
* good for solving crimes, but usually not for preventing them
* esp. terrorism can't be stop as they don't fear recognition
* camera-free spaces become crime hot spots?
* possible abuse by or possibility of establishing a totalitarian control system (cf. 3rd Reich, GDR => Stasi)
* only automatic image processing makes it possible to analyze enormous amounts of data ==> lack of human control
* can automatic systems really detect/recognize criminal actions dicriminate them from legal/harmless actions?
* using randomly collected data to create biometric database of virtually everybody - without any connection to a crime - is illegal and dangerous
* complete movement profiles for everybody filmed are created & together with face recognition allows state to completely control everyone
* if affected people are not informed, they don't know and can't require information or legally object to this
* lack of necessary laws that allow/regulate collection and processing of data only under certain circumstances (decision of judge, temporal and spatial limit, regulations for inquiry and information about stored data)
* constant collection of data about everyone at demonstrations infringes on people's freedom of opinion and demonstrating / deters them from using their civil freedoms

 
 

='''Shakespeare's Romeo and Juliet'''=

==Shakespeare's Theatre and Plays==

* [http://www.shakespeare-online.com/theatre/globe.html The Globe theatre]
* [http://www.shakespeare-online.com/essays/shakespeareaudience.html Shakespeares audience in the 16th and 17th century]
* [https://www.english-online.at/history/elizabethan-theatre/shakespeares-theatre.htm Shakespeare's theatre]

 
{{#ev:youtube|P0SBg-KG4C4 |600}}
 
{{#ev:youtube|95ec5xtt6Hs |600}}

 
* Watch these two films about Elisabethan plays and playhouses!
* Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

'''Questions:'''

* Where? (<= why?)
* When? (built, idea of playhouse? plays performed?)
* What? (shape? size?) - (plays? themes?)
* Who? (players/audience/producers?)
* Why so attractive?
* How? ( performance? advertising? stage? costumes? effects? music? lighting?)
* How much ( money? length of play? payment?)
* What happened (during the play?)
* Special stage effects?
* What effects on way of playing/performance?
* Difficulties concerning building/running such a playhouse?
 
 
For a better understanding of the layout/structure of the playhouse ...:

* [https://en.wikipedia.org/wiki/English_Renaissance_theatre#/media/File:The_Swan_cropped.png GLOBE 1]
* [https://mindthegaplondon.files.wordpress.com/2014/08/1024px-hodges_conjectural_globe_reconstruction.jpg GLOBE 2]
 
 
.

==The Prologue==
 
* [http://www.shakespeare-online.com/plays/romeoandjuliet/romeohudsonverse.html Blank verse and rhyme in "Romeo and Juliet"]
 
{{#ev:youtube|-aCCV4wMb1Y |500}}

Version from a 1996 movie:

{{#ev:youtube|UubjlL4AH4s |500}}

'''Prologue to the most lamentable story of Romeo and Juliet'''
 
 
Two households both alike in dignity, 
In fair Verona, where we lay our scene, 
From ancient grudge break to new mutiny, 
Where civil blood makes civil hands unclean. 
From forth the fatal loins of these two foes 
A pair of star-cross’d lovers take their life; 
Whose misadventur’d piteous overthrows 
Doth with their death bury their parents’ strife. 
The fearful passage of their death-mark’d love 
And the continuance of their parents’ rage, 
Which, but their children’s end, nought could remove, 
Is now the two hours’ traffic of our stage; 
The which, if you with patient ears attend, 
What here shall miss, our toil shall strive to mend. 

# What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
# What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
# Learn lines 1 - 8 by heart + practice reciting them .....!

==Plot==
* [https://www.sparknotes.com/shakespeare/romeojuliet/video-summary/ Video summary]

==The Sonnett==

<blockquote style="border: 1px solid blue; padding: 2em;">
A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays). 
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is 
: a-b-a-b
: c-d-c-d
: e-f-e-f
: g-g 
The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.
</blockquote>

.

==Tragedy==

<blockquote style="border: 1px solid blue; padding: 2em;">
'''Tragedy''':
Drama of a serious and '''high-standing character''' that usually describes the development of a '''conflict''' between the protagonist and a '''superior force''' (such as destiny, circumstance, or society, the laws, in which the character often must '''choose between two alternatives''', which both lead to his '''destruction'''. In a tragedy there is typically a '''sorrowful or disastrous conclusion'''. 
Good Example: 
'''Antigone''' by Sophocles( around 441 BC.)
In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands.
Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man. 
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.
</blockquote>

: Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone

'''Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!'''

Read the text from [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_140/ '''here: Well, peace be with you, sir. Here comes my man.'''] up to [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_152/ '''here: EXEUNT''']

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.

Q12 Englisch/Thelenberg 2018 19

2021-11-21T23:10:27Z

Theli34: /* The Prologue */

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Abitur 2019''' 

'''Materialien für das Colloquium''' 
'''11/1- Schwerpunktsemester''' 
* [[Q11_Englisch/Thelenberg_2017_18#The_American_Dream|The American Dream]]
'''12/1''' 
* [[#Obesity in the USA| Obesity in the USA]]
* [[#Globalization| Globalization]] 
* [[#The_Hobbit| The Hobbit]]
 
 
'''12/2''' 
* [[#Shakespeare's Romeo and Juliet | Shakespeare's Romeo and Juliet]]
* [[#Robots, Science and Technology - Can they save us? |Robots, Science and Technology - Can they save us ]]
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_role_and_image_of_the_USA_since_1945| Image of the USA since 1945]]

. 

</div>
|}

='''Homework'''=

* Compare the [[#Tragedy| '''definition of tragedy''']] on this page with [http://www.nosweatshakespeare.com/play-summary/romeo-juliet/ '''this summary of Romeo and Juliet!''']
* Explain, where in the plot of the play we find typically tragic constellations/situations/decisions/conflicts!

----

* [https://www.neatorama.com/images/2007-04/technology-history.GIF Cartoon]
* We will regret the day we started making robots that actually live with us and allow us to interact with them like we do with humans! 
: Comment on this statement!
* You interview the speaker of a group of parents demonstrating for child education without PCs and smartphones and a focus on the dangers of the massive use of and focus on technology in our lives!

----

Link zum zumpad: [https://zumpad.zum.de/p/linkchaos '''ClickMe!'''].

Please finish your answers to these questions:
* Can/ should robots love/have a meaningful relationship with people?
* Can/ should people love/ have a relationship with robots?
* What are the effects/new developments descibed here? What are the problems?

----

Write your ideas about the future use of robots into this etherpad: 

[https://zumpad.zum.de/p/robots-will '''https://zumpad.zum.de/p/robots-will''']

<colorize>New</colorize> 

Describe and analyse this [https://whyevolutionistrue.files.wordpress.com/2014/01/utah.jpg?w=419&h=599''Cartoon on Science and Humanities] 
Remember to write an introductory/a topic sentence!
 
 
----

Describe and analyse this [https://image.politicalcartoons.com/21317/600/600_21317.png '''Cartoon on Americanization] 
Remember to write an introductory/a topic sentence! (Alternative link to the cartoon: [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg '''here''']
 
 
 
----

Describe and analyse this [https://i.pinimg.com/564x/ae/e2/3b/aee23b345c89e8f6df665e45d1563245.jpg '''Cartoon on Free trade and Globalization''']. 
Remember to write an introductory/a topic sentence!

 
'''OLD STUFF...''' 

Write out pros/cons concerning globalisation from 2 of the pages linked [[Q12_Englisch/Thelenberg_2018_19#Globalisation |'''under "Globalisation" further down own this page''']].

 
 

='''Basic Skills & Information'''=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]
* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]
* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]
* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]
* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/translation|Translation (E→G)]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]
* [[LK_Englisch/Thelenberg_2009_11/Analysis| General text analysis]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
===Further material===
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US]
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [http://news.unchealthcare.org/uncchildrens/news/care-2014/issue-9/obesity Watch the video on fighting childhood obesity!]
 

 
='''The Hobbit'''=
* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

==Talks==
'''Each talk on a chapter includes''':
* A short summary of the chapter, and its relation to the chapter before
* A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
* Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader.
=> Explain why you chose exactly this passage!

==Reading Diary / Scrapbook==

'''The basic idea is that of a "reading-diary"'''. That means
* keeping a simple log-/scrapbook while reading the novel
* stopping from time (at least after each chapter) to time to think about what you have read!
* thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
* asking yourself if you like or dislike a character + what makes you feel so?
* making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework ('''marked!''')

'''These are the minimum reqirements, that is the '''questions''' you need to have readable and reasonable NOTES on:'''

'''Chapters 1 and 2:'''
* Characterize Bilbo and one other character (round or flat, relation to each other?)!
* What kind of story and hero do you expect at the end of chapter one?
* Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.
 
 
'''Chapter 3'''
# Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
 Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
# What image of the elves is created? How is this done? (NOTES) What role can the elves be expected to play? (NOTES)
# What must the travellers expect on their way ……? (NOTES)

'''Chapters 4 + 5''':
* p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations? (NOTES)
* Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile! (NOTES)
* What are the similarities and differences between Bilbo and Gollum? Look at their appearance, behaviour, relation to other charcters ... (NOTES, ideally a simple table ….)

* How has Bilbo developed in ch. 4+5
 
 
'''Chapter 7 for Wednesday 26th March 2018'''
 
 
* characterize Beorn … (NOTES)
* how does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved? (NOTES)
 
 
'''Chapter 8 (READ 8 + 9 + 10 for Monday October 1st)'''
:* Show and explain, how this chapter reveals Bilbo's heroic qualities (NOTES+pages)
:* Compare the different dwarves' (Bombur - Thorin - Kili&Fili) and Bilbo's roles/function in the story in chapter 8! Are the different dwarves flat or round characters? (NOTES)
 
 
'''Chapters 8, 9, 10'''

* Compare the endings of chapters 8, 9 and 10 (NOTES - perhaps a table)! Look at the mood/atmosphere (language, key words), and the expectations for the next chapter that are created? How effective are the three chapter endings?
 
 
'''Read Chapters 11, 12, 13 for Monday, 8th October!''' 
* Write a full text characterization of Smaug from ch. 11 and 12!
* Look at pp. 271-272: What makes the text sound old-fashioned?
 
 
''' Read chapter 14 for Wednesday, 10th October!'''
* Characterize Bard and and check his heroic qualities (cf. handout) NOTES!!

 
 
''' Read chapter 15 + 16 for Monday, 15th October and chapter 17 for Wednesday, 17th October!'''
* Apply the concepts of the epic hero and anti-hero to Bilbo and Thorin. 
: Which of the two models/characters is presentetd as more successful and how is that shown? (Notes ... use a table with two columns)
 
 
''' Read chapter 18 + 19 for Monday, 22nd October!'''
* Sum up what Bilbo has lost and gained in the end!
* What do you think of Bilbo's development throughout the book and what does it tell the (young) reader?

=Globalization=

==Listening: Free trade==
 
Listen to this [http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/mp3/insight/tae_insight_14_08bs_081023.mp3 '''mp3-file on free trade'''] twice. 
'''Answer the following questions''': 
1. How does Andrew walker define free trade? (two aspects) 
2. The WTO is not about free trade but .................... (Complete!) 
3. What can two countries in a trade dispute expect from the WTO? 
4. Fill in the blanks! 
: So members can complain if other members break WTO rules. And those rules have been ................... over a series of WTO conferences, like the one in Cancun in September. But the Cancun talks ........................ because of disagreements over what are known as the Singapore ................- Andrew Walker explains why.
5. Name at least 4 problems that are part of the Singapore issues! 
6. Fill in the blanks! 
:''Male speaker'': It actually costs only half as much to produce ................ here as in, say, America. But these African farmers simply can't match the ................ .......... Western prices and still turn a profit. So along with three neighbours, Mali ..... ................. to the World Trade Organisation.
: Female speaker: BBC reporter Nick Ravenscroft reporting from Mali, which has brought a complaint before the WTO about US subsidies for cotton farmers. Economics and Business .............. Andrew Walker explains why subsidies and ..................... matter.
7. What is one of the negative consequences of EU subsidies according to the text? 
8. ''Right or wrong?'' - The EU surplus policy is welcomed by many countries. 
9. ''Right or wrong?'' - Nigerian farmers are badly affected by EU surplus sales. 
10. ''Right or wrong?'' - There are complaints about the US as well as from the US. 
11. What products are affected by the EU ban on US agricultural products and what reason does the EU give? 
12. Why did the WTO order the EU to remove the ban? 
13. Fill in the blanks! 
: And if the WTO decides that a trade ................. is against WTO rules - what happens next? Well the WTO allows members to ............... - to put up their own trade barriers. In the case we’ve just heard between the US and the EU - the US has retaliated with a series of import ................. on goods from Europe. 
14. What goods did the US put very high tariffs on? (name two) 
 
 

==Links: General Pros and Cons==
# [https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political Pro-Con: https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political] 
# [https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/ Pro-Con: https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/] 
# [http://occupytheory.org/globalization-pros-and-cons-list/ Pro-Con: http://occupytheory.org/globalization-pros-and-cons-list/] 
# [http://moocgloba.skemapedia.com/?tag=con http://moocgloba.skemapedia.com/?tag=con - Negative aspects ] 
# [https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01 In defense of globalization] 

.
==Links: Globalisation and the Internet==
* https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
* http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
* http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

.

==Links: Globalization and culture==

* http://en.wikipedia.org/wiki/Globalization#Culture
* https://www.britannica.com/science/cultural-globalization
* https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creating-a-single-world-culture/#4029e8743bd3

.

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018 

=Robots, Science and Technology - Can they save us?=

==Robots==

{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding:0.141cm;"| '''Pro'''
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"| '''Con'''

|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;"|
* can replace humans in many dangerous, boring, dirty situations/jobs
* more effective than humans, have no human needs/weaknesses
* higher endurance
* developments in robotics can be used in medicine (artificial limbs or organs)

| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"|
* Replace humans in all situations, effect could be e.g. unemployment
* Humans may get too lazy
* Humans are/feel no longer needed
* Robot could have a malfunction or be hacked
* Robots could threaten, control or eliminate humans
* unclear status of robot: Man or machine?

|}
 
===In the future robots will ...===
 
In the future, robots will be used to ...
* care for old people
* replace astronauts
* drive cars
* do surgeries
* produce most products => (production gets cheaper and better)
* provide an independent workforce for many jobs (=> AI)
* provide a reliable workforce
* make life easier
* cure cancer (nanorobots) and other diseases
* act as self driving cars => mobility for evryone, safety, fewer traffic-jams, ....
 
 
'''Chances:'''
* replacement of other technical devices or even humans (caring professions, cleaning, gardening)
* help/support for people in their jobs/an independent life (ill, aged, handicapped people)
* replace humans in dangerous environments (defusing bombs, maintenance in nuclear power plants, work with poisonous substances )
* can make work easier (esp. if very repetitive work, physically demanding)
* can fly to far-away planets -> don’t have to breathe/ eat /sleep /die
* can help to fix shortages in human labor (fewer and fewer young people)
* can work 24/7
* cheaper than paying wages => cheaper products
 

'''Problems:'''
* people get lazy / lose their purpose in life
* less employment (esp. for low-skilled workers) => high unemployment => social problems
* easy to sabotage (cyberattacks, hacks)
* used for war (no ethical limits, unlimited supply prolongs wars, high human casualties)
* don’t always work perfectly (can't adapt, what if badly programmed, no real creative thinking) => damages/responsibility?
* robots using artificial intelligence start reprogramming themselves => who controls/can control if they "learn" the right things?
* no real empathy
* robots don't pay taxes, neither do most big companies ....
 

===Numbers and uses of robots are increasing in the military sector and in households===

'''Advantages of using robots:''' 

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* arms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:''' 

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

===Relationships between human beings and robots???===
'''Can/ should robots love/have a relationship with people?''' 
* even though they are robots, it still seems lifelike to e.g. chat with them
* robots are getting more human-like, e.g. can recognize facial expressions (programming and not real emotions)
* robots may not be able to love you back, but could be good at faking it
* robots get more realistic/interactive (well developed scripts) ==> people are able to form close relations
* humans can feel real concern over robots ==> empathy for a machine
* talk to robots via text message feels dynamic and sincere, they don’t judge you …
* robots are easy to connect to ==>- people can have real feelings for robots
* with a robot, you can live happily ever after (robots don't die, you won't get rejected)
* robots are perfect (characters/partners, programmed according to your wishes)
* people can explore unmet emotional needs in a ''world of dreams'' ==> a perfect/alternative world which can't be found in human society
 
 
'''What are the problems?''' 
* robots don't have real feelings ==> responses are pre-scripted/follow algorithms
* allowing robots to experience pain or emotions raises moral questions
* most robots don't have enough emotional and intellectual depth
* people spend hours playing games (esp. if they can chat with virtual characters) ==> games run in real time, once you've started, you have to keep playing or you'll lose track ==> get addicted fast
* people can escape reality and start ignoring real life, or the strenuous business of dealing with hard-to-find and unpredictable or “imperfect” human partners
* dating simulations have become very popular, start replacing frustrating/difficult “real dating”
* fewer real human relationships ==> low fertility rates in Japan
* creation of a machine-mediated society ==> ''love revolution''
* there is likely to be a heavy stigma attached to human - robot relationships, perhaps leading to discrimination, or even exclusion from some aspects of society
* a robot partner does everything you want it to do
: not a realistic circumstance for a relationship
: humans in relationships with robots could get a wrong perception about what is right or wrong in a human relationship
* BUT: people still don't see the interaction with virtual characters as a substitute for human relationships
* Robots are already being programmed to learn our patterns and preferences ==> danger for humanity as AI will be evolutionary superior to humans

 
 

==Science and the Humanities==

[[Bild:Sccience vs humanities.jpg|840px]]

==Science vs. Humanities - Text-Summary==
Summary for [http://www.highexistence.com/topic/science-vs-humanities/ Text "Science vs. Humanities"]

* only scientists make real contributions to humanity!
* division into sciences and humanities makes solving world's problems difficult
* many educated people have no understanding of basic concepts and the projects in modern physics
* contrasting positions:
: humanities give us understanding of history → learn from history → culture VS.
: poetry doesn't save lives etc. like e.g. medicine
: → true that humanities can't solve e.g. medical or technical problems, but they provide what science can't do: answers to moral/ethical questions (not necessarily in shape of organized religion!)
* philiosophy in the original sense included looking for answers to all questions (incl. natural. philosophy)
* science and humanities give different answers to different questions, but both help us master our lives

==Can "green" technology save us?==

===Text basis===
* https://ourworld.unu.edu/en/how-viral-cat-videos-are-warming-the-planet
* https://ourworld.unu.edu/en/a-growing-digital-waste-cloud
* https://ourworld.unu.edu/en/world-environment-day-can-technology-save-us

===Yes, it can:===

* better technologies produce less pollution/use fewer resources, are accepted as they reduce costs

===But it doesn't===
* as technilogies reduce costs, the saved money will be spent
: => higher consumption, more travelling/transport => more CO2 emissions, more fuel used, more roads, more air-traffic …
* growth = higher production/more traffic etc ==> leads to higher pollution/use of resources, although production processes are less harmful and more effective.
* green technologies are there, but people get tired of topic of environmental protection, climate change ...
* people believe effects of climate change can be countered with more technology (e.g. air filters, air conditioning, , flood barriers, pumps, ...) rather than avoid or reduce higher consumption and warming
* Problem: Growth!
: massive increase in world population leads to higher demand =higher production and consumption

==Can Internet and computer technology save us?==

'''Problems:'''
* web-servers/data centers need a lot of energy + generate a lot of warmth that is bad for the climate change
* numbers of servers and data grow expontetially
* energy efficiency will slow the emissions, but it´s still expanding too much (more data, users ...)
* data without use are spread/multiply => waste of energy
* useless/growing amounts of data are never deleted ==> more and more servers needed
 
'''Chances:'''
* improvements in energy efficiency
* economic growth (in quality, not only quantity/consumption
* easier exchange of information

==Can IT and computers save us?==

'''YES:'''
* data transfer replaces physical transport
* less travelling => teleworking and -conferences
* more easily accessable knowledge
* more/easier communication
* motre collaboration and exchange of data/results in science
 
'''NO:'''
* growing energy consumption (running servers, switches, cooling systems)
* waste of storage capacities
* isuse of the Internet (cat videos, pornography, story huge amount of useless/forgotten data)
* data safety
* usage hard to learn for older/uneducated people
* usage difficult/impossible in regions without basic technical supplies or stable supply of electricity or internet connections
 

==Mediation topic: CCTV cameras, face recognition etc.==

===FOR CAMERA SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* cameras clearly deter criminals ==> can reduce crime
* protection of weaker students/potential victim
* private, public and school property can be protected
* security is more important than the right to privacy
* automatic crime detection systems alarm police early, human controller decides and triggers action
* can be used in accordance with actual laws
* private spaces (e.g. flats) are to be excluded
* data are to be deleted after 72 hours

===AGAINST SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* there are areas not surveilled ==> crime/violence shift there
* solution: more cams/ everywhere ==> illegal, nobody wants that!
* constant observation ==> people feel uncomfortable, don't want to go/be there, loss of trust in respect of privacy ==> people change behavior, because tgey feel observed
* enormous amount of manpower/money to evaluate the recorded material
* bullying can not be effectively stopped by more cameras
* deterrence only works for a short time, only big crimes solved more quickly
* good for solving crimes, but usually not for preventing them
* esp. terrorism can't be stop as they don't fear recognition
* camera-free spaces become crime hot spots?
* possible abuse by or possibility of establishing a totalitarian control system (cf. 3rd Reich, GDR => Stasi)
* only automatic image processing makes it possible to analyze enormous amounts of data ==> lack of human control
* can automatic systems really detect/recognize criminal actions dicriminate them from legal/harmless actions?
* using randomly collected data to create biometric database of virtually everybody - without any connection to a crime - is illegal and dangerous
* complete movement profiles for everybody filmed are created & together with face recognition allows state to completely control everyone
* if affected people are not informed, they don't know and can't require information or legally object to this
* lack of necessary laws that allow/regulate collection and processing of data only under certain circumstances (decision of judge, temporal and spatial limit, regulations for inquiry and information about stored data)
* constant collection of data about everyone at demonstrations infringes on people's freedom of opinion and demonstrating / deters them from using their civil freedoms

 
 

='''Shakespeare's Romeo and Juliet'''=

==Shakespeare's Theatre and Plays==

* [http://www.shakespeare-online.com/theatre/globe.html The Globe theatre]
* [http://www.shakespeare-online.com/essays/shakespeareaudience.html Shakespeares audience in the 16th and 17th century]
* [https://www.english-online.at/history/elizabethan-theatre/shakespeares-theatre.htm Shakespeare's theatre]

 
{{#ev:youtube|P0SBg-KG4C4 |600}}
 
{{#ev:youtube|95ec5xtt6Hs |600}}

 
* Watch these two films about Elisabethan plays and playhouses!
* Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

'''Questions:'''

* Where? (<= why?)
* When? (built, idea of playhouse? plays performed?)
* What? (shape? size?) - (plays? themes?)
* Who? (players/audience/producers?)
* Why so attractive?
* How? ( performance? advertising? stage? costumes? effects? music? lighting?)
* How much ( money? length of play? payment?)
* What happened (during the play?)
* Special stage effects?
* What effects on way of playing/performance?
* Difficulties concerning building/running such a playhouse?
 
 
For a better understanding of the layout/structure of the playhouse ...:

* [https://en.wikipedia.org/wiki/English_Renaissance_theatre#/media/File:The_Swan_cropped.png GLOBE 1]
* [https://mindthegaplondon.files.wordpress.com/2014/08/1024px-hodges_conjectural_globe_reconstruction.jpg GLOBE 2]
 
 
.

==The Prologue==
 
* [http://www.shakespeare-online.com/plays/romeoandjuliet/romeohudsonverse.html Blank verse and rhyme in "Romeo and Juliet"]
 
{{#ev:youtube|-aCCV4wMb1Y |500}}

Version from a 1996 movie:

{{#ev:youtube|UubjlL4AH4s |500}}

'''Prologue to the most lamentable story of Romeo and Juliet'''
 
 
Two households both alike in dignity, 
In fair Verona, where we lay our scene, 
From ancient grudge break to new mutiny, 
Where civil blood makes civil hands unclean. 
From forth the fatal loins of these two foes 
A pair of star-cross’d lovers take their life; 
Whose misadventur’d piteous overthrows 
Doth with their death bury their parents’ strife. 
The fearful passage of their death-mark’d love 
And the continuance of their parents’ rage, 
Which, but their children’s end, nought could remove, 
Is now the two hours’ traffic of our stage; 
The which, if you with patient ears attend, 
What here shall miss, our toil shall strive to mend. 

# What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
# What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
# Learn lines 1 - 8 by heart + practice reciting them .....!

==Plot==
* [https://www.sparknotes.com/shakespeare/romeojuliet/video-summary/ Video summary]

==The Sonett==

<blockquote style="border: 1px solid blue; padding: 2em;">
A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays). 
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is 
: a-b-a-b
: c-d-c-d
: e-f-e-f
: g-g 
The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.
</blockquote>

.

==Tragedy==

<blockquote style="border: 1px solid blue; padding: 2em;">
'''Tragedy''':
Drama of a serious and '''high-standing character''' that usually describes the development of a '''conflict''' between the protagonist and a '''superior force''' (such as destiny, circumstance, or society, the laws, in which the character often must '''choose between two alternatives''', which both lead to his '''destruction'''. In a tragedy there is typically a '''sorrowful or disastrous conclusion'''. 
Good Example: 
'''Antigone''' by Sophocles( around 441 BC.)
In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands.
Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man. 
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.
</blockquote>

: Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone

'''Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!'''

Read the text from [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_140/ '''here: Well, peace be with you, sir. Here comes my man.'''] up to [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_152/ '''here: EXEUNT''']

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.

Q12 Englisch/Thelenberg 2018 19

2021-11-21T23:09:17Z

Theli34: /* The Prologue */

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Abitur 2019''' 

'''Materialien für das Colloquium''' 
'''11/1- Schwerpunktsemester''' 
* [[Q11_Englisch/Thelenberg_2017_18#The_American_Dream|The American Dream]]
'''12/1''' 
* [[#Obesity in the USA| Obesity in the USA]]
* [[#Globalization| Globalization]] 
* [[#The_Hobbit| The Hobbit]]
 
 
'''12/2''' 
* [[#Shakespeare's Romeo and Juliet | Shakespeare's Romeo and Juliet]]
* [[#Robots, Science and Technology - Can they save us? |Robots, Science and Technology - Can they save us ]]
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_role_and_image_of_the_USA_since_1945| Image of the USA since 1945]]

. 

</div>
|}

='''Homework'''=

* Compare the [[#Tragedy| '''definition of tragedy''']] on this page with [http://www.nosweatshakespeare.com/play-summary/romeo-juliet/ '''this summary of Romeo and Juliet!''']
* Explain, where in the plot of the play we find typically tragic constellations/situations/decisions/conflicts!

----

* [https://www.neatorama.com/images/2007-04/technology-history.GIF Cartoon]
* We will regret the day we started making robots that actually live with us and allow us to interact with them like we do with humans! 
: Comment on this statement!
* You interview the speaker of a group of parents demonstrating for child education without PCs and smartphones and a focus on the dangers of the massive use of and focus on technology in our lives!

----

Link zum zumpad: [https://zumpad.zum.de/p/linkchaos '''ClickMe!'''].

Please finish your answers to these questions:
* Can/ should robots love/have a meaningful relationship with people?
* Can/ should people love/ have a relationship with robots?
* What are the effects/new developments descibed here? What are the problems?

----

Write your ideas about the future use of robots into this etherpad: 

[https://zumpad.zum.de/p/robots-will '''https://zumpad.zum.de/p/robots-will''']

<colorize>New</colorize> 

Describe and analyse this [https://whyevolutionistrue.files.wordpress.com/2014/01/utah.jpg?w=419&h=599''Cartoon on Science and Humanities] 
Remember to write an introductory/a topic sentence!
 
 
----

Describe and analyse this [https://image.politicalcartoons.com/21317/600/600_21317.png '''Cartoon on Americanization] 
Remember to write an introductory/a topic sentence! (Alternative link to the cartoon: [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg '''here''']
 
 
 
----

Describe and analyse this [https://i.pinimg.com/564x/ae/e2/3b/aee23b345c89e8f6df665e45d1563245.jpg '''Cartoon on Free trade and Globalization''']. 
Remember to write an introductory/a topic sentence!

 
'''OLD STUFF...''' 

Write out pros/cons concerning globalisation from 2 of the pages linked [[Q12_Englisch/Thelenberg_2018_19#Globalisation |'''under "Globalisation" further down own this page''']].

 
 

='''Basic Skills & Information'''=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]
* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]
* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]
* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]
* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/translation|Translation (E→G)]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]
* [[LK_Englisch/Thelenberg_2009_11/Analysis| General text analysis]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
===Further material===
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US]
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [http://news.unchealthcare.org/uncchildrens/news/care-2014/issue-9/obesity Watch the video on fighting childhood obesity!]
 

 
='''The Hobbit'''=
* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

==Talks==
'''Each talk on a chapter includes''':
* A short summary of the chapter, and its relation to the chapter before
* A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
* Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader.
=> Explain why you chose exactly this passage!

==Reading Diary / Scrapbook==

'''The basic idea is that of a "reading-diary"'''. That means
* keeping a simple log-/scrapbook while reading the novel
* stopping from time (at least after each chapter) to time to think about what you have read!
* thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
* asking yourself if you like or dislike a character + what makes you feel so?
* making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework ('''marked!''')

'''These are the minimum reqirements, that is the '''questions''' you need to have readable and reasonable NOTES on:'''

'''Chapters 1 and 2:'''
* Characterize Bilbo and one other character (round or flat, relation to each other?)!
* What kind of story and hero do you expect at the end of chapter one?
* Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.
 
 
'''Chapter 3'''
# Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
 Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
# What image of the elves is created? How is this done? (NOTES) What role can the elves be expected to play? (NOTES)
# What must the travellers expect on their way ……? (NOTES)

'''Chapters 4 + 5''':
* p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations? (NOTES)
* Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile! (NOTES)
* What are the similarities and differences between Bilbo and Gollum? Look at their appearance, behaviour, relation to other charcters ... (NOTES, ideally a simple table ….)

* How has Bilbo developed in ch. 4+5
 
 
'''Chapter 7 for Wednesday 26th March 2018'''
 
 
* characterize Beorn … (NOTES)
* how does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved? (NOTES)
 
 
'''Chapter 8 (READ 8 + 9 + 10 for Monday October 1st)'''
:* Show and explain, how this chapter reveals Bilbo's heroic qualities (NOTES+pages)
:* Compare the different dwarves' (Bombur - Thorin - Kili&Fili) and Bilbo's roles/function in the story in chapter 8! Are the different dwarves flat or round characters? (NOTES)
 
 
'''Chapters 8, 9, 10'''

* Compare the endings of chapters 8, 9 and 10 (NOTES - perhaps a table)! Look at the mood/atmosphere (language, key words), and the expectations for the next chapter that are created? How effective are the three chapter endings?
 
 
'''Read Chapters 11, 12, 13 for Monday, 8th October!''' 
* Write a full text characterization of Smaug from ch. 11 and 12!
* Look at pp. 271-272: What makes the text sound old-fashioned?
 
 
''' Read chapter 14 for Wednesday, 10th October!'''
* Characterize Bard and and check his heroic qualities (cf. handout) NOTES!!

 
 
''' Read chapter 15 + 16 for Monday, 15th October and chapter 17 for Wednesday, 17th October!'''
* Apply the concepts of the epic hero and anti-hero to Bilbo and Thorin. 
: Which of the two models/characters is presentetd as more successful and how is that shown? (Notes ... use a table with two columns)
 
 
''' Read chapter 18 + 19 for Monday, 22nd October!'''
* Sum up what Bilbo has lost and gained in the end!
* What do you think of Bilbo's development throughout the book and what does it tell the (young) reader?

=Globalization=

==Listening: Free trade==
 
Listen to this [http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/mp3/insight/tae_insight_14_08bs_081023.mp3 '''mp3-file on free trade'''] twice. 
'''Answer the following questions''': 
1. How does Andrew walker define free trade? (two aspects) 
2. The WTO is not about free trade but .................... (Complete!) 
3. What can two countries in a trade dispute expect from the WTO? 
4. Fill in the blanks! 
: So members can complain if other members break WTO rules. And those rules have been ................... over a series of WTO conferences, like the one in Cancun in September. But the Cancun talks ........................ because of disagreements over what are known as the Singapore ................- Andrew Walker explains why.
5. Name at least 4 problems that are part of the Singapore issues! 
6. Fill in the blanks! 
:''Male speaker'': It actually costs only half as much to produce ................ here as in, say, America. But these African farmers simply can't match the ................ .......... Western prices and still turn a profit. So along with three neighbours, Mali ..... ................. to the World Trade Organisation.
: Female speaker: BBC reporter Nick Ravenscroft reporting from Mali, which has brought a complaint before the WTO about US subsidies for cotton farmers. Economics and Business .............. Andrew Walker explains why subsidies and ..................... matter.
7. What is one of the negative consequences of EU subsidies according to the text? 
8. ''Right or wrong?'' - The EU surplus policy is welcomed by many countries. 
9. ''Right or wrong?'' - Nigerian farmers are badly affected by EU surplus sales. 
10. ''Right or wrong?'' - There are complaints about the US as well as from the US. 
11. What products are affected by the EU ban on US agricultural products and what reason does the EU give? 
12. Why did the WTO order the EU to remove the ban? 
13. Fill in the blanks! 
: And if the WTO decides that a trade ................. is against WTO rules - what happens next? Well the WTO allows members to ............... - to put up their own trade barriers. In the case we’ve just heard between the US and the EU - the US has retaliated with a series of import ................. on goods from Europe. 
14. What goods did the US put very high tariffs on? (name two) 
 
 

==Links: General Pros and Cons==
# [https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political Pro-Con: https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political] 
# [https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/ Pro-Con: https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/] 
# [http://occupytheory.org/globalization-pros-and-cons-list/ Pro-Con: http://occupytheory.org/globalization-pros-and-cons-list/] 
# [http://moocgloba.skemapedia.com/?tag=con http://moocgloba.skemapedia.com/?tag=con - Negative aspects ] 
# [https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01 In defense of globalization] 

.
==Links: Globalisation and the Internet==
* https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
* http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
* http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

.

==Links: Globalization and culture==

* http://en.wikipedia.org/wiki/Globalization#Culture
* https://www.britannica.com/science/cultural-globalization
* https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creating-a-single-world-culture/#4029e8743bd3

.

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018 

=Robots, Science and Technology - Can they save us?=

==Robots==

{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding:0.141cm;"| '''Pro'''
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"| '''Con'''

|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;"|
* can replace humans in many dangerous, boring, dirty situations/jobs
* more effective than humans, have no human needs/weaknesses
* higher endurance
* developments in robotics can be used in medicine (artificial limbs or organs)

| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"|
* Replace humans in all situations, effect could be e.g. unemployment
* Humans may get too lazy
* Humans are/feel no longer needed
* Robot could have a malfunction or be hacked
* Robots could threaten, control or eliminate humans
* unclear status of robot: Man or machine?

|}
 
===In the future robots will ...===
 
In the future, robots will be used to ...
* care for old people
* replace astronauts
* drive cars
* do surgeries
* produce most products => (production gets cheaper and better)
* provide an independent workforce for many jobs (=> AI)
* provide a reliable workforce
* make life easier
* cure cancer (nanorobots) and other diseases
* act as self driving cars => mobility for evryone, safety, fewer traffic-jams, ....
 
 
'''Chances:'''
* replacement of other technical devices or even humans (caring professions, cleaning, gardening)
* help/support for people in their jobs/an independent life (ill, aged, handicapped people)
* replace humans in dangerous environments (defusing bombs, maintenance in nuclear power plants, work with poisonous substances )
* can make work easier (esp. if very repetitive work, physically demanding)
* can fly to far-away planets -> don’t have to breathe/ eat /sleep /die
* can help to fix shortages in human labor (fewer and fewer young people)
* can work 24/7
* cheaper than paying wages => cheaper products
 

'''Problems:'''
* people get lazy / lose their purpose in life
* less employment (esp. for low-skilled workers) => high unemployment => social problems
* easy to sabotage (cyberattacks, hacks)
* used for war (no ethical limits, unlimited supply prolongs wars, high human casualties)
* don’t always work perfectly (can't adapt, what if badly programmed, no real creative thinking) => damages/responsibility?
* robots using artificial intelligence start reprogramming themselves => who controls/can control if they "learn" the right things?
* no real empathy
* robots don't pay taxes, neither do most big companies ....
 

===Numbers and uses of robots are increasing in the military sector and in households===

'''Advantages of using robots:''' 

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* arms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:''' 

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

===Relationships between human beings and robots???===
'''Can/ should robots love/have a relationship with people?''' 
* even though they are robots, it still seems lifelike to e.g. chat with them
* robots are getting more human-like, e.g. can recognize facial expressions (programming and not real emotions)
* robots may not be able to love you back, but could be good at faking it
* robots get more realistic/interactive (well developed scripts) ==> people are able to form close relations
* humans can feel real concern over robots ==> empathy for a machine
* talk to robots via text message feels dynamic and sincere, they don’t judge you …
* robots are easy to connect to ==>- people can have real feelings for robots
* with a robot, you can live happily ever after (robots don't die, you won't get rejected)
* robots are perfect (characters/partners, programmed according to your wishes)
* people can explore unmet emotional needs in a ''world of dreams'' ==> a perfect/alternative world which can't be found in human society
 
 
'''What are the problems?''' 
* robots don't have real feelings ==> responses are pre-scripted/follow algorithms
* allowing robots to experience pain or emotions raises moral questions
* most robots don't have enough emotional and intellectual depth
* people spend hours playing games (esp. if they can chat with virtual characters) ==> games run in real time, once you've started, you have to keep playing or you'll lose track ==> get addicted fast
* people can escape reality and start ignoring real life, or the strenuous business of dealing with hard-to-find and unpredictable or “imperfect” human partners
* dating simulations have become very popular, start replacing frustrating/difficult “real dating”
* fewer real human relationships ==> low fertility rates in Japan
* creation of a machine-mediated society ==> ''love revolution''
* there is likely to be a heavy stigma attached to human - robot relationships, perhaps leading to discrimination, or even exclusion from some aspects of society
* a robot partner does everything you want it to do
: not a realistic circumstance for a relationship
: humans in relationships with robots could get a wrong perception about what is right or wrong in a human relationship
* BUT: people still don't see the interaction with virtual characters as a substitute for human relationships
* Robots are already being programmed to learn our patterns and preferences ==> danger for humanity as AI will be evolutionary superior to humans

 
 

==Science and the Humanities==

[[Bild:Sccience vs humanities.jpg|840px]]

==Science vs. Humanities - Text-Summary==
Summary for [http://www.highexistence.com/topic/science-vs-humanities/ Text "Science vs. Humanities"]

* only scientists make real contributions to humanity!
* division into sciences and humanities makes solving world's problems difficult
* many educated people have no understanding of basic concepts and the projects in modern physics
* contrasting positions:
: humanities give us understanding of history → learn from history → culture VS.
: poetry doesn't save lives etc. like e.g. medicine
: → true that humanities can't solve e.g. medical or technical problems, but they provide what science can't do: answers to moral/ethical questions (not necessarily in shape of organized religion!)
* philiosophy in the original sense included looking for answers to all questions (incl. natural. philosophy)
* science and humanities give different answers to different questions, but both help us master our lives

==Can "green" technology save us?==

===Text basis===
* https://ourworld.unu.edu/en/how-viral-cat-videos-are-warming-the-planet
* https://ourworld.unu.edu/en/a-growing-digital-waste-cloud
* https://ourworld.unu.edu/en/world-environment-day-can-technology-save-us

===Yes, it can:===

* better technologies produce less pollution/use fewer resources, are accepted as they reduce costs

===But it doesn't===
* as technilogies reduce costs, the saved money will be spent
: => higher consumption, more travelling/transport => more CO2 emissions, more fuel used, more roads, more air-traffic …
* growth = higher production/more traffic etc ==> leads to higher pollution/use of resources, although production processes are less harmful and more effective.
* green technologies are there, but people get tired of topic of environmental protection, climate change ...
* people believe effects of climate change can be countered with more technology (e.g. air filters, air conditioning, , flood barriers, pumps, ...) rather than avoid or reduce higher consumption and warming
* Problem: Growth!
: massive increase in world population leads to higher demand =higher production and consumption

==Can Internet and computer technology save us?==

'''Problems:'''
* web-servers/data centers need a lot of energy + generate a lot of warmth that is bad for the climate change
* numbers of servers and data grow expontetially
* energy efficiency will slow the emissions, but it´s still expanding too much (more data, users ...)
* data without use are spread/multiply => waste of energy
* useless/growing amounts of data are never deleted ==> more and more servers needed
 
'''Chances:'''
* improvements in energy efficiency
* economic growth (in quality, not only quantity/consumption
* easier exchange of information

==Can IT and computers save us?==

'''YES:'''
* data transfer replaces physical transport
* less travelling => teleworking and -conferences
* more easily accessable knowledge
* more/easier communication
* motre collaboration and exchange of data/results in science
 
'''NO:'''
* growing energy consumption (running servers, switches, cooling systems)
* waste of storage capacities
* isuse of the Internet (cat videos, pornography, story huge amount of useless/forgotten data)
* data safety
* usage hard to learn for older/uneducated people
* usage difficult/impossible in regions without basic technical supplies or stable supply of electricity or internet connections
 

==Mediation topic: CCTV cameras, face recognition etc.==

===FOR CAMERA SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* cameras clearly deter criminals ==> can reduce crime
* protection of weaker students/potential victim
* private, public and school property can be protected
* security is more important than the right to privacy
* automatic crime detection systems alarm police early, human controller decides and triggers action
* can be used in accordance with actual laws
* private spaces (e.g. flats) are to be excluded
* data are to be deleted after 72 hours

===AGAINST SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* there are areas not surveilled ==> crime/violence shift there
* solution: more cams/ everywhere ==> illegal, nobody wants that!
* constant observation ==> people feel uncomfortable, don't want to go/be there, loss of trust in respect of privacy ==> people change behavior, because tgey feel observed
* enormous amount of manpower/money to evaluate the recorded material
* bullying can not be effectively stopped by more cameras
* deterrence only works for a short time, only big crimes solved more quickly
* good for solving crimes, but usually not for preventing them
* esp. terrorism can't be stop as they don't fear recognition
* camera-free spaces become crime hot spots?
* possible abuse by or possibility of establishing a totalitarian control system (cf. 3rd Reich, GDR => Stasi)
* only automatic image processing makes it possible to analyze enormous amounts of data ==> lack of human control
* can automatic systems really detect/recognize criminal actions dicriminate them from legal/harmless actions?
* using randomly collected data to create biometric database of virtually everybody - without any connection to a crime - is illegal and dangerous
* complete movement profiles for everybody filmed are created & together with face recognition allows state to completely control everyone
* if affected people are not informed, they don't know and can't require information or legally object to this
* lack of necessary laws that allow/regulate collection and processing of data only under certain circumstances (decision of judge, temporal and spatial limit, regulations for inquiry and information about stored data)
* constant collection of data about everyone at demonstrations infringes on people's freedom of opinion and demonstrating / deters them from using their civil freedoms

 
 

='''Shakespeare's Romeo and Juliet'''=

==Shakespeare's Theatre and Plays==

* [http://www.shakespeare-online.com/theatre/globe.html The Globe theatre]
* [http://www.shakespeare-online.com/essays/shakespeareaudience.html Shakespeares audience in the 16th and 17th century]
* [https://www.english-online.at/history/elizabethan-theatre/shakespeares-theatre.htm Shakespeare's theatre]

 
{{#ev:youtube|P0SBg-KG4C4 |600}}
 
{{#ev:youtube|95ec5xtt6Hs |600}}

 
* Watch these two films about Elisabethan plays and playhouses!
* Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

'''Questions:'''

* Where? (<= why?)
* When? (built, idea of playhouse? plays performed?)
* What? (shape? size?) - (plays? themes?)
* Who? (players/audience/producers?)
* Why so attractive?
* How? ( performance? advertising? stage? costumes? effects? music? lighting?)
* How much ( money? length of play? payment?)
* What happened (during the play?)
* Special stage effects?
* What effects on way of playing/performance?
* Difficulties concerning building/running such a playhouse?
 
 
For a better understanding of the layout/structure of the playhouse ...:

* [https://en.wikipedia.org/wiki/English_Renaissance_theatre#/media/File:The_Swan_cropped.png GLOBE 1]
* [https://mindthegaplondon.files.wordpress.com/2014/08/1024px-hodges_conjectural_globe_reconstruction.jpg GLOBE 2]
 
 
.

==The Prologue==
 
* [http://www.shakespeare-online.com/plays/romeoandjuliet/romeohudsonverse.html Blank verse and rhyme in "Romeo and Juliet"]
 
{{#ev:youtube|aCCV4wMb1Y |500}}

Version from a 1996 movie:

{{#ev:youtube|UubjlL4AH4s |500}}

'''Prologue to the most lamentable story of Romeo and Juliet'''
 
 
Two households both alike in dignity, 
In fair Verona, where we lay our scene, 
From ancient grudge break to new mutiny, 
Where civil blood makes civil hands unclean. 
From forth the fatal loins of these two foes 
A pair of star-cross’d lovers take their life; 
Whose misadventur’d piteous overthrows 
Doth with their death bury their parents’ strife. 
The fearful passage of their death-mark’d love 
And the continuance of their parents’ rage, 
Which, but their children’s end, nought could remove, 
Is now the two hours’ traffic of our stage; 
The which, if you with patient ears attend, 
What here shall miss, our toil shall strive to mend. 

# What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
# What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
# Learn lines 1 - 8 by heart + practice reciting them .....!

==Plot==
* [https://www.sparknotes.com/shakespeare/romeojuliet/video-summary/ Video summary]

==The Sonett==

<blockquote style="border: 1px solid blue; padding: 2em;">
A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays). 
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is 
: a-b-a-b
: c-d-c-d
: e-f-e-f
: g-g 
The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.
</blockquote>

.

==Tragedy==

<blockquote style="border: 1px solid blue; padding: 2em;">
'''Tragedy''':
Drama of a serious and '''high-standing character''' that usually describes the development of a '''conflict''' between the protagonist and a '''superior force''' (such as destiny, circumstance, or society, the laws, in which the character often must '''choose between two alternatives''', which both lead to his '''destruction'''. In a tragedy there is typically a '''sorrowful or disastrous conclusion'''. 
Good Example: 
'''Antigone''' by Sophocles( around 441 BC.)
In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands.
Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man. 
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.
</blockquote>

: Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone

'''Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!'''

Read the text from [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_140/ '''here: Well, peace be with you, sir. Here comes my man.'''] up to [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_152/ '''here: EXEUNT''']

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.

Q12 Englisch/Thelenberg 2018 19

2021-11-08T17:13:42Z

Theli34: /* Shakespeare's Theatre and Plays */

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Abitur 2019''' 

'''Materialien für das Colloquium''' 
'''11/1- Schwerpunktsemester''' 
* [[Q11_Englisch/Thelenberg_2017_18#The_American_Dream|The American Dream]]
'''12/1''' 
* [[#Obesity in the USA| Obesity in the USA]]
* [[#Globalization| Globalization]] 
* [[#The_Hobbit| The Hobbit]]
 
 
'''12/2''' 
* [[#Shakespeare's Romeo and Juliet | Shakespeare's Romeo and Juliet]]
* [[#Robots, Science and Technology - Can they save us? |Robots, Science and Technology - Can they save us ]]
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_role_and_image_of_the_USA_since_1945| Image of the USA since 1945]]

. 

</div>
|}

='''Homework'''=

* Compare the [[#Tragedy| '''definition of tragedy''']] on this page with [http://www.nosweatshakespeare.com/play-summary/romeo-juliet/ '''this summary of Romeo and Juliet!''']
* Explain, where in the plot of the play we find typically tragic constellations/situations/decisions/conflicts!

----

* [https://www.neatorama.com/images/2007-04/technology-history.GIF Cartoon]
* We will regret the day we started making robots that actually live with us and allow us to interact with them like we do with humans! 
: Comment on this statement!
* You interview the speaker of a group of parents demonstrating for child education without PCs and smartphones and a focus on the dangers of the massive use of and focus on technology in our lives!

----

Link zum zumpad: [https://zumpad.zum.de/p/linkchaos '''ClickMe!'''].

Please finish your answers to these questions:
* Can/ should robots love/have a meaningful relationship with people?
* Can/ should people love/ have a relationship with robots?
* What are the effects/new developments descibed here? What are the problems?

----

Write your ideas about the future use of robots into this etherpad: 

[https://zumpad.zum.de/p/robots-will '''https://zumpad.zum.de/p/robots-will''']

<colorize>New</colorize> 

Describe and analyse this [https://whyevolutionistrue.files.wordpress.com/2014/01/utah.jpg?w=419&h=599''Cartoon on Science and Humanities] 
Remember to write an introductory/a topic sentence!
 
 
----

Describe and analyse this [https://image.politicalcartoons.com/21317/600/600_21317.png '''Cartoon on Americanization] 
Remember to write an introductory/a topic sentence! (Alternative link to the cartoon: [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg '''here''']
 
 
 
----

Describe and analyse this [https://i.pinimg.com/564x/ae/e2/3b/aee23b345c89e8f6df665e45d1563245.jpg '''Cartoon on Free trade and Globalization''']. 
Remember to write an introductory/a topic sentence!

 
'''OLD STUFF...''' 

Write out pros/cons concerning globalisation from 2 of the pages linked [[Q12_Englisch/Thelenberg_2018_19#Globalisation |'''under "Globalisation" further down own this page''']].

 
 

='''Basic Skills & Information'''=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]
* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]
* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]
* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]
* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/translation|Translation (E→G)]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]
* [[LK_Englisch/Thelenberg_2009_11/Analysis| General text analysis]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
===Further material===
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US]
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [http://news.unchealthcare.org/uncchildrens/news/care-2014/issue-9/obesity Watch the video on fighting childhood obesity!]
 

 
='''The Hobbit'''=
* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

==Talks==
'''Each talk on a chapter includes''':
* A short summary of the chapter, and its relation to the chapter before
* A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
* Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader.
=> Explain why you chose exactly this passage!

==Reading Diary / Scrapbook==

'''The basic idea is that of a "reading-diary"'''. That means
* keeping a simple log-/scrapbook while reading the novel
* stopping from time (at least after each chapter) to time to think about what you have read!
* thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
* asking yourself if you like or dislike a character + what makes you feel so?
* making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework ('''marked!''')

'''These are the minimum reqirements, that is the '''questions''' you need to have readable and reasonable NOTES on:'''

'''Chapters 1 and 2:'''
* Characterize Bilbo and one other character (round or flat, relation to each other?)!
* What kind of story and hero do you expect at the end of chapter one?
* Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.
 
 
'''Chapter 3'''
# Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
 Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
# What image of the elves is created? How is this done? (NOTES) What role can the elves be expected to play? (NOTES)
# What must the travellers expect on their way ……? (NOTES)

'''Chapters 4 + 5''':
* p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations? (NOTES)
* Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile! (NOTES)
* What are the similarities and differences between Bilbo and Gollum? Look at their appearance, behaviour, relation to other charcters ... (NOTES, ideally a simple table ….)

* How has Bilbo developed in ch. 4+5
 
 
'''Chapter 7 for Wednesday 26th March 2018'''
 
 
* characterize Beorn … (NOTES)
* how does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved? (NOTES)
 
 
'''Chapter 8 (READ 8 + 9 + 10 for Monday October 1st)'''
:* Show and explain, how this chapter reveals Bilbo's heroic qualities (NOTES+pages)
:* Compare the different dwarves' (Bombur - Thorin - Kili&Fili) and Bilbo's roles/function in the story in chapter 8! Are the different dwarves flat or round characters? (NOTES)
 
 
'''Chapters 8, 9, 10'''

* Compare the endings of chapters 8, 9 and 10 (NOTES - perhaps a table)! Look at the mood/atmosphere (language, key words), and the expectations for the next chapter that are created? How effective are the three chapter endings?
 
 
'''Read Chapters 11, 12, 13 for Monday, 8th October!''' 
* Write a full text characterization of Smaug from ch. 11 and 12!
* Look at pp. 271-272: What makes the text sound old-fashioned?
 
 
''' Read chapter 14 for Wednesday, 10th October!'''
* Characterize Bard and and check his heroic qualities (cf. handout) NOTES!!

 
 
''' Read chapter 15 + 16 for Monday, 15th October and chapter 17 for Wednesday, 17th October!'''
* Apply the concepts of the epic hero and anti-hero to Bilbo and Thorin. 
: Which of the two models/characters is presentetd as more successful and how is that shown? (Notes ... use a table with two columns)
 
 
''' Read chapter 18 + 19 for Monday, 22nd October!'''
* Sum up what Bilbo has lost and gained in the end!
* What do you think of Bilbo's development throughout the book and what does it tell the (young) reader?

=Globalization=

==Listening: Free trade==
 
Listen to this [http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/mp3/insight/tae_insight_14_08bs_081023.mp3 '''mp3-file on free trade'''] twice. 
'''Answer the following questions''': 
1. How does Andrew walker define free trade? (two aspects) 
2. The WTO is not about free trade but .................... (Complete!) 
3. What can two countries in a trade dispute expect from the WTO? 
4. Fill in the blanks! 
: So members can complain if other members break WTO rules. And those rules have been ................... over a series of WTO conferences, like the one in Cancun in September. But the Cancun talks ........................ because of disagreements over what are known as the Singapore ................- Andrew Walker explains why.
5. Name at least 4 problems that are part of the Singapore issues! 
6. Fill in the blanks! 
:''Male speaker'': It actually costs only half as much to produce ................ here as in, say, America. But these African farmers simply can't match the ................ .......... Western prices and still turn a profit. So along with three neighbours, Mali ..... ................. to the World Trade Organisation.
: Female speaker: BBC reporter Nick Ravenscroft reporting from Mali, which has brought a complaint before the WTO about US subsidies for cotton farmers. Economics and Business .............. Andrew Walker explains why subsidies and ..................... matter.
7. What is one of the negative consequences of EU subsidies according to the text? 
8. ''Right or wrong?'' - The EU surplus policy is welcomed by many countries. 
9. ''Right or wrong?'' - Nigerian farmers are badly affected by EU surplus sales. 
10. ''Right or wrong?'' - There are complaints about the US as well as from the US. 
11. What products are affected by the EU ban on US agricultural products and what reason does the EU give? 
12. Why did the WTO order the EU to remove the ban? 
13. Fill in the blanks! 
: And if the WTO decides that a trade ................. is against WTO rules - what happens next? Well the WTO allows members to ............... - to put up their own trade barriers. In the case we’ve just heard between the US and the EU - the US has retaliated with a series of import ................. on goods from Europe. 
14. What goods did the US put very high tariffs on? (name two) 
 
 

==Links: General Pros and Cons==
# [https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political Pro-Con: https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political] 
# [https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/ Pro-Con: https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/] 
# [http://occupytheory.org/globalization-pros-and-cons-list/ Pro-Con: http://occupytheory.org/globalization-pros-and-cons-list/] 
# [http://moocgloba.skemapedia.com/?tag=con http://moocgloba.skemapedia.com/?tag=con - Negative aspects ] 
# [https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01 In defense of globalization] 

.
==Links: Globalisation and the Internet==
* https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
* http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
* http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

.

==Links: Globalization and culture==

* http://en.wikipedia.org/wiki/Globalization#Culture
* https://www.britannica.com/science/cultural-globalization
* https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creating-a-single-world-culture/#4029e8743bd3

.

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018 

=Robots, Science and Technology - Can they save us?=

==Robots==

{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding:0.141cm;"| '''Pro'''
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"| '''Con'''

|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;"|
* can replace humans in many dangerous, boring, dirty situations/jobs
* more effective than humans, have no human needs/weaknesses
* higher endurance
* developments in robotics can be used in medicine (artificial limbs or organs)

| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"|
* Replace humans in all situations, effect could be e.g. unemployment
* Humans may get too lazy
* Humans are/feel no longer needed
* Robot could have a malfunction or be hacked
* Robots could threaten, control or eliminate humans
* unclear status of robot: Man or machine?

|}
 
===In the future robots will ...===
 
In the future, robots will be used to ...
* care for old people
* replace astronauts
* drive cars
* do surgeries
* produce most products => (production gets cheaper and better)
* provide an independent workforce for many jobs (=> AI)
* provide a reliable workforce
* make life easier
* cure cancer (nanorobots) and other diseases
* act as self driving cars => mobility for evryone, safety, fewer traffic-jams, ....
 
 
'''Chances:'''
* replacement of other technical devices or even humans (caring professions, cleaning, gardening)
* help/support for people in their jobs/an independent life (ill, aged, handicapped people)
* replace humans in dangerous environments (defusing bombs, maintenance in nuclear power plants, work with poisonous substances )
* can make work easier (esp. if very repetitive work, physically demanding)
* can fly to far-away planets -> don’t have to breathe/ eat /sleep /die
* can help to fix shortages in human labor (fewer and fewer young people)
* can work 24/7
* cheaper than paying wages => cheaper products
 

'''Problems:'''
* people get lazy / lose their purpose in life
* less employment (esp. for low-skilled workers) => high unemployment => social problems
* easy to sabotage (cyberattacks, hacks)
* used for war (no ethical limits, unlimited supply prolongs wars, high human casualties)
* don’t always work perfectly (can't adapt, what if badly programmed, no real creative thinking) => damages/responsibility?
* robots using artificial intelligence start reprogramming themselves => who controls/can control if they "learn" the right things?
* no real empathy
* robots don't pay taxes, neither do most big companies ....
 

===Numbers and uses of robots are increasing in the military sector and in households===

'''Advantages of using robots:''' 

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* arms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:''' 

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

===Relationships between human beings and robots???===
'''Can/ should robots love/have a relationship with people?''' 
* even though they are robots, it still seems lifelike to e.g. chat with them
* robots are getting more human-like, e.g. can recognize facial expressions (programming and not real emotions)
* robots may not be able to love you back, but could be good at faking it
* robots get more realistic/interactive (well developed scripts) ==> people are able to form close relations
* humans can feel real concern over robots ==> empathy for a machine
* talk to robots via text message feels dynamic and sincere, they don’t judge you …
* robots are easy to connect to ==>- people can have real feelings for robots
* with a robot, you can live happily ever after (robots don't die, you won't get rejected)
* robots are perfect (characters/partners, programmed according to your wishes)
* people can explore unmet emotional needs in a ''world of dreams'' ==> a perfect/alternative world which can't be found in human society
 
 
'''What are the problems?''' 
* robots don't have real feelings ==> responses are pre-scripted/follow algorithms
* allowing robots to experience pain or emotions raises moral questions
* most robots don't have enough emotional and intellectual depth
* people spend hours playing games (esp. if they can chat with virtual characters) ==> games run in real time, once you've started, you have to keep playing or you'll lose track ==> get addicted fast
* people can escape reality and start ignoring real life, or the strenuous business of dealing with hard-to-find and unpredictable or “imperfect” human partners
* dating simulations have become very popular, start replacing frustrating/difficult “real dating”
* fewer real human relationships ==> low fertility rates in Japan
* creation of a machine-mediated society ==> ''love revolution''
* there is likely to be a heavy stigma attached to human - robot relationships, perhaps leading to discrimination, or even exclusion from some aspects of society
* a robot partner does everything you want it to do
: not a realistic circumstance for a relationship
: humans in relationships with robots could get a wrong perception about what is right or wrong in a human relationship
* BUT: people still don't see the interaction with virtual characters as a substitute for human relationships
* Robots are already being programmed to learn our patterns and preferences ==> danger for humanity as AI will be evolutionary superior to humans

 
 

==Science and the Humanities==

[[Bild:Sccience vs humanities.jpg|840px]]

==Science vs. Humanities - Text-Summary==
Summary for [http://www.highexistence.com/topic/science-vs-humanities/ Text "Science vs. Humanities"]

* only scientists make real contributions to humanity!
* division into sciences and humanities makes solving world's problems difficult
* many educated people have no understanding of basic concepts and the projects in modern physics
* contrasting positions:
: humanities give us understanding of history → learn from history → culture VS.
: poetry doesn't save lives etc. like e.g. medicine
: → true that humanities can't solve e.g. medical or technical problems, but they provide what science can't do: answers to moral/ethical questions (not necessarily in shape of organized religion!)
* philiosophy in the original sense included looking for answers to all questions (incl. natural. philosophy)
* science and humanities give different answers to different questions, but both help us master our lives

==Can "green" technology save us?==

===Text basis===
* https://ourworld.unu.edu/en/how-viral-cat-videos-are-warming-the-planet
* https://ourworld.unu.edu/en/a-growing-digital-waste-cloud
* https://ourworld.unu.edu/en/world-environment-day-can-technology-save-us

===Yes, it can:===

* better technologies produce less pollution/use fewer resources, are accepted as they reduce costs

===But it doesn't===
* as technilogies reduce costs, the saved money will be spent
: => higher consumption, more travelling/transport => more CO2 emissions, more fuel used, more roads, more air-traffic …
* growth = higher production/more traffic etc ==> leads to higher pollution/use of resources, although production processes are less harmful and more effective.
* green technologies are there, but people get tired of topic of environmental protection, climate change ...
* people believe effects of climate change can be countered with more technology (e.g. air filters, air conditioning, , flood barriers, pumps, ...) rather than avoid or reduce higher consumption and warming
* Problem: Growth!
: massive increase in world population leads to higher demand =higher production and consumption

==Can Internet and computer technology save us?==

'''Problems:'''
* web-servers/data centers need a lot of energy + generate a lot of warmth that is bad for the climate change
* numbers of servers and data grow expontetially
* energy efficiency will slow the emissions, but it´s still expanding too much (more data, users ...)
* data without use are spread/multiply => waste of energy
* useless/growing amounts of data are never deleted ==> more and more servers needed
 
'''Chances:'''
* improvements in energy efficiency
* economic growth (in quality, not only quantity/consumption
* easier exchange of information

==Can IT and computers save us?==

'''YES:'''
* data transfer replaces physical transport
* less travelling => teleworking and -conferences
* more easily accessable knowledge
* more/easier communication
* motre collaboration and exchange of data/results in science
 
'''NO:'''
* growing energy consumption (running servers, switches, cooling systems)
* waste of storage capacities
* isuse of the Internet (cat videos, pornography, story huge amount of useless/forgotten data)
* data safety
* usage hard to learn for older/uneducated people
* usage difficult/impossible in regions without basic technical supplies or stable supply of electricity or internet connections
 

==Mediation topic: CCTV cameras, face recognition etc.==

===FOR CAMERA SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* cameras clearly deter criminals ==> can reduce crime
* protection of weaker students/potential victim
* private, public and school property can be protected
* security is more important than the right to privacy
* automatic crime detection systems alarm police early, human controller decides and triggers action
* can be used in accordance with actual laws
* private spaces (e.g. flats) are to be excluded
* data are to be deleted after 72 hours

===AGAINST SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* there are areas not surveilled ==> crime/violence shift there
* solution: more cams/ everywhere ==> illegal, nobody wants that!
* constant observation ==> people feel uncomfortable, don't want to go/be there, loss of trust in respect of privacy ==> people change behavior, because tgey feel observed
* enormous amount of manpower/money to evaluate the recorded material
* bullying can not be effectively stopped by more cameras
* deterrence only works for a short time, only big crimes solved more quickly
* good for solving crimes, but usually not for preventing them
* esp. terrorism can't be stop as they don't fear recognition
* camera-free spaces become crime hot spots?
* possible abuse by or possibility of establishing a totalitarian control system (cf. 3rd Reich, GDR => Stasi)
* only automatic image processing makes it possible to analyze enormous amounts of data ==> lack of human control
* can automatic systems really detect/recognize criminal actions dicriminate them from legal/harmless actions?
* using randomly collected data to create biometric database of virtually everybody - without any connection to a crime - is illegal and dangerous
* complete movement profiles for everybody filmed are created & together with face recognition allows state to completely control everyone
* if affected people are not informed, they don't know and can't require information or legally object to this
* lack of necessary laws that allow/regulate collection and processing of data only under certain circumstances (decision of judge, temporal and spatial limit, regulations for inquiry and information about stored data)
* constant collection of data about everyone at demonstrations infringes on people's freedom of opinion and demonstrating / deters them from using their civil freedoms

 
 

='''Shakespeare's Romeo and Juliet'''=

==Shakespeare's Theatre and Plays==

* [http://www.shakespeare-online.com/theatre/globe.html The Globe theatre]
* [http://www.shakespeare-online.com/essays/shakespeareaudience.html Shakespeares audience in the 16th and 17th century]
* [https://www.english-online.at/history/elizabethan-theatre/shakespeares-theatre.htm Shakespeare's theatre]

 
{{#ev:youtube|P0SBg-KG4C4 |600}}
 
{{#ev:youtube|95ec5xtt6Hs |600}}

 
* Watch these two films about Elisabethan plays and playhouses!
* Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

'''Questions:'''

* Where? (<= why?)
* When? (built, idea of playhouse? plays performed?)
* What? (shape? size?) - (plays? themes?)
* Who? (players/audience/producers?)
* Why so attractive?
* How? ( performance? advertising? stage? costumes? effects? music? lighting?)
* How much ( money? length of play? payment?)
* What happened (during the play?)
* Special stage effects?
* What effects on way of playing/performance?
* Difficulties concerning building/running such a playhouse?
 
 
For a better understanding of the layout/structure of the playhouse ...:

* [https://en.wikipedia.org/wiki/English_Renaissance_theatre#/media/File:The_Swan_cropped.png GLOBE 1]
* [https://mindthegaplondon.files.wordpress.com/2014/08/1024px-hodges_conjectural_globe_reconstruction.jpg GLOBE 2]
 
 
.

==The Prologue==
 
* [http://www.shakespeare-online.com/plays/romeoandjuliet/romeohudsonverse.html Blank verse and rhyme in "Romeo and Juliet"]
 
{{#ev:youtube|T3PIhGgtWTs |500}}

Version from a 1996 movie:

{{#ev:youtube|UubjlL4AH4s |500}}

'''Prologue to the most lamentable story of Romeo and Juliet'''
 
 
Two households both alike in dignity, 
In fair Verona, where we lay our scene, 
From ancient grudge break to new mutiny, 
Where civil blood makes civil hands unclean. 
From forth the fatal loins of these two foes 
A pair of star-cross’d lovers take their life; 
Whose misadventur’d piteous overthrows 
Doth with their death bury their parents’ strife. 
The fearful passage of their death-mark’d love 
And the continuance of their parents’ rage, 
Which, but their children’s end, nought could remove, 
Is now the two hours’ traffic of our stage; 
The which, if you with patient ears attend, 
What here shall miss, our toil shall strive to mend. 

# What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
# What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
# Learn lines 1 - 8 by heart + practice reciting them .....!

==Plot==
* [https://www.sparknotes.com/shakespeare/romeojuliet/video-summary/ Video summary]

==The Sonett==

<blockquote style="border: 1px solid blue; padding: 2em;">
A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays). 
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is 
: a-b-a-b
: c-d-c-d
: e-f-e-f
: g-g 
The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.
</blockquote>

.

==Tragedy==

<blockquote style="border: 1px solid blue; padding: 2em;">
'''Tragedy''':
Drama of a serious and '''high-standing character''' that usually describes the development of a '''conflict''' between the protagonist and a '''superior force''' (such as destiny, circumstance, or society, the laws, in which the character often must '''choose between two alternatives''', which both lead to his '''destruction'''. In a tragedy there is typically a '''sorrowful or disastrous conclusion'''. 
Good Example: 
'''Antigone''' by Sophocles( around 441 BC.)
In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands.
Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man. 
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.
</blockquote>

: Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone

'''Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!'''

Read the text from [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_140/ '''here: Well, peace be with you, sir. Here comes my man.'''] up to [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_152/ '''here: EXEUNT''']

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.

5ae 2017 18/Englisch Klassen 5a und 5e

2021-10-21T09:54:49Z

Theli34: /* Numbers from 1 - 999 */

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 5a und 5e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>
| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 
Genaue Infos zur mündlichen Schulaufgabe gibt es [[Mündlich 5ae-2018| '''HIER''']]

 
|}

=Eltern-Info=

*'''Lernen und Üben'''
**Lerntipps im Buch z.B. S. 196/197
**Workbook - "Check out" und "Revision"-Übungen (mit Lösungen hinten im Workbook)
** [https://www.klett.de/lehrwerk/green-line-bayern/produkt/isbn/978-3-12-803011-1/lehrer/bundesland-2/schulart-5/fach-15 Schulaufgaben-Trainingsbuch des Klett Verlages mit CDs]

**Vokabeln mit der Vokabelkartei/dem Vokabelheft wiederholen (lieber öfters kurz als alle auf einmal!)
**Teachmaster [http://www.teachmaster.de www.teachmaster.de]
**Übungen hier im Schul-Wiki

=Vocabulary=
==Puzzles==
* [[5ae 2017 18/Englisch_quizzes|'''Puzzles and Quizzes 1''']]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e/Englisch_quizzes 2|'''Puzzles and Quizzes 2''']]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e/Englisch_quizzes 3|'''Puzzles and Quizzes 3''']]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e/Englisch_quizzes 4|'''Puzzles and Quizzes 4''']]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e/Jumbled-sentences 1|'''Jumbled sentences 1''']]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e/Englisch_quizzes 5|'''Puzzles and Quizzes 5''']]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e/Jumbled letters 1|'''Jumbled Letters 1''']]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e/Word search puzzle|'''Word search puzzle 1''']]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e/Vocab_quizzes_unit3|'''Vocab-Quizzes Unit 3''']]

 

==Colours==
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=558 Colour quizzes I]
* [https://www.englisch-hilfen.de/en/exercises/various/colours_smilies.htm Colour Quiz II]

==Numbers 1 - 12==
* [http://www.englisch-hilfen.de/uebungen/verschiedenes/kreuzwortraetsel_zahlen.htm Number Crossword Puzzle]
* [https://www.englisch-hilfen.de/uebungen/verschiedenes/zahlen1-12.htm Numbers 1 to 12]

==Numbers from 1 - 999==

24 = twenty-four
77 = seventy-seven
102 = one hundred and seven
427 = four hundred and twenty-seven

* [https://www.englisch-hilfen.de/en/exercises/various/numbers_words.htm Numbers from 1 to 99 - Exercise I]
* [https://www.englisch-hilfen.de/en/exercises/various/numbers_words2.htm Numbers from 1 to 99 - Exercise II]
* [https://www.ego4u.de/de/cram-up/vocabulary/numbers/exercises Numbers from 1 to 999!] Man kann bei der Aufgabe wählen, welche Zahlen das Programm haben will (z.B. zwischen 1 und 500).

==Describing people==

Things you can say about a person

{| style="border-spacing:0;margin:auto;width:17cm;"
|-
| align=center style="background-color:#dddddd;border-top:0.05pt solid #000000;border-bottom:0.05pt solid #000000;border-left:0.05pt solid #000000;border-right:none;padding:0.097cm;" | GOOD
| align=center style="background-color:#dddddd;border:0.05pt solid #000000;padding:0.097cm;" | BAD
|-
| style="border-top:none;border-bottom:0.05pt solid #000000;border-left:0.05pt solid #000000;border-right:none;padding:0.097cm;" |

is friendly

helps everyone

always listens

funny

nice

doesn't make trouble

is polite

great

cute

cool

funny

is a lovely person

happy

clever

often laughs

always says hello

loves me

always has good ideas

never plays tricks on you

thanks others

has good ideas
| style="border-top:none;border-bottom:0.05pt solid #000000;border-left:0.05pt solid #000000;border-right:0.05pt solid #000000;padding:0.097cm;" |
never says hello

is boring

not polite

asks boring questions

always stares

plays tricks on others

awful

is jealous

always talks and never listens

gets on my nerves

bad

angry

makes trouble

is rude

silly

crazy

stupid

is an idiot

isn't fair

never helps
|-
|}

==Activities==

{| style="border-spacing:0;margin:auto;width:17cm;"
|-
| style="border-top:0.05pt solid #000000;border-bottom:0.05pt solid #000000;border-left:0.05pt solid #000000;border-right:none;padding:0.097cm;" | '''indoor'''
| style="border:0.05pt solid #000000;padding:0.097cm;" | '''outdoor'''
|-
| style="border-top:none;border-bottom:0.05pt solid #000000;border-left:0.05pt solid #000000;border-right:none;padding:0.097cm;" | to go dancing

to jump in the pool

to play volleyball

to play table tennis/football

to visit your grandparents

to go shopping

to go to a museum

to play boardgames

to play handball

to meet with friends

to go to the cinema

to play billard

to read

to play computer games

to draw

| style="border-top:none;border-bottom:0.05pt solid #000000;border-left:0.05pt solid #000000;border-right:0.05pt solid #000000;padding:0.097cm;" | to go surfing

to go hiking

to ride your bike/go cycling

to play football

to go horseriding

to go swimming

to walk/go walking

to jump and run

to go mountainbiking

to go on a waterslide

to build a camp

to go camping

to go canoeing or kayaking

to build a snowman

to go fishing

to go (ice)skating

to play (ice) hockey

to go skiing
|-
|}

 
==Being polite==

<div style="color:#000000;margin-left:0cm;margin-right:0cm;">'''Questions'''</div>
{| style="border-spacing:0;width:10.287cm;"
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;color:#000000;" | Excuse me,
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | have you got a minute, please?
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | can you help me?
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | do you speak English?
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | can you tell me where the …. is/are?
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | can you show me the way to …?
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | does this bus go to …?
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | can you tell me the time, please?
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | where is the …, please?
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | can you please say this again? It was too fast for me.
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | where can I find …
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | (how) can I help you?
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | do you need     help?
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;color:#000000;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;color:#000000;" | where am I?
|-
|}
<div style="color:#000000;margin-left:0cm;margin-right:0cm;"> </div>

<div style="color:#000000;margin-left:0cm;margin-right:0cm;">'''Answers'''</div>
{| style="border-spacing:0;width:9.673cm;"
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Thank you. -
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;" | You're welcome
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;" | Excuse me …?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;" | No problem.
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;" |  
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;" | That's easy, …

That's OK.

That sounds good.

I think I can help you.
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;" | Can you …?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;" | Yes, of course …
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;" | …?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;" | Sorry, but I can't …

Just a minute! I must …/ Let me …
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;" | …?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;" | Sorry, but I haven't got time …
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;" | …?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;" | Sorry, I don't know.
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;" | …?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;" | Sorry, I am not from here.
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;" | …?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;" | I'm afraid I can't help you
|-
|}
 

==Going shopping==
===What shop assistants say or ask===

* Good morning.
* Can I help you?
* What would you like to buy?
* What is your favourite colour?
* How much do you want to spend?
* Just a minute, please.
* The ... are on this shelf.
* The ... are (over) there.
* Sorry, we don't have this / .... in your size.
* Yes, you can try them/it on.
* The price is 2.99 pounds./ The shirts are 17.99.
* It's a special offer. The price/ it is only xy pounds.
* What size do you need?
* You can try it/them on over there.
* Anything else? - (Yes, I need ... / No, thank you, that's all.)
* Here you are! - Thank you.
* Good bye.

===What customers say or ask===
* Hello
* Hello, I would like to buy / have .....
* Can you help me, please?
* I need a souvenir/present (pair of jeans .... for my aunt/a friend/myself/ ...
* Do you have ....? / Have you got ....?
* Hello, can I find sweets/jeans/...?
* Thanks, Good bye
* How much is the / How much are the ...?
* How much is that? How much are these ...?
* Oh, that is too much! Have you got other ...?
* I need size L.
* Have you got this ... in size S?
* These .... are beautiful/brilliant/perfect.
* You have got very nice ...
* Is this ... / Are the ... good quality?
* No, I don't want that. I don't like the colour/ It is too expensive. I want a ....
* Can I have a bag, please?
* Good bye!

===At the flea market - What sellers say===
* Can I help you?
* What are you looking for?
* This is a fantstic ...! You can .... with it!
* It is a great present for ...
* It is really old, but ... / cool/ high quality!
* I am selling it because ...
* You can have it for ... / For you it's only ... pounds!
* It is worth .... pounds!

===At the flea market - What buyers say===
* I'm looking for ...
* Have you got a / any ...?
* How much is / are this / these ...? What do you want for this ...?
* Hey, is this really a ...?
* What is this for?
* Mmmh - I'm not sure ...
* I like it - it's really ...
* Hey, I can use this for ...
* Does it work?
* Mmm - that is too much for me. What about ... pounds?
* OK, I take it for .... pounds!

 

=Working with Texts and Videos=

==Screentime before bedtime ...==

===Vocab===

* ''Screen = Bildschirm''
* ''health = Gesundheit''
* ''researchers = Forscher''
* ''poor = arm, schlecht''
* ''found = fand(en) (<= von: finden)''
* ''adults <==> children''
* ''to mean = bedeuten''
* ''reason = Grund, Ursache''
* ''brain = Gehirn''

=== Exercises ===
# [https://breakingnewsenglish.com/1711/171108-screen-time-0l.html Listen! What is this text about?]
# [https://breakingnewsenglish.com/1711/171108-screen-time-0.html Watch and Listen!]
# [https://breakingnewsenglish.com/1711/171108-screen-time-drag15_0.html Can you put the text together?]
# [https://breakingnewsenglish.com/1711/171108-screen-time-vowels_0.html Fill in the missing vowels!]
# [https://breakingnewsenglish.com/1711/171108-screen-time-jc_0.htm Some words are missing ...!]
# [https://breakingnewsenglish.com/1711/171108-screen-time-separate_0.html Separate the words!]

==Hong Kong's poor live in homes smaller than prison cells==

===Vocab===
* poor = arm
* tiny = very small
* prison cell = Gefängniszelle
* average = durchschnittlich
* space = Raum / Platz
* size = Größe
* square meter = Quadratmeter
* expensive = teuer
* to save = sparen
* was = war
* unacceptable and inhumane = unannehmbar und unmenschlich
* like = wie
* has to = muss
* sideways = seitlich

=== Exercises ===
# [https://breakingnewsenglish.com/1711/171104-living-space-0l.html Listen! What is this text about?]
# [https://breakingnewsenglish.com/1711/171104-living-space-0l.html Watch and Listen!]
# [https://breakingnewsenglish.com/1711/171104-living-space-drag15_0.html Can you put the text together? (10 windows)]
# [https://breakingnewsenglish.com/1711/171104-living-space-sq_0.htm What comes next?]
# [https://breakingnewsenglish.com/1711/171104-living-space-vowels_0.html Fill in the missing vowels!]
# [https://breakingnewsenglish.com/1711/171104-living-space-separate_0.html Separate the words!]
# [https://breakingnewsenglish.com/1711/171104-living-space-jc_0.htm Some words are missing ...!]

==Video: [https://www.youtube.com/watch?v=1MJrRvpjB1I Everyone's welcome]==

==Video: [https://www.youtube.com/watch?v=HkUGSNNy4dI What is love]==

==Video: [https://www.youtube.com/watch?v=CZgTyUg9qBA What do your parents do at work]==

=Grammar=

==How old are you?==
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2076 How old are you?] '''Schwierig!!!''' Wichtig: "Er ist / sie ist" ==> "He is/she is"! "Are you ...?" ==> "Bist du ...?"

.

=="to be (am, are, is, ...")==

* [http://www.englisch-hilfen.de/uebungen/zeiten/be.htm Sätze mit "to be"- I]
* [http://www.englisch-hilfen.de/uebungen/zeiten/be2.htm Sätze mit "to be"- II]
* [http://www.englisch-hilfen.de/uebungen/zeiten/be4.htm Formen von "to be"]
* [http://www.englisch-hilfen.de/uebungen/zeiten/be5.htm verneinte Formen von "to be"]
* '''NEW!!!''' [http://esl.writingexercises.co.uk/sentence-mix-1.php Satzstellung!]

.

==Plural==
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/plural.htm Einfache Pluralformen]

===Schreibung des Plurals:===
<div class="zuordnungs-quiz">

{|
| + s || house || cat|| father || cupboard || sofa || sentence
|-
| + es || wish || flash || class
|-
| y zu -ies || hobby || family
|}

</div>

.

==Pronouns==

'''Exercises'''
* [http://www.ego4u.de/de/cram-up/grammar/pronouns/exercises Pronouns in the subject form I]
* [http://www.englisch-hilfen.de/uebungen/pronomen/personalpronomen.htm Pronouns in the subject form II]
* [http://www.englisch-hilfen.de/uebungen/pronomen/personalpronomen2.htm Pronouns in the subject form III] 

* [http://www.ego4u.de/de/cram-up/grammar/pronouns/exercises?03 Pronouns in the possessive form I]
* [http://www.englisch-hilfen.de/uebungen/pronomen/possessivpronomen.htm Pronouns in the possessive form II]
* [http://www.englisch-hilfen.de/uebungen/pronomen/possessivpronomen5.htm Pronouns in the possessive form II] 

.

==Questions==
* [http://www.englisch-hilfen.de/uebungen/fragen/fragewoerter4.htm Question words]
* [http://www.englisch-hilfen.de/uebungen/fragen/be2.htm Questions with question-words I]
* [http://www.englisch-hilfen.de/uebungen/fragen/be.htm Questions with question-words II]

:'''NEW''' - '''What is the question?'''
Example: Tanja is in the house. - '''Where is the girl'''?

# I am 10 years old. '''How old are you?'''
# This is a pencil! '''What is this?'''
# No, Leonard is not my friend! '''Is Leonard your friend?'''
# They are in the garden. '''Where are they?'''
# Yes, we are at home. ''Are you at home?'''

:'''NEW''' - '''Translate (Übersetze!)'''
# Wo ist deine Katze? '''Where is your cat?'''
# Bist du sein Freund? Nein, bin ich nicht. '''Are you his friend? - No, I am not'''
# Wer sind diese zwei Jungen? '''Who are these two boys?'''
# Wie groß ist euer Haus? '''How big is your house?'''
# Was sind deinen Lieblingsfarben? '''What are your favourite colors?'''
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;"> '''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

.

==Kurzantworten mit "to be (am, are, is, ...")==

* [http://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_be.htm Kurzantworten mit ''am/are/is'' - I]
* [http://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_be2.htm Kurzantworten mit ''am/are/is'' - II]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8262 Kurzantworten mit ''am/are/is'' - III]

.
==Unbestimmter Artikel==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises Is it "a" or "an" - part 1?]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_a.htm Is it "a" or "an" - part 2?]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_a2.htm Is it "a" or "an" - part 3?]
*[https://www.englisch-hilfen.de/uebungen/artikel/index.php Is it "a" or "an" - part 4?]

.
==Bestimmter Artikel: Aussprache von "the": /ðə/ oder /ði:/?==
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_aussprache.htm /ðə/ or /ði:/ - part 1]
* [https://www.learning-english-online.net/pronunciation/the-definite-article-the/ /ðə/ or /ði:/ - part 2 - with sound!]

.
==''Have got'' und ''has got'' ==
* [https://www.englisch-hilfen.de/uebungen/zeiten/have_got.htm ''have/has got'' in Aussagesätzen]
* [https://www.englisch-hilfen.de/uebungen/zeiten/have_got_fragen.htm ''have/has got'' in Fragen]
* [https://www.englisch-hilfen.de/uebungen/zeiten/have_not_got.htm ''have/has got'' in verneinten Aussagesätzen]
* [https://www.englisch-hilfen.de/uebungen/zeiten/have_not_got2.htm Schreibung von ''have/has got'']

==Can und Can't==
* [https://www.englisch-hilfen.de/uebungen/modalverben/can2.htm Can und can't 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/can.htm Can und can't 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/can2.htm Can und can't 3]
* [https://www.englisch-hilfen.de/uebungen/fragen/can3.htm Can und can't 4]

==Imperative==
* [http://www.englisch-hilfen.de/uebungen/verschiedenes/imperativ.htm Imperative - exercise 1]
* [http://www.englisch-hilfen.de/uebungen/verschiedenes/imperativ2.htm Imperative - exercise 2]
* [https://english.lingolia.com/en/grammar/verbs/imperative/exercises Imperative - exercise 3]
* [http://www.englishpedia.net/my-grammar/basic/imperatives/exercises/imperatives-exercise.htm Imperative - exercise 4]
* [http://www.englishpedia.net/my-grammar/basic/imperatives/exercises/imperatives-quiz.htm Imperative - exercise 5]

.

==S-Genitive==

===Explanation===

* [http://www.kico4u.de/english/uebungen/5klasse/sgenetiv.htm Gute Erklärung zum s-Genitiv!]

===Exercises===

* [http://www.englisch-hilfen.de/uebungen/substantive_artikel/s_genitiv.htm Exercise I: s-genitive]
* [http://www.eduhi.at/dl/Poss_Case_2100001.htm Exercise II: s-genitive]
* [http://www.eduhi.at/dl/100007.htm Exercise III: s-genitive] ''wife= Ehefrau, husband = Ehemann, artist = Künstler(in)''
* [http://www.suz.deutschdigital.de/english/grammar/saxong1.htm?docbase=http://suz.deutsch-digital.de/english/grammar/index.php Exercise V: s-genitive] Die rechten Lösungen mit Maus packen und zum passenden linken Feld ziehen, bis sie da einrasten!

'''Say these things in English: - Write them into your exercise-book for school!''' 
Beispiel: Ein Mann fragt, wessen Süßigkeiten das sind? '''"Whose sweets are these"'''?
# Sage, dass das die Süßigkeiten deiner Schwestern sind! "These are my sister'''s'''' sweets."
# Jemand fragt, ob das dein Auto oder das Auto deines Bruders ist. "'''Is that your car or your brother''''s''' car'''?"
# Du antwortest, dass es das Auto deiner Eltern ist. '''"It is my parent'''s'''' car.'''
# Du willst wissen, warum der Hund von Herrn Brehm so schnell ist. '''"Why is Mr Brehm's dog so fast?"'''
# Brunos Beine sind sehr lang! '''Bruno''''s''' legs are very long."'''
# Der Hund von meiner Oma kann nicht rennen. ''' "My grandma''''s''' dog can't run."'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''

Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

:'''NEW''' - '''Wie sagt man das auf Englisch?'''
# Das T-Shirt von meinem Bruder ist zu (''too'') klein für mich. '''My bother's (kein "of-genitive", denn "mein Bruder" ist eine Person!) shirt is too small for me.'''
# Die Augen meiner Brüder sind grün und braun. '''My brothers' (erst Plural ''brothers'' gebildet , dann ' ) eyes are green and brown.'''
# Die Tante meiner Cousine ist meine Mutter! '''My cousin's aunt is my mother.'''
# Die Namen meiner Eltern sind ''Leo'' und ''Malina''! '''My parents' (erst Plural ''parents'' gebildet , dann ') names are ''Leo'' and ''Malina''.'''
# Der Hund von Lukas ist sehr groß! '''Lukas's (normal '' 's'') dog is very big!'''
# Wo ist die Katze der Dixons? '''Where is the Dixons' (erst Plural ''Dixons'' gebildet , dann ' ) cat?'''
# Sie ist nicht in Sarahs Zimmer! '''She (Haustier mit ''Namen'') is not in Sarah's room.'''
# Die Räder der Kinder sind im Haus. '''The children's bikes (children ist Plural, endet aber nicht auf "s" - deswegen ganz normaler Genitiv mit '' 's'') are in the house.'''

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''

Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

===S-genitive or of-phrase?===

* [http://www.englisch-hilfen.de/uebungen/substantive_artikel/s_of.htm Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/nouns/exercises?04 Exercise II]

==The Simple Present==

===Word Order (Satzstellung)===
* [https://www.englisch-hilfen.de/en/exercises/word_order/sentences.htm?page=/en/exercises/word_order_statements1.htm Word Order 1]
* [http://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien.htm Word Order 2 - Adverbs]
* [https://www.englisch-hilfen.de/en/exercises/word_order/sentences3.htm Word Order 3]
* [https://www.englisch-hilfen.de/en/exercises/word_order/sentences4.htm Word Order 4]
* [http://www.englisch-hilfen.de/uebungen/satzstellung/aussagesaetze2.htm Word Order 5 - Adverbs]
* [http://www.englisch-hilfen.de/uebungen/satzstellung/aussagesaetze6.htm Word Order 6]
* [http://www.adelescorner.org/grammar/word_order/word_order_1.html Word Order 7]

===Questions with or without "do" or "does"===

* [http://www.englisch-hilfen.de/uebungen/zeiten/do_does.htm Do or does I?]
* [http://www.englisch-hilfen.de/uebungen/zeiten/do_does2.htm Do or does II?]
* [http://www.englisch-hilfen.de/uebungen/fragen/simple_present.htm Complete the sentences I!]
* [http://www.englisch-hilfen.de/uebungen/fragen/simple_present2.htm Complete the sentences II!]
* [http://www.ego4u.de/de/cram-up/grammar/simple-present/form/exercises?04 More questions]

===Negative sentences with or without "do" or "does"===

* [http://www.englisch-hilfen.de/uebungen/zeiten/simple_present_verneinung2.htm Don't or doesn't?]
* [http://www.ego4u.de/de/cram-up/grammar/simple-present/form/exercises?03 Negative sentences I]
* [http://www.englisch-hilfen.de/uebungen/zeiten/simple_present_verneinung_kurzformen.htm Negative sentences II]
* [http://www.englisch-hilfen.de/uebungen/zeiten/simple_present_verneinung_kurzformen2.htm Negative sentences III]

===More exercises on questions/negative statements===
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e/do-does-lueckentext| Fragen/Verneinungen mit und ohne do/does]]
* [https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Present_Simple/Present_Simple_hn1050dy Do/does/doesn't/dont?]
* [http://www.adelescorner.org/grammar/present_simple/short_answers.html Do/does - or not ...?]

==Present Progressive==

===Einführung===
# [https://www.ego4u.de/de/cram-up/grammar/present-progressive Present Progressive???]
# [https://www.ego4u.de/de/cram-up/grammar/present-progressive/form How to form the present progressive]
# [https://www.ego4u.de/de/cram-up/grammar/present-progressive/form/exercises Form: Exercise 1]
# [https://www.ego4u.de/de/cram-up/grammar/present-progressive/form/exercises?form02 Form: Exercise 2]


===Exercises 1===
* [https://www.englisch-hilfen.de/en/exercises/tenses/present_progressive_statements_contracted.htm Progressive Exercise 1 - Positive sentences]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_progressive_verneinung_langformen2.htm Present Progressive Exercise - Negative Sentences]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_progressive_aussagen_langformen2.htm Present Progressive Exercise - Spelling!]

===Exercises 2===
* [http://www.ego4u.de/de/cram-up/grammar/present-progressive/form/exercises?form04 Present Progressive Exercise 2 - Questions]
* [http://www.ego4u.de/de/cram-up/grammar/present-progressive/form/exercises Present Progressive Exercise 3 - Mixed sentences]
* [http://www.ego4u.de/de/cram-up/grammar/present-progressive/form/exercises?form05 Present Progressive Exercise 4 - What are they doing?]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_progressive.htm Present Progressive Exercise 5]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_progressive2.htm Present Progressive Exercise on Questions]

* [http://www.englisch-hilfen.de/uebungen/zeiten/present_progressive_mix.htm Present Progressive Exercise - Difficult ... or not?]


 

==Present Progressive or Simple Present?==

{| class="wikitable"
|-
! '''Present Progressive''' !! '''Simple Present'''
|-
|
* in diesem Moment, gerade stattfindende Handlungen
* noch nicht abgeschlossen
* Bildbeschreibung: ... was gerade geschieht
||
* allgemein, regelmäßig, wiederholt, oft, nie, manchmal stattfindende Handlungen
* nacheinander stattfindende Handlungen
* Dinge, die immer so sind (Berlin is in Germany)
|-
| '''Signalwörter'''|| '''Signalwörter'''
|-
|
* now
* at the moment
* today (aber eben nicht '''''immer'''''!)
* Listen!
* Look! (Schau, was ich '''''gerade''''' mache ...)
||
* every day/night/week/Monday ... on Mondays/Tuesdays ...
* often
* normally
* always
* usually
* sometimes
* never
* first ... then (aufeinander folgende, kurze Handlungen)
|}

* [https://online-lernen.levrai.de/englisch/englisch_zeiten/vergleich_present_progressive/04_vergleich_simple_present_present_progressive_uebungen.htm Simple or progressive form? 0 (Mit Erklärung!)]
* [http://www.ego4u.de/de/cram-up/grammar/simpre-prepro/exercises?ex03 Simple or progressive form? 1]
* [http://www.ego4u.de/de/cram-up/grammar/simpre-prepro/exercises?ex05 simple or progressive form? 2]
* [http://www.englisch-hilfen.de/uebungen/zeiten/simple_present_progressive.htm simple or progressive form? 3]
* [http://www.ego4u.de/de/cram-up/grammar/simpre-prepro/exercises?ex06 Simple or progressive form? 4]
* [http://www.englisch-hilfen.de/uebungen/zeiten/simple_present_progressive2.htm Simple or progressive form? 5]
* [https://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/simcon1.htm Simple or progressive form? 6]

==must, mustn't, needn't==
* [http://www.englisch-hilfen.de/uebungen/modalverben/must_not.htm Must or mustn't I?]
* [http://www.englisch-hilfen.de/uebungen/modalverben/must_not2.htm Must or mustn't II?]
* [http://www.englisch-hilfen.de/uebungen/modalverben/must_not_need_not.htm Mustn't or needn't?]

=="much" and "many", "little" and "a few"==
'''With countable nouns (zählbare Nomen, die eine Singular- und eine Pluralform haben!)'''
* Nomen im Plural: ==> '''many''' = viel/viele → e.g. many car'''s''', many friend'''s'''
* Nomen im Plural: ==> '''a few''' = ein paar/wenige → e.g. a few friends'''s'''

'''With uncountable nouns (nicht zählbare Nomen, die keine Pluralform haben!)'''
* Nomen im Singular: ==> '''much''' = viel/viele → e.g. much money, much milk (viele Milche wäre Unsinn!)
* Nomen im Singular: ==> '''little''' = wenig → e.g. little money, little wind (viele Winde wäre Unsinn!)

 

* [http://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm '''Zählbares oder unzählbares Nomen'''? (Countable or uncountable noun?)]
 
* [http://www.ego4u.com/en/cram-up/vocabulary/much-many "much" and "many" - Basic information]
* [http://www.ego4u.com/en/cram-up/vocabulary/much-many/exercises "much" and "many" - exercise 1]
* [http://www.ego4u.com/en/cram-up/vocabulary/much-many/exercises?03 "much" and "many" - exercise 2]
* [http://www.ego4u.com/en/cram-up/vocabulary/much-many/exercises?05 "much" and "many" - exercise 3]
* [http://www.englisch-hilfen.de/uebungen/knifflige_woerter/much_many3.htm "How much" or "how many"?]
* [http://www.englisch-hilfen.de/uebungen/knifflige_woerter/much_many5.htm "Not much" or "not many"?]

* [https://www.englisch-hilfen.de/uebungen/knifflige_woerter/few_little.htm a few & little 1]
* [https://www.englisch-hilfen.de/uebungen/knifflige_woerter/few_little2.htm a few & little 2]
* [https://www.englisch-hilfen.de/uebungen/knifflige_woerter/few_little3.htm a few & little 3]
 

 

=="some" and "any"==

* [http://www.ego4u.de/de/cram-up/vocabulary/some-any "some" and "any"- Basic information] ('''Nicht''' den 2. Teil: "Ausnahmen")
* [http://www.ego4u.de/de/cram-up/vocabulary/some-any/exercises "some"and "any" - Exercise 1]
* [http://www.ego4u.de/de/cram-up/vocabulary/some-any/exercises?06 "some"and "any" - Exercise 2]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=1888 "some"and "any" - Exercise 3]

==S-genitive or of-phrase?==

* [http://www.englisch-hilfen.de/uebungen/substantive_artikel/s_of.htm Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/nouns/exercises?04 Exercise II]

==Simple Past==
Das Simple past steht mit Handlungen, die schon abgeschlossen sind! 
* I '''came''' home at nine o' clock '''last night'''.
* We '''didn't see''' you '''yesterday'''.
* Why '''didn't/couldn't''' they help him '''on Monday'''?
 
Achte also auf '''klare Zeitangaben der Vergangenheit!''' 
Typische Signalwörter sind:
* '''last''' month, night, week, ....
* a week/year/day/ .... '''ago'''
* '''yesterday'''
* '''in''' 2015 (wenn dises Jahr schon vorbei ist ....)
* '''on''' Monday/Wednesday ... (wenn dieser Tag schon vorbei ist in dieser Woche!)
 
 
===Exercises===
* [http://www.englisch-hilfen.de/uebungen/zeiten/signalwoerter_simple_past.htm Signalwörter simple past]

* [http://www.ego4u.de/de/cram-up/grammar/simple-past/exercises?04 Übung zu positiven Sätzen 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/simple_past_aussage.htm Übung zu positiven Sätzen 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/simple_past_ed.htm Simple Past - Spelling 1]
* [https://www.englisch-hilfen.de/uebungen/zeiten/simple_past_ed3.htm Simple Past - Spelling 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/was_were.htm ''Was'' or ''were''?]

* [http://www.ego4u.de/de/cram-up/grammar/simple-past/exercises?05 Übung zu negativen Sätzen 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/simple_past_verneinung_saetze2.htm Übung zu negativen Sätzen 2 - ''Beispiel anzeigen lassen!'']
* [http://www.ego4u.de/de/cram-up/grammar/simple-past/exercises?06 Übung zu Fragen 1]
* [http://www.englisch-hilfen.de/uebungen/fragen/simple_past.htm Übung zu Fragen 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/simple_past2.htm Übung zu Fragen 3]
* [http://www.ego4u.de/de/cram-up/grammar/simple-past/exercises?07 Übung zu Fragen mit Fragewort]
* [http://www.ego4u.de/de/cram-up/grammar/simple-past/exercises Übung zu Verbformen]

* [http://www.englisch-hilfen.de/uebungen/unregelmaessige_verben/kreuzwortraetsel_simple_past.htm Unregelmäßige Verben - Vgl. S. 155)]
* [http://www.englisch-hilfen.de/uebungen/aussprache1/index.php Aussprache der Endung ''-ed'']

P-Seminar JM Kleinsteinach

2021-09-29T16:12:48Z

Theli34: /* Termine */

=KUCHENLISTE=

{| class="wikitable"
|-
! Datum !! Name
|-
| 06.02. || Süßneck
|-
| 20.02. || Mühlfeld
|-
| 27.02. || Tiefel
|-
| 06.03. || Traußmann
|-
| 13.03. || Schleich
|}

=Termine=

{| class="wikitable"
|-
! Datum !! Name !! Thema
|-
| 07.11.2017 || Süßmann + Düring || ??? + Maschinenbau
|-
| 14.11.2017 || Hußlein + Schleich || ??? + ???
|-
| 21.11.2017 || Huttner + Mühlfeld || Lehramt Grundschule + ???
|-
| 28.11.2017 || Traussneck + Beck|| Erzieherin + ???
|-
| 05.12.2017 || Maier + Tiefel || Phsychotherapeuth + Psychologe/in/Psychiater(in)
|-
| 12.12.2017 || Lang + Schaller|| ??? +???
|-
| 19.12.2017 || Reitz || Berufsfeuerwehr
|-
| Beispiel || Beispiel || Beispiel
|-
| Beispiel || Beispiel || Beispiel
|}

'''Bis nach den Herbstferien:'''

'''2 Tests komplett Test machen und Ergebnisse + knappe vergleichende Beschreibung und Bewertung in Portfolio!''' Gerne auch in sinnvollen Stichpunkten

* [http://portal.berufe-universum.de/ Berufe Universum Test der Bundesagentur für Arbeit]
* [https://www.finest-jobs.com/Berufstest/Kostenloser-Test Berufstest "Finest Jobs"]
* [https://berufstest.plakos.de/ Plakos Berufstest]
* [http://www2.fh-koeln-studieninfos.de/studienorientierung/neigungstest/test_starten/index_remote_ger.html Neigungstest FH Köln]
* [https://www.ausbildungsoffensive-bayern.de/ausbildungsguide/berufs-check-me Neigungstest der Ausbildungsoffensive Bayern ] Bitte alle Teiltests machen! Gute Selbsterkundung, biete aber nur Ausbildungsberufe an!

=Allgemeines=

* [https://readycloud.netgear.com/client/browselink.html#t=0d59msgq075/PSEM Cloud]
* [[Media:PS_Experimentelle _Archäologie2017.doc|Ablaufplan/Grobgliederung des P-Seminars (Word-Dokument)]]
*[https://1drv.ms/f/s!AmgCNLci19rg8AMgdqdSwbTSce6J Material]

==Protokoll - Grundregeln==
* Termin, Ort, Seminardaten, Abwesende (Liste), Protokollführer
* Zeitform: Gegenwart
* Besprochene Themen, Diskussionsverlauf (Ergebnisprotokoll, '''NICHT''' Verlauf)
* Adressen/Materialien
* Aufgabenverteilungen
* Absprachen/Vereinbarungen
* Termine
* Themen für nächste Sitzung

==Portfolio - Grundidee==

Das Portfolio dokumentiert den Fortschritt eurer Bemühungen, Informationen zur Berufswahl zu suchen und auszusortieren, eure "Fortbildungen", Bewerbungen usw.

* Alle Zertifikate/Fortbildungsnachweise (z.B. Unitage, das Berwebungstraining an der Schule, Praktika ... usw. '''WICHTIG: Ort, Datum. Name der Veranstaltung, Veranstalter/Praktikumsfirma usw. angeben!'''
* Auswertungen/Bögen aus online Berufstests (11/1) zu Berufsfeld oder Stärken/Schwächen:
: Zusammenfassung der Auswertung, persönliche Evaluation des Tests (Stärken/Schwächen/tauglich, wenn ja/nei ==> warum?)
* Endeinschätzung: Ich weiß was ich eher kann/nicht kann, will/nicht will usw ... zu Studien-/Berufsfindung
* Referat (Folien als PDF ...)
* Adressen/Links für Infos, Gesprächspartner, die ihr nützlich fandet bei Berufswahlentscheidungen
* '''Enbericht/persönliche Auswertung Projektarbeit'''(min eine A4 Seite, Ränder 2cm, 11pt Schrift):
: Arbeiten/Dinge die ich zum Projekt beigetragen habe
: Einsichten/Erkenntnisse über 
:'''a) mich/meine Arbeit''' im Projekt 
:'''b) den Projektverlauf''' und das Ergebnis 
:'''c) sinnvolle Veränderung''' für meine '''eigene Arbeitsweise''' 
:'''d)''' Ideen für '''verbesserte Vorgehensweisen''' in zukünftigen Projekten

==Präsentation eines Berufes - Inhaltliche Kriterien==

* offizielle Bezeichnung des Berufes
* Tätigkeitsbild/Berufsrealität: typische Tätigkeiten, Arbeitszeit , -bedingungen und –belastungen)
* persönliche Voraussetzungen/Kriterien
* Bewerbung (Termine, Zeugnisse, Nachweise, Schulabschlüsse, Staatsbürgerschaft, Alter)
* Ausbildungsgang und -dauer: Ausbildungsberuf, Fachhochschule, Hochschule, Duales Studium, mögliche Ausbildungsorte und -institutionen
* Kosten und Belastungen in der Ausbildung, Gehalt in der Ausbildung
* Einstellungschancen, Einstiegsgehalt, Verdienstmöglichkeiten, Aufstiegs- und Weiterbildungsmöglichkeiten,
* Abschließende Bewertung: geeigneter Beruf (Begründung, maßgebliche Kriterien)?

=Stärken und Schwächen - Analyse=
* [http://www.orga-dich.de/artikel/techniken/analyse-eigener-starken-und-schwachen/#staerken Stärken und Schwächen finden]

6ae 2018 19/Englisch Klassen 6a und 6e

2021-09-06T17:15:46Z

Theli34: /* Present Perfect or Simple Past? */

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>

| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 
'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.

 
'''Übungsaufgabe 1'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''
 
<

'''Übungsaufgabe 2'''
Verbinde die Sätze! Verwende dabei jedes der folgenden "linking words" nur 1 x: 
''because, before, as soon as, although, whenever, when,''
# I come home in the evening. I always I drink a glass of water.
# I like Petra. She is funny.
# I hear this song! I always begin to smile.
# I can eat a lot. I must first drink something.
# I am not really good at art. I try so hard and draw a lot.
# All the people ran into the houses. It began to rain.
''Lösung am Montag im Unterricht!!!''



 
|}
=Homework=

'''Hausaufgabe für Di 23.7.19'''

{|
|-
| '''Watch this video on Youtube and take notes to answer these questions''':

* Why does Arthur not grow up with his father.
* Why is there chaos and why do the nobles (=Adelige) fight?
* What is the test to become the new king of England?
* What is the reason that there is no king for a long time?
* What qualities does Merlin see in young Arthur?
* Why does Arthur decide to try the sword?
* How do people react when Athur becomes king?

|| {{#ev:youtube|QCq7Sz774lI |600}}
|}

----

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

==Exercises==
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise III]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise IV]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise V]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VI - difficult!]

==Erklärung==
* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
 
 

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2021-09-06T17:14:50Z

Theli34: /* Present Perfect or Simple Past? */

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>

| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 
'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.

 
'''Übungsaufgabe 1'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''
 
<

'''Übungsaufgabe 2'''
Verbinde die Sätze! Verwende dabei jedes der folgenden "linking words" nur 1 x: 
''because, before, as soon as, although, whenever, when,''
# I come home in the evening. I always I drink a glass of water.
# I like Petra. She is funny.
# I hear this song! I always begin to smile.
# I can eat a lot. I must first drink something.
# I am not really good at art. I try so hard and draw a lot.
# All the people ran into the houses. It began to rain.
''Lösung am Montag im Unterricht!!!''



 
|}
=Homework=

'''Hausaufgabe für Di 23.7.19'''

{|
|-
| '''Watch this video on Youtube and take notes to answer these questions''':

* Why does Arthur not grow up with his father.
* Why is there chaos and why do the nobles (=Adelige) fight?
* What is the test to become the new king of England?
* What is the reason that there is no king for a long time?
* What qualities does Merlin see in young Arthur?
* Why does Arthur decide to try the sword?
* How do people react when Athur becomes king?

|| {{#ev:youtube|QCq7Sz774lI |600}}
|}

----

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise III]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise IV]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise V]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VI - difficult!]
 
 

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2021-09-06T17:10:31Z

Theli34: /* Present Perfect or Simple Past? */

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>

| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 
'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.

 
'''Übungsaufgabe 1'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''
 
<

'''Übungsaufgabe 2'''
Verbinde die Sätze! Verwende dabei jedes der folgenden "linking words" nur 1 x: 
''because, before, as soon as, although, whenever, when,''
# I come home in the evening. I always I drink a glass of water.
# I like Petra. She is funny.
# I hear this song! I always begin to smile.
# I can eat a lot. I must first drink something.
# I am not really good at art. I try so hard and draw a lot.
# All the people ran into the houses. It began to rain.
''Lösung am Montag im Unterricht!!!''



 
|}
=Homework=

'''Hausaufgabe für Di 23.7.19'''

{|
|-
| '''Watch this video on Youtube and take notes to answer these questions''':

* Why does Arthur not grow up with his father.
* Why is there chaos and why do the nobles (=Adelige) fight?
* What is the test to become the new king of England?
* What is the reason that there is no king for a long time?
* What qualities does Merlin see in young Arthur?
* Why does Arthur decide to try the sword?
* How do people react when Athur becomes king?

|| {{#ev:youtube|QCq7Sz774lI |600}}
|}

----

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise III]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise IV]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise V]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VI - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2021-09-06T17:08:48Z

Theli34: /* Present Perfect or Simple Past? */

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>

| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 
'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.

 
'''Übungsaufgabe 1'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''
 
<

'''Übungsaufgabe 2'''
Verbinde die Sätze! Verwende dabei jedes der folgenden "linking words" nur 1 x: 
''because, before, as soon as, although, whenever, when,''
# I come home in the evening. I always I drink a glass of water.
# I like Petra. She is funny.
# I hear this song! I always begin to smile.
# I can eat a lot. I must first drink something.
# I am not really good at art. I try so hard and draw a lot.
# All the people ran into the houses. It began to rain.
''Lösung am Montag im Unterricht!!!''



 
|}
=Homework=

'''Hausaufgabe für Di 23.7.19'''

{|
|-
| '''Watch this video on Youtube and take notes to answer these questions''':

* Why does Arthur not grow up with his father.
* Why is there chaos and why do the nobles (=Adelige) fight?
* What is the test to become the new king of England?
* What is the reason that there is no king for a long time?
* What qualities does Merlin see in young Arthur?
* Why does Arthur decide to try the sword?
* How do people react when Athur becomes king?

|| {{#ev:youtube|QCq7Sz774lI |600}}
|}

----

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2019-07-22T13:46:31Z

Theli34: /* Homework */

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>

| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 
'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.

 
'''Übungsaufgabe 1'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''
 
<

'''Übungsaufgabe 2'''
Verbinde die Sätze! Verwende dabei jedes der folgenden "linking words" nur 1 x: 
''because, before, as soon as, although, whenever, when,''
# I come home in the evening. I always I drink a glass of water.
# I like Petra. She is funny.
# I hear this song! I always begin to smile.
# I can eat a lot. I must first drink something.
# I am not really good at art. I try so hard and draw a lot.
# All the people ran into the houses. It began to rain.
''Lösung am Montag im Unterricht!!!''



 
|}
=Homework=

'''Hausaufgabe für Di 23.7.19'''

{|
|-
| '''Watch this video on Youtube and take notes to answer these questions''':

* Why does Arthur not grow up with his father.
* Why is there chaos and why do the nobles (=Adelige) fight?
* What is the test to become the new king of England?
* What is the reason that there is no king for a long time?
* What qualities does Merlin see in young Arthur?
* Why does Arthur decide to try the sword?
* How do people react when Athur becomes king?

|| {{#ev:youtube|QCq7Sz774lI |600}}
|}

----

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2019-07-22T13:43:54Z

Theli34: /* Homework */

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>

| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 
'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.

 
'''Übungsaufgabe 1'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''
 
<

'''Übungsaufgabe 2'''
Verbinde die Sätze! Verwende dabei jedes der folgenden "linking words" nur 1 x: 
''because, before, as soon as, although, whenever, when,''
# I come home in the evening. I always I drink a glass of water.
# I like Petra. She is funny.
# I hear this song! I always begin to smile.
# I can eat a lot. I must first drink something.
# I am not really good at art. I try so hard and draw a lot.
# All the people ran into the houses. It began to rain.
''Lösung am Montag im Unterricht!!!''



 
|}
=Homework=

'''Hausaufgabe für Di 23.7.19'''

Watch this video on Youtube and take notes to answer these questions:

* Why does Arthur not grow up with his father.
* Why is there chaos and why do the nobles (=Adelige) fight?
* What is the test for the ne w king of England?
* What is the reason that there is no king for a long time?
* What qualities does Merlin see in young Arthur?
* How do people react when Athur becomes king?

{{#ev:youtube|QCq7Sz774lI |600}}

----

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2019-07-22T13:27:36Z

Theli34: /* Homework */

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>

| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 
'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.

 
'''Übungsaufgabe 1'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''
 
<

'''Übungsaufgabe 2'''
Verbinde die Sätze! Verwende dabei jedes der folgenden "linking words" nur 1 x: 
''because, before, as soon as, although, whenever, when,''
# I come home in the evening. I always I drink a glass of water.
# I like Petra. She is funny.
# I hear this song! I always begin to smile.
# I can eat a lot. I must first drink something.
# I am not really good at art. I try so hard and draw a lot.
# All the people ran into the houses. It began to rain.
''Lösung am Montag im Unterricht!!!''



 
|}
=Homework=

Hausaufgabe für Di 23.7.19

Watch this video on Youtube:

{{#ev:youtube|QCq7Sz774lI |600}}

----

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-22T09:14:29Z

Theli34: /* Grammar */

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch bis S. 150 "talent"
* unregelmäßge Verben wiederholen!

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

==Grammar==
* Vgl. Hefteintrag und Buch G14 (S. 121 - S. 122 Mitte)
* Vgl [[#Stellung_der_Adverbien | Grammar Exercises-Adverbien]] auf dieser Seite

.

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

.

==Stellung der Adverbien==

* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung von Adverbien - Übersicht 1]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/adverb-position Stellung von Adverbien - Übersicht 2]

* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge_2.htm Stellung Häufigkeitsadverbien 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 2]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?11 Stellung Häufigkeitsadverbien 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien.htm Stellung Häufigkeitsadverbien 4]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien1.htm Stellung Häufigkeitsadverbien 5]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?09 Stellung Ortsadverbien]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?10 Stellung Zeitadverbien]

* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-84597.php Adverbs of comment]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?12 Stellung Adverbien - gemischt 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adverbien_stellung.htm Stellung Adverbien - gemischt 2]
* [https://english.lingolia.com/de/grammatik/adjektive-adverbien/stellung-adverb/uebungen Stellung Adverbien - gemischt 3]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-22155.php Stellung Adverbien - gemischt 4]
* [https://www.englishgrammar.org/position-adverbs-worksheets/ Stellung Adverbien - gemischt 5]
* [https://www.englishgrammar.org/position-adverbs-exercise/ Stellung Adverbien - gemischt 6]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2480.php Stellung Adverbien - gemischt 7 (schwer!)]

* [https://engelsklaslokaal.nl/en/english-grammar-exercises/miscellaneous/wordorder/ Und noch viel mehr Übungen HIER!]

.

=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-22T09:14:09Z

Theli34: /* Grammar */

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch bis S. 150 "talent"
* unregelmäßge Verben wiederholen!

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

==Grammar==
* Vgl. Hefteintrag und Buch G14 (S. 121 - S. 122 Mitte)
* Vgl [[#Stellung_der_Adverbien | Grammar Exercises-Adverbien]] auf dieser Seite

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

.

==Stellung der Adverbien==

* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung von Adverbien - Übersicht 1]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/adverb-position Stellung von Adverbien - Übersicht 2]

* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge_2.htm Stellung Häufigkeitsadverbien 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 2]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?11 Stellung Häufigkeitsadverbien 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien.htm Stellung Häufigkeitsadverbien 4]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien1.htm Stellung Häufigkeitsadverbien 5]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?09 Stellung Ortsadverbien]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?10 Stellung Zeitadverbien]

* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-84597.php Adverbs of comment]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?12 Stellung Adverbien - gemischt 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adverbien_stellung.htm Stellung Adverbien - gemischt 2]
* [https://english.lingolia.com/de/grammatik/adjektive-adverbien/stellung-adverb/uebungen Stellung Adverbien - gemischt 3]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-22155.php Stellung Adverbien - gemischt 4]
* [https://www.englishgrammar.org/position-adverbs-worksheets/ Stellung Adverbien - gemischt 5]
* [https://www.englishgrammar.org/position-adverbs-exercise/ Stellung Adverbien - gemischt 6]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2480.php Stellung Adverbien - gemischt 7 (schwer!)]

* [https://engelsklaslokaal.nl/en/english-grammar-exercises/miscellaneous/wordorder/ Und noch viel mehr Übungen HIER!]

.

=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-22T09:12:05Z

Theli34: /* Grammar */

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch bis S. 150 "talent"
* unregelmäßge Verben wiederholen!

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

==Grammar==
* Vgl. Hefteintrag und Buch S. 121-122.
* Vgl [[#Stellung_der_Adverbien | Grammar Exercises-Adverbien]] auf dieser Seite

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

.

==Stellung der Adverbien==

* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung von Adverbien - Übersicht 1]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/adverb-position Stellung von Adverbien - Übersicht 2]

* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge_2.htm Stellung Häufigkeitsadverbien 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 2]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?11 Stellung Häufigkeitsadverbien 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien.htm Stellung Häufigkeitsadverbien 4]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien1.htm Stellung Häufigkeitsadverbien 5]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?09 Stellung Ortsadverbien]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?10 Stellung Zeitadverbien]

* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-84597.php Adverbs of comment]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?12 Stellung Adverbien - gemischt 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adverbien_stellung.htm Stellung Adverbien - gemischt 2]
* [https://english.lingolia.com/de/grammatik/adjektive-adverbien/stellung-adverb/uebungen Stellung Adverbien - gemischt 3]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-22155.php Stellung Adverbien - gemischt 4]
* [https://www.englishgrammar.org/position-adverbs-worksheets/ Stellung Adverbien - gemischt 5]
* [https://www.englishgrammar.org/position-adverbs-exercise/ Stellung Adverbien - gemischt 6]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2480.php Stellung Adverbien - gemischt 7 (schwer!)]

* [https://engelsklaslokaal.nl/en/english-grammar-exercises/miscellaneous/wordorder/ Und noch viel mehr Übungen HIER!]

.

=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-14T13:19:37Z

Theli34: /* How to do a characterization: */

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch bis S. 150 "talent"
* unregelmäßge Verben wiederholen!

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

==Grammar==
Vgl [[#Stellung_der_Adverbien | Grammar Exercises-Adverbien]] auf dieser Seite

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

.

==Stellung der Adverbien==

* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung von Adverbien - Übersicht 1]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/adverb-position Stellung von Adverbien - Übersicht 2]

* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge_2.htm Stellung Häufigkeitsadverbien 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 2]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?11 Stellung Häufigkeitsadverbien 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien.htm Stellung Häufigkeitsadverbien 4]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien1.htm Stellung Häufigkeitsadverbien 5]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?09 Stellung Ortsadverbien]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?10 Stellung Zeitadverbien]

* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-84597.php Adverbs of comment]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?12 Stellung Adverbien - gemischt 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adverbien_stellung.htm Stellung Adverbien - gemischt 2]
* [https://english.lingolia.com/de/grammatik/adjektive-adverbien/stellung-adverb/uebungen Stellung Adverbien - gemischt 3]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-22155.php Stellung Adverbien - gemischt 4]
* [https://www.englishgrammar.org/position-adverbs-worksheets/ Stellung Adverbien - gemischt 5]
* [https://www.englishgrammar.org/position-adverbs-exercise/ Stellung Adverbien - gemischt 6]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2480.php Stellung Adverbien - gemischt 7 (schwer!)]

* [https://engelsklaslokaal.nl/en/english-grammar-exercises/miscellaneous/wordorder/ Und noch viel mehr Übungen HIER!]

.

=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-14T13:18:34Z

Theli34: /* Vokabeln */

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch bis S. 150 "talent"
* unregelmäßge Verben wiederholen!

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN 
* find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

==Grammar==
Vgl [[#Stellung_der_Adverbien | Grammar Exercises-Adverbien]] auf dieser Seite

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

.

==Stellung der Adverbien==

* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung von Adverbien - Übersicht 1]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/adverb-position Stellung von Adverbien - Übersicht 2]

* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge_2.htm Stellung Häufigkeitsadverbien 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 2]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?11 Stellung Häufigkeitsadverbien 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien.htm Stellung Häufigkeitsadverbien 4]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien1.htm Stellung Häufigkeitsadverbien 5]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?09 Stellung Ortsadverbien]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?10 Stellung Zeitadverbien]

* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-84597.php Adverbs of comment]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?12 Stellung Adverbien - gemischt 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adverbien_stellung.htm Stellung Adverbien - gemischt 2]
* [https://english.lingolia.com/de/grammatik/adjektive-adverbien/stellung-adverb/uebungen Stellung Adverbien - gemischt 3]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-22155.php Stellung Adverbien - gemischt 4]
* [https://www.englishgrammar.org/position-adverbs-worksheets/ Stellung Adverbien - gemischt 5]
* [https://www.englishgrammar.org/position-adverbs-exercise/ Stellung Adverbien - gemischt 6]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2480.php Stellung Adverbien - gemischt 7 (schwer!)]

* [https://engelsklaslokaal.nl/en/english-grammar-exercises/miscellaneous/wordorder/ Und noch viel mehr Übungen HIER!]

.

=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-14T13:15:12Z

Theli34: /* Stellung der Adverbien */

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch S.

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN 
* find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

==Grammar==
Vgl [[#Stellung_der_Adverbien | Grammar Exercises-Adverbien]] auf dieser Seite

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

.

==Stellung der Adverbien==

* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung von Adverbien - Übersicht 1]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/adverb-position Stellung von Adverbien - Übersicht 2]

* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge_2.htm Stellung Häufigkeitsadverbien 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 2]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?11 Stellung Häufigkeitsadverbien 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien.htm Stellung Häufigkeitsadverbien 4]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien1.htm Stellung Häufigkeitsadverbien 5]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?09 Stellung Ortsadverbien]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?10 Stellung Zeitadverbien]

* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-84597.php Adverbs of comment]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?12 Stellung Adverbien - gemischt 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adverbien_stellung.htm Stellung Adverbien - gemischt 2]
* [https://english.lingolia.com/de/grammatik/adjektive-adverbien/stellung-adverb/uebungen Stellung Adverbien - gemischt 3]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-22155.php Stellung Adverbien - gemischt 4]
* [https://www.englishgrammar.org/position-adverbs-worksheets/ Stellung Adverbien - gemischt 5]
* [https://www.englishgrammar.org/position-adverbs-exercise/ Stellung Adverbien - gemischt 6]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2480.php Stellung Adverbien - gemischt 7 (schwer!)]

* [https://engelsklaslokaal.nl/en/english-grammar-exercises/miscellaneous/wordorder/ Und noch viel mehr Übungen HIER!]

.

=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-14T13:14:32Z

Theli34: /* Stellung der Adverbien */

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch S.

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN 
* find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

==Grammar==
Vgl [[#Stellung_der_Adverbien | Grammar Exercises-Adverbien]] auf dieser Seite

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

.

==Stellung der Adverbien==

* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung von Adverbien - Übersicht 1]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/adverb-position Stellung von Adverbien - Übersicht 2]

* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge_2.htm Stellung Häufigkeitsadverbien 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 2]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?11 Stellung Häufigkeitsadverbien 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien.htm Stellung Häufigkeitsadverbien 4]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien1.htm Stellung Häufigkeitsadverbien 5]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?09 Stellung Ortsadverbien]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?10 Stellung Zeitadverbien]

* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-84597.php Adverbs of comment]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?12 Stellung Adverbien - gemischt 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adverbien_stellung.htm Stellung Adverbien - gemischt 2]
* [https://english.lingolia.com/de/grammatik/adjektive-adverbien/stellung-adverb/uebungen Stellung Adverbien - gemischt 3]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-22155.php Stellung Adverbien - gemischt 4]
* [https://www.englishgrammar.org/position-adverbs-worksheets/ Stellung Adverbien - gemischt 5]
* [https://www.englishgrammar.org/position-adverbs-exercise/ Stellung Adverbien - gemischt 6]
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2480.php Stellung Adverbien - gemischt 7 (schwer!)]

* [https://engelsklaslokaal.nl/en/english-grammar-exercises/miscellaneous/wordorder/ Und noch viel mehr Übungen HIER!]

=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-14T12:59:08Z

Theli34: /* Stellung der Adverbien */

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch S.

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN 
* find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

==Grammar==
Vgl [[#Stellung_der_Adverbien | Grammar Exercises-Adverbien]] auf dieser Seite

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

.

==Stellung der Adverbien==

* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung von Adverbien - Übersicht 1]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/adverb-position Stellung von Adverbien - Übersicht 2]

* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge_2.htm Stellung Häufigkeitsadverbien 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 2]
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?11 Stellung Häufigkeitsadverbien 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien.htm Stellung Häufigkeitsadverbien 4]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien1.htm Stellung Häufigkeitsadverbien 5]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?09 Stellung Ortsadverbien 1]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?10 Stellung Zeitadverbien 1]

* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?12 Stellung Adverbien - gemischt 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adverbien_stellung.htm Stellung Adverbien - gemischt 2]
* [https://english.lingolia.com/de/grammatik/adjektive-adverbien/stellung-adverb/uebungen Stellung Adverbien - gemischt 3]

=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-14T12:31:58Z

Theli34:

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch S.

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN 
* find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

==Grammar==
Vgl [[#Stellung_der_Adverbien | Grammar Exercises-Adverbien]] auf dieser Seite

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

==Stellung der Adverbien==

* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung vpn Adverbien - Übersicht]

* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 1]
=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-14T07:49:16Z

Theli34:

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch S.

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN 
* find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

==Stellung der Adverbien==

* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung vpn Adverbien - Übersicht]

* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 1]
=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

8ab 2018 19 Englisch/Englisch 8a und 8b

2019-06-14T07:45:52Z

Theli34:

='''Letzte Schulaufgabe!!!'''=
 
==Vokabeln==
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
* Buch S.

==Charakterisierung==
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

==='''How to do a characterization:'''===

1. Look for '''facts''' about character and use them to start your characterization! 

Example:
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 

THEN 
* find out about:
:* relation to other characters
:* what character says, does and thinks (sometimes we know this) 

2. Draw your own conclusions (Schlussfolgerungen) from what you have found! 
'''Do NOT simply retell all the character does and says at lenght)!''' 
 
''Example:''' 
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are." 
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him. 
 
'''Do NOT simply retell these two things (all he says and does)!''' 

In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her.

===Grammar===

=Aktuelle Hausaufgabe=

==Learn these facts about the early settlers in New England:==

'''1. Why was the colony founded and why did people leave England?''' 
* Maryland: founded by Catholics to find a better life, live their Catholic faith
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)

'''2. How did they get to America?''' 
* 5 month sea journey on sailing ships

'''3. What was better in America than in Britain? (for people, politically?)'''
* sometimes more to eat than in England
* you can practise your religion freely (as a Puritan or Catholic
* learn to read (the Bible!) and write
* be personally free
* get your own piece of land
* elect your own local government or be elected into it

.

=AKTUELLES=

'''1. Schulaufgabe: Mi 19.12.'''
# vocab: p. 124 - 136 and irregular verbs: p. 190-191
# questions on the text
# text production (Film or Game review!)
# English in use (grammar): book G 1 - G6:
:* indirect speech
:* conditional sentences
:* passive voice

=Grammar Exercises=
==Indirect Speech==

==Conditional sentences==

==Passive Voice==
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php Mixed test on passive forms!]

=='''Gerund and Infinitive'''==
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]

 
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm Gerund or infinitive 7]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 
=='''Articles and group nouns'''==
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm ''The'' or ''a/an'']
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]

=The Rabbit Proof Fence=

==Molly ("The Rabbit Proof Fence")==

* girl, fourteen years old
* was taken away from her Aborigine mother
* dutyful, feels responsible because she is the oldest
* feels she must to protect the younger children
* polite
* brave & has a strong character, does not give up
* carerful, because she stops fhe others from running to strangers they meet
* does not leave her friends behind
* motivates them and keeps the group together
* finds the decisive landmark => that gives them hope and enables them to find their home
* has a strong will
* is very watchful and focused and acts very fast when ther is danger
* clever, determined, saves the group
* she is tough and a survivor

=Film review=

{| style="border-spacing:0;width:17cm;"
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
|| TEXT TYPE
|| FILM REVIEW
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
|-
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
|-
|}

* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]

=Book Review=

==Structure==
* title
* author
* year
* book type: adventure, funny, horror-story, fantasy, ....
* short summary
* most interesting thing '''OR''' most problematic thing about the book
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
* Would you recommend it, ... and for whom/whom not?

.

=The Rennaissance=
Read the texts on page 23! Decide what parts belong to your group's topic!

'''Group 1:'''
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
:* What are the most important facts about the Rennaissance? (When? What? Where? )
:* What was new and modern about Rennaissance Art?
 
'''Group 2:'''
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
:* What important things happened?
:* What effects did they have on the discovering and discovered nations?
:* What effects can we still see today? 
'''Group 3:'''
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
:* What important things happened/changed?
:* What effects did this have on the position of the Catholic church and for people in Europe?
:* What effects can we still see today?
 
'''Group 4:'''
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
:* What new ideas did Rennaissance astronomers come up with?
:* Why are they important - and how did people react?

Q11 Englisch/Thelenberg 2017 18

2019-06-02T16:06:20Z

Theli34:

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Aktuelles''' 

[[Q11_Englisch/Thelenberg_2017_18/Muendliche_Schulaufgabe | Mündliche Schulaufgabe Q11-2018]]

</div>
|}

=Homework=

'''Prepare one of the three cartoons!'''

* [https://image.politicalcartoons.com/184952/600/600_184952.png Cartoon 1]

* [https://cdn-images-1.medium.com/max/1600/1*yg9Lk0CA58KJKdWee3F1Hw.jpeg Cartoon 2]

* [https://www.caglecartoons.com/media/cartoons/177/2016/08/21/183699_600.jpg Cartoon 3]

==[[Q11 Englisch/Thelenberg 2017 18/Recent Homework|Recent Homework]]==

----

Prepare a three minute statement (oral), in which you explain:

* What character from "'''The incident'''" do you like most/find most interesting!
* Why do you think so?
* What passage/lines this character speaks do you think to be most interesting/importnat + why?
* What instructions for playing this character would you give an actor? (What trait of character is dominant, what must the voice express, how should he/she come across)

----

* Read the play "Incident" from p. 38 - p. 50
* Please take written notes on the following questions:
:* How does Shirley's behaviour change on p. 42 - 43?
:* What do Shirley and Mrs Blake think of all Smiths? What are their reasons?
:* What type of people (in history or today) does Mrs Blake stand for?

----

* Read the handout of the play from p. 38 to p. 48.
* Collect (written, short notes!) information that helps to characterize Miss Jones and Miss Smith!

----
* [http://www.bbc.co.uk/schools/gcsebitesize/drama/activities/poem/poem.shtml From poem to drama 1]
: Watch "1. Poem" and then "2. Poem with chorus". (Use a browser that can play flash ... e.g Firefox or Edge)
: What changes from 1 to 2?
: What effect can this have on an audience?

* Think about the line "'''''Let him have it, Sam'''''"
: Find at least two different ways of saying this loud, that convey a different meaning!
: Use your voice! Use you face and eyes, too, to express your version ...

----

* If your '''name starts with the letters A to N''', please prepare to describe and analyze [https://pics.me.me/summit-what-if-its-a-big-hoax-and-world-for-13542961.png cartoon 1] in class.
* If your '''name starts with the letters O to Z''', please prepare to describe and analyze [https://i.pinimg.com/564x/f6/ae/d3/f6aed3d61ff1012119e7dd6c2b89d471.jpgcartoon 2] in class.

 
'''Prepare a short talk about 3 DOs and 3 DON'Ts of acting envirionmentally friendly and tell people about your favourite!'''

----

# Answer [http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/how-green-are-you '''this short test'''] on "''How green are you''" to get an idea of where you stand in terms of thinking and acting ecologically.
# Prepare a 3 min talk (notes!) in which you explain
:* in what ways/areas you are already "green"
:* in what ways/areas you would like to do better and what keeps you from doing so.

----

'''Depending on what minority you chose in class:'''

# think of stereotypes about that ethnic group you have heard of and know and note them down ...
# Watch the videos (about the group you chose) and note down ... 
:* What stereotypes about the three ethnic groups are there?
:* What are the effects on members of these ethnic groups?
:* Create a structured list (sex, positive/negative, effects ...)

Cf. Videos further down on "Stereotypes"

----

* Bring your personal headphones for the class on Friday 13th April!
* Watch these three clips and prepare (notes!) answers to the questions:

'''What are stereotypes''', '''how''' do they '''work''' and what are their '''effects'''?
{{#ev:youtube|c-iDDCC5HT0 |250}}
{{#ev:youtube|FTYMSulvnyw |250}}

 
 
What are the '''differences''' and '''links between prejudice, stereotype and discrimination'''?
{{#ev:youtube|7P0iP2Zm6a4 |250}}
* Watch this clip from 0:00 to 3:55 

----

Watch the two videos and write out important facts answering the questions

{{#ev:youtube|ZUt4EbIMx14 |500}}
Immigration in America Isn’t what the Politicians Tell You
* What are the general views of immigration, what the real facts?

{{#ev:youtube|4XQXiCLzyAw |500}}
The Economics of Immigration: Crash Course Econ #33

* What groups of immigrants and types of immigration?
* Reasons for / factors that encouraged immigration?
* What do some regulations try to stop/prevent?
* Economic disadvantages /advantages of immigration
* Other reasons/arguments for against immigration

Write the introduction and the first two paragraphs ( each including a thesis/introduction - supporting point - example - conclusion) of a comment on this statement:
 
: ''Obesity is much more than a problem of people being overweight! It is a self-inflicted national crisis the United States must solve!''

----

Look at both cartoons and prepare to describe and explain them.
* [http://www.intoon.com/toons/2011/KeefeM20110612A.jpg Cartoon 1]
* [https://www.cagle.com/pat-bagley/2014/08/poisoning-the-poor Cartoon 2]

----

* Look at the collection of reasons and solutions concerning obesity on this page.
* Then prepare a convincing two-minute speech to support the start of an anti-obesity programme at our school!

----

'''Dialogue - Plastic surgery''' 
Candidate A 
* A girl you know (17 years) has had some plastic surgery done - and she looks and seems to feel better now. Her boyfriend, who encouraged her, likes the result, too. But talking to a friend you still think she shouldn't have done this!
* Explain your position and try to convince your counterpart.

'''Dialogue - Plastic surgery''' 
Candidate B 
* A girl you know (17 years) has had some plastic surgery done - and she really looks and feels better now. Her boyfriend, who encouraged her, likes the result, too.
* You think she has done the right thing and has shown courage when she didn't do it secretly.
* Try to convince your counterpart of your opinion.

----

: Collect reasons for/aspects of plastic surgery among '''men''' and '''women''' from the two worksheets you recieved in in class on Friday!

----

* Listen to this [https://www.youtube.com/watch?v=Rl813PZTpY8 video]!

{| class="wikitable"
|-
! Interviewee !! Question
|-
| man1 || How has the dream changed?
|-
| woman 1 || What is it for her personally?
|-
| man 2 || Why does he want to be rich?
|-
| couple 1 || Why is their definition very family oriented?
|-
| couple 2 || What are their views on debt?
|-
| 2 women || How do they see the role of the government?
|-
| woman 2 || Why does she seem sceptical?
|-
| man || No question!
|-
| couple 3 || What do the man and his wife agree on?
|-
| woman 3 || How has the American Dream changed?
|}

----

* Look at [http://www.caglecartoons.com/viewimage.asp?ID={42C9D3AA-9F62-46BB-8B15-E0A63AEC10BF} this cartoon]. Describe and analyse it!

----
* Look at your worksheet on the American Dream (2 pages!) and answer question 2!
* Then look at [https://www.theatlantic.com/business/archive/2015/09/american-dreams-portraits/405907/ Voices on the American Dream] and add further aspects concerning criticism of the idea or the achieveability of this dream.

----

Write an interview (about 500 words) with an Amish (man or woman) about their life!

* Use the notes on the film and [https://en.wikipedia.org/wiki/Amish_way_of_life Wikipedia: Amish way of life]
* Information on[[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]!

----

Look at [http://media.caglecartoons.com/media/cartoons/108/2010/09/24/83634_600.jpg this cartoon] and describe + analyse it!
:: Newt [Gingrich] in picture 2 of the cartoon is a Republican politician.
* Write out the topic sentence!
* The rest of the description and analysis can be done as notes!
* Work with the concept of [[LK_Englisch/Thelenberg_2009_11/Analysis#IRONY! | Irony]]

----

Work through the worksheet on TV Evangelism and http://en.wikipedia.org/wiki/Christian_right#Views.

* Cover these aspects:
:* How do TV evangelists and the Christian Right influence US politics?
:* Who are the Christian conservative voters according to these texts?
:* How many people can TV evangelists and the Christian right mobilize?
:* What aims do the Christian conservatives have? What do you think will happen in the USA and in US politics if they prevail?

----

Watch from 0:00 bis 10:10. 
Watch twice! Take notes!
{{#ev:youtube|7y1xJAVZxXg |500}}
 
* What is criticized about the churches/televangelists/message they preach?
* What is the prosperity gospel?

----

* Describe and analyse [https://thebaochi.files.wordpress.com/2011/10/cartoon.jpg this cartoon]!
: Follow the instructions given [http://rmg.zum.de/images/c/c0/Cartoon.pdf here]!
: [[LK_Englisch/Thelenberg_2009_11/Cartoons | These phrases]] may be useful

----

* [https://muslimstatistics.files.wordpress.com/2015/02/uk-muslims-degrees-statistics.png?w=853&h=463 Look at these statistics!] 
: Describe and analyse them using the phrases and the 3 steps decribed [https://www.englisch-hilfen.de/en/words/charts.htm here!]

=Basic Skills & Information=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]

* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]

* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]

* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [https://freie-referate.de/englisch/stylistic-devices-stilistische-mittel Stylistic devices]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]

* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]

.

=Muslims in Britain=
==Texts and Summaries==
* A problem of perception: [http://www.guardian.co.uk/commentisfree/belief/2012/jul/03/muslims-integrated-britain Muslims are well-integrated in Britain – but no one seems to believe it]
* Problematic issues between British Muslims and the "Christian" majority:
 
 
{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| <center>Muslims: fast-growing, disadvantaged part of population</center>
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| <center>Government and population</center>

|-
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| Situation:
* are quickly judged as spies, terrorists
* are bullied at school
* disproportionally often in jail and high unemployment rate
*  want to be more accepted
* oppressed by gov. and police (racial profiling)

 

Attitude:
* do not like radical muslims
* feel/think unlike those extremists
* Britons, who happen to be Muslims
* embarrassed about radical Islamists
* came to Britain to find a better life

Fanatics:
* want an islamic rule and division of Muslims from Christians
* don't want muslims to join the police and the army
* want every muslim prisoner to be set free
* rejection of the British democracy   

 

 

    
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| Attitude:

* do not trust them
* judge all Muslims as dangerous
* scared of them, prejudice
* fear of being outnumbered (immigration, high birthrate)
* massive growth of Islam in Britian ==> afraid of loss of christian lifestyle

 

Treatment:
* abuse their power to oppress muslims
* often deny "ethnic profiling"
* call for less immigration and more integration
* fight against extremism spreading at schools, universities, mosques

Reasons:
* 9/11, London bombing and other acts of terror
* fundamentalist groups (Islam to rule Britain)
* do not want islamic Britain
* want to prevent radical Islamist views from being taught atschool/universities

|}

'''Statistics'''
 
[http://s.telegraph.co.uk/graphics/MobileSwitcher/v2/images/595-14237764831783093124.svg '''Statistics on muslims' education and emplyment'''!]
: If you are not sure how to work with statistics, [http://www.englisch-hilfen.de/en/words/charts.htm '''see here'''!]
* What effects does this have on the muslims' situation, attitudes and integration?

==Concepts of Intergration and Assimilation==

===Multiculturalism - positive ethnic diversity===
* '''descriptive approach''': assessment of fact of cultural diversity
* '''normative approach''': ideologies or policies that embrace and promote this diversity - multiculturalism as a society “at ease with the rich tapestry of human life and the desire amongst people to express their own identity in the manner they see fit.”
:* focus on interaction and communication between different cultures
:* focus on diversity and cultural uniqueness
:* common aspect : no specific ethnic, religious, or cultural community values presented as central.

===Cultural assimilation===
Process by which a person or a group's language or culture come to resemble those of another group.
* '''Full assimilation''': new members of a society become indistinguishable from members of the other group.
:* quick or gradual change?
:* desirable for an immigrant group?
* '''Immigrant assimilation''':
:* complex process in which immigrants fully integrate themselves into a new country.
:* four primary benchmarks for immigrant assimilation:
::* socioeconomic status (education, occupation, income)
::* geographic distribution
::* second language attainment
::* intermarriage

==Why do young muslims turn extremists?==

* [http://www.onbeing.org/program/reflections-former-islamist-extremist/transcript/1087 Reflections of a Former Islamist Extremist]
:Read from beginning to "''And it's a very powerful grip on one's mind. And in my case it took years to shed that influence''." (third box)

'''Reasons for Extremism:'''
:* crucial event: death of thousands of European muslims in war in Bosnia in 90s! West just watches and doesn't help the muslims there. (Parallels to wars in Iraq .... muslims are being killed and no-one cares)
:* Islam is cleverly presented as way of looking at '''history''': like in Marxism it is always a '''struggle''', them against us, bad against good, everybody against the muslims (idea of Western/Jewish conspiracy against Islam/muslims)
:*at school/in university young muslims become part of an active, organized, outspoken movement ⇒ '''proud''' to be an '''active muslim''', feeling of '''power''', feeling of '''belonging''' to group and of '''changing the world'''.

== Two Generations of British Muslims ==
* [[Q11 Englisch/Thelenberg 2012 13/muslims2 | Answers to book, p. 86/87 q. 5 + 6: Two generations of British muslims]]

==Cartoon==

[https://thebaochi.files.wordpress.com/2011/10/cartoon.jpg Cartoon women's rights in Islamic countries]

'''Who/what/where: '''

* two women who accidentally meet on the street
* both turn around, after the have have met and look at the other …
 
* contrast
{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| left:
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| right:

|-
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| * clothes, shoes => show …
* jewellery, sunglasses
* expression
* hair
* pose/way of walking
* attitude/to other woman)
* thought bubble

| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| * garment
* no jewellery, glasses etc.
* no hair , almost no face visible ==> doesn't show …
* expression?
* pose/way of walking
* attitude to other woman
* thought bubble

|-
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| Who ==> modern, western woman: ….
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| <nowiki>==> conservatively dressed muslima: ….</nowiki>

|}

.

=Religion and Politics in the USA: The Christian Right, Megachurches and TV-Preachers=

==Politics==
[[Datei:3branches-th.jpeg]]
 
* [http://www.jochenenglish.de/vocab/checks_and_balances.doc Vocab Sheet zu Checks and balances] 
* Great basic information on presidential elections: [https://www.usa.gov/election Videos and infographics!]

==Religion and Politics in the US==

* [https://www.commonwealmagazine.org/how-religion-got-trump '''Article: How Religion got Trump''']
 
 
===Vocab on religion:===
[[Datei:religion-voc.pdf]] 
 
 
===Facts on religion and politics===
'''Special Religious Groups and Institutions'''
* (Evangelical) Mega-Churches
:* church should not play the role of the state, but have clear positions
:* against stem cell research
:* against gay marriage
:* against abortion
:* some are liberal in enforcing their views
:* some churches are big: up to 8,500 seats in church and about 11,000 congregants (Megachurches even bigger)
 
'''Trends'''
* 72% of the Americans want their president to be clearly religious
* half of the Americans think churches should express views on political matters
* 41% of the Americans want more religion in politics
* Americans vote for candidates who aren't afraid to express their religious views
* Americans are comfortable with showing their faith in public
* about 25% are white evangelical christians and vote republican

'''BUT:''' 
* majority says churches should not endorse candidates
* only about 30% of Americans refuse gay marriage in 2003 - as compared to 41% in 1996
* many Americans believe that religion should not have any direct influence on US politics but believe in religion being a privately exercised, individual matter
* many American Christians are not evangelicals and clearly want a more liberal, open-minded idea of Christianity and belief in God

'''Typical aspects/facts concerning religion in the USA'''
* US constitution strictly separates church and state

'''BUT:''' 
* US politicians - unlike their counterparts in Europe - often mention God in their speeches (God bless you, God bless America ...)

==Megachurches==

'''Download''' [[Q11 Englisch/Thelenberg 2012 13/osteen-megachurch | Summary of facts about Osteen's megachurch]]

==TV-Evangelism==

===Comedy can be so informative: Churches exploit peoples´ faith for money===
{{#ev:youtube|7y1xJAVZxXg |500}} 
Watch 0:00 to 10:10
* What is criticized about the churches/televangelists/message they preach?
* What is the prosperity gospel?
 
 
'''What TV Evangelist do:'''
* people send huge amounts of money
* vulnerable and sick people are the main target, esp. poor or severly ill, desperate persons (e.g. donate money instead of getting cancer treatment)
 
'''Churches/TV evangelists:'''
* claim they can heal in the name of Jesus ( even cancer )through prayer
* really use money for privat airplanes , big houses (instead of church-work)
* braggg with wealth
* preach '''prosperity gospel''':
:* wealth shows you that god likes you and that you believe enough
:* donations help to get god's favour
* seed faith : donated money is a seed and it can be harvested, it multiplies through god's favour
* god even wipes out your credit card debts if you use the card to donate

 
All this is legal, as long as creed of the church is nothing illegal!
* churches don't pay taxes for donations and big houses,and for the TV channels, because they are exempted as churches

.

===How do TV evangelists and the Christian Right influence US politics?===
* have their own TV show
* social media to influence voters
* direct mailing lists
* massive book sales
* try to get the right president elected
* donate money to a presidential campain

=== Who are the Christian conservative voters according to these texts?===
* female and over fifty
* people who want to believe something
* people are more religious

.

=== How many people can TV evangelists and the Christian right mobilize?===
* 17 thousand members in one mega church
* audience of 20 million viewers/voters
* 20 to 25 percent of the electorate

.

===What aims do the Christian conservatives have? What will happen in the USA and in US politics if they prevail?===
* they save America
* influence in politics
* raise money and recruit new followers ==> want to form a disciplined army
* against gay marriage
* against abortion
* against divorce
* no sex before marriage
* against contraception
* against sex education in schools
* religious education into school
* they want creationism to be taught in schools (Cf. [[Q11_Englisch/Thelenberg_2012_13/creationism| History of evolution vs. creationism/ID in the US]])

.

==Cartoons==

===Notes on [http://media.caglecartoons.com/media/cartoons/108/2010/09/24/83634_600.jpg this cartoon] ===

* 4 frames, three show acts of violence/hatred committed in the name of Christianity/Western Civilization
* evangelical pastor [=church] burning Korans, evangelical/conservative politician [politics] against building mosque in USA, secret service agent [=government] torturing terrorist suspect)
* irony: they all want revenge/act as unchristian/intolerantly as those they accuse of doing this to them
* irony: preacher is completely stupid: of course "them folks don't act like Christians" - they simply aren't christians!
* preacher also doesn't seem to know his Bilble: "Jesus hates Mohammed" is absolutely like anthing Jesus preaches in the Bible: Jesus preaches love, peace and forgiveness - not hatred!
* picture four shows the result: children in USA have learned, that you needn't act as you wish others to act towards you (in civilized way, mercyfully, helpfully, tolerantly ...) but can do anything you want as long as nobody stops you.
* General criticism: christian/western preachers and politicians and governments do the same things they accuse terrorists and radical islamist of ⇒ they are no better than them

===Possible solution (full text):===

The cartoon shows the effects of double standards that religious leaders, politicians and the state have when the deal with muslims or islamic states. It is split up in four frames. 
In the first frame you can see a crazy older man, wearing a suit and tie, who publicly says „I’m burnin Korans ‚cause them folks don’t act like Christians.“and a sign in the background says „ Jesus hates Mohammed“. He represents the right winged Christians in the USA who strongly oppose Islam. 
The second frame shows a TV where you can see a fat old angry man who thinks „We shouldn’t allow the Mosque in New York because they won’t allow Churches in Saudi Arabia.“ He refers to the mosque near Ground Zero in New York, which many Americans saw as an insult. 
The third frame shows a man wearing dark suit and sunglasses and he`s holding something censored in his hand. He is interogating a suspect and is saying: "Its`s okay to torture terror suspects.`Cause they are utterly devoid of human decency." 
In the last frame we can see a woman with three children sitting on the floor in front of her in a room with a big cross. She is trying to teach them the christian values, and begins a sentence: " And so, children we do unto others..."which a boy finishes with the words: " Any way we can get away with." 
The cartoon criticizes the self-righteousness and hypocrisy of fundamentalist evangelicals, conservative politicians and the government that shows in their attitude to Islam and Muslims.
The pastor reveals not only his own limitations by accusing Muslims of not acting like Christians (which isn't really surprising for a Muslim) but shows his own hypocrisy or rather gross misunderstanding of what Jesus - who he claims hates Mohammed - teaches in the bible: tolerance, forgiveness, love and respect for orthers - not hatred and war against them. This is truly ironic for a Christian pastor. 
The politician seems to have one motive - revenge for the way Saudi Arabia treats Cristianity, and he, too, ironically reveals that he lacks the tolerance he demands, as well as a truly Christian, loving and forgiving attititude, or a sound political strategy. Such a strategy that really helps Christians in the Arab world: They would rather profit from serious talks with Saudi Arabia (which is an ally of the US) and from a political deal, that balances the mosque in New York with some churches in Saudi Arabia. 
The next bitter irony is that a government-agent accuses terrorist suspects of a lack of human decency while torturing a suspect (who should be seen as not guiltey until proven to be guilty). He clearly represents our or rather our governments' double standards while dealing with people we believe to be terrorists: We suddenly forget everything about human rights, the rights of suspects or basic human decency. 
The result of this behaviour is obvious in the last frame: Our children grow up in a climate that teaches a dangerous lesson: that you needn't live the Christian values you preach - at least not while dealing with muslims.

=The American Dream=

==Links==
* Cf. worksheet: "The American Dream Today"
* [[wikipedia:en:American_dream|The American Dream (Wikipedia)]]
* [http://todaysamericandream.com Todaysamericandream.com]
* [http://memory.loc.gov/learn/lessons/97/dream/index.html Library of Congress: American Dreams]

.

==Explanation==

 
'''Basic ideas:'''
* Declaration of Independence:
:* All men are created equal <nowiki>=></nowiki> everybody has the chance
:* Pursuit of happiness
* Attitude of hope and faith
* fulfills your desire for success, prosperity, happiness, liberty, religious freedom

 
'''Different groups and dreams:'''
* Puritan pilgrim fathers: escape from Britain and religious freedom
* Settlers/pioneers: land, natural resources, personal freedom, ability to surive on your own hands' work and build an existence from what God/the land offers you by working hard, wish to be independent
* Revolutionaries/founding fathers: USA as the result of a successful revolution and fightfor freedom against the English king. Democratic federal state! => No nobility and no monarchy, free and equal men, national and personal independence
* Immigrants: new and safe life, escape from poverty, from religious and political prosecution, from inequality ==> freedom, chance to create a better life

 
'''Different groups and dreams:'''
* Puritan pilgrim fathers: escape from Britain and freedom from religious persecution
* Huguenots: freedom from religious persecution
* Quakers: religious freedom and new life
* Settlers/pioneers: land, natural resources, personal freedom, ability to surive on your own hands' work and build an existence from what God/the land offers you by working hatd ==> personal independence
* Revolutionaries/founding fathers: USA as the result of a successful revolution and fightfor freedom against the English king. Democratic federal state! => No nobility and no monarchy, free and equal men
* Immigrants: new and safe life, escape from poverty, starvation from religious and political prosecution, from inequality
* Americans today: car, good job, nice house, teach your kids the dream, pay for college or university

 
'''The American Dream is:'''
* to make money/have a job and to have a house
* to raise a family and care for them
* to build a better and safe future for you and your children through education, love, and hard work
* the right to life, liberty, and the pursuit of happiness, regardless of your skin color
* to be able to safely own the things you need or want

 
'''Rules/Guidelines'''
* Work hard!
* Do what you wanna do, be what you wanna be!
* Be patient!
* Just do it!
* Always do your best!
* Never give up!
* Nothing is impossible!
* Go hard or go home!
* Be independent!
* If the plan doesn’t work change the plan, not the goal!
* It doesn't matter where you came from, just work hand and you'll make it here!
* Believe in yourself!
* Trust in God!
* Follow your dream!
* Believe in God and America!
* If you want it, you can do it!
* You can be what you wanna be!
* Don´t dream it, do/be it!
* You get what you deserve!
* From rags to riches!
* Don’t have small dreams
* You gotta fight for your dreams
* Only the sky is the limit
* Every day is another chance to make your dreams come true
* Die with memories, not dreams!
* Don’t dream your life, live your dreams!

 

'''Criticism:'''
* Working hard and wealth is over-emphasized. No time to enjoy what you have.
* Over-emphasizing material aspect oft he dream – spiritual and idealistic aspect is lost.
* The dream is a farce, a slogan used by politicians
* It’s called the American '''Dream''' because you have to be asleep to believe it
* Many have no time for the American Dream, but are busy enough hanging on to what they have
* They work so much, they don’t have time to enjoy the things they have earned
* Dream gives a tough answer to those who don’t make it: „You didn’t try/work hard enough ==> it is their own fault, not our society's!==> you can’t expect any help
* Dream is unachievable for many people (poverty, inequality still exists) ==> doesn’t work for the working poor/discriminated groups/people with chronical diseases/ill people without insurrance
* The gap between the rich and the poor people gets bigger
* Immigrants are widely held responsible for the failure of the American Dream
 
BUT: Immigrants themselves are those who most ardently believe in the dream and see it fulfilled, as life is better than where they came from and will even be better for their children

==Mindmap: The American Dream==

[[Bild:The_American_Dream.png]]

.

=Looks count=
==Plastic Surgery==
===Videos===

{{#ev:youtube|lzV-kebFtAo|300}} 
Plastic surgery for teenagers
 
 

{{#ev:youtube|Y7a_huMIOUY|300}} 
Plastic surgery for men

===Plastic surgery for men===

* men want to remain competitive in the work force
* men want to regain their youthful look
* many men are divorced and want to meet young women
* they have no time for the gym
* become more selfconfident
* want to look more professional
* it helps business
* people around you feel safe when you look good
* it´s less pain to have plastic surgery than visit the gym every day
* good-looking men seem to be more successful

===Plastic surgery for women===

* want to feel more selfconfident and feel better in their body
* they want other people to talk good about them
* bosses want to employ good-looking women
* they want to have a prettier face that people enjoy and like looking at
* the media show us the ideal type of successful women`s beauty:
:# young (-> fertile), rich, healthy, slim,
:# symmetrical face
:# in shape
:# 90/60/90, should have an ideal body
* making theirself more attractive for men
* perfect summer body, to have the right body for certain kinds of fashion or clothes
* competition with other good-looking women

=Immigration=

[[Datei:Immigrationprocon.jpg|688px]]

==Multiculturalism - positive ethnic diversity==
* '''descriptive approach''': assessment of fact of cultural diversity
* '''normative approach''': ideologies or policies that embrace and promote this diversity - multiculturalism as a society “at ease with the rich tapestry of human life and the desire amongst people to express their own identity in the manner they see fit.”
:* focus on interaction and communication between different cultures
:* focus on diversity and cultural uniqueness
:* common aspect : no specific ethnic, religious, or cultural community values presented as central.

==Cultural assimilation==
Process by which a person or a group's language or culture come to resemble those of another group.
* '''Full assimilation''': new members of a society become indistinguishable from members of the other group.
:* quick or gradual change?
:* desirable for an immigrant group?
* '''Immigrant assimilation''':
:* complex process in which immigrants fully integrate themselves into a new country.
:* four primary benchmarks for immigrant assimilation:
::* socioeconomic status (education, occupation, income)
::* geographic distribution
::* second language attainment
::* intermarriage

== ... in the USA ==
# [https://www.youtube.com/watch?v=ZUt4EbIMx14 Immigration in America Isn’t What the Politicians Tell You]
# [https://www.youtube.com/watch?v=4XQXiCLzyAw The Economics of Immigration: Crash Course Econ #33 (Ab 1:00)]

===Notes from videos===
VID 1:
Facts or perceptions?

 
* Majority are illegal criminals?
: 11 mio immigrants commit crime of illegally entering and staying => increased crime rate
: BUT overall crime rate has been going down, esp. violent crimes (down by 50%) while number of illegal immmigrants has tripled
 
* Take jobs? 
: illegal immigrants willing to work for lower wages
: make about 5% of US laborforce
: mainly in farming, cleaning maintenance, construction
: take comparatively low-skill jobs (no highschool or fluency at English needed)

* Pay no taxes? 
: pay more than 11 billion dollars/year in income, sales, property taxes
: legalizing all hitherto undocumented workers would add about 2 billion dollars to taxes

 
 

Video 3: 
'''immigration?''' => international, voluntary migration of people seeking econ opportunity 

* Ravenstein in 1889: Laws, taxtaion, climate, social surrounding and compulsion lead to migration, but most important factor is desire to better one's material position 
:* e.g. 1880 - 1910 over 17 mio Europeans to US. e.g. Asian immigrants esp. to Westcoast, (mining, railroad)
:* made possible by technology (steamships across Atlantic) and need for workers in growing US industries
:* finally resistance to immigration: late 19th and early 20th cent  European imm. limited, Asian imm. stopped
:* Today … economic pros and cons of immigration
 
{| class="wikitable"
|-
! advatages of immigration !! costs of immigration
|-
|
* economists agree immigration is positive for national economy (productivity, GDP)
* net effect of immigration is positive:
: immigration surplus: poplation rises =>
: higher demand for goods => more jobs/higher wages =>
: benefits outweigh dangers in the long run => labour market adapts quickly … hardly any wage drops or unemployment
* additionally massive benefits for immigrants themselves
* without restrictions world labour supply would double + massive econ. growth + wages may triple in dev. countries
||
* e.g. low skilled immigrants stay poor and depend on social services
* short term effect: drop in wages due to influx of cheap labour => capital increases, labor is weakened

|}

VID 2

'''About 41 mio documented (30) and undocumented (11) immigrants live in US - 13% of population'''
: immigration linked to economy and security

'''Topics:''' 
* border security:
: let in the right immigrants only
: security gaps
: costs of 18 bill $/year
: search for most effective enforcement measures
 
* many undocumented immigrants: illegal entry or overstaying 
: => economic and legal complications: gaps in tax collection + use of public services
: idea of legalizing status

* refugees
: majority of immigrants are refugees from violence an oppression rather than job seekers
: how to handle the massive inflow of refugees from Central America and Middle East

* legal immigration
: legal to hire highly qualified workers even if immigrants, if they make a valuable contribution to US economy
: Do they replace American workers?

* Immigration reform to solve these problems is needed
: Laws need to be made by Congress
: President can use executive powers to veto bills + influence strict law enforcement

* highly skilled immigrants lead to a bigger immigration surplus, are often important innovators (patents …), companies employing them make more profit/pay more taxes
* with majority of unskilled immigrants surplus grows less + more slowly, but usually still grows

'''Legal vs. illegal immigration''' 
 
* What to do with 11 mio undocumented immigrants? In 2014 almost 370000 are deported
* if all were deported => slight net decrease in GDP
* if all are legalized => slight net increase in GDP
* legalization with more border protection … almost no increase in GDP
 

'''Democrats and Republicans, Liberals and conservatives agree:''' 
Legalizing undocumented immigrants would ... 
* increase imm. surplus
* gain immigrant labour protection
* lead to higher wages, more purchases
* fuel demad, which would lead to more hiring /jobs + higher wages
* allow state to collect more taxes (giving the state 2x as much as they cost it)
 
 
'''Other arguments:''' 

* esp. illegal immigration is a security risk (drugs, terrorism)
* illegal immigration = breaking the law should not be rewarded with citizenship
* '''BUT USA has 41 mio immigrants''', is technically a nation of immigrants
* polls show changing attitude:
: - 50 %: immigrants strengthen economy (40 say they are a burden)
: - young people see immigrants + contribution more positively

==Stereotypes based on ethnicity==
 
* Basic information: [https://en.wikipedia.org/wiki/Stereotype Wikipedia on stereotypes]

 
===Videos===

'''Stereotypes of Asians''' 
* [https://www.youtube.com/watch?v=Gs2COS-WRKw Video 1] 
* [https://www.youtube.com/watch?v=PiJnkkP8gZ4 Video 2] 
* [https://www.youtube.com/watch?v=PPbvhfYQuM0 Video 3] 
 
Stereotypes of Hispanics 
* [https://www.youtube.com/watch?v=d6Fq27AzSMo Video 4] 
* [https://www.youtube.com/watch?v=lC2cAriFfwY Video 5] 
 
Stereotypes of African Americans 
* [https://www.youtube.com/watch?v=2a8oiGP2IAU Video 6] 
* [https://www.youtube.com/watch?v=7aHEh7OzddQ Video 7] 
* [https://www.youtube.com/watch?v=yQO7XoANYb8 Video 8] 
 

===Definition: Stereotypes===
* ... are fixed, simple ideas or images that many people have of a particular type of person or thing
* ... often use simple criteria and give a simplified version of reality (they can be true, though)
* ... help us to categorize/distinguish between dangerous and harmless, attractive and unattractive, reliable - treacherous ...
* ... help us to understand and explain the world in a quick and simple way
* ... can be positive (men are strong) and negative (men don't have true feelings)
* ... are often very hard to change, even if experience suggests that the stereotype may be wrong/too simple to explain complex realities or individual behaviour

 
'''Stereotype threat:'''
* awareness of belongig to group that is stereotyped creates lower performance/different behaviour due to fear of fulfilling the stereotype.
* Example: black students did worse at test if told it was to determine their intellectual abilities
 
'''Self-fulfilling Prophecy''' 
* inaccurate expectations about someone's behavior ==> I treat stereotyped people in certain way (e.g. as if they were less intelligent …) ==> person acts in stereotype-consistent ways ==> confirms my erroneous expectations ==> validating the stereotype.
* Example: men talking to women on the phone. If they believed women to be attractive, they talked to them in a more positive way, which in return produced more positive and likeable answers, which finally confirmed their assumed attractiness, as they appeared more likeabele etc. to the men.
 
'''Discrimination'''
* Stereotypes simplify and justify social reality ==> effect on what people expects/assume and how they perceive and treat one another.
* Example: discrimination in labor markets and other domains (obese people …, women ….)

===STEREOTYPES OF AFRICAN AMERICANS===
 
'''NEGATIVE:'''
* all live in ghettos
* are less intelligent than Caucasians
 
'''Men:'''
* have jail experience
* are violent / gangsters / drug dealers and users
* treat their children badly, leave their families alone
* unreliable workers
* no higher education
* complain about everyone and everything, esp. about injustice and discrimination
* love all white women
 
'''Women:'''
* the „sex“-addicted woman (whites thought so, as native Africans didn‘t wear much clothes)
* helpful, nice, obedient, fat householding type (black momma)
* loud aggressive „righteous“ women complaining about everything at anytime and always having a good answer = angry black women/feisty
 
 
'''POSITIVE:'''
* very (sexually) attractive because of their body (bbc, big booty), way they move …
* are athletic, fantastic at sports (dancing, basketball, running)
* all men are tall
* call each other “bro” and “sis”
* very religious
* good rappers, great musicians and singers, all love HipHop, Jazz
* all love watermelons, fried chicken
* they are good at cooking (BBQ, chicken, rice)

 
 

===STEREOTYPES OF ASIANS:===
 
'''GENERAL:''' 

'''Positive:'''
* smart
* good grades
* clever
* hard-working
* study a lot
* understand and love technology
* play classical instruments an d love classical music
 
'''Negative:'''
* short
* small, slanted eyes
* have a yellow skin
* strict parents
* are racists concerning other races, e.g. if their children date a non-Asian partner
* bad drivers
* get bullied
* are no good leaders
* eat dogs
 
'''Male:'''
* too feminine, not real men
* nerdy (very, almost too clever)
* not athletic
* not attractive
 
'''Female:'''
* exotic
* caregiving
* know and expect oriental sex secrets
* shy
* demure
* submissive
* tricky / too clever (for many men)

 
 
===STEROTYPES OF HISPANICS:===
 
'''FILMS / MEDIA:''' 
'''1. El Bandito'''
: Then: unintelligent, dirty, lazy, criminal - introduced as the standard villain in early western films
: Now: cholo, drug dealer, savage, violent

'''2. The Dark Lady'''
: Then: tragic, doomed, mysterious, hot-tempered -> has irresistible erotic appeal to white lead
: Now: inscrutable, man-eater, aloof

'''3. The Harlot'''
: Then: slave to her passions, lusty and irresistible - used to punish latina sexuality
: Now: sexualized and objectified, curvy

'''4. The Latin Lover'''
: Then: irresponsible, charming, suave - made famous by Rudolph Valentino (Italian!)
: Now: passionate, sexy and sexually aggressive

'''5. The Female Clown'''
: Then: cartoon-like, flamboyant, exotic, comic relief - made famous by Carmen Miranda
: Now: heavy accent and over the top ditzy
 
'''GENERAL:'''
* are all illegal immigrants (wetbacks)
* all have huge families
* speak Spanish only
* Dark skinned
* Can’t drive
* very catholic, drugs, can’t speak English, own all Chihuahuas, talk much, speak very fast
* All named Maria, José, Juan, Carlos
* wear Sombreros and strange beards
* all own Chihuahuas
* good food … + Tequila
 
 
'''WOMEN: '''
'''Positive:'''
* Can dance well
* Young Latinas are hot; curvy
* Can cook (tacos and enchiladas)
* Passionate
* Have a lot of kids
* Full of spirit
* Good at running
* Charming
 
'''Negative:'''
* Lazy
* Irresponsible
* uneducated
* all are named Maria or Carmen
* have kids very young
* old Latinas are fat
 
'''MEN:''' 
'''Positive:'''
* passionate
* charming
 
'''Negative:'''
* dirty
* lazy
* criminal
* violent
* irresponsible
* savage
* drug dealers
* are too hairy
* are all named José or Juan
* only want sex
* uneducated
* work any job (gardening, pool boys, farm labor) for little money = steal “real Americans’” jobs

=Environment=

==Vocabulary==
[[Datei:Vocab Environment 18.pdf|400]]

==Sources for finding relevant vocabulary==

* Mark relevant/necessary phrases!
* Create table from [https://www.leo.org/englisch-deutsch LEO] (German → English)
 
Ergebnisse hier speichern:

: [https://rmg.idea-sketch.com/index.php/apps/files/?dir=/Dokumente/Environment&fileid=69121 RMG-CLOUD]

'''Englisch'''
# http://environment.nationalgeographic.com/environment/global-warming/deforestation-overview/
# https://www.nationalgeographic.com/environment/habitats/rainforest-threats/
# https://www.nationalgeographic.com/environment/photos/rainforest-deforestation/
# http://www.greenpeace.org/international/en/campaigns/climate-change/science/deforestation/
 
'''German'''
# http://www.spiegel.de/wissenschaft/mensch/0,1518,533034,00.html
# http://www.spiegel.de/wissenschaft/mensch/0,1518,druck-533034,00.html
# http://www.klima-sucht-schutz.de/klimaschutz/klimawandel/die-abholzung-der-waelder.html

 
==What is our part in all this==
 
'''Analyze the following text sources!''' 
Order your findings according to these questions:
* What problems are mentioned? Who/what is affected?
* Who is responsible? (directly and indirectly?)
* What solutions are there?
 
# [http://www.guardian.co.uk/environment/2009/oct/16/deforestation-europe-cheap-meat Deforestation and the true costs of our meat]
# [http://www.guardian.co.uk/environment/2009/oct/05/meat-amazon-deforestation British supermarkets accused over destruction of Amazon rainforest]
# [http://www.guardian.co.uk/environment/2009/jun/21/supermarket-suppliers-amazon-rainforest-deforestation Supermarket suppliers 'helping destroy Amazon rainforest']
# [http://www.guardian.co.uk/environment/2009/oct/05/meat-amazon-deforestation Global brands refuse to endorse 'slaughter of the Amazon']

Q11 Englisch/Thelenberg 2017 18

2019-06-02T14:32:49Z

Theli34: /* ... in the USA */

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Aktuelles''' 

[[Q11_Englisch/Thelenberg_2017_18/Muendliche_Schulaufgabe | Mündliche Schulaufgabe Q11-2018]]

</div>
|}

=Homework=

'''Prepare one of the three cartoons!'''

* [https://image.politicalcartoons.com/184952/600/600_184952.png Cartoon 1]

* [https://cdn-images-1.medium.com/max/1600/1*yg9Lk0CA58KJKdWee3F1Hw.jpeg Cartoon 2]

* [https://www.caglecartoons.com/media/cartoons/177/2016/08/21/183699_600.jpg Cartoon 3]

==[[Q11 Englisch/Thelenberg 2017 18/Recent Homework|Recent Homework]]==

----

Prepare a three minute statement (oral), in which you explain:

* What character from "'''The incident'''" do you like most/find most interesting!
* Why do you think so?
* What passage/lines this character speaks do you think to be most interesting/importnat + why?
* What instructions for playing this character would you give an actor? (What trait of character is dominant, what must the voice express, how should he/she come across)

----

* Read the play "Incident" from p. 38 - p. 50
* Please take written notes on the following questions:
:* How does Shirley's behaviour change on p. 42 - 43?
:* What do Shirley and Mrs Blake think of all Smiths? What are their reasons?
:* What type of people (in history or today) does Mrs Blake stand for?

----

* Read the handout of the play from p. 38 to p. 48.
* Collect (written, short notes!) information that helps to characterize Miss Jones and Miss Smith!

----
* [http://www.bbc.co.uk/schools/gcsebitesize/drama/activities/poem/poem.shtml From poem to drama 1]
: Watch "1. Poem" and then "2. Poem with chorus". (Use a browser that can play flash ... e.g Firefox or Edge)
: What changes from 1 to 2?
: What effect can this have on an audience?

* Think about the line "'''''Let him have it, Sam'''''"
: Find at least two different ways of saying this loud, that convey a different meaning!
: Use your voice! Use you face and eyes, too, to express your version ...

----

* If your '''name starts with the letters A to N''', please prepare to describe and analyze [https://pics.me.me/summit-what-if-its-a-big-hoax-and-world-for-13542961.png cartoon 1] in class.
* If your '''name starts with the letters O to Z''', please prepare to describe and analyze [https://i.pinimg.com/564x/f6/ae/d3/f6aed3d61ff1012119e7dd6c2b89d471.jpgcartoon 2] in class.

 
'''Prepare a short talk about 3 DOs and 3 DON'Ts of acting envirionmentally friendly and tell people about your favourite!'''

----

# Answer [http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/how-green-are-you '''this short test'''] on "''How green are you''" to get an idea of where you stand in terms of thinking and acting ecologically.
# Prepare a 3 min talk (notes!) in which you explain
:* in what ways/areas you are already "green"
:* in what ways/areas you would like to do better and what keeps you from doing so.

----

'''Depending on what minority you chose in class:'''

# think of stereotypes about that ethnic group you have heard of and know and note them down ...
# Watch the videos (about the group you chose) and note down ... 
:* What stereotypes about the three ethnic groups are there?
:* What are the effects on members of these ethnic groups?
:* Create a structured list (sex, positive/negative, effects ...)

Cf. Videos further down on "Stereotypes"

----

* Bring your personal headphones for the class on Friday 13th April!
* Watch these three clips and prepare (notes!) answers to the questions:

'''What are stereotypes''', '''how''' do they '''work''' and what are their '''effects'''?
{{#ev:youtube|c-iDDCC5HT0 |250}}
{{#ev:youtube|FTYMSulvnyw |250}}

 
 
What are the '''differences''' and '''links between prejudice, stereotype and discrimination'''?
{{#ev:youtube|7P0iP2Zm6a4 |250}}
* Watch this clip from 0:00 to 3:55 

----

Watch the two videos and write out important facts answering the questions

{{#ev:youtube|ZUt4EbIMx14 |500}}
Immigration in America Isn’t what the Politicians Tell You
* What are the general views of immigration, what the real facts?

{{#ev:youtube|4XQXiCLzyAw |500}}
The Economics of Immigration: Crash Course Econ #33

* What groups of immigrants and types of immigration?
* Reasons for / factors that encouraged immigration?
* What do some regulations try to stop/prevent?
* Economic disadvantages /advantages of immigration
* Other reasons/arguments for against immigration

Write the introduction and the first two paragraphs ( each including a thesis/introduction - supporting point - example - conclusion) of a comment on this statement:
 
: ''Obesity is much more than a problem of people being overweight! It is a self-inflicted national crisis the United States must solve!''

----

Look at both cartoons and prepare to describe and explain them.
* [http://www.intoon.com/toons/2011/KeefeM20110612A.jpg Cartoon 1]
* [https://www.cagle.com/pat-bagley/2014/08/poisoning-the-poor Cartoon 2]

----

* Look at the collection of reasons and solutions concerning obesity on this page.
* Then prepare a convincing two-minute speech to support the start of an anti-obesity programme at our school!

----

'''Dialogue - Plastic surgery''' 
Candidate A 
* A girl you know (17 years) has had some plastic surgery done - and she looks and seems to feel better now. Her boyfriend, who encouraged her, likes the result, too. But talking to a friend you still think she shouldn't have done this!
* Explain your position and try to convince your counterpart.

'''Dialogue - Plastic surgery''' 
Candidate B 
* A girl you know (17 years) has had some plastic surgery done - and she really looks and feels better now. Her boyfriend, who encouraged her, likes the result, too.
* You think she has done the right thing and has shown courage when she didn't do it secretly.
* Try to convince your counterpart of your opinion.

----

: Collect reasons for/aspects of plastic surgery among '''men''' and '''women''' from the two worksheets you recieved in in class on Friday!

----

* Listen to this [https://www.youtube.com/watch?v=Rl813PZTpY8 video]!

{| class="wikitable"
|-
! Interviewee !! Question
|-
| man1 || How has the dream changed?
|-
| woman 1 || What is it for her personally?
|-
| man 2 || Why does he want to be rich?
|-
| couple 1 || Why is their definition very family oriented?
|-
| couple 2 || What are their views on debt?
|-
| 2 women || How do they see the role of the government?
|-
| woman 2 || Why does she seem sceptical?
|-
| man || No question!
|-
| couple 3 || What do the man and his wife agree on?
|-
| woman 3 || How has the American Dream changed?
|}

----

* Look at [http://www.caglecartoons.com/viewimage.asp?ID={42C9D3AA-9F62-46BB-8B15-E0A63AEC10BF} this cartoon]. Describe and analyse it!

----
* Look at your worksheet on the American Dream (2 pages!) and answer question 2!
* Then look at [https://www.theatlantic.com/business/archive/2015/09/american-dreams-portraits/405907/ Voices on the American Dream] and add further aspects concerning criticism of the idea or the achieveability of this dream.

----

Write an interview (about 500 words) with an Amish (man or woman) about their life!

* Use the notes on the film and [https://en.wikipedia.org/wiki/Amish_way_of_life Wikipedia: Amish way of life]
* Information on[[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]!

----

Look at [http://media.caglecartoons.com/media/cartoons/108/2010/09/24/83634_600.jpg this cartoon] and describe + analyse it!
:: Newt [Gingrich] in picture 2 of the cartoon is a Republican politician.
* Write out the topic sentence!
* The rest of the description and analysis can be done as notes!
* Work with the concept of [[LK_Englisch/Thelenberg_2009_11/Analysis#IRONY! | Irony]]

----

Work through the worksheet on TV Evangelism and http://en.wikipedia.org/wiki/Christian_right#Views.

* Cover these aspects:
:* How do TV evangelists and the Christian Right influence US politics?
:* Who are the Christian conservative voters according to these texts?
:* How many people can TV evangelists and the Christian right mobilize?
:* What aims do the Christian conservatives have? What do you think will happen in the USA and in US politics if they prevail?

----

Watch from 0:00 bis 10:10. 
Watch twice! Take notes!
{{#ev:youtube|7y1xJAVZxXg |500}}
 
* What is criticized about the churches/televangelists/message they preach?
* What is the prosperity gospel?

----

* Describe and analyse [https://thebaochi.files.wordpress.com/2011/10/cartoon.jpg this cartoon]!
: Follow the instructions given [http://rmg.zum.de/images/c/c0/Cartoon.pdf here]!
: [[LK_Englisch/Thelenberg_2009_11/Cartoons | These phrases]] may be useful

----

* [https://muslimstatistics.files.wordpress.com/2015/02/uk-muslims-degrees-statistics.png?w=853&h=463 Look at these statistics!] 
: Describe and analyse them using the phrases and the 3 steps decribed [https://www.englisch-hilfen.de/en/words/charts.htm here!]

=Basic Skills & Information=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]

* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]

* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]

* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [https://freie-referate.de/englisch/stylistic-devices-stilistische-mittel Stylistic devices]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]

* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]

.

=Muslims in Britain=
==Texts and Summaries==
* A problem of perception: [http://www.guardian.co.uk/commentisfree/belief/2012/jul/03/muslims-integrated-britain Muslims are well-integrated in Britain – but no one seems to believe it]
* Problematic issues between British Muslims and the "Christian" majority:
 
 
{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| <center>Muslims: fast-growing, disadvantaged part of population</center>
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| <center>Government and population</center>

|-
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| Situation:
* are quickly judged as spies, terrorists
* are bullied at school
* disproportionally often in jail and high unemployment rate
*  want to be more accepted
* oppressed by gov. and police (racial profiling)

 

Attitude:
* do not like radical muslims
* feel/think unlike those extremists
* Britons, who happen to be Muslims
* embarrassed about radical Islamists
* came to Britain to find a better life

Fanatics:
* want an islamic rule and division of Muslims from Christians
* don't want muslims to join the police and the army
* want every muslim prisoner to be set free
* rejection of the British democracy   

 

 

    
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| Attitude:

* do not trust them
* judge all Muslims as dangerous
* scared of them, prejudice
* fear of being outnumbered (immigration, high birthrate)
* massive growth of Islam in Britian ==> afraid of loss of christian lifestyle

 

Treatment:
* abuse their power to oppress muslims
* often deny "ethnic profiling"
* call for less immigration and more integration
* fight against extremism spreading at schools, universities, mosques

Reasons:
* 9/11, London bombing and other acts of terror
* fundamentalist groups (Islam to rule Britain)
* do not want islamic Britain
* want to prevent radical Islamist views from being taught atschool/universities

|}

'''Statistics'''
 
[http://s.telegraph.co.uk/graphics/MobileSwitcher/v2/images/595-14237764831783093124.svg '''Statistics on muslims' education and emplyment'''!]
: If you are not sure how to work with statistics, [http://www.englisch-hilfen.de/en/words/charts.htm '''see here'''!]
* What effects does this have on the muslims' situation, attitudes and integration?

==Concepts of Intergration and Assimilation==

===Multiculturalism - positive ethnic diversity===
* '''descriptive approach''': assessment of fact of cultural diversity
* '''normative approach''': ideologies or policies that embrace and promote this diversity - multiculturalism as a society “at ease with the rich tapestry of human life and the desire amongst people to express their own identity in the manner they see fit.”
:* focus on interaction and communication between different cultures
:* focus on diversity and cultural uniqueness
:* common aspect : no specific ethnic, religious, or cultural community values presented as central.

===Cultural assimilation===
Process by which a person or a group's language or culture come to resemble those of another group.
* '''Full assimilation''': new members of a society become indistinguishable from members of the other group.
:* quick or gradual change?
:* desirable for an immigrant group?
* '''Immigrant assimilation''':
:* complex process in which immigrants fully integrate themselves into a new country.
:* four primary benchmarks for immigrant assimilation:
::* socioeconomic status (education, occupation, income)
::* geographic distribution
::* second language attainment
::* intermarriage

==Why do young muslims turn extremists?==

* [http://www.onbeing.org/program/reflections-former-islamist-extremist/transcript/1087 Reflections of a Former Islamist Extremist]
:Read from beginning to "''And it's a very powerful grip on one's mind. And in my case it took years to shed that influence''." (third box)

'''Reasons for Extremism:'''
:* crucial event: death of thousands of European muslims in war in Bosnia in 90s! West just watches and doesn't help the muslims there. (Parallels to wars in Iraq .... muslims are being killed and no-one cares)
:* Islam is cleverly presented as way of looking at '''history''': like in Marxism it is always a '''struggle''', them against us, bad against good, everybody against the muslims (idea of Western/Jewish conspiracy against Islam/muslims)
:*at school/in university young muslims become part of an active, organized, outspoken movement ⇒ '''proud''' to be an '''active muslim''', feeling of '''power''', feeling of '''belonging''' to group and of '''changing the world'''.

== Two Generations of British Muslims ==
* [[Q11 Englisch/Thelenberg 2012 13/muslims2 | Answers to book, p. 86/87 q. 5 + 6: Two generations of British muslims]]

==Cartoon==

[https://thebaochi.files.wordpress.com/2011/10/cartoon.jpg Cartoon women's rights in Islamic countries]

'''Who/what/where: '''

* two women who accidentally meet on the street
* both turn around, after the have have met and look at the other …
 
* contrast
{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| left:
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| right:

|-
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| * clothes, shoes => show …
* jewellery, sunglasses
* expression
* hair
* pose/way of walking
* attitude/to other woman)
* thought bubble

| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| * garment
* no jewellery, glasses etc.
* no hair , almost no face visible ==> doesn't show …
* expression?
* pose/way of walking
* attitude to other woman
* thought bubble

|-
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| Who ==> modern, western woman: ….
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| <nowiki>==> conservatively dressed muslima: ….</nowiki>

|}

.

=Religion and Politics in the USA: The Christian Right, Megachurches and TV-Preachers=

==Politics==
[[Datei:3branches-th.jpeg]]
 
* [http://www.jochenenglish.de/vocab/checks_and_balances.doc Vocab Sheet zu Checks and balances] 
* Great basic information on presidential elections: [https://www.usa.gov/election Videos and infographics!]

==Religion and Politics in the US==

* [https://www.commonwealmagazine.org/how-religion-got-trump '''Article: How Religion got Trump''']
 
 
===Vocab on religion:===
[[Datei:religion-voc.pdf]] 
 
 
===Facts on religion and politics===
'''Special Religious Groups and Institutions'''
* (Evangelical) Mega-Churches
:* church should not play the role of the state, but have clear positions
:* against stem cell research
:* against gay marriage
:* against abortion
:* some are liberal in enforcing their views
:* some churches are big: up to 8,500 seats in church and about 11,000 congregants (Megachurches even bigger)
 
'''Trends'''
* 72% of the Americans want their president to be clearly religious
* half of the Americans think churches should express views on political matters
* 41% of the Americans want more religion in politics
* Americans vote for candidates who aren't afraid to express their religious views
* Americans are comfortable with showing their faith in public
* about 25% are white evangelical christians and vote republican

'''BUT:''' 
* majority says churches should not endorse candidates
* only about 30% of Americans refuse gay marriage in 2003 - as compared to 41% in 1996
* many Americans believe that religion should not have any direct influence on US politics but believe in religion being a privately exercised, individual matter
* many American Christians are not evangelicals and clearly want a more liberal, open-minded idea of Christianity and belief in God

'''Typical aspects/facts concerning religion in the USA'''
* US constitution strictly separates church and state

'''BUT:''' 
* US politicians - unlike their counterparts in Europe - often mention God in their speeches (God bless you, God bless America ...)

==Megachurches==

'''Download''' [[Q11 Englisch/Thelenberg 2012 13/osteen-megachurch | Summary of facts about Osteen's megachurch]]

==TV-Evangelism==

===Comedy can be so informative: Churches exploit peoples´ faith for money===
{{#ev:youtube|7y1xJAVZxXg |500}} 
Watch 0:00 to 10:10
* What is criticized about the churches/televangelists/message they preach?
* What is the prosperity gospel?
 
 
'''What TV Evangelist do:'''
* people send huge amounts of money
* vulnerable and sick people are the main target, esp. poor or severly ill, desperate persons (e.g. donate money instead of getting cancer treatment)
 
'''Churches/TV evangelists:'''
* claim they can heal in the name of Jesus ( even cancer )through prayer
* really use money for privat airplanes , big houses (instead of church-work)
* braggg with wealth
* preach '''prosperity gospel''':
:* wealth shows you that god likes you and that you believe enough
:* donations help to get god's favour
* seed faith : donated money is a seed and it can be harvested, it multiplies through god's favour
* god even wipes out your credit card debts if you use the card to donate

 
All this is legal, as long as creed of the church is nothing illegal!
* churches don't pay taxes for donations and big houses,and for the TV channels, because they are exempted as churches

.

===How do TV evangelists and the Christian Right influence US politics?===
* have their own TV show
* social media to influence voters
* direct mailing lists
* massive book sales
* try to get the right president elected
* donate money to a presidential campain

=== Who are the Christian conservative voters according to these texts?===
* female and over fifty
* people who want to believe something
* people are more religious

.

=== How many people can TV evangelists and the Christian right mobilize?===
* 17 thousand members in one mega church
* audience of 20 million viewers/voters
* 20 to 25 percent of the electorate

.

===What aims do the Christian conservatives have? What will happen in the USA and in US politics if they prevail?===
* they save America
* influence in politics
* raise money and recruit new followers ==> want to form a disciplined army
* against gay marriage
* against abortion
* against divorce
* no sex before marriage
* against contraception
* against sex education in schools
* religious education into school
* they want creationism to be taught in schools (Cf. [[Q11_Englisch/Thelenberg_2012_13/creationism| History of evolution vs. creationism/ID in the US]])

.

==Cartoons==

===Notes on [http://media.caglecartoons.com/media/cartoons/108/2010/09/24/83634_600.jpg this cartoon] ===

* 4 frames, three show acts of violence/hatred committed in the name of Christianity/Western Civilization
* evangelical pastor [=church] burning Korans, evangelical/conservative politician [politics] against building mosque in USA, secret service agent [=government] torturing terrorist suspect)
* irony: they all want revenge/act as unchristian/intolerantly as those they accuse of doing this to them
* irony: preacher is completely stupid: of course "them folks don't act like Christians" - they simply aren't christians!
* preacher also doesn't seem to know his Bilble: "Jesus hates Mohammed" is absolutely like anthing Jesus preaches in the Bible: Jesus preaches love, peace and forgiveness - not hatred!
* picture four shows the result: children in USA have learned, that you needn't act as you wish others to act towards you (in civilized way, mercyfully, helpfully, tolerantly ...) but can do anything you want as long as nobody stops you.
* General criticism: christian/western preachers and politicians and governments do the same things they accuse terrorists and radical islamist of ⇒ they are no better than them

===Possible solution (full text):===

The cartoon shows the effects of double standards that religious leaders, politicians and the state have when the deal with muslims or islamic states. It is split up in four frames. 
In the first frame you can see a crazy older man, wearing a suit and tie, who publicly says „I’m burnin Korans ‚cause them folks don’t act like Christians.“and a sign in the background says „ Jesus hates Mohammed“. He represents the right winged Christians in the USA who strongly oppose Islam. 
The second frame shows a TV where you can see a fat old angry man who thinks „We shouldn’t allow the Mosque in New York because they won’t allow Churches in Saudi Arabia.“ He refers to the mosque near Ground Zero in New York, which many Americans saw as an insult. 
The third frame shows a man wearing dark suit and sunglasses and he`s holding something censored in his hand. He is interogating a suspect and is saying: "Its`s okay to torture terror suspects.`Cause they are utterly devoid of human decency." 
In the last frame we can see a woman with three children sitting on the floor in front of her in a room with a big cross. She is trying to teach them the christian values, and begins a sentence: " And so, children we do unto others..."which a boy finishes with the words: " Any way we can get away with." 
The cartoon criticizes the self-righteousness and hypocrisy of fundamentalist evangelicals, conservative politicians and the government that shows in their attitude to Islam and Muslims.
The pastor reveals not only his own limitations by accusing Muslims of not acting like Christians (which isn't really surprising for a Muslim) but shows his own hypocrisy or rather gross misunderstanding of what Jesus - who he claims hates Mohammed - teaches in the bible: tolerance, forgiveness, love and respect for orthers - not hatred and war against them. This is truly ironic for a Christian pastor. 
The politician seems to have one motive - revenge for the way Saudi Arabia treats Cristianity, and he, too, ironically reveals that he lacks the tolerance he demands, as well as a truly Christian, loving and forgiving attititude, or a sound political strategy. Such a strategy that really helps Christians in the Arab world: They would rather profit from serious talks with Saudi Arabia (which is an ally of the US) and from a political deal, that balances the mosque in New York with some churches in Saudi Arabia. 
The next bitter irony is that a government-agent accuses terrorist suspects of a lack of human decency while torturing a suspect (who should be seen as not guiltey until proven to be guilty). He clearly represents our or rather our governments' double standards while dealing with people we believe to be terrorists: We suddenly forget everything about human rights, the rights of suspects or basic human decency. 
The result of this behaviour is obvious in the last frame: Our children grow up in a climate that teaches a dangerous lesson: that you needn't live the Christian values you preach - at least not while dealing with muslims.

=The American Dream=

==Links==
* Cf. worksheet: "The American Dream Today"
* [[wikipedia:en:American_dream|The American Dream (Wikipedia)]]
* [http://todaysamericandream.com Todaysamericandream.com]
* [http://memory.loc.gov/learn/lessons/97/dream/index.html Library of Congress: American Dreams]

.

==Explanation==

 
'''Basic ideas:'''
* Declaration of Independence:
:* All men are created equal <nowiki>=></nowiki> everybody has the chance
:* Pursuit of happiness
* Attitude of hope and faith
* fulfills your desire for success, prosperity, happiness, liberty, religious freedom

 
'''Different groups and dreams:'''
* Puritan pilgrim fathers: escape from Britain and religious freedom
* Settlers/pioneers: land, natural resources, personal freedom, ability to surive on your own hands' work and build an existence from what God/the land offers you by working hard, wish to be independent
* Revolutionaries/founding fathers: USA as the result of a successful revolution and fightfor freedom against the English king. Democratic federal state! => No nobility and no monarchy, free and equal men, national and personal independence
* Immigrants: new and safe life, escape from poverty, from religious and political prosecution, from inequality ==> freedom, chance to create a better life

 
'''Different groups and dreams:'''
* Puritan pilgrim fathers: escape from Britain and freedom from religious persecution
* Huguenots: freedom from religious persecution
* Quakers: religious freedom and new life
* Settlers/pioneers: land, natural resources, personal freedom, ability to surive on your own hands' work and build an existence from what God/the land offers you by working hatd ==> personal independence
* Revolutionaries/founding fathers: USA as the result of a successful revolution and fightfor freedom against the English king. Democratic federal state! => No nobility and no monarchy, free and equal men
* Immigrants: new and safe life, escape from poverty, starvation from religious and political prosecution, from inequality
* Americans today: car, good job, nice house, teach your kids the dream, pay for college or university

 
'''The American Dream is:'''
* to make money/have a job and to have a house
* to raise a family and care for them
* to build a better and safe future for you and your children through education, love, and hard work
* the right to life, liberty, and the pursuit of happiness, regardless of your skin color
* to be able to safely own the things you need or want

 
'''Rules/Guidelines'''
* Work hard!
* Do what you wanna do, be what you wanna be!
* Be patient!
* Just do it!
* Always do your best!
* Never give up!
* Nothing is impossible!
* Go hard or go home!
* Be independent!
* If the plan doesn’t work change the plan, not the goal!
* It doesn't matter where you came from, just work hand and you'll make it here!
* Believe in yourself!
* Trust in God!
* Follow your dream!
* Believe in God and America!
* If you want it, you can do it!
* You can be what you wanna be!
* Don´t dream it, do/be it!
* You get what you deserve!
* From rags to riches!
* Don’t have small dreams
* You gotta fight for your dreams
* Only the sky is the limit
* Every day is another chance to make your dreams come true
* Die with memories, not dreams!
* Don’t dream your life, live your dreams!

 

'''Criticism:'''
* Working hard and wealth is over-emphasized. No time to enjoy what you have.
* Over-emphasizing material aspect oft he dream – spiritual and idealistic aspect is lost.
* The dream is a farce, a slogan used by politicians
* It’s called the American '''Dream''' because you have to be asleep to believe it
* Many have no time for the American Dream, but are busy enough hanging on to what they have
* They work so much, they don’t have time to enjoy the things they have earned
* Dream gives a tough answer to those who don’t make it: „You didn’t try/work hard enough ==> it is their own fault, not our society's!==> you can’t expect any help
* Dream is unachievable for many people (poverty, inequality still exists) ==> doesn’t work for the working poor/discriminated groups/people with chronical diseases/ill people without insurrance
* The gap between the rich and the poor people gets bigger
* Immigrants are widely held responsible for the failure of the American Dream
 
BUT: Immigrants themselves are those who most ardently believe in the dream and see it fulfilled, as life is better than where they came from and will even be better for their children

==Mindmap: The American Dream==

[[Bild:The_American_Dream.png]]

.

=Looks count=
==Plastic Surgery==
===Videos===

{{#ev:youtube|lzV-kebFtAo|300}} 
Plastic surgery for teenagers
 
 

{{#ev:youtube|Y7a_huMIOUY|300}} 
Plastic surgery for men

===Plastic surgery for men===

* men want to remain competitive in the work force
* men want to regain their youthful look
* many men are divorced and want to meet young women
* they have no time for the gym
* become more selfconfident
* want to look more professional
* it helps business
* people around you feel safe when you look good
* it´s less pain to have plastic surgery than visit the gym every day
* good-looking men seem to be more successful

===Plastic surgery for women===

* want to feel more selfconfident and feel better in their body
* they want other people to talk good about them
* bosses want to employ good-looking women
* they want to have a prettier face that people enjoy and like looking at
* the media show us the ideal type of successful women`s beauty:
:# young (-> fertile), rich, healthy, slim,
:# symmetrical face
:# in shape
:# 90/60/90, should have an ideal body
* making theirself more attractive for men
* perfect summer body, to have the right body for certain kinds of fashion or clothes
* competition with other good-looking women

=Immigration=

[[Datei:Immigrationprocon.jpg|688px]]

== ... in Britain ==

== ... in the USA ==
# [https://www.youtube.com/watch?v=ZUt4EbIMx14 Immigration in America Isn’t What the Politicians Tell You]
# [https://www.youtube.com/watch?v=4XQXiCLzyAw The Economics of Immigration: Crash Course Econ #33 (Ab 1:00)]

===Notes from videos===
VID 1:
Facts or perceptions?

 
* Majority are illegal criminals?
: 11 mio immigrants commit crime of illegally entering and staying => increased crime rate
: BUT overall crime rate has been going down, esp. violent crimes (down by 50%) while number of illegal immmigrants has tripled
 
* Take jobs? 
: illegal immigrants willing to work for lower wages
: make about 5% of US laborforce
: mainly in farming, cleaning maintenance, construction
: take comparatively low-skill jobs (no highschool or fluency at English needed)

* Pay no taxes? 
: pay more than 11 billion dollars/year in income, sales, property taxes
: legalizing all hitherto undocumented workers would add about 2 billion dollars to taxes

 
 

Video 3: 
'''immigration?''' => international, voluntary migration of people seeking econ opportunity 

* Ravenstein in 1889: Laws, taxtaion, climate, social surrounding and compulsion lead to migration, but most important factor is desire to better one's material position 
:* e.g. 1880 - 1910 over 17 mio Europeans to US. e.g. Asian immigrants esp. to Westcoast, (mining, railroad)
:* made possible by technology (steamships across Atlantic) and need for workers in growing US industries
:* finally resistance to immigration: late 19th and early 20th cent  European imm. limited, Asian imm. stopped
:* Today … economic pros and cons of immigration
 
{| class="wikitable"
|-
! advatages of immigration !! costs of immigration
|-
|
* economists agree immigration is positive for national economy (productivity, GDP)
* net effect of immigration is positive:
: immigration surplus: poplation rises =>
: higher demand for goods => more jobs/higher wages =>
: benefits outweigh dangers in the long run => labour market adapts quickly … hardly any wage drops or unemployment
* additionally massive benefits for immigrants themselves
* without restrictions world labour supply would double + massive econ. growth + wages may triple in dev. countries
||
* e.g. low skilled immigrants stay poor and depend on social services
* short term effect: drop in wages due to influx of cheap labour => capital increases, labor is weakened

|}

VID 2

'''About 41 mio documented (30) and undocumented (11) immigrants live in US - 13% of population'''
: immigration linked to economy and security

'''Topics:''' 
* border security:
: let in the right immigrants only
: security gaps
: costs of 18 bill $/year
: search for most effective enforcement measures
 
* many undocumented immigrants: illegal entry or overstaying 
: => economic and legal complications: gaps in tax collection + use of public services
: idea of legalizing status

* refugees
: majority of immigrants are refugees from violence an oppression rather than job seekers
: how to handle the massive inflow of refugees from Central America and Middle East

* legal immigration
: legal to hire highly qualified workers even if immigrants, if they make a valuable contribution to US economy
: Do they replace American workers?

* Immigration reform to solve these problems is needed
: Laws need to be made by Congress
: President can use executive powers to veto bills + influence strict law enforcement

* highly skilled immigrants lead to a bigger immigration surplus, are often important innovators (patents …), companies employing them make more profit/pay more taxes
* with majority of unskilled immigrants surplus grows less + more slowly, but usually still grows

'''Legal vs. illegal immigration''' 
 
* What to do with 11 mio undocumented immigrants? In 2014 almost 370000 are deported
* if all were deported => slight net decrease in GDP
* if all are legalized => slight net increase in GDP
* legalization with more border protection … almost no increase in GDP
 

'''Democrats and Republicans, Liberals and conservatives agree:''' 
Legalizing undocumented immigrants would ... 
* increase imm. surplus
* gain immigrant labour protection
* lead to higher wages, more purchases
* fuel demad, which would lead to more hiring /jobs + higher wages
* allow state to collect more taxes (giving the state 2x as much as they cost it)
 
 
'''Other arguments:''' 

* esp. illegal immigration is a security risk (drugs, terrorism)
* illegal immigration = breaking the law should not be rewarded with citizenship
* '''BUT USA has 41 mio immigrants''', is technically a nation of immigrants
* polls show changing attitude:
: - 50 %: immigrants strengthen economy (40 say they are a burden)
: - young people see immigrants + contribution more positively

==Stereotypes based on ethnicity==
 
* Basic information: [https://en.wikipedia.org/wiki/Stereotype Wikipedia on stereotypes]

 
===Videos===

'''Stereotypes of Asians''' 
* [https://www.youtube.com/watch?v=Gs2COS-WRKw Video 1] 
* [https://www.youtube.com/watch?v=PiJnkkP8gZ4 Video 2] 
* [https://www.youtube.com/watch?v=PPbvhfYQuM0 Video 3] 
 
Stereotypes of Hispanics 
* [https://www.youtube.com/watch?v=d6Fq27AzSMo Video 4] 
* [https://www.youtube.com/watch?v=lC2cAriFfwY Video 5] 
 
Stereotypes of African Americans 
* [https://www.youtube.com/watch?v=2a8oiGP2IAU Video 6] 
* [https://www.youtube.com/watch?v=7aHEh7OzddQ Video 7] 
* [https://www.youtube.com/watch?v=yQO7XoANYb8 Video 8] 
 

===Definition: Stereotypes===
* ... are fixed, simple ideas or images that many people have of a particular type of person or thing
* ... often use simple criteria and give a simplified version of reality (they can be true, though)
* ... help us to categorize/distinguish between dangerous and harmless, attractive and unattractive, reliable - treacherous ...
* ... help us to understand and explain the world in a quick and simple way
* ... can be positive (men are strong) and negative (men don't have true feelings)
* ... are often very hard to change, even if experience suggests that the stereotype may be wrong/too simple to explain complex realities or individual behaviour

 
'''Stereotype threat:'''
* awareness of belongig to group that is stereotyped creates lower performance/different behaviour due to fear of fulfilling the stereotype.
* Example: black students did worse at test if told it was to determine their intellectual abilities
 
'''Self-fulfilling Prophecy''' 
* inaccurate expectations about someone's behavior ==> I treat stereotyped people in certain way (e.g. as if they were less intelligent …) ==> person acts in stereotype-consistent ways ==> confirms my erroneous expectations ==> validating the stereotype.
* Example: men talking to women on the phone. If they believed women to be attractive, they talked to them in a more positive way, which in return produced more positive and likeable answers, which finally confirmed their assumed attractiness, as they appeared more likeabele etc. to the men.
 
'''Discrimination'''
* Stereotypes simplify and justify social reality ==> effect on what people expects/assume and how they perceive and treat one another.
* Example: discrimination in labor markets and other domains (obese people …, women ….)

===STEREOTYPES OF AFRICAN AMERICANS===
 
'''NEGATIVE:'''
* all live in ghettos
* are less intelligent than Caucasians
 
'''Men:'''
* have jail experience
* are violent / gangsters / drug dealers and users
* treat their children badly, leave their families alone
* unreliable workers
* no higher education
* complain about everyone and everything, esp. about injustice and discrimination
* love all white women
 
'''Women:'''
* the „sex“-addicted woman (whites thought so, as native Africans didn‘t wear much clothes)
* helpful, nice, obedient, fat householding type (black momma)
* loud aggressive „righteous“ women complaining about everything at anytime and always having a good answer = angry black women/feisty
 
 
'''POSITIVE:'''
* very (sexually) attractive because of their body (bbc, big booty), way they move …
* are athletic, fantastic at sports (dancing, basketball, running)
* all men are tall
* call each other “bro” and “sis”
* very religious
* good rappers, great musicians and singers, all love HipHop, Jazz
* all love watermelons, fried chicken
* they are good at cooking (BBQ, chicken, rice)

 
 

===STEREOTYPES OF ASIANS:===
 
'''GENERAL:''' 

'''Positive:'''
* smart
* good grades
* clever
* hard-working
* study a lot
* understand and love technology
* play classical instruments an d love classical music
 
'''Negative:'''
* short
* small, slanted eyes
* have a yellow skin
* strict parents
* are racists concerning other races, e.g. if their children date a non-Asian partner
* bad drivers
* get bullied
* are no good leaders
* eat dogs
 
'''Male:'''
* too feminine, not real men
* nerdy (very, almost too clever)
* not athletic
* not attractive
 
'''Female:'''
* exotic
* caregiving
* know and expect oriental sex secrets
* shy
* demure
* submissive
* tricky / too clever (for many men)

 
 
===STEROTYPES OF HISPANICS:===
 
'''FILMS / MEDIA:''' 
'''1. El Bandito'''
: Then: unintelligent, dirty, lazy, criminal - introduced as the standard villain in early western films
: Now: cholo, drug dealer, savage, violent

'''2. The Dark Lady'''
: Then: tragic, doomed, mysterious, hot-tempered -> has irresistible erotic appeal to white lead
: Now: inscrutable, man-eater, aloof

'''3. The Harlot'''
: Then: slave to her passions, lusty and irresistible - used to punish latina sexuality
: Now: sexualized and objectified, curvy

'''4. The Latin Lover'''
: Then: irresponsible, charming, suave - made famous by Rudolph Valentino (Italian!)
: Now: passionate, sexy and sexually aggressive

'''5. The Female Clown'''
: Then: cartoon-like, flamboyant, exotic, comic relief - made famous by Carmen Miranda
: Now: heavy accent and over the top ditzy
 
'''GENERAL:'''
* are all illegal immigrants (wetbacks)
* all have huge families
* speak Spanish only
* Dark skinned
* Can’t drive
* very catholic, drugs, can’t speak English, own all Chihuahuas, talk much, speak very fast
* All named Maria, José, Juan, Carlos
* wear Sombreros and strange beards
* all own Chihuahuas
* good food … + Tequila
 
 
'''WOMEN: '''
'''Positive:'''
* Can dance well
* Young Latinas are hot; curvy
* Can cook (tacos and enchiladas)
* Passionate
* Have a lot of kids
* Full of spirit
* Good at running
* Charming
 
'''Negative:'''
* Lazy
* Irresponsible
* uneducated
* all are named Maria or Carmen
* have kids very young
* old Latinas are fat
 
'''MEN:''' 
'''Positive:'''
* passionate
* charming
 
'''Negative:'''
* dirty
* lazy
* criminal
* violent
* irresponsible
* savage
* drug dealers
* are too hairy
* are all named José or Juan
* only want sex
* uneducated
* work any job (gardening, pool boys, farm labor) for little money = steal “real Americans’” jobs

=Environment=

==Vocabulary==
[[Datei:Vocab Environment 18.pdf|400]]

==Sources for finding relevant vocabulary==

* Mark relevant/necessary phrases!
* Create table from [https://www.leo.org/englisch-deutsch LEO] (German → English)
 
Ergebnisse hier speichern:

: [https://rmg.idea-sketch.com/index.php/apps/files/?dir=/Dokumente/Environment&fileid=69121 RMG-CLOUD]

'''Englisch'''
# http://environment.nationalgeographic.com/environment/global-warming/deforestation-overview/
# https://www.nationalgeographic.com/environment/habitats/rainforest-threats/
# https://www.nationalgeographic.com/environment/photos/rainforest-deforestation/
# http://www.greenpeace.org/international/en/campaigns/climate-change/science/deforestation/
 
'''German'''
# http://www.spiegel.de/wissenschaft/mensch/0,1518,533034,00.html
# http://www.spiegel.de/wissenschaft/mensch/0,1518,druck-533034,00.html
# http://www.klima-sucht-schutz.de/klimaschutz/klimawandel/die-abholzung-der-waelder.html

 
==What is our part in all this==
 
'''Analyze the following text sources!''' 
Order your findings according to these questions:
* What problems are mentioned? Who/what is affected?
* Who is responsible? (directly and indirectly?)
* What solutions are there?
 
# [http://www.guardian.co.uk/environment/2009/oct/16/deforestation-europe-cheap-meat Deforestation and the true costs of our meat]
# [http://www.guardian.co.uk/environment/2009/oct/05/meat-amazon-deforestation British supermarkets accused over destruction of Amazon rainforest]
# [http://www.guardian.co.uk/environment/2009/jun/21/supermarket-suppliers-amazon-rainforest-deforestation Supermarket suppliers 'helping destroy Amazon rainforest']
# [http://www.guardian.co.uk/environment/2009/oct/05/meat-amazon-deforestation Global brands refuse to endorse 'slaughter of the Amazon']

Q11 Englisch/Thelenberg 2017 18

2019-06-02T14:30:04Z

Theli34: /* How do TV evangelists and the Christian Right influence US politics? */

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Aktuelles''' 

[[Q11_Englisch/Thelenberg_2017_18/Muendliche_Schulaufgabe | Mündliche Schulaufgabe Q11-2018]]

</div>
|}

=Homework=

'''Prepare one of the three cartoons!'''

* [https://image.politicalcartoons.com/184952/600/600_184952.png Cartoon 1]

* [https://cdn-images-1.medium.com/max/1600/1*yg9Lk0CA58KJKdWee3F1Hw.jpeg Cartoon 2]

* [https://www.caglecartoons.com/media/cartoons/177/2016/08/21/183699_600.jpg Cartoon 3]

==[[Q11 Englisch/Thelenberg 2017 18/Recent Homework|Recent Homework]]==

----

Prepare a three minute statement (oral), in which you explain:

* What character from "'''The incident'''" do you like most/find most interesting!
* Why do you think so?
* What passage/lines this character speaks do you think to be most interesting/importnat + why?
* What instructions for playing this character would you give an actor? (What trait of character is dominant, what must the voice express, how should he/she come across)

----

* Read the play "Incident" from p. 38 - p. 50
* Please take written notes on the following questions:
:* How does Shirley's behaviour change on p. 42 - 43?
:* What do Shirley and Mrs Blake think of all Smiths? What are their reasons?
:* What type of people (in history or today) does Mrs Blake stand for?

----

* Read the handout of the play from p. 38 to p. 48.
* Collect (written, short notes!) information that helps to characterize Miss Jones and Miss Smith!

----
* [http://www.bbc.co.uk/schools/gcsebitesize/drama/activities/poem/poem.shtml From poem to drama 1]
: Watch "1. Poem" and then "2. Poem with chorus". (Use a browser that can play flash ... e.g Firefox or Edge)
: What changes from 1 to 2?
: What effect can this have on an audience?

* Think about the line "'''''Let him have it, Sam'''''"
: Find at least two different ways of saying this loud, that convey a different meaning!
: Use your voice! Use you face and eyes, too, to express your version ...

----

* If your '''name starts with the letters A to N''', please prepare to describe and analyze [https://pics.me.me/summit-what-if-its-a-big-hoax-and-world-for-13542961.png cartoon 1] in class.
* If your '''name starts with the letters O to Z''', please prepare to describe and analyze [https://i.pinimg.com/564x/f6/ae/d3/f6aed3d61ff1012119e7dd6c2b89d471.jpgcartoon 2] in class.

 
'''Prepare a short talk about 3 DOs and 3 DON'Ts of acting envirionmentally friendly and tell people about your favourite!'''

----

# Answer [http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/how-green-are-you '''this short test'''] on "''How green are you''" to get an idea of where you stand in terms of thinking and acting ecologically.
# Prepare a 3 min talk (notes!) in which you explain
:* in what ways/areas you are already "green"
:* in what ways/areas you would like to do better and what keeps you from doing so.

----

'''Depending on what minority you chose in class:'''

# think of stereotypes about that ethnic group you have heard of and know and note them down ...
# Watch the videos (about the group you chose) and note down ... 
:* What stereotypes about the three ethnic groups are there?
:* What are the effects on members of these ethnic groups?
:* Create a structured list (sex, positive/negative, effects ...)

Cf. Videos further down on "Stereotypes"

----

* Bring your personal headphones for the class on Friday 13th April!
* Watch these three clips and prepare (notes!) answers to the questions:

'''What are stereotypes''', '''how''' do they '''work''' and what are their '''effects'''?
{{#ev:youtube|c-iDDCC5HT0 |250}}
{{#ev:youtube|FTYMSulvnyw |250}}

 
 
What are the '''differences''' and '''links between prejudice, stereotype and discrimination'''?
{{#ev:youtube|7P0iP2Zm6a4 |250}}
* Watch this clip from 0:00 to 3:55 

----

Watch the two videos and write out important facts answering the questions

{{#ev:youtube|ZUt4EbIMx14 |500}}
Immigration in America Isn’t what the Politicians Tell You
* What are the general views of immigration, what the real facts?

{{#ev:youtube|4XQXiCLzyAw |500}}
The Economics of Immigration: Crash Course Econ #33

* What groups of immigrants and types of immigration?
* Reasons for / factors that encouraged immigration?
* What do some regulations try to stop/prevent?
* Economic disadvantages /advantages of immigration
* Other reasons/arguments for against immigration

Write the introduction and the first two paragraphs ( each including a thesis/introduction - supporting point - example - conclusion) of a comment on this statement:
 
: ''Obesity is much more than a problem of people being overweight! It is a self-inflicted national crisis the United States must solve!''

----

Look at both cartoons and prepare to describe and explain them.
* [http://www.intoon.com/toons/2011/KeefeM20110612A.jpg Cartoon 1]
* [https://www.cagle.com/pat-bagley/2014/08/poisoning-the-poor Cartoon 2]

----

* Look at the collection of reasons and solutions concerning obesity on this page.
* Then prepare a convincing two-minute speech to support the start of an anti-obesity programme at our school!

----

'''Dialogue - Plastic surgery''' 
Candidate A 
* A girl you know (17 years) has had some plastic surgery done - and she looks and seems to feel better now. Her boyfriend, who encouraged her, likes the result, too. But talking to a friend you still think she shouldn't have done this!
* Explain your position and try to convince your counterpart.

'''Dialogue - Plastic surgery''' 
Candidate B 
* A girl you know (17 years) has had some plastic surgery done - and she really looks and feels better now. Her boyfriend, who encouraged her, likes the result, too.
* You think she has done the right thing and has shown courage when she didn't do it secretly.
* Try to convince your counterpart of your opinion.

----

: Collect reasons for/aspects of plastic surgery among '''men''' and '''women''' from the two worksheets you recieved in in class on Friday!

----

* Listen to this [https://www.youtube.com/watch?v=Rl813PZTpY8 video]!

{| class="wikitable"
|-
! Interviewee !! Question
|-
| man1 || How has the dream changed?
|-
| woman 1 || What is it for her personally?
|-
| man 2 || Why does he want to be rich?
|-
| couple 1 || Why is their definition very family oriented?
|-
| couple 2 || What are their views on debt?
|-
| 2 women || How do they see the role of the government?
|-
| woman 2 || Why does she seem sceptical?
|-
| man || No question!
|-
| couple 3 || What do the man and his wife agree on?
|-
| woman 3 || How has the American Dream changed?
|}

----

* Look at [http://www.caglecartoons.com/viewimage.asp?ID={42C9D3AA-9F62-46BB-8B15-E0A63AEC10BF} this cartoon]. Describe and analyse it!

----
* Look at your worksheet on the American Dream (2 pages!) and answer question 2!
* Then look at [https://www.theatlantic.com/business/archive/2015/09/american-dreams-portraits/405907/ Voices on the American Dream] and add further aspects concerning criticism of the idea or the achieveability of this dream.

----

Write an interview (about 500 words) with an Amish (man or woman) about their life!

* Use the notes on the film and [https://en.wikipedia.org/wiki/Amish_way_of_life Wikipedia: Amish way of life]
* Information on[[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]!

----

Look at [http://media.caglecartoons.com/media/cartoons/108/2010/09/24/83634_600.jpg this cartoon] and describe + analyse it!
:: Newt [Gingrich] in picture 2 of the cartoon is a Republican politician.
* Write out the topic sentence!
* The rest of the description and analysis can be done as notes!
* Work with the concept of [[LK_Englisch/Thelenberg_2009_11/Analysis#IRONY! | Irony]]

----

Work through the worksheet on TV Evangelism and http://en.wikipedia.org/wiki/Christian_right#Views.

* Cover these aspects:
:* How do TV evangelists and the Christian Right influence US politics?
:* Who are the Christian conservative voters according to these texts?
:* How many people can TV evangelists and the Christian right mobilize?
:* What aims do the Christian conservatives have? What do you think will happen in the USA and in US politics if they prevail?

----

Watch from 0:00 bis 10:10. 
Watch twice! Take notes!
{{#ev:youtube|7y1xJAVZxXg |500}}
 
* What is criticized about the churches/televangelists/message they preach?
* What is the prosperity gospel?

----

* Describe and analyse [https://thebaochi.files.wordpress.com/2011/10/cartoon.jpg this cartoon]!
: Follow the instructions given [http://rmg.zum.de/images/c/c0/Cartoon.pdf here]!
: [[LK_Englisch/Thelenberg_2009_11/Cartoons | These phrases]] may be useful

----

* [https://muslimstatistics.files.wordpress.com/2015/02/uk-muslims-degrees-statistics.png?w=853&h=463 Look at these statistics!] 
: Describe and analyse them using the phrases and the 3 steps decribed [https://www.englisch-hilfen.de/en/words/charts.htm here!]

=Basic Skills & Information=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]

* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]

* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]

* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [https://freie-referate.de/englisch/stylistic-devices-stilistische-mittel Stylistic devices]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]

* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]

.

=Muslims in Britain=
==Texts and Summaries==
* A problem of perception: [http://www.guardian.co.uk/commentisfree/belief/2012/jul/03/muslims-integrated-britain Muslims are well-integrated in Britain – but no one seems to believe it]
* Problematic issues between British Muslims and the "Christian" majority:
 
 
{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| <center>Muslims: fast-growing, disadvantaged part of population</center>
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| <center>Government and population</center>

|-
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| Situation:
* are quickly judged as spies, terrorists
* are bullied at school
* disproportionally often in jail and high unemployment rate
*  want to be more accepted
* oppressed by gov. and police (racial profiling)

 

Attitude:
* do not like radical muslims
* feel/think unlike those extremists
* Britons, who happen to be Muslims
* embarrassed about radical Islamists
* came to Britain to find a better life

Fanatics:
* want an islamic rule and division of Muslims from Christians
* don't want muslims to join the police and the army
* want every muslim prisoner to be set free
* rejection of the British democracy   

 

 

    
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| Attitude:

* do not trust them
* judge all Muslims as dangerous
* scared of them, prejudice
* fear of being outnumbered (immigration, high birthrate)
* massive growth of Islam in Britian ==> afraid of loss of christian lifestyle

 

Treatment:
* abuse their power to oppress muslims
* often deny "ethnic profiling"
* call for less immigration and more integration
* fight against extremism spreading at schools, universities, mosques

Reasons:
* 9/11, London bombing and other acts of terror
* fundamentalist groups (Islam to rule Britain)
* do not want islamic Britain
* want to prevent radical Islamist views from being taught atschool/universities

|}

'''Statistics'''
 
[http://s.telegraph.co.uk/graphics/MobileSwitcher/v2/images/595-14237764831783093124.svg '''Statistics on muslims' education and emplyment'''!]
: If you are not sure how to work with statistics, [http://www.englisch-hilfen.de/en/words/charts.htm '''see here'''!]
* What effects does this have on the muslims' situation, attitudes and integration?

==Concepts of Intergration and Assimilation==

===Multiculturalism - positive ethnic diversity===
* '''descriptive approach''': assessment of fact of cultural diversity
* '''normative approach''': ideologies or policies that embrace and promote this diversity - multiculturalism as a society “at ease with the rich tapestry of human life and the desire amongst people to express their own identity in the manner they see fit.”
:* focus on interaction and communication between different cultures
:* focus on diversity and cultural uniqueness
:* common aspect : no specific ethnic, religious, or cultural community values presented as central.

===Cultural assimilation===
Process by which a person or a group's language or culture come to resemble those of another group.
* '''Full assimilation''': new members of a society become indistinguishable from members of the other group.
:* quick or gradual change?
:* desirable for an immigrant group?
* '''Immigrant assimilation''':
:* complex process in which immigrants fully integrate themselves into a new country.
:* four primary benchmarks for immigrant assimilation:
::* socioeconomic status (education, occupation, income)
::* geographic distribution
::* second language attainment
::* intermarriage

==Why do young muslims turn extremists?==

* [http://www.onbeing.org/program/reflections-former-islamist-extremist/transcript/1087 Reflections of a Former Islamist Extremist]
:Read from beginning to "''And it's a very powerful grip on one's mind. And in my case it took years to shed that influence''." (third box)

'''Reasons for Extremism:'''
:* crucial event: death of thousands of European muslims in war in Bosnia in 90s! West just watches and doesn't help the muslims there. (Parallels to wars in Iraq .... muslims are being killed and no-one cares)
:* Islam is cleverly presented as way of looking at '''history''': like in Marxism it is always a '''struggle''', them against us, bad against good, everybody against the muslims (idea of Western/Jewish conspiracy against Islam/muslims)
:*at school/in university young muslims become part of an active, organized, outspoken movement ⇒ '''proud''' to be an '''active muslim''', feeling of '''power''', feeling of '''belonging''' to group and of '''changing the world'''.

== Two Generations of British Muslims ==
* [[Q11 Englisch/Thelenberg 2012 13/muslims2 | Answers to book, p. 86/87 q. 5 + 6: Two generations of British muslims]]

==Cartoon==

[https://thebaochi.files.wordpress.com/2011/10/cartoon.jpg Cartoon women's rights in Islamic countries]

'''Who/what/where: '''

* two women who accidentally meet on the street
* both turn around, after the have have met and look at the other …
 
* contrast
{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| left:
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| right:

|-
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| * clothes, shoes => show …
* jewellery, sunglasses
* expression
* hair
* pose/way of walking
* attitude/to other woman)
* thought bubble

| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| * garment
* no jewellery, glasses etc.
* no hair , almost no face visible ==> doesn't show …
* expression?
* pose/way of walking
* attitude to other woman
* thought bubble

|-
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| Who ==> modern, western woman: ….
| style="border:1pt solid #a3a3a3;padding-top:0.071cm;padding-bottom:0.071cm;padding-left:0.106cm;padding-right:0.106cm;"| <nowiki>==> conservatively dressed muslima: ….</nowiki>

|}

.

=Religion and Politics in the USA: The Christian Right, Megachurches and TV-Preachers=

==Politics==
[[Datei:3branches-th.jpeg]]
 
* [http://www.jochenenglish.de/vocab/checks_and_balances.doc Vocab Sheet zu Checks and balances] 
* Great basic information on presidential elections: [https://www.usa.gov/election Videos and infographics!]

==Religion and Politics in the US==

* [https://www.commonwealmagazine.org/how-religion-got-trump '''Article: How Religion got Trump''']
 
 
===Vocab on religion:===
[[Datei:religion-voc.pdf]] 
 
 
===Facts on religion and politics===
'''Special Religious Groups and Institutions'''
* (Evangelical) Mega-Churches
:* church should not play the role of the state, but have clear positions
:* against stem cell research
:* against gay marriage
:* against abortion
:* some are liberal in enforcing their views
:* some churches are big: up to 8,500 seats in church and about 11,000 congregants (Megachurches even bigger)
 
'''Trends'''
* 72% of the Americans want their president to be clearly religious
* half of the Americans think churches should express views on political matters
* 41% of the Americans want more religion in politics
* Americans vote for candidates who aren't afraid to express their religious views
* Americans are comfortable with showing their faith in public
* about 25% are white evangelical christians and vote republican

'''BUT:''' 
* majority says churches should not endorse candidates
* only about 30% of Americans refuse gay marriage in 2003 - as compared to 41% in 1996
* many Americans believe that religion should not have any direct influence on US politics but believe in religion being a privately exercised, individual matter
* many American Christians are not evangelicals and clearly want a more liberal, open-minded idea of Christianity and belief in God

'''Typical aspects/facts concerning religion in the USA'''
* US constitution strictly separates church and state

'''BUT:''' 
* US politicians - unlike their counterparts in Europe - often mention God in their speeches (God bless you, God bless America ...)

==Megachurches==

'''Download''' [[Q11 Englisch/Thelenberg 2012 13/osteen-megachurch | Summary of facts about Osteen's megachurch]]

==TV-Evangelism==

===Comedy can be so informative: Churches exploit peoples´ faith for money===
{{#ev:youtube|7y1xJAVZxXg |500}} 
Watch 0:00 to 10:10
* What is criticized about the churches/televangelists/message they preach?
* What is the prosperity gospel?
 
 
'''What TV Evangelist do:'''
* people send huge amounts of money
* vulnerable and sick people are the main target, esp. poor or severly ill, desperate persons (e.g. donate money instead of getting cancer treatment)
 
'''Churches/TV evangelists:'''
* claim they can heal in the name of Jesus ( even cancer )through prayer
* really use money for privat airplanes , big houses (instead of church-work)
* braggg with wealth
* preach '''prosperity gospel''':
:* wealth shows you that god likes you and that you believe enough
:* donations help to get god's favour
* seed faith : donated money is a seed and it can be harvested, it multiplies through god's favour
* god even wipes out your credit card debts if you use the card to donate

 
All this is legal, as long as creed of the church is nothing illegal!
* churches don't pay taxes for donations and big houses,and for the TV channels, because they are exempted as churches

.

===How do TV evangelists and the Christian Right influence US politics?===
* have their own TV show
* social media to influence voters
* direct mailing lists
* massive book sales
* try to get the right president elected
* donate money to a presidential campain

=== Who are the Christian conservative voters according to these texts?===
* female and over fifty
* people who want to believe something
* people are more religious

.

=== How many people can TV evangelists and the Christian right mobilize?===
* 17 thousand members in one mega church
* audience of 20 million viewers/voters
* 20 to 25 percent of the electorate

.

===What aims do the Christian conservatives have? What will happen in the USA and in US politics if they prevail?===
* they save America
* influence in politics
* raise money and recruit new followers ==> want to form a disciplined army
* against gay marriage
* against abortion
* against divorce
* no sex before marriage
* against contraception
* against sex education in schools
* religious education into school
* they want creationism to be taught in schools (Cf. [[Q11_Englisch/Thelenberg_2012_13/creationism| History of evolution vs. creationism/ID in the US]])

.

==Cartoons==

===Notes on [http://media.caglecartoons.com/media/cartoons/108/2010/09/24/83634_600.jpg this cartoon] ===

* 4 frames, three show acts of violence/hatred committed in the name of Christianity/Western Civilization
* evangelical pastor [=church] burning Korans, evangelical/conservative politician [politics] against building mosque in USA, secret service agent [=government] torturing terrorist suspect)
* irony: they all want revenge/act as unchristian/intolerantly as those they accuse of doing this to them
* irony: preacher is completely stupid: of course "them folks don't act like Christians" - they simply aren't christians!
* preacher also doesn't seem to know his Bilble: "Jesus hates Mohammed" is absolutely like anthing Jesus preaches in the Bible: Jesus preaches love, peace and forgiveness - not hatred!
* picture four shows the result: children in USA have learned, that you needn't act as you wish others to act towards you (in civilized way, mercyfully, helpfully, tolerantly ...) but can do anything you want as long as nobody stops you.
* General criticism: christian/western preachers and politicians and governments do the same things they accuse terrorists and radical islamist of ⇒ they are no better than them

===Possible solution (full text):===

The cartoon shows the effects of double standards that religious leaders, politicians and the state have when the deal with muslims or islamic states. It is split up in four frames. 
In the first frame you can see a crazy older man, wearing a suit and tie, who publicly says „I’m burnin Korans ‚cause them folks don’t act like Christians.“and a sign in the background says „ Jesus hates Mohammed“. He represents the right winged Christians in the USA who strongly oppose Islam. 
The second frame shows a TV where you can see a fat old angry man who thinks „We shouldn’t allow the Mosque in New York because they won’t allow Churches in Saudi Arabia.“ He refers to the mosque near Ground Zero in New York, which many Americans saw as an insult. 
The third frame shows a man wearing dark suit and sunglasses and he`s holding something censored in his hand. He is interogating a suspect and is saying: "Its`s okay to torture terror suspects.`Cause they are utterly devoid of human decency." 
In the last frame we can see a woman with three children sitting on the floor in front of her in a room with a big cross. She is trying to teach them the christian values, and begins a sentence: " And so, children we do unto others..."which a boy finishes with the words: " Any way we can get away with." 
The cartoon criticizes the self-righteousness and hypocrisy of fundamentalist evangelicals, conservative politicians and the government that shows in their attitude to Islam and Muslims.
The pastor reveals not only his own limitations by accusing Muslims of not acting like Christians (which isn't really surprising for a Muslim) but shows his own hypocrisy or rather gross misunderstanding of what Jesus - who he claims hates Mohammed - teaches in the bible: tolerance, forgiveness, love and respect for orthers - not hatred and war against them. This is truly ironic for a Christian pastor. 
The politician seems to have one motive - revenge for the way Saudi Arabia treats Cristianity, and he, too, ironically reveals that he lacks the tolerance he demands, as well as a truly Christian, loving and forgiving attititude, or a sound political strategy. Such a strategy that really helps Christians in the Arab world: They would rather profit from serious talks with Saudi Arabia (which is an ally of the US) and from a political deal, that balances the mosque in New York with some churches in Saudi Arabia. 
The next bitter irony is that a government-agent accuses terrorist suspects of a lack of human decency while torturing a suspect (who should be seen as not guiltey until proven to be guilty). He clearly represents our or rather our governments' double standards while dealing with people we believe to be terrorists: We suddenly forget everything about human rights, the rights of suspects or basic human decency. 
The result of this behaviour is obvious in the last frame: Our children grow up in a climate that teaches a dangerous lesson: that you needn't live the Christian values you preach - at least not while dealing with muslims.

=The American Dream=

==Links==
* Cf. worksheet: "The American Dream Today"
* [[wikipedia:en:American_dream|The American Dream (Wikipedia)]]
* [http://todaysamericandream.com Todaysamericandream.com]
* [http://memory.loc.gov/learn/lessons/97/dream/index.html Library of Congress: American Dreams]

.

==Explanation==

 
'''Basic ideas:'''
* Declaration of Independence:
:* All men are created equal <nowiki>=></nowiki> everybody has the chance
:* Pursuit of happiness
* Attitude of hope and faith
* fulfills your desire for success, prosperity, happiness, liberty, religious freedom

 
'''Different groups and dreams:'''
* Puritan pilgrim fathers: escape from Britain and religious freedom
* Settlers/pioneers: land, natural resources, personal freedom, ability to surive on your own hands' work and build an existence from what God/the land offers you by working hard, wish to be independent
* Revolutionaries/founding fathers: USA as the result of a successful revolution and fightfor freedom against the English king. Democratic federal state! => No nobility and no monarchy, free and equal men, national and personal independence
* Immigrants: new and safe life, escape from poverty, from religious and political prosecution, from inequality ==> freedom, chance to create a better life

 
'''Different groups and dreams:'''
* Puritan pilgrim fathers: escape from Britain and freedom from religious persecution
* Huguenots: freedom from religious persecution
* Quakers: religious freedom and new life
* Settlers/pioneers: land, natural resources, personal freedom, ability to surive on your own hands' work and build an existence from what God/the land offers you by working hatd ==> personal independence
* Revolutionaries/founding fathers: USA as the result of a successful revolution and fightfor freedom against the English king. Democratic federal state! => No nobility and no monarchy, free and equal men
* Immigrants: new and safe life, escape from poverty, starvation from religious and political prosecution, from inequality
* Americans today: car, good job, nice house, teach your kids the dream, pay for college or university

 
'''The American Dream is:'''
* to make money/have a job and to have a house
* to raise a family and care for them
* to build a better and safe future for you and your children through education, love, and hard work
* the right to life, liberty, and the pursuit of happiness, regardless of your skin color
* to be able to safely own the things you need or want

 
'''Rules/Guidelines'''
* Work hard!
* Do what you wanna do, be what you wanna be!
* Be patient!
* Just do it!
* Always do your best!
* Never give up!
* Nothing is impossible!
* Go hard or go home!
* Be independent!
* If the plan doesn’t work change the plan, not the goal!
* It doesn't matter where you came from, just work hand and you'll make it here!
* Believe in yourself!
* Trust in God!
* Follow your dream!
* Believe in God and America!
* If you want it, you can do it!
* You can be what you wanna be!
* Don´t dream it, do/be it!
* You get what you deserve!
* From rags to riches!
* Don’t have small dreams
* You gotta fight for your dreams
* Only the sky is the limit
* Every day is another chance to make your dreams come true
* Die with memories, not dreams!
* Don’t dream your life, live your dreams!

 

'''Criticism:'''
* Working hard and wealth is over-emphasized. No time to enjoy what you have.
* Over-emphasizing material aspect oft he dream – spiritual and idealistic aspect is lost.
* The dream is a farce, a slogan used by politicians
* It’s called the American '''Dream''' because you have to be asleep to believe it
* Many have no time for the American Dream, but are busy enough hanging on to what they have
* They work so much, they don’t have time to enjoy the things they have earned
* Dream gives a tough answer to those who don’t make it: „You didn’t try/work hard enough ==> it is their own fault, not our society's!==> you can’t expect any help
* Dream is unachievable for many people (poverty, inequality still exists) ==> doesn’t work for the working poor/discriminated groups/people with chronical diseases/ill people without insurrance
* The gap between the rich and the poor people gets bigger
* Immigrants are widely held responsible for the failure of the American Dream
 
BUT: Immigrants themselves are those who most ardently believe in the dream and see it fulfilled, as life is better than where they came from and will even be better for their children

==Mindmap: The American Dream==

[[Bild:The_American_Dream.png]]

.

=Looks count=
==Plastic Surgery==
===Videos===

{{#ev:youtube|lzV-kebFtAo|300}} 
Plastic surgery for teenagers
 
 

{{#ev:youtube|Y7a_huMIOUY|300}} 
Plastic surgery for men

===Plastic surgery for men===

* men want to remain competitive in the work force
* men want to regain their youthful look
* many men are divorced and want to meet young women
* they have no time for the gym
* become more selfconfident
* want to look more professional
* it helps business
* people around you feel safe when you look good
* it´s less pain to have plastic surgery than visit the gym every day
* good-looking men seem to be more successful

===Plastic surgery for women===

* want to feel more selfconfident and feel better in their body
* they want other people to talk good about them
* bosses want to employ good-looking women
* they want to have a prettier face that people enjoy and like looking at
* the media show us the ideal type of successful women`s beauty:
:# young (-> fertile), rich, healthy, slim,
:# symmetrical face
:# in shape
:# 90/60/90, should have an ideal body
* making theirself more attractive for men
* perfect summer body, to have the right body for certain kinds of fashion or clothes
* competition with other good-looking women

=Immigration=

[[Datei:Immigrationprocon.jpg|688px]]

== ... in Britain ==

== ... in the USA ==
# [https://www.youtube.com/watch?v=ZUt4EbIMx14 Immigration in America Isn’t What the Politicians Tell You]
# [https://www.youtube.com/watch?v=4XQXiCLzyAw The Economics of Immigration: Crash Course Econ #33 (Ab 1:00)]

===Notes from videos===
VID 1:
Facts or perceptions?

 
* Majority are illegal criminals?
: 11 mio immigrants commit crime of illegally entering and staying => increased crime rate
: BUT overall crime rate has been going down, esp. violent crimes (down by 50%) while number of illegal immmigrants has tripled
 
* Take jobs? 
: illegal immigrants willing to work for lower wages
: make about 5% of US laborforce
: mainly in farming, cleaning maintenance, construction
: take comparatively low-skill jobs (no highschool or fluency at English needed)

* Pay no taxes? 
: pay more than 11 billion dollars/year in income, sales, property taxes
: legalizing all hitherto undocumented workers would add about 2 billion dollars to taxes

 
 

Video 3: 
'''immigration?''' => international, voluntary migration of people seeking econ opportunity 

* Ravenstein in 1889: Laws, taxtaion, climate, social surrounding and compulsion lead to migration, but most important factor is desire to better one's material position 
:* e.g. 1880 - 1910 over 17 mio Europeans to US. e.g. Asian immigrants esp. to Westcoast, (mining, railroad)
:* made possible by technology (steamships across Atlantic) and need for workers in growing US industries
:* finally resistance to immigration: late 19th and early 20th cent  European imm. limited, Asian imm. stopped
:* Today … economic pros and cons of immigration
 
{| class="wikitable"
|-
! advatages of immigrationÜberschrift !! costs of immigrationÜberschrift
|-
|
* economists agree immigration is positive for national economy (productivity, GDP)
* net effect of immigration is positive:
: immigration surplus: poplation rises =>
: higher demand for goods => more jobs/higher wages =>
: benefits outweigh dangers in the long run => labour market adapts quickly … hardly any wage drops or unemployment
* additionally massive benefits for immigrants themselves
* without restrictions world labour supply would double + massive econ. growth + wages may triple in dev. countries
||
* e.g. low skilled immigrants stay poor and depend on social services
* short term effect: drop in wages due to influx of cheap labour => capital increases, labor is weakened

|}

VID 2

'''About 41 mio documented (30) and undocumented (11) immigrants live in US - 13% of population'''
: immigration linked to economy and security

'''Topics:''' 
* border security:
: let in the right immigrants only
: security gaps
: costs of 18 bill $/year
: search for most effective enforcement measures
 
* many undocumented immigrants: illegal entry or overstaying 
: => economic and legal complications: gaps in tax collection + use of public services
: idea of legalizing status

* refugees
: majority of immigrants are refugees from violence an oppression rather than job seekers
: how to handle the massive inflow of refugees from Central America and Middle East

* legal immigration
: legal to hire highly qualified workers even if immigrants, if they make a valuable contribution to US economy
: Do they replace American workers?

* Immigration reform to solve these problems is needed
: Laws need to be made by Congress
: President can use executive powers to veto bills + influence strict law enforcement

* highly skilled immigrants lead to a bigger immigration surplus, are often important innovators (patents …), companies employing them make more profit/pay more taxes
* with majority of unskilled immigrants surplus grows less + more slowly, but usually still grows

'''Legal vs. illegal immigration''' 
 
* What to do with 11 mio undocumented immigrants? In 2014 almost 370000 are deported
* if all were deported => slight net decrease in GDP
* if all are legalized => slight net increase in GDP
* legalization with more border protection … almost no increase in GDP
 

'''Democrats and Republicans, Liberals and conservatives agree:''' 
Legalizing undocumented immigrants would ... 
* increase imm. surplus
* gain immigrant labour protection
* lead to higher wages, more purchases
* fuel demad, which would lead to more hiring /jobs + higher wages
* allow state to collect more taxes (giving the state 2x as much as they cost it)
 
 
'''Other arguments:''' 

* esp. illegal immigration is a security risk (drugs, terrorism)
* illegal immigration = breaking the law should not be rewarded with citizenship
* '''BUT USA has 41 mio immigrants''', is technically a nation of immigrants
* polls show changing attitude:
: - 50 %: immigrants strengthen economy (40 say they are a burden)
: - young people see immigrants + contribution more positively

==Stereotypes based on ethnicity==
 
* Basic information: [https://en.wikipedia.org/wiki/Stereotype Wikipedia on stereotypes]

 
===Videos===

'''Stereotypes of Asians''' 
* [https://www.youtube.com/watch?v=Gs2COS-WRKw Video 1] 
* [https://www.youtube.com/watch?v=PiJnkkP8gZ4 Video 2] 
* [https://www.youtube.com/watch?v=PPbvhfYQuM0 Video 3] 
 
Stereotypes of Hispanics 
* [https://www.youtube.com/watch?v=d6Fq27AzSMo Video 4] 
* [https://www.youtube.com/watch?v=lC2cAriFfwY Video 5] 
 
Stereotypes of African Americans 
* [https://www.youtube.com/watch?v=2a8oiGP2IAU Video 6] 
* [https://www.youtube.com/watch?v=7aHEh7OzddQ Video 7] 
* [https://www.youtube.com/watch?v=yQO7XoANYb8 Video 8] 
 

===Definition: Stereotypes===
* ... are fixed, simple ideas or images that many people have of a particular type of person or thing
* ... often use simple criteria and give a simplified version of reality (they can be true, though)
* ... help us to categorize/distinguish between dangerous and harmless, attractive and unattractive, reliable - treacherous ...
* ... help us to understand and explain the world in a quick and simple way
* ... can be positive (men are strong) and negative (men don't have true feelings)
* ... are often very hard to change, even if experience suggests that the stereotype may be wrong/too simple to explain complex realities or individual behaviour

 
'''Stereotype threat:'''
* awareness of belongig to group that is stereotyped creates lower performance/different behaviour due to fear of fulfilling the stereotype.
* Example: black students did worse at test if told it was to determine their intellectual abilities
 
'''Self-fulfilling Prophecy''' 
* inaccurate expectations about someone's behavior ==> I treat stereotyped people in certain way (e.g. as if they were less intelligent …) ==> person acts in stereotype-consistent ways ==> confirms my erroneous expectations ==> validating the stereotype.
* Example: men talking to women on the phone. If they believed women to be attractive, they talked to them in a more positive way, which in return produced more positive and likeable answers, which finally confirmed their assumed attractiness, as they appeared more likeabele etc. to the men.
 
'''Discrimination'''
* Stereotypes simplify and justify social reality ==> effect on what people expects/assume and how they perceive and treat one another.
* Example: discrimination in labor markets and other domains (obese people …, women ….)

===STEREOTYPES OF AFRICAN AMERICANS===
 
'''NEGATIVE:'''
* all live in ghettos
* are less intelligent than Caucasians
 
'''Men:'''
* have jail experience
* are violent / gangsters / drug dealers and users
* treat their children badly, leave their families alone
* unreliable workers
* no higher education
* complain about everyone and everything, esp. about injustice and discrimination
* love all white women
 
'''Women:'''
* the „sex“-addicted woman (whites thought so, as native Africans didn‘t wear much clothes)
* helpful, nice, obedient, fat householding type (black momma)
* loud aggressive „righteous“ women complaining about everything at anytime and always having a good answer = angry black women/feisty
 
 
'''POSITIVE:'''
* very (sexually) attractive because of their body (bbc, big booty), way they move …
* are athletic, fantastic at sports (dancing, basketball, running)
* all men are tall
* call each other “bro” and “sis”
* very religious
* good rappers, great musicians and singers, all love HipHop, Jazz
* all love watermelons, fried chicken
* they are good at cooking (BBQ, chicken, rice)

 
 

===STEREOTYPES OF ASIANS:===
 
'''GENERAL:''' 

'''Positive:'''
* smart
* good grades
* clever
* hard-working
* study a lot
* understand and love technology
* play classical instruments an d love classical music
 
'''Negative:'''
* short
* small, slanted eyes
* have a yellow skin
* strict parents
* are racists concerning other races, e.g. if their children date a non-Asian partner
* bad drivers
* get bullied
* are no good leaders
* eat dogs
 
'''Male:'''
* too feminine, not real men
* nerdy (very, almost too clever)
* not athletic
* not attractive
 
'''Female:'''
* exotic
* caregiving
* know and expect oriental sex secrets
* shy
* demure
* submissive
* tricky / too clever (for many men)

 
 
===STEROTYPES OF HISPANICS:===
 
'''FILMS / MEDIA:''' 
'''1. El Bandito'''
: Then: unintelligent, dirty, lazy, criminal - introduced as the standard villain in early western films
: Now: cholo, drug dealer, savage, violent

'''2. The Dark Lady'''
: Then: tragic, doomed, mysterious, hot-tempered -> has irresistible erotic appeal to white lead
: Now: inscrutable, man-eater, aloof

'''3. The Harlot'''
: Then: slave to her passions, lusty and irresistible - used to punish latina sexuality
: Now: sexualized and objectified, curvy

'''4. The Latin Lover'''
: Then: irresponsible, charming, suave - made famous by Rudolph Valentino (Italian!)
: Now: passionate, sexy and sexually aggressive

'''5. The Female Clown'''
: Then: cartoon-like, flamboyant, exotic, comic relief - made famous by Carmen Miranda
: Now: heavy accent and over the top ditzy
 
'''GENERAL:'''
* are all illegal immigrants (wetbacks)
* all have huge families
* speak Spanish only
* Dark skinned
* Can’t drive
* very catholic, drugs, can’t speak English, own all Chihuahuas, talk much, speak very fast
* All named Maria, José, Juan, Carlos
* wear Sombreros and strange beards
* all own Chihuahuas
* good food … + Tequila
 
 
'''WOMEN: '''
'''Positive:'''
* Can dance well
* Young Latinas are hot; curvy
* Can cook (tacos and enchiladas)
* Passionate
* Have a lot of kids
* Full of spirit
* Good at running
* Charming
 
'''Negative:'''
* Lazy
* Irresponsible
* uneducated
* all are named Maria or Carmen
* have kids very young
* old Latinas are fat
 
'''MEN:''' 
'''Positive:'''
* passionate
* charming
 
'''Negative:'''
* dirty
* lazy
* criminal
* violent
* irresponsible
* savage
* drug dealers
* are too hairy
* are all named José or Juan
* only want sex
* uneducated
* work any job (gardening, pool boys, farm labor) for little money = steal “real Americans’” jobs

=Environment=

==Vocabulary==
[[Datei:Vocab Environment 18.pdf|400]]

==Sources for finding relevant vocabulary==

* Mark relevant/necessary phrases!
* Create table from [https://www.leo.org/englisch-deutsch LEO] (German → English)
 
Ergebnisse hier speichern:

: [https://rmg.idea-sketch.com/index.php/apps/files/?dir=/Dokumente/Environment&fileid=69121 RMG-CLOUD]

'''Englisch'''
# http://environment.nationalgeographic.com/environment/global-warming/deforestation-overview/
# https://www.nationalgeographic.com/environment/habitats/rainforest-threats/
# https://www.nationalgeographic.com/environment/photos/rainforest-deforestation/
# http://www.greenpeace.org/international/en/campaigns/climate-change/science/deforestation/
 
'''German'''
# http://www.spiegel.de/wissenschaft/mensch/0,1518,533034,00.html
# http://www.spiegel.de/wissenschaft/mensch/0,1518,druck-533034,00.html
# http://www.klima-sucht-schutz.de/klimaschutz/klimawandel/die-abholzung-der-waelder.html

 
==What is our part in all this==
 
'''Analyze the following text sources!''' 
Order your findings according to these questions:
* What problems are mentioned? Who/what is affected?
* Who is responsible? (directly and indirectly?)
* What solutions are there?
 
# [http://www.guardian.co.uk/environment/2009/oct/16/deforestation-europe-cheap-meat Deforestation and the true costs of our meat]
# [http://www.guardian.co.uk/environment/2009/oct/05/meat-amazon-deforestation British supermarkets accused over destruction of Amazon rainforest]
# [http://www.guardian.co.uk/environment/2009/jun/21/supermarket-suppliers-amazon-rainforest-deforestation Supermarket suppliers 'helping destroy Amazon rainforest']
# [http://www.guardian.co.uk/environment/2009/oct/05/meat-amazon-deforestation Global brands refuse to endorse 'slaughter of the Amazon']

6ae 2018 19/Englisch Klassen 6a und 6e

2019-05-29T17:57:49Z

Theli34:

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>

| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 
'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.

 
'''Übungsaufgabe 1'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''
 
<

'''Übungsaufgabe 2'''
Verbinde die Sätze! Verwende dabei jedes der folgenden "linking words" nur 1 x: 
''because, before, as soon as, although, whenever, when,''
# I come home in the evening. I always I drink a glass of water.
# I like Petra. She is funny.
# I hear this song! I always begin to smile.
# I can eat a lot. I must first drink something.
# I am not really good at art. I try so hard and draw a lot.
# All the people ran into the houses. It began to rain.
''Lösung am Montag im Unterricht!!!''



 
|}
=Homework=

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2019-05-29T17:56:43Z

Theli34:

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.

| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 

'''Übungsaufgabe 1'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''
 
<

'''Übungsaufgabe 2'''
Verbinde die Sätze! Verwende dabei jedes der folgenden "linking words" nur 1 x: 
''because, before, as soon as, although, whenever, when,''
# I come home in the evening. I always I drink a glass of water.
# I like Petra. She is funny.
# I hear this song! I always begin to smile.
# I can eat a lot. I must first drink something.
# I am not really good at art. I try so hard and draw a lot.
# All the people ran into the houses. It began to rain.
''Lösung am Montag im Unterricht!!!''



 
|}
=Homework=

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2019-05-29T17:37:30Z

Theli34:

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>
| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 

'''Übungsaufgabe'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

''Die Verbesserung zu dieser Aufgabe haben wir in der Schule gemacht!''

'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| '''hier'''!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.



 
|}
=Homework=

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliarie 1s/50_englisch_modalverben_uebungen.htm ]
 
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]
* [https://kico4u.de/english/uebungen/6klasse/haveto1.htm müssen/nicht müssen 2]
* [https://kico4u.de/english/uebungen/hilfsverben/havetrans.htm Müssen/nicht müssen 3]

* [https://kico4u.de/english/uebungen/hilfsverben/cancouldpresent.htm Können 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/15_modal_auxiliaries_and_their_substitutes.htm Können 2]
 
* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Dürfen 1]
* [https://online-lernen.levrai.de/englisch/klasse_7/modal_auxiliaries/24_modal_auxiliaries_may_was_allowed_to.htm Dürfen 2]

* [https://kico4u.de/english/uebungen/hilfsverben/maypresent.htm Mixed exercise, auch mit mit will-future (des ham wir noch nicht ...)]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2019-05-29T14:10:45Z

Theli34: /* Can, may, must und Ersatzformen */

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>
| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 

'''Hausaufgabe'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* [können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| hier!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.



 
|}
=Homework=

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [https://www.englisch-hilfen.de/uebungen/modalverben/ersatzformen.htm Verschieden Ersatzformen]
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2019-05-29T14:02:52Z

Theli34:

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>
| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 

'''Hausaufgabe'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* [können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'') 
: Vgl. Übungen [[#Can.2C_may.2C_must_und_Ersatzformen| hier!]]
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.



 
|}
=Homework=

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [http://www.englisch-hilfen.de/uebungen/modalverben/can.htm Können]
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6b 2007 08/can-may-must

2019-05-29T13:58:57Z

Theli34: /* Fähigkeit = ability */

'''Exercises:'''
* [http://www.english-4u.de/modal_verbs_ex3.htm Put the modal verbs into the tenses I]
* [http://www.english-4u.de/modal_verbs_ex4.htm Put the modal verbs into the tenses II]

'''Test yourself'''

[[6b 2007 08/can-may-must-test| can-may-must - Test yourself]]

==Basic Rules==

===''can, may, must'' sind Hilfsverben!===

Das bedeutet:
* kein -s in der 3. Person Singular
* keine Umschreibung mit "to do" in Fragen und verneinten Sätzen notwendig (Can you help me? ABER '''Do''' you like me?)

===Man kann mit ''can, may must'' nicht alle Zeiten bilden!===

Ersatzformen:
* can ==> '''to be able to''', ==> we were able to
* must ==> '''to have to''' ==> they had to do their homework
* may ==> '''to be allowed to''' ==> I was allowed to stay up.

====Erlaubnis/Verbot = permission (dürfen/nicht dürfen)====

* can / cannot ==> You cannot go to the party
* may / may not ==> we may not be loud ==> we were not allowed to be loud
* '''must not''' ==> you must not Du DARFST nicht (Nur in Gegenwart!) ==> Past Tense: You were not allowed to ....!

====Fähigkeit = ability (können/nicht können)====

* can / cannot ==> I cannot sing ==> I wasn't able to sing. / They weren't able to sing.

====Verplichtung = obligation (müssen/nicht müssen)====

*must ==> You must go. ==> You '''had''' to go.

'''Achtung''':
You must not heißt: Du '''darfst''' nicht!

Deswegen: 
Du musst nicht gehen. ==> you needn't go. (Ersatzform für andere Zeiten: '''don't''' have to. 
Deswegen 
Du musstest nicht/brauchtest nicht zu gehen! ==> You '''didn't''' have o go.

6b 2007 08/can-may-must

2019-05-29T13:58:20Z

Theli34: /* Erlaubnis/Verbot = permission */

'''Exercises:'''
* [http://www.english-4u.de/modal_verbs_ex3.htm Put the modal verbs into the tenses I]
* [http://www.english-4u.de/modal_verbs_ex4.htm Put the modal verbs into the tenses II]

'''Test yourself'''

[[6b 2007 08/can-may-must-test| can-may-must - Test yourself]]

==Basic Rules==

===''can, may, must'' sind Hilfsverben!===

Das bedeutet:
* kein -s in der 3. Person Singular
* keine Umschreibung mit "to do" in Fragen und verneinten Sätzen notwendig (Can you help me? ABER '''Do''' you like me?)

===Man kann mit ''can, may must'' nicht alle Zeiten bilden!===

Ersatzformen:
* can ==> '''to be able to''', ==> we were able to
* must ==> '''to have to''' ==> they had to do their homework
* may ==> '''to be allowed to''' ==> I was allowed to stay up.

====Erlaubnis/Verbot = permission (dürfen/nicht dürfen)====

* can / cannot ==> You cannot go to the party
* may / may not ==> we may not be loud ==> we were not allowed to be loud
* '''must not''' ==> you must not Du DARFST nicht (Nur in Gegenwart!) ==> Past Tense: You were not allowed to ....!

====Fähigkeit = ability====

* can / cannot ==> I cannot sing ==> I wasn't able to sing. / They weren't able to sing.

====Verplichtung = obligation (müssen/nicht müssen)====

*must ==> You must go. ==> You '''had''' to go.

'''Achtung''':
You must not heißt: Du '''darfst''' nicht!

Deswegen: 
Du musst nicht gehen. ==> you needn't go. (Ersatzform für andere Zeiten: '''don't''' have to. 
Deswegen 
Du musstest nicht/brauchtest nicht zu gehen! ==> You '''didn't''' have o go.

6b 2007 08/can-may-must

2019-05-29T13:57:53Z

Theli34: /* Verplichtung = obligation */

'''Exercises:'''
* [http://www.english-4u.de/modal_verbs_ex3.htm Put the modal verbs into the tenses I]
* [http://www.english-4u.de/modal_verbs_ex4.htm Put the modal verbs into the tenses II]

'''Test yourself'''

[[6b 2007 08/can-may-must-test| can-may-must - Test yourself]]

==Basic Rules==

===''can, may, must'' sind Hilfsverben!===

Das bedeutet:
* kein -s in der 3. Person Singular
* keine Umschreibung mit "to do" in Fragen und verneinten Sätzen notwendig (Can you help me? ABER '''Do''' you like me?)

===Man kann mit ''can, may must'' nicht alle Zeiten bilden!===

Ersatzformen:
* can ==> '''to be able to''', ==> we were able to
* must ==> '''to have to''' ==> they had to do their homework
* may ==> '''to be allowed to''' ==> I was allowed to stay up.

====Erlaubnis/Verbot = permission====

* can / cannot ==> You cannot go to the party
* may / may not ==> we may not be loud ==> we were not allowed to be loud
* '''must not''' ==> you must not Du DARFST nicht (Nur in Gegenwart!) ==> Past Tense: You were not allowed to ....!

====Fähigkeit = ability====

* can / cannot ==> I cannot sing ==> I wasn't able to sing. / They weren't able to sing.

====Verplichtung = obligation (müssen/nicht müssen)====

*must ==> You must go. ==> You '''had''' to go.

'''Achtung''':
You must not heißt: Du '''darfst''' nicht!

Deswegen: 
Du musst nicht gehen. ==> you needn't go. (Ersatzform für andere Zeiten: '''don't''' have to. 
Deswegen 
Du musstest nicht/brauchtest nicht zu gehen! ==> You '''didn't''' have o go.

6b 2007 08/can-may-must

2019-05-29T13:52:02Z

Theli34: /* Fähigkeit = ability */

'''Exercises:'''
* [http://www.english-4u.de/modal_verbs_ex3.htm Put the modal verbs into the tenses I]
* [http://www.english-4u.de/modal_verbs_ex4.htm Put the modal verbs into the tenses II]

'''Test yourself'''

[[6b 2007 08/can-may-must-test| can-may-must - Test yourself]]

==Basic Rules==

===''can, may, must'' sind Hilfsverben!===

Das bedeutet:
* kein -s in der 3. Person Singular
* keine Umschreibung mit "to do" in Fragen und verneinten Sätzen notwendig (Can you help me? ABER '''Do''' you like me?)

===Man kann mit ''can, may must'' nicht alle Zeiten bilden!===

Ersatzformen:
* can ==> '''to be able to''', ==> we were able to
* must ==> '''to have to''' ==> they had to do their homework
* may ==> '''to be allowed to''' ==> I was allowed to stay up.

====Erlaubnis/Verbot = permission====

* can / cannot ==> You cannot go to the party
* may / may not ==> we may not be loud ==> we were not allowed to be loud
* '''must not''' ==> you must not Du DARFST nicht (Nur in Gegenwart!) ==> Past Tense: You were not allowed to ....!

====Fähigkeit = ability====

* can / cannot ==> I cannot sing ==> I wasn't able to sing. / They weren't able to sing.

====Verplichtung = obligation====

*must ==> You must go ==> You had to go ==> you will have to go

'''Achtung''':
You must not ==> Du '''darfst''' nicht!

ALSO:
Du musst nicht ==> Ersatzform "have to" notwendig!
have ist ein Vollverb! ==> you '''don't''' have to = Du musst nicht!

6ae 2018 19/Englisch Klassen 6a und 6e

2019-05-29T13:50:14Z

Theli34:

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>
| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 

'''Hausaufgabe'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'')
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.



 
|}
=Homework=

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

=''Can, may, must'' und Ersatzformen=
* [[6b 2007 08/can-may-must| Übungen und Erklärung]]
* [http://www.englisch-hilfen.de/uebungen/modalverben/can.htm Können]
* [http://www.englisch-hilfen.de/uebungen/modalverben/muessen.htm Müssen]

* [https://www.ego4u.com/en/cram-up/grammar/modal-verbs/exercises Ersatzform oder nicht 1?]
* [http://www.ego4u.de/de/cram-up/grammar/modal-verbs/exercises?02 Ersatzform oder nicht 2?]

* [http://www.ego4u.de/de/read-on/animals/soccer/exercises mustn't or needn't?]

6ae 2018 19/Englisch Klassen 6a und 6e

2019-05-29T13:46:55Z

Theli34:

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>
| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 

'''Hausaufgabe'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, be allowed to, have to'')
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.



 
|}
=Homework=

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

6ae 2018 19/Englisch Klassen 6a und 6e

2019-05-29T13:45:02Z

Theli34:

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>
| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 

'''Hausaufgabe'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

'''4. SCHULAUFGABE am 4.6.2019''' 
 

'''Stoff:''' 
1. Vokabeln: bis S. 233 weird 
 
2. Grammatik: G 12 bis G14 (S. 185 ff)
* Nebensätze mit ''after, before, as soon as, when, ... because, although'' ...
* können, dürfen, müssen: can, may/can/mustn't, must/needn't und ihre Ersatzformen (''be able to, have to, be allowed to'')
* Empfehlungen mit ''could, should, shouldn't''
 
3. Mediation: Vgl. S. 88/12 
 
4. Letter: ''Ask for and give advice''! Vgl. S. 91.



 
|}
=Homework=

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

6ae 2018 19/Englisch Klassen 6a und 6e

2019-05-22T11:02:56Z

Theli34:

<colorize>Herzlich Willkommen auf Englisch-Seite der Klassen 6a und 6e</colorize>
{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; align:left;">
__toc__
</div>
| width="47%" style="vertical-align:top" |
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">'''Aktuelles''' 

'''Hausaufgabe'''

'''Put the story (look at the verbs and esp. the modal auxiliaries) into the past tense!''' 

I come home from school. But then I can't believe it. There is water everywhere. 
I think I must call the police or the fire brigade. Mum says I mustn't call the police for fun. But now I may call them. 
Before I can take out the phone dad comes. He says he can't repair the washing machine because he must buy some parts first. 
I ask if I can use his tablet, but he says he can repair it, if he hs some time. He believes he needn't get help from the internet. 

'''Termin 4. Schulaufgabe''': 4.6.2019

----
'''3. Schulaufgabe''': 30.4.2019 
* VOC bis p. 226 ''to cause''
* Irregular verbs p. 295/296
* Grammar:
: Vgl. p. 178-179 G7, p. 181-184 G9 & G10
: simple present/present progressive, simple past/past progressive
: simple present perfect=> Vgl. Übungen & Erklärungen im Heft & hier im Wiki!
* Questions on the text: unbekannter Text zu Sport/Outdoorfreizeit
* Mediation: Deutschen Text ins Englische übertragen .... Vgl. p. 164 / S20
----
'''Fragen zum Text S. 73:'''
: 6. What does Gwen want to read about herself ?
: 7. Why didn't Luke and Gwen talk about their big problem in the race? Give two reasons!
: 8. What happened after the selfie the cat and the dog took in the race?
: 9. Who should Dave and Jay say "sorry" to?
: 10. What is Luke going to do with his phone in the end?



 
|}
=Homework=

'''Hausaufgabe für Montag 1.4.2019''' 
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]

----

* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro Erklärung zu simple past/past progressive]

Homework: 
# We ......................... (sit) at the breakfast table when the doorbell ......................... (ring).
# When ...................... they (leave) the museum, the sun .................................. (shine).
# The boys ............................................... (play) a game when the teacher ......................................... (come) in.
# While the children ................................................... (sleep), their parents ........................................ (watch) TV.
# It ...........................................(start) to rain while she ..............................................(water) the flowers in her garden.
# When I ..................... (open) the door, it ........................................ (rain) .
# He ………………………………. (hear) a loud crash while he ……………………………………. (talk) to his mum.

 
----
'''For Tuesday, 20th November: Read p. 12 Come on, Em! '''

You are a German child and you were in the USA last week and went to a barrel race!

* Tell your American cousin about it in an email.
* Explain the race and what you did there (food, how was it, what happened in the race, how did you like it?)
* Also tell your cousin one other thing that you liked in the USA (and why)
* '''Connect the sentences (Do NOT only use "and"!)'''
 
 
'''For Thursday, 22nd Noveber: Questions on the text pp. 20/21 Regions of the US'''
 

# Why is the northeast of the USA called "New England"?
# When did the slaves in the US become free people?
# What reasons (reason=Grund)do people have to like Florida? (2 different reasons)
# Why does it take so long for all bats to leave the cave in Carlsbad Caverns National Park?
# In what part of the USA can you go skiing all year and where do you find the hugest trees?
# In what lines of the text can you see best how big the USA are?

.

=Jahrgangsstufentest - Übung=
* '''Übungen zum Jahrgangsstufentest''' gibt es [https://www.isb.bayern.de/gymnasium/leistungserhebungen/jahrgangsstufenarbeiten-gymnasium/englisch/ '''HIER'''!]
: Bitte immer bei "Aufgaben Jahrgangsstufe 6!" klicken ...!

=Revision!!!=
'''1. Fragen mit do/does/don't/doesn't==
* [https://www.youtube.com/watch?v=0LwRARjY07E Verwendung von do/does in Fragen]
*[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Questions_with_or_without_.22do.22_or_.22does.22 | Übungen zu Fragen mit do/does]]
 
'''2. Kurzantworten'''
* [https://www.englisch-hilfen.de/grammar/kurzantworten.htm Erklärung Kurzantworten]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten_ Übung Kurzantworten 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten.htm Übung Kurzantworten 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/kurzantworten4.htm Übung Kurzantworten 3]
 
'''3. Question tags (Frageanhängsel)'''
* [https://www.englisch-hilfen.de/grammar/qu_tags.htm Erklärung zu question tags]
* [[#Question_tags | Übungen zu Question Tags]]
 
'''4. Negative sentences with don't/doesn't'''
* [https://www.kapiert.de/englisch/klasse-7-8/sprache/verbenzeitformen-gegenwart-und-zukunft/die-verneinung-der-einfachen-gegenwart-simple-present/ Erklärung Verneinung]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Negative_sentences_with_or_without_.22do.22_or_.22does.22 |Übungen zu Verneinung mit don't/doesn't]]
 
'''5. Verwendung des simple present'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [https://www.englisch-hilfen.de/grammar/adverbien1.htm Erklärung Satzstellung von Häufigkeitsadverben]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Word_Order_.28Satzstellung.29 | Übungen Satzstellung von Häufigkeitsadverbien]]
 
'''6. Verwendung des present progressive'''
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F |Erklärung der Verwendung und Signalwörter]]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive |Übungen zum Present Progressive]]
 
'''7. Going-to-future: Verwendung und Aussagesätze'''
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to Bildung und Verwendung]
* [[#Going-to-future | Aussagesatz und Verneinung im going-to-future]]
 
'''8. Going-to-future: Fragen'''
* [[#Going-to-future | Fragen im going-to-future]]
 
'''9. 3. Person-s'''
* In der dritten Person Einzahl wird normalerweise ein -s an die Grundform angehängt. Also: 
: ''I run, you run, they run, we run - '''ABER''' - He run'''s'''.'' 
: Ebenso: ''I have - She ha'''s''', We do - It do'''es''', You don't - She do'''es'''n't'' ...
* [https://www.ego4u.de/de/cram-up/grammar/simple-present/exceptions Besonderheiten beim 3. Person-s]
 
'''10. s-genitive and of-genitive'''
* [https://www.englisch-hilfen.de/grammar/genitiv.htm S-Genitiv: Bildung und verwendung]
* [https://www.englisch-hilfen.de/grammar/s_of.htm ''S-genitive'' or ''of-genitive''?]
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#S-Genitive | Übungen zum S-Genitiv]]
 
'''11. Formen von "to be"'''
* [https://online-lernen.levrai.de/englisch/klasse_5_grammatik/01_to_be/00_to_be_regeln.htm Formen von "to be in ''present tense'' und ''past tense'']
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#.22to_be_.28am.2C_are.2C_is.2C_....22.29 | Übungen zu Formen von "to be"]]
 
'''12. Unregelmäßige Verben'''
* '''LERNEN S. 295/296 im BUCH!'''
 
'''13. Steigerung von Adjektiven'''
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives Übersicht, Besonderheiten und Übungen]
* [[#Comparative_and_Superlative | Übungen]]
 
'''14. Verb und Präposition in Fragen'''
* [[#Questions_with_prepositions | Erklärung und Übungen]]

 
 
* [[5ae_2017_18/Englisch_Klassen_5a_und_5e#Simple_Past | Simple Past - Einfache Vergangenheit!]]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/email | '''Email''']]
* [[6ae_2018_19/Englisch_Klassen_6a_und_6e/questions on the text | '''Questions on the text''']]

 
.

=Grammar=
==Going-to-future==

* '''Form sentences in the "going-to-future"'''
# ... Amsterdam next week. (I, to fly to) '''I am going to fly to Amsterdam next week.'''
# ... basketball on Friday? (she/to play) '''Is she going to play basketball on Friday?'''
# ... their bikes at the weekend? (the boys/to ride) '''Are the boys going to ride their bikes at the weekend?'''
# ... his room today? (Paul, to clean) '''Is Paul going to clean his room today?'''
# ... you tomorrow morning! (I, to meet) '''I am going to meet you tomorrow morning?'''
# ... a new T-shirt on Saturday? (his mother/to buy) '''Is his mother going to buy a new T-shirt on Saturday?'''
# ... their friends at the station? (they/to meet) '''Are they going to meet their friends at the station?'''
# ... this terrible food! (I, not to eat) '''I am not going to eat this terrible food!'''
# ... her cat in the evening? (she/to feed) '''Is she going to feed her cat in the evening?'''
# ... your homework in the afternoon? (you/to do) '''Are you going to do your homework in the afternoon?'''
# ... a new boat in Scotland next year. (to buy, my parents) '''My parents are going to buy a new boat in Scotland next year.'''
# ... our parents? (they/to help) '''Are they going to help our parents?'''
 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_aussagen.htm '''Simple sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?03 '''Simple sentences in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/fragen/going_to_future.htm '''Questions in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?05 '''Questions in the going-to-future 2''']
* [https://www.englisch-hilfen.de/uebungen/zeiten/going_to_future_verneinung.htm '''Negative sentences in the going-to-future 1''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises?04 '''Negative sentences in the going-to-future 2''']
* [https://www.ego4u.de/de/cram-up/grammar/future-1-going-to/exercises '''Mixed exercise going-to-future''']

 
 

==Question tags==

* '''Form sentences with question tags'''
# He is Mara's brother ...? '''...isn't he??'''
# We can't sleep at your house, ...? '''... can we?'''
# You like this cheese, ...? '''... don't you?'''
# Dad has got two brothers, ...? '''... hasn't he?'''
# She's going to meet her friends in June, ...? '''... isn't she?'''
# We play hockey after school, ...? ''... don't we?'''
# You aren't happy here, ...? '''... are you?'''
# This isn't your bag, ...? '''... is it?'''

 
<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>
 

* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel.htm '''Question tags''' - exercise 2]
* [https://www.englisch-hilfen.de/uebungen/fragen/frageanhaengsel2.htm '''Question tags''' - exercise 3]

 
 
==Questions with prepositions==
 
: '''Deutsch:''' '''Auf''' wen wartest du? <= '''Präpostion''' am Satzanfang, nicht beim Verb!
: '''Englisch''': ''Who'' are you waiting '''for'''? <= '''Präposition''' am Ende, direkt nach dem Verb! ''Fragewort'' am Anfang!

'''Form questions:'''

# She was listening to the music. What was she ... listening to?
# We came back with a friend. Who ... did you come back with?
# She comes from South Africa. Where does she come from?
# I'm interested in computers. What are you interested in?
# He is talking about dogs. What is he talking about?
# They are good at mathematics. What are they good at?
# He was looking for a job. What was he looking for?
# She was sitting on a nice chair. What was she sitting on?
# They are going to laugh '''about me'''! Who are they going to laugh about?
 

<div style="margin:0; border:1px solid #C00000; padding: 0em 1em 1em 1em;
align:left;">
'''Lösungen:'''
Zum Sichtbarmachen der Lösungen einfach die Lücken im Text (...) bzw. den Absatz mit der Maus einmal bzw. mehrmals (vom Webbrowser abhängig) anklicken oder markieren.</div>

==Comparative and Superlative==

===Exercise: The Bragging Rapper (to brag=angeben)===
* ''Fill the gaps! The words in bold print and the adjectives in " " in the brackets can help you!''
* ''Write down the number in the bracket and the correct form!''

You are '''big''', but I'm so much ...... (1), 
you think you're '''cooler''' than I, 
but I am the ............. (2), digga 
my car is ..........(3) than your car, 
'cause you don't know what '''fast''' means 
and I think you're not '''intelligent''' 
and my dog's .............(4) than you seem! 
I am as ......... (5) ..... (6) sweet coffee, 
my rap is much ....... (7-form of "good") than yours 
I drink Apfelsaftschorle 
and that is ...... (8 - form of "nice") than ''Coors'' 
I'm not as ............. (9) ... (10) a whale 
But I got the ....................(11 - form of "fantastic") pool, 
Hey kids, listen to my tale, 
I am much ............. (12 - form of "impressive") than you. 
 
You know you may be '''exciting''' whoa - but I 
I'm in this world the ......... .............. (13) guy! 
 
Yeah , there is nobody more exciting than me .... haha, ... nobody ...

===More exercises===
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung3.htm Comparisons with adjectives 0]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung.htm Comparisons with adjectives 1]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektiv_steigerung2.htm Comparisons with adjectives 2]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises Comparisons with adjectives 3]
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adjektive_as_as.htm Comparisons with "as ... as"]
* [https://www.ego4u.de/de/cram-up/grammar/adjectives-adverbs/adjectives/exercises?02 Comparisons with adjectives 4]
 
 
==Relative clauses==
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses#h05 Erklärung: Notwendige Relativsätze]
* [https://www.englisch-hilfen.de/grammar/who_which.htm Erklärung: Das richtige Relativpronomen]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?02 Übung: Das richtige Relativpronomen 1]
* [https://www.englisch-hilfen.de/uebungen/pronomen/relativpronomen2.htm Übung: Das richtige Relativpronomen 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-1 Übung: Relativsätze 1]
* [https://www.ego4u.de/de/cram-up/grammar/relative-clauses/exercises?09 Übung: Relatisätze 2]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-2 Übung: Relativsätze 3]
* [https://www.ego4u.de/de/cram-up/tests/relative-clauses-3 Übung: Relativsätze 4]

 
==Past progressive==
* [https://www.englisch-hilfen.de/grammar/past_progressive_verwendung.htm Verwendung: past progressive]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_aussagen2.htm Übung: past progressive 1]
* [https://www.englisch-hilfen.de/uebungen/fragen/past_progressive.htm Übung: past progressive 2]
* [https://www.englisch-hilfen.de/uebungen/zeiten/past_progressive_mix.htm Übung: past progressive 3]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises Simple past oder past progressive 1?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex04 Simple past oder past progressive 2?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex08 Simple past oder past progressive 3?]
* [https://www.ego4u.de/de/cram-up/grammar/simpas-paspro/exercises?ex07 Simple past oder past progressive 4?]

=Present Perfect=

* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?04 Present Perfect-Exercise 1a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_aussagen.htm Present Perfect-Exercise 1b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?05 Present Perfect-Exercise 2a]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_verneinung.htm Present Perfect-Exercise 2b]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?07 Present Perfect-Exercise: Qestions 1]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises?08 Present Perfect-Exercise: Questions 2]
* [http://www.englisch-hilfen.de/uebungen/fragen/present_perfect.htm Present Perfect-Exercise: Questions 3]
* [http://www.ego4u.de/de/cram-up/grammar/present-perfect-simple/exercises Pesent Perfect-Exercise: Mix 1]
* [http://www.englisch-hilfen.de/uebungen/zeiten/present_perfect_mix.htm Pesent Perfect-Exercise: Mix 2]
* [http://www.ego4u.de/de/cram-up/tests/present-perfect-simple-1 Present Perfect: Test]

=Simple present or present progressive?=
[[5ae_2017_18/Englisch_Klassen_5a_und_5e#Present_Progressive_or_Simple_Present.3F | Simple present vs. present progressive]]

=Present Perfect or Simple Past?=

[[Datei:presperf-simplepast.jpg|550px]]

* [https://www.ego4u.de/de/cram-up/grammar/simpas-preper Erklärung der Unterschiede!]
* [http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm Simple Past or Present Perfect - Exercise I]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/tests?test1 Present Perfect or Simple Past - Exercise II]
* [http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/ppvpast1.htm Present Perfect or Simple Past - Exercise III]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises Present Perfect or Simple Past - Exercise IV]
* [http://www.english-4u.de/pres_perf_ex4.htm Present Perfect or Simple Past - Exercise V]
* [http://www.ego4u.de/de/cram-up/grammar/simpas-preper/exercises?ex02 Present Perfect or Simple Past - Exercise VI]
* [http://www.englishpage.com/verbpage/verbs6.htm Simple Past or Present Perfect - Exercise VII - difficult!]

Q12 Englisch/Thelenberg 2018 19

2019-05-16T22:28:05Z

Theli34: /* The Prologue */

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Abitur 2019''' 

'''Materialien für das Colloquium''' 
'''11/1- Schwerpunktsemester''' 
* [[Q11_Englisch/Thelenberg_2017_18#The_American_Dream|The American Dream]]
'''12/1''' 
* [[#Obesity in the USA| Obesity in the USA]]
* [[#Globalization| Globalization]] 
* [[#The_Hobbit| The Hobbit]]
 
 
'''12/2''' 
* [[#Shakespeare's Romeo and Juliet | Shakespeare's Romeo and Juliet]]
* [[#Robots, Science and Technology - Can they save us? |Robots, Science and Technology - Can they save us ]]
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_role_and_image_of_the_USA_since_1945| Image of the USA since 1945]]

. 

</div>
|}

='''Homework'''=

* Compare the [[#Tragedy| '''definition of tragedy''']] on this page with [http://www.nosweatshakespeare.com/play-summary/romeo-juliet/ '''this summary of Romeo and Juliet!''']
* Explain, where in the plot of the play we find typically tragic constellations/situations/decisions/conflicts!

----

* [https://www.neatorama.com/images/2007-04/technology-history.GIF Cartoon]
* We will regret the day we started making robots that actually live with us and allow us to interact with them like we do with humans! 
: Comment on this statement!
* You interview the speaker of a group of parents demonstrating for child education without PCs and smartphones and a focus on the dangers of the massive use of and focus on technology in our lives!

----

Link zum zumpad: [https://zumpad.zum.de/p/linkchaos '''ClickMe!'''].

Please finish your answers to these questions:
* Can/ should robots love/have a meaningful relationship with people?
* Can/ should people love/ have a relationship with robots?
* What are the effects/new developments descibed here? What are the problems?

----

Write your ideas about the future use of robots into this etherpad: 

[https://zumpad.zum.de/p/robots-will '''https://zumpad.zum.de/p/robots-will''']

<colorize>New</colorize> 

Describe and analyse this [https://whyevolutionistrue.files.wordpress.com/2014/01/utah.jpg?w=419&h=599''Cartoon on Science and Humanities] 
Remember to write an introductory/a topic sentence!
 
 
----

Describe and analyse this [https://image.politicalcartoons.com/21317/600/600_21317.png '''Cartoon on Americanization] 
Remember to write an introductory/a topic sentence! (Alternative link to the cartoon: [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg '''here''']
 
 
 
----

Describe and analyse this [https://i.pinimg.com/564x/ae/e2/3b/aee23b345c89e8f6df665e45d1563245.jpg '''Cartoon on Free trade and Globalization''']. 
Remember to write an introductory/a topic sentence!

 
'''OLD STUFF...''' 

Write out pros/cons concerning globalisation from 2 of the pages linked [[Q12_Englisch/Thelenberg_2018_19#Globalisation |'''under "Globalisation" further down own this page''']].

 
 

='''Basic Skills & Information'''=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]
* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]
* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]
* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]
* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/translation|Translation (E→G)]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]
* [[LK_Englisch/Thelenberg_2009_11/Analysis| General text analysis]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
===Further material===
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US]
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [http://news.unchealthcare.org/uncchildrens/news/care-2014/issue-9/obesity Watch the video on fighting childhood obesity!]
 

 
='''The Hobbit'''=
* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

==Talks==
'''Each talk on a chapter includes''':
* A short summary of the chapter, and its relation to the chapter before
* A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
* Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader.
=> Explain why you chose exactly this passage!

==Reading Diary / Scrapbook==

'''The basic idea is that of a "reading-diary"'''. That means
* keeping a simple log-/scrapbook while reading the novel
* stopping from time (at least after each chapter) to time to think about what you have read!
* thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
* asking yourself if you like or dislike a character + what makes you feel so?
* making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework ('''marked!''')

'''These are the minimum reqirements, that is the '''questions''' you need to have readable and reasonable NOTES on:'''

'''Chapters 1 and 2:'''
* Characterize Bilbo and one other character (round or flat, relation to each other?)!
* What kind of story and hero do you expect at the end of chapter one?
* Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.
 
 
'''Chapter 3'''
# Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
 Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
# What image of the elves is created? How is this done? (NOTES) What role can the elves be expected to play? (NOTES)
# What must the travellers expect on their way ……? (NOTES)

'''Chapters 4 + 5''':
* p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations? (NOTES)
* Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile! (NOTES)
* What are the similarities and differences between Bilbo and Gollum? Look at their appearance, behaviour, relation to other charcters ... (NOTES, ideally a simple table ….)

* How has Bilbo developed in ch. 4+5
 
 
'''Chapter 7 for Wednesday 26th March 2018'''
 
 
* characterize Beorn … (NOTES)
* how does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved? (NOTES)
 
 
'''Chapter 8 (READ 8 + 9 + 10 for Monday October 1st)'''
:* Show and explain, how this chapter reveals Bilbo's heroic qualities (NOTES+pages)
:* Compare the different dwarves' (Bombur - Thorin - Kili&Fili) and Bilbo's roles/function in the story in chapter 8! Are the different dwarves flat or round characters? (NOTES)
 
 
'''Chapters 8, 9, 10'''

* Compare the endings of chapters 8, 9 and 10 (NOTES - perhaps a table)! Look at the mood/atmosphere (language, key words), and the expectations for the next chapter that are created? How effective are the three chapter endings?
 
 
'''Read Chapters 11, 12, 13 for Monday, 8th October!''' 
* Write a full text characterization of Smaug from ch. 11 and 12!
* Look at pp. 271-272: What makes the text sound old-fashioned?
 
 
''' Read chapter 14 for Wednesday, 10th October!'''
* Characterize Bard and and check his heroic qualities (cf. handout) NOTES!!

 
 
''' Read chapter 15 + 16 for Monday, 15th October and chapter 17 for Wednesday, 17th October!'''
* Apply the concepts of the epic hero and anti-hero to Bilbo and Thorin. 
: Which of the two models/characters is presentetd as more successful and how is that shown? (Notes ... use a table with two columns)
 
 
''' Read chapter 18 + 19 for Monday, 22nd October!'''
* Sum up what Bilbo has lost and gained in the end!
* What do you think of Bilbo's development throughout the book and what does it tell the (young) reader?

=Globalization=

==Listening: Free trade==
 
Listen to this [http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/mp3/insight/tae_insight_14_08bs_081023.mp3 '''mp3-file on free trade'''] twice. 
'''Answer the following questions''': 
1. How does Andrew walker define free trade? (two aspects) 
2. The WTO is not about free trade but .................... (Complete!) 
3. What can two countries in a trade dispute expect from the WTO? 
4. Fill in the blanks! 
: So members can complain if other members break WTO rules. And those rules have been ................... over a series of WTO conferences, like the one in Cancun in September. But the Cancun talks ........................ because of disagreements over what are known as the Singapore ................- Andrew Walker explains why.
5. Name at least 4 problems that are part of the Singapore issues! 
6. Fill in the blanks! 
:''Male speaker'': It actually costs only half as much to produce ................ here as in, say, America. But these African farmers simply can't match the ................ .......... Western prices and still turn a profit. So along with three neighbours, Mali ..... ................. to the World Trade Organisation.
: Female speaker: BBC reporter Nick Ravenscroft reporting from Mali, which has brought a complaint before the WTO about US subsidies for cotton farmers. Economics and Business .............. Andrew Walker explains why subsidies and ..................... matter.
7. What is one of the negative consequences of EU subsidies according to the text? 
8. ''Right or wrong?'' - The EU surplus policy is welcomed by many countries. 
9. ''Right or wrong?'' - Nigerian farmers are badly affected by EU surplus sales. 
10. ''Right or wrong?'' - There are complaints about the US as well as from the US. 
11. What products are affected by the EU ban on US agricultural products and what reason does the EU give? 
12. Why did the WTO order the EU to remove the ban? 
13. Fill in the blanks! 
: And if the WTO decides that a trade ................. is against WTO rules - what happens next? Well the WTO allows members to ............... - to put up their own trade barriers. In the case we’ve just heard between the US and the EU - the US has retaliated with a series of import ................. on goods from Europe. 
14. What goods did the US put very high tariffs on? (name two) 
 
 

==Links: General Pros and Cons==
# [https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political Pro-Con: https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political] 
# [https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/ Pro-Con: https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/] 
# [http://occupytheory.org/globalization-pros-and-cons-list/ Pro-Con: http://occupytheory.org/globalization-pros-and-cons-list/] 
# [http://moocgloba.skemapedia.com/?tag=con http://moocgloba.skemapedia.com/?tag=con - Negative aspects ] 
# [https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01 In defense of globalization] 

.
==Links: Globalisation and the Internet==
* https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
* http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
* http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

.

==Links: Globalization and culture==

* http://en.wikipedia.org/wiki/Globalization#Culture
* https://www.britannica.com/science/cultural-globalization
* https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creating-a-single-world-culture/#4029e8743bd3

.

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018 

=Robots, Science and Technology - Can they save us?=

==Robots==

{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding:0.141cm;"| '''Pro'''
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"| '''Con'''

|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;"|
* can replace humans in many dangerous, boring, dirty situations/jobs
* more effective than humans, have no human needs/weaknesses
* higher endurance
* developments in robotics can be used in medicine (artificial limbs or organs)

| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"|
* Replace humans in all situations, effect could be e.g. unemployment
* Humans may get too lazy
* Humans are/feel no longer needed
* Robot could have a malfunction or be hacked
* Robots could threaten, control or eliminate humans
* unclear status of robot: Man or machine?

|}
 
===In the future robots will ...===
 
In the future, robots will be used to ...
* care for old people
* replace astronauts
* drive cars
* do surgeries
* produce most products => (production gets cheaper and better)
* provide an independent workforce for many jobs (=> AI)
* provide a reliable workforce
* make life easier
* cure cancer (nanorobots) and other diseases
* act as self driving cars => mobility for evryone, safety, fewer traffic-jams, ....
 
 
'''Chances:'''
* replacement of other technical devices or even humans (caring professions, cleaning, gardening)
* help/support for people in their jobs/an independent life (ill, aged, handicapped people)
* replace humans in dangerous environments (defusing bombs, maintenance in nuclear power plants, work with poisonous substances )
* can make work easier (esp. if very repetitive work, physically demanding)
* can fly to far-away planets -> don’t have to breathe/ eat /sleep /die
* can help to fix shortages in human labor (fewer and fewer young people)
* can work 24/7
* cheaper than paying wages => cheaper products
 

'''Problems:'''
* people get lazy / lose their purpose in life
* less employment (esp. for low-skilled workers) => high unemployment => social problems
* easy to sabotage (cyberattacks, hacks)
* used for war (no ethical limits, unlimited supply prolongs wars, high human casualties)
* don’t always work perfectly (can't adapt, what if badly programmed, no real creative thinking) => damages/responsibility?
* robots using artificial intelligence start reprogramming themselves => who controls/can control if they "learn" the right things?
* no real empathy
* robots don't pay taxes, neither do most big companies ....
 

===Numbers and uses of robots are increasing in the military sector and in households===

'''Advantages of using robots:''' 

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* arms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:''' 

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

===Relationships between human beings and robots???===
'''Can/ should robots love/have a relationship with people?''' 
* even though they are robots, it still seems lifelike to e.g. chat with them
* robots are getting more human-like, e.g. can recognize facial expressions (programming and not real emotions)
* robots may not be able to love you back, but could be good at faking it
* robots get more realistic/interactive (well developed scripts) ==> people are able to form close relations
* humans can feel real concern over robots ==> empathy for a machine
* talk to robots via text message feels dynamic and sincere, they don’t judge you …
* robots are easy to connect to ==>- people can have real feelings for robots
* with a robot, you can live happily ever after (robots don't die, you won't get rejected)
* robots are perfect (characters/partners, programmed according to your wishes)
* people can explore unmet emotional needs in a ''world of dreams'' ==> a perfect/alternative world which can't be found in human society
 
 
'''What are the problems?''' 
* robots don't have real feelings ==> responses are pre-scripted/follow algorithms
* allowing robots to experience pain or emotions raises moral questions
* most robots don't have enough emotional and intellectual depth
* people spend hours playing games (esp. if they can chat with virtual characters) ==> games run in real time, once you've started, you have to keep playing or you'll lose track ==> get addicted fast
* people can escape reality and start ignoring real life, or the strenuous business of dealing with hard-to-find and unpredictable or “imperfect” human partners
* dating simulations have become very popular, start replacing frustrating/difficult “real dating”
* fewer real human relationships ==> low fertility rates in Japan
* creation of a machine-mediated society ==> ''love revolution''
* there is likely to be a heavy stigma attached to human - robot relationships, perhaps leading to discrimination, or even exclusion from some aspects of society
* a robot partner does everything you want it to do
: not a realistic circumstance for a relationship
: humans in relationships with robots could get a wrong perception about what is right or wrong in a human relationship
* BUT: people still don't see the interaction with virtual characters as a substitute for human relationships
* Robots are already being programmed to learn our patterns and preferences ==> danger for humanity as AI will be evolutionary superior to humans

 
 

==Science and the Humanities==

[[Bild:Sccience vs humanities.jpg|840px]]

==Science vs. Humanities - Text-Summary==
Summary for [http://www.highexistence.com/topic/science-vs-humanities/ Text "Science vs. Humanities"]

* only scientists make real contributions to humanity!
* division into sciences and humanities makes solving world's problems difficult
* many educated people have no understanding of basic concepts and the projects in modern physics
* contrasting positions:
: humanities give us understanding of history → learn from history → culture VS.
: poetry doesn't save lives etc. like e.g. medicine
: → true that humanities can't solve e.g. medical or technical problems, but they provide what science can't do: answers to moral/ethical questions (not necessarily in shape of organized religion!)
* philiosophy in the original sense included looking for answers to all questions (incl. natural. philosophy)
* science and humanities give different answers to different questions, but both help us master our lives

==Can "green" technology save us?==

===Text basis===
* https://ourworld.unu.edu/en/how-viral-cat-videos-are-warming-the-planet
* https://ourworld.unu.edu/en/a-growing-digital-waste-cloud
* https://ourworld.unu.edu/en/world-environment-day-can-technology-save-us

===Yes, it can:===

* better technologies produce less pollution/use fewer resources, are accepted as they reduce costs

===But it doesn't===
* as technilogies reduce costs, the saved money will be spent
: => higher consumption, more travelling/transport => more CO2 emissions, more fuel used, more roads, more air-traffic …
* growth = higher production/more traffic etc ==> leads to higher pollution/use of resources, although production processes are less harmful and more effective.
* green technologies are there, but people get tired of topic of environmental protection, climate change ...
* people believe effects of climate change can be countered with more technology (e.g. air filters, air conditioning, , flood barriers, pumps, ...) rather than avoid or reduce higher consumption and warming
* Problem: Growth!
: massive increase in world population leads to higher demand =higher production and consumption

==Can Internet and computer technology save us?==

'''Problems:'''
* web-servers/data centers need a lot of energy + generate a lot of warmth that is bad for the climate change
* numbers of servers and data grow expontetially
* energy efficiency will slow the emissions, but it´s still expanding too much (more data, users ...)
* data without use are spread/multiply => waste of energy
* useless/growing amounts of data are never deleted ==> more and more servers needed
 
'''Chances:'''
* improvements in energy efficiency
* economic growth (in quality, not only quantity/consumption
* easier exchange of information

==Can IT and computers save us?==

'''YES:'''
* data transfer replaces physical transport
* less travelling => teleworking and -conferences
* more easily accessable knowledge
* more/easier communication
* motre collaboration and exchange of data/results in science
 
'''NO:'''
* growing energy consumption (running servers, switches, cooling systems)
* waste of storage capacities
* isuse of the Internet (cat videos, pornography, story huge amount of useless/forgotten data)
* data safety
* usage hard to learn for older/uneducated people
* usage difficult/impossible in regions without basic technical supplies or stable supply of electricity or internet connections
 

==Mediation topic: CCTV cameras, face recognition etc.==

===FOR CAMERA SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* cameras clearly deter criminals ==> can reduce crime
* protection of weaker students/potential victim
* private, public and school property can be protected
* security is more important than the right to privacy
* automatic crime detection systems alarm police early, human controller decides and triggers action
* can be used in accordance with actual laws
* private spaces (e.g. flats) are to be excluded
* data are to be deleted after 72 hours

===AGAINST SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* there are areas not surveilled ==> crime/violence shift there
* solution: more cams/ everywhere ==> illegal, nobody wants that!
* constant observation ==> people feel uncomfortable, don't want to go/be there, loss of trust in respect of privacy ==> people change behavior, because tgey feel observed
* enormous amount of manpower/money to evaluate the recorded material
* bullying can not be effectively stopped by more cameras
* deterrence only works for a short time, only big crimes solved more quickly
* good for solving crimes, but usually not for preventing them
* esp. terrorism can't be stop as they don't fear recognition
* camera-free spaces become crime hot spots?
* possible abuse by or possibility of establishing a totalitarian control system (cf. 3rd Reich, GDR => Stasi)
* only automatic image processing makes it possible to analyze enormous amounts of data ==> lack of human control
* can automatic systems really detect/recognize criminal actions dicriminate them from legal/harmless actions?
* using randomly collected data to create biometric database of virtually everybody - without any connection to a crime - is illegal and dangerous
* complete movement profiles for everybody filmed are created & together with face recognition allows state to completely control everyone
* if affected people are not informed, they don't know and can't require information or legally object to this
* lack of necessary laws that allow/regulate collection and processing of data only under certain circumstances (decision of judge, temporal and spatial limit, regulations for inquiry and information about stored data)
* constant collection of data about everyone at demonstrations infringes on people's freedom of opinion and demonstrating / deters them from using their civil freedoms

 
 

='''Shakespeare's Romeo and Juliet'''=

==Shakespeare's Theatre and Plays==

* [http://www.shakespeare-online.com/theatre/globe.html The Globe theatre]
* [http://www.shakespeare-online.com/essays/shakespeareaudience.html Shakespeares audience in the 16th and 17th century]
* [https://www.english-online.at/history/elizabethan-theatre/shakespeares-theatre.htm Shakespeare's theatre]

 
{{#ev:youtube|P0SBg-KG4C4 |600}}
 
{{#ev:youtube|95ec5xtt6Hs |600}}

 
* Watch these two films about Elisabethan plays and playhouses!
* Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

'''Questions:'''

* Where? (<= why?)
* When? (built, idea of playhouse? plays performed?)
* What? (shape? size?) - (plays? themes?)
* Who? (players/audience/producers?)
* Why so attractive?
* How? ( performance? advertising? stage? costumes? effects? music?)
* How much ( money? length of play? payment?)
* What happended (during the play?)
* What effects on way of playing/performance?

 
For a better understanding of the layout/structure of the playhouse ...:

* [https://en.wikipedia.org/wiki/English_Renaissance_theatre#/media/File:The_Swan_cropped.png GLOBE 1]
* [https://mindthegaplondon.files.wordpress.com/2014/08/1024px-hodges_conjectural_globe_reconstruction.jpg GLOBE 2]
 
 
.

==The Prologue==
 
* [http://www.shakespeare-online.com/plays/romeoandjuliet/romeohudsonverse.html Blank verse and rhyme in "Romeo and Juliet"]
 
{{#ev:youtube|T3PIhGgtWTs |500}}

Version from a 1996 movie:

{{#ev:youtube|UubjlL4AH4s |500}}

'''Prologue to the most lamentable story of Romeo and Juliet'''
 
 
Two households both alike in dignity, 
In fair Verona, where we lay our scene, 
From ancient grudge break to new mutiny, 
Where civil blood makes civil hands unclean. 
From forth the fatal loins of these two foes 
A pair of star-cross’d lovers take their life; 
Whose misadventur’d piteous overthrows 
Doth with their death bury their parents’ strife. 
The fearful passage of their death-mark’d love 
And the continuance of their parents’ rage, 
Which, but their children’s end, nought could remove, 
Is now the two hours’ traffic of our stage; 
The which, if you with patient ears attend, 
What here shall miss, our toil shall strive to mend. 

# What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
# What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
# Learn lines 1 - 8 by heart + practice reciting them .....!

==Plot==
* [https://www.sparknotes.com/shakespeare/romeojuliet/video-summary/ Video summary]

==The Sonett==

<blockquote style="border: 1px solid blue; padding: 2em;">
A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays). 
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is 
: a-b-a-b
: c-d-c-d
: e-f-e-f
: g-g 
The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.
</blockquote>

.

==Tragedy==

<blockquote style="border: 1px solid blue; padding: 2em;">
'''Tragedy''':
Drama of a serious and '''high-standing character''' that usually describes the development of a '''conflict''' between the protagonist and a '''superior force''' (such as destiny, circumstance, or society, the laws, in which the character often must '''choose between two alternatives''', which both lead to his '''destruction'''. In a tragedy there is typically a '''sorrowful or disastrous conclusion'''. 
Good Example: 
'''Antigone''' by Sophocles( around 441 BC.)
In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands.
Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man. 
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.
</blockquote>

: Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone

'''Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!'''

Read the text from [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_140/ '''here: Well, peace be with you, sir. Here comes my man.'''] up to [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_152/ '''here: EXEUNT''']

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.

Q12 Englisch/Thelenberg 2018 19

2019-05-16T22:24:37Z

Theli34: /* Shakespeare's Romeo and Juliet */

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Abitur 2019''' 

'''Materialien für das Colloquium''' 
'''11/1- Schwerpunktsemester''' 
* [[Q11_Englisch/Thelenberg_2017_18#The_American_Dream|The American Dream]]
'''12/1''' 
* [[#Obesity in the USA| Obesity in the USA]]
* [[#Globalization| Globalization]] 
* [[#The_Hobbit| The Hobbit]]
 
 
'''12/2''' 
* [[#Shakespeare's Romeo and Juliet | Shakespeare's Romeo and Juliet]]
* [[#Robots, Science and Technology - Can they save us? |Robots, Science and Technology - Can they save us ]]
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_role_and_image_of_the_USA_since_1945| Image of the USA since 1945]]

. 

</div>
|}

='''Homework'''=

* Compare the [[#Tragedy| '''definition of tragedy''']] on this page with [http://www.nosweatshakespeare.com/play-summary/romeo-juliet/ '''this summary of Romeo and Juliet!''']
* Explain, where in the plot of the play we find typically tragic constellations/situations/decisions/conflicts!

----

* [https://www.neatorama.com/images/2007-04/technology-history.GIF Cartoon]
* We will regret the day we started making robots that actually live with us and allow us to interact with them like we do with humans! 
: Comment on this statement!
* You interview the speaker of a group of parents demonstrating for child education without PCs and smartphones and a focus on the dangers of the massive use of and focus on technology in our lives!

----

Link zum zumpad: [https://zumpad.zum.de/p/linkchaos '''ClickMe!'''].

Please finish your answers to these questions:
* Can/ should robots love/have a meaningful relationship with people?
* Can/ should people love/ have a relationship with robots?
* What are the effects/new developments descibed here? What are the problems?

----

Write your ideas about the future use of robots into this etherpad: 

[https://zumpad.zum.de/p/robots-will '''https://zumpad.zum.de/p/robots-will''']

<colorize>New</colorize> 

Describe and analyse this [https://whyevolutionistrue.files.wordpress.com/2014/01/utah.jpg?w=419&h=599''Cartoon on Science and Humanities] 
Remember to write an introductory/a topic sentence!
 
 
----

Describe and analyse this [https://image.politicalcartoons.com/21317/600/600_21317.png '''Cartoon on Americanization] 
Remember to write an introductory/a topic sentence! (Alternative link to the cartoon: [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg '''here''']
 
 
 
----

Describe and analyse this [https://i.pinimg.com/564x/ae/e2/3b/aee23b345c89e8f6df665e45d1563245.jpg '''Cartoon on Free trade and Globalization''']. 
Remember to write an introductory/a topic sentence!

 
'''OLD STUFF...''' 

Write out pros/cons concerning globalisation from 2 of the pages linked [[Q12_Englisch/Thelenberg_2018_19#Globalisation |'''under "Globalisation" further down own this page''']].

 
 

='''Basic Skills & Information'''=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]
* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]
* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]
* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]
* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/translation|Translation (E→G)]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]
* [[LK_Englisch/Thelenberg_2009_11/Analysis| General text analysis]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
===Further material===
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US]
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [http://news.unchealthcare.org/uncchildrens/news/care-2014/issue-9/obesity Watch the video on fighting childhood obesity!]
 

 
='''The Hobbit'''=
* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

==Talks==
'''Each talk on a chapter includes''':
* A short summary of the chapter, and its relation to the chapter before
* A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
* Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader.
=> Explain why you chose exactly this passage!

==Reading Diary / Scrapbook==

'''The basic idea is that of a "reading-diary"'''. That means
* keeping a simple log-/scrapbook while reading the novel
* stopping from time (at least after each chapter) to time to think about what you have read!
* thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
* asking yourself if you like or dislike a character + what makes you feel so?
* making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework ('''marked!''')

'''These are the minimum reqirements, that is the '''questions''' you need to have readable and reasonable NOTES on:'''

'''Chapters 1 and 2:'''
* Characterize Bilbo and one other character (round or flat, relation to each other?)!
* What kind of story and hero do you expect at the end of chapter one?
* Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.
 
 
'''Chapter 3'''
# Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
 Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
# What image of the elves is created? How is this done? (NOTES) What role can the elves be expected to play? (NOTES)
# What must the travellers expect on their way ……? (NOTES)

'''Chapters 4 + 5''':
* p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations? (NOTES)
* Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile! (NOTES)
* What are the similarities and differences between Bilbo and Gollum? Look at their appearance, behaviour, relation to other charcters ... (NOTES, ideally a simple table ….)

* How has Bilbo developed in ch. 4+5
 
 
'''Chapter 7 for Wednesday 26th March 2018'''
 
 
* characterize Beorn … (NOTES)
* how does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved? (NOTES)
 
 
'''Chapter 8 (READ 8 + 9 + 10 for Monday October 1st)'''
:* Show and explain, how this chapter reveals Bilbo's heroic qualities (NOTES+pages)
:* Compare the different dwarves' (Bombur - Thorin - Kili&Fili) and Bilbo's roles/function in the story in chapter 8! Are the different dwarves flat or round characters? (NOTES)
 
 
'''Chapters 8, 9, 10'''

* Compare the endings of chapters 8, 9 and 10 (NOTES - perhaps a table)! Look at the mood/atmosphere (language, key words), and the expectations for the next chapter that are created? How effective are the three chapter endings?
 
 
'''Read Chapters 11, 12, 13 for Monday, 8th October!''' 
* Write a full text characterization of Smaug from ch. 11 and 12!
* Look at pp. 271-272: What makes the text sound old-fashioned?
 
 
''' Read chapter 14 for Wednesday, 10th October!'''
* Characterize Bard and and check his heroic qualities (cf. handout) NOTES!!

 
 
''' Read chapter 15 + 16 for Monday, 15th October and chapter 17 for Wednesday, 17th October!'''
* Apply the concepts of the epic hero and anti-hero to Bilbo and Thorin. 
: Which of the two models/characters is presentetd as more successful and how is that shown? (Notes ... use a table with two columns)
 
 
''' Read chapter 18 + 19 for Monday, 22nd October!'''
* Sum up what Bilbo has lost and gained in the end!
* What do you think of Bilbo's development throughout the book and what does it tell the (young) reader?

=Globalization=

==Listening: Free trade==
 
Listen to this [http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/mp3/insight/tae_insight_14_08bs_081023.mp3 '''mp3-file on free trade'''] twice. 
'''Answer the following questions''': 
1. How does Andrew walker define free trade? (two aspects) 
2. The WTO is not about free trade but .................... (Complete!) 
3. What can two countries in a trade dispute expect from the WTO? 
4. Fill in the blanks! 
: So members can complain if other members break WTO rules. And those rules have been ................... over a series of WTO conferences, like the one in Cancun in September. But the Cancun talks ........................ because of disagreements over what are known as the Singapore ................- Andrew Walker explains why.
5. Name at least 4 problems that are part of the Singapore issues! 
6. Fill in the blanks! 
:''Male speaker'': It actually costs only half as much to produce ................ here as in, say, America. But these African farmers simply can't match the ................ .......... Western prices and still turn a profit. So along with three neighbours, Mali ..... ................. to the World Trade Organisation.
: Female speaker: BBC reporter Nick Ravenscroft reporting from Mali, which has brought a complaint before the WTO about US subsidies for cotton farmers. Economics and Business .............. Andrew Walker explains why subsidies and ..................... matter.
7. What is one of the negative consequences of EU subsidies according to the text? 
8. ''Right or wrong?'' - The EU surplus policy is welcomed by many countries. 
9. ''Right or wrong?'' - Nigerian farmers are badly affected by EU surplus sales. 
10. ''Right or wrong?'' - There are complaints about the US as well as from the US. 
11. What products are affected by the EU ban on US agricultural products and what reason does the EU give? 
12. Why did the WTO order the EU to remove the ban? 
13. Fill in the blanks! 
: And if the WTO decides that a trade ................. is against WTO rules - what happens next? Well the WTO allows members to ............... - to put up their own trade barriers. In the case we’ve just heard between the US and the EU - the US has retaliated with a series of import ................. on goods from Europe. 
14. What goods did the US put very high tariffs on? (name two) 
 
 

==Links: General Pros and Cons==
# [https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political Pro-Con: https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political] 
# [https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/ Pro-Con: https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/] 
# [http://occupytheory.org/globalization-pros-and-cons-list/ Pro-Con: http://occupytheory.org/globalization-pros-and-cons-list/] 
# [http://moocgloba.skemapedia.com/?tag=con http://moocgloba.skemapedia.com/?tag=con - Negative aspects ] 
# [https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01 In defense of globalization] 

.
==Links: Globalisation and the Internet==
* https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
* http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
* http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

.

==Links: Globalization and culture==

* http://en.wikipedia.org/wiki/Globalization#Culture
* https://www.britannica.com/science/cultural-globalization
* https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creating-a-single-world-culture/#4029e8743bd3

.

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018 

=Robots, Science and Technology - Can they save us?=

==Robots==

{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding:0.141cm;"| '''Pro'''
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"| '''Con'''

|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;"|
* can replace humans in many dangerous, boring, dirty situations/jobs
* more effective than humans, have no human needs/weaknesses
* higher endurance
* developments in robotics can be used in medicine (artificial limbs or organs)

| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"|
* Replace humans in all situations, effect could be e.g. unemployment
* Humans may get too lazy
* Humans are/feel no longer needed
* Robot could have a malfunction or be hacked
* Robots could threaten, control or eliminate humans
* unclear status of robot: Man or machine?

|}
 
===In the future robots will ...===
 
In the future, robots will be used to ...
* care for old people
* replace astronauts
* drive cars
* do surgeries
* produce most products => (production gets cheaper and better)
* provide an independent workforce for many jobs (=> AI)
* provide a reliable workforce
* make life easier
* cure cancer (nanorobots) and other diseases
* act as self driving cars => mobility for evryone, safety, fewer traffic-jams, ....
 
 
'''Chances:'''
* replacement of other technical devices or even humans (caring professions, cleaning, gardening)
* help/support for people in their jobs/an independent life (ill, aged, handicapped people)
* replace humans in dangerous environments (defusing bombs, maintenance in nuclear power plants, work with poisonous substances )
* can make work easier (esp. if very repetitive work, physically demanding)
* can fly to far-away planets -> don’t have to breathe/ eat /sleep /die
* can help to fix shortages in human labor (fewer and fewer young people)
* can work 24/7
* cheaper than paying wages => cheaper products
 

'''Problems:'''
* people get lazy / lose their purpose in life
* less employment (esp. for low-skilled workers) => high unemployment => social problems
* easy to sabotage (cyberattacks, hacks)
* used for war (no ethical limits, unlimited supply prolongs wars, high human casualties)
* don’t always work perfectly (can't adapt, what if badly programmed, no real creative thinking) => damages/responsibility?
* robots using artificial intelligence start reprogramming themselves => who controls/can control if they "learn" the right things?
* no real empathy
* robots don't pay taxes, neither do most big companies ....
 

===Numbers and uses of robots are increasing in the military sector and in households===

'''Advantages of using robots:''' 

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* arms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:''' 

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

===Relationships between human beings and robots???===
'''Can/ should robots love/have a relationship with people?''' 
* even though they are robots, it still seems lifelike to e.g. chat with them
* robots are getting more human-like, e.g. can recognize facial expressions (programming and not real emotions)
* robots may not be able to love you back, but could be good at faking it
* robots get more realistic/interactive (well developed scripts) ==> people are able to form close relations
* humans can feel real concern over robots ==> empathy for a machine
* talk to robots via text message feels dynamic and sincere, they don’t judge you …
* robots are easy to connect to ==>- people can have real feelings for robots
* with a robot, you can live happily ever after (robots don't die, you won't get rejected)
* robots are perfect (characters/partners, programmed according to your wishes)
* people can explore unmet emotional needs in a ''world of dreams'' ==> a perfect/alternative world which can't be found in human society
 
 
'''What are the problems?''' 
* robots don't have real feelings ==> responses are pre-scripted/follow algorithms
* allowing robots to experience pain or emotions raises moral questions
* most robots don't have enough emotional and intellectual depth
* people spend hours playing games (esp. if they can chat with virtual characters) ==> games run in real time, once you've started, you have to keep playing or you'll lose track ==> get addicted fast
* people can escape reality and start ignoring real life, or the strenuous business of dealing with hard-to-find and unpredictable or “imperfect” human partners
* dating simulations have become very popular, start replacing frustrating/difficult “real dating”
* fewer real human relationships ==> low fertility rates in Japan
* creation of a machine-mediated society ==> ''love revolution''
* there is likely to be a heavy stigma attached to human - robot relationships, perhaps leading to discrimination, or even exclusion from some aspects of society
* a robot partner does everything you want it to do
: not a realistic circumstance for a relationship
: humans in relationships with robots could get a wrong perception about what is right or wrong in a human relationship
* BUT: people still don't see the interaction with virtual characters as a substitute for human relationships
* Robots are already being programmed to learn our patterns and preferences ==> danger for humanity as AI will be evolutionary superior to humans

 
 

==Science and the Humanities==

[[Bild:Sccience vs humanities.jpg|840px]]

==Science vs. Humanities - Text-Summary==
Summary for [http://www.highexistence.com/topic/science-vs-humanities/ Text "Science vs. Humanities"]

* only scientists make real contributions to humanity!
* division into sciences and humanities makes solving world's problems difficult
* many educated people have no understanding of basic concepts and the projects in modern physics
* contrasting positions:
: humanities give us understanding of history → learn from history → culture VS.
: poetry doesn't save lives etc. like e.g. medicine
: → true that humanities can't solve e.g. medical or technical problems, but they provide what science can't do: answers to moral/ethical questions (not necessarily in shape of organized religion!)
* philiosophy in the original sense included looking for answers to all questions (incl. natural. philosophy)
* science and humanities give different answers to different questions, but both help us master our lives

==Can "green" technology save us?==

===Text basis===
* https://ourworld.unu.edu/en/how-viral-cat-videos-are-warming-the-planet
* https://ourworld.unu.edu/en/a-growing-digital-waste-cloud
* https://ourworld.unu.edu/en/world-environment-day-can-technology-save-us

===Yes, it can:===

* better technologies produce less pollution/use fewer resources, are accepted as they reduce costs

===But it doesn't===
* as technilogies reduce costs, the saved money will be spent
: => higher consumption, more travelling/transport => more CO2 emissions, more fuel used, more roads, more air-traffic …
* growth = higher production/more traffic etc ==> leads to higher pollution/use of resources, although production processes are less harmful and more effective.
* green technologies are there, but people get tired of topic of environmental protection, climate change ...
* people believe effects of climate change can be countered with more technology (e.g. air filters, air conditioning, , flood barriers, pumps, ...) rather than avoid or reduce higher consumption and warming
* Problem: Growth!
: massive increase in world population leads to higher demand =higher production and consumption

==Can Internet and computer technology save us?==

'''Problems:'''
* web-servers/data centers need a lot of energy + generate a lot of warmth that is bad for the climate change
* numbers of servers and data grow expontetially
* energy efficiency will slow the emissions, but it´s still expanding too much (more data, users ...)
* data without use are spread/multiply => waste of energy
* useless/growing amounts of data are never deleted ==> more and more servers needed
 
'''Chances:'''
* improvements in energy efficiency
* economic growth (in quality, not only quantity/consumption
* easier exchange of information

==Can IT and computers save us?==

'''YES:'''
* data transfer replaces physical transport
* less travelling => teleworking and -conferences
* more easily accessable knowledge
* more/easier communication
* motre collaboration and exchange of data/results in science
 
'''NO:'''
* growing energy consumption (running servers, switches, cooling systems)
* waste of storage capacities
* isuse of the Internet (cat videos, pornography, story huge amount of useless/forgotten data)
* data safety
* usage hard to learn for older/uneducated people
* usage difficult/impossible in regions without basic technical supplies or stable supply of electricity or internet connections
 

==Mediation topic: CCTV cameras, face recognition etc.==

===FOR CAMERA SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* cameras clearly deter criminals ==> can reduce crime
* protection of weaker students/potential victim
* private, public and school property can be protected
* security is more important than the right to privacy
* automatic crime detection systems alarm police early, human controller decides and triggers action
* can be used in accordance with actual laws
* private spaces (e.g. flats) are to be excluded
* data are to be deleted after 72 hours

===AGAINST SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* there are areas not surveilled ==> crime/violence shift there
* solution: more cams/ everywhere ==> illegal, nobody wants that!
* constant observation ==> people feel uncomfortable, don't want to go/be there, loss of trust in respect of privacy ==> people change behavior, because tgey feel observed
* enormous amount of manpower/money to evaluate the recorded material
* bullying can not be effectively stopped by more cameras
* deterrence only works for a short time, only big crimes solved more quickly
* good for solving crimes, but usually not for preventing them
* esp. terrorism can't be stop as they don't fear recognition
* camera-free spaces become crime hot spots?
* possible abuse by or possibility of establishing a totalitarian control system (cf. 3rd Reich, GDR => Stasi)
* only automatic image processing makes it possible to analyze enormous amounts of data ==> lack of human control
* can automatic systems really detect/recognize criminal actions dicriminate them from legal/harmless actions?
* using randomly collected data to create biometric database of virtually everybody - without any connection to a crime - is illegal and dangerous
* complete movement profiles for everybody filmed are created & together with face recognition allows state to completely control everyone
* if affected people are not informed, they don't know and can't require information or legally object to this
* lack of necessary laws that allow/regulate collection and processing of data only under certain circumstances (decision of judge, temporal and spatial limit, regulations for inquiry and information about stored data)
* constant collection of data about everyone at demonstrations infringes on people's freedom of opinion and demonstrating / deters them from using their civil freedoms

 
 

='''Shakespeare's Romeo and Juliet'''=

==Shakespeare's Theatre and Plays==

* [http://www.shakespeare-online.com/theatre/globe.html The Globe theatre]
* [http://www.shakespeare-online.com/essays/shakespeareaudience.html Shakespeares audience in the 16th and 17th century]
* [https://www.english-online.at/history/elizabethan-theatre/shakespeares-theatre.htm Shakespeare's theatre]

 
{{#ev:youtube|P0SBg-KG4C4 |600}}
 
{{#ev:youtube|95ec5xtt6Hs |600}}

 
* Watch these two films about Elisabethan plays and playhouses!
* Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

'''Questions:'''

* Where? (<= why?)
* When? (built, idea of playhouse? plays performed?)
* What? (shape? size?) - (plays? themes?)
* Who? (players/audience/producers?)
* Why so attractive?
* How? ( performance? advertising? stage? costumes? effects? music?)
* How much ( money? length of play? payment?)
* What happended (during the play?)
* What effects on way of playing/performance?

 
For a better understanding of the layout/structure of the playhouse ...:

* [https://en.wikipedia.org/wiki/English_Renaissance_theatre#/media/File:The_Swan_cropped.png GLOBE 1]
* [https://mindthegaplondon.files.wordpress.com/2014/08/1024px-hodges_conjectural_globe_reconstruction.jpg GLOBE 2]
 
 
.

==The Prologue==
{{#ev:youtube|T3PIhGgtWTs |500}}

Version from a 1996 movie:

{{#ev:youtube|UubjlL4AH4s |500}}

'''Prologue to the most lamentable story of Romeo and Juliet'''
 
 
Two households both alike in dignity, 
In fair Verona, where we lay our scene, 
From ancient grudge break to new mutiny, 
Where civil blood makes civil hands unclean. 
From forth the fatal loins of these two foes 
A pair of star-cross’d lovers take their life; 
Whose misadventur’d piteous overthrows 
Doth with their death bury their parents’ strife. 
The fearful passage of their death-mark’d love 
And the continuance of their parents’ rage, 
Which, but their children’s end, nought could remove, 
Is now the two hours’ traffic of our stage; 
The which, if you with patient ears attend, 
What here shall miss, our toil shall strive to mend. 

# What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
# What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
# Learn lines 1 - 8 by heart + practice reciting them .....!

==Plot==
* [https://www.sparknotes.com/shakespeare/romeojuliet/video-summary/ Video summary]

==The Sonett==

<blockquote style="border: 1px solid blue; padding: 2em;">
A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays). 
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is 
: a-b-a-b
: c-d-c-d
: e-f-e-f
: g-g 
The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.
</blockquote>

.

==Tragedy==

<blockquote style="border: 1px solid blue; padding: 2em;">
'''Tragedy''':
Drama of a serious and '''high-standing character''' that usually describes the development of a '''conflict''' between the protagonist and a '''superior force''' (such as destiny, circumstance, or society, the laws, in which the character often must '''choose between two alternatives''', which both lead to his '''destruction'''. In a tragedy there is typically a '''sorrowful or disastrous conclusion'''. 
Good Example: 
'''Antigone''' by Sophocles( around 441 BC.)
In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands.
Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man. 
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.
</blockquote>

: Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone

'''Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!'''

Read the text from [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_140/ '''here: Well, peace be with you, sir. Here comes my man.'''] up to [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_152/ '''here: EXEUNT''']

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.

Q12 Englisch/Thelenberg 2018 19

2019-05-16T22:11:51Z

Theli34:

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Abitur 2019''' 

'''Materialien für das Colloquium''' 
'''11/1- Schwerpunktsemester''' 
* [[Q11_Englisch/Thelenberg_2017_18#The_American_Dream|The American Dream]]
'''12/1''' 
* [[#Obesity in the USA| Obesity in the USA]]
* [[#Globalization| Globalization]] 
* [[#The_Hobbit| The Hobbit]]
 
 
'''12/2''' 
* [[#Shakespeare's Romeo and Juliet | Shakespeare's Romeo and Juliet]]
* [[#Robots, Science and Technology - Can they save us? |Robots, Science and Technology - Can they save us ]]
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_role_and_image_of_the_USA_since_1945| Image of the USA since 1945]]

. 

</div>
|}

='''Homework'''=

* Compare the [[#Tragedy| '''definition of tragedy''']] on this page with [http://www.nosweatshakespeare.com/play-summary/romeo-juliet/ '''this summary of Romeo and Juliet!''']
* Explain, where in the plot of the play we find typically tragic constellations/situations/decisions/conflicts!

----

* [https://www.neatorama.com/images/2007-04/technology-history.GIF Cartoon]
* We will regret the day we started making robots that actually live with us and allow us to interact with them like we do with humans! 
: Comment on this statement!
* You interview the speaker of a group of parents demonstrating for child education without PCs and smartphones and a focus on the dangers of the massive use of and focus on technology in our lives!

----

Link zum zumpad: [https://zumpad.zum.de/p/linkchaos '''ClickMe!'''].

Please finish your answers to these questions:
* Can/ should robots love/have a meaningful relationship with people?
* Can/ should people love/ have a relationship with robots?
* What are the effects/new developments descibed here? What are the problems?

----

Write your ideas about the future use of robots into this etherpad: 

[https://zumpad.zum.de/p/robots-will '''https://zumpad.zum.de/p/robots-will''']

<colorize>New</colorize> 

Describe and analyse this [https://whyevolutionistrue.files.wordpress.com/2014/01/utah.jpg?w=419&h=599''Cartoon on Science and Humanities] 
Remember to write an introductory/a topic sentence!
 
 
----

Describe and analyse this [https://image.politicalcartoons.com/21317/600/600_21317.png '''Cartoon on Americanization] 
Remember to write an introductory/a topic sentence! (Alternative link to the cartoon: [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg '''here''']
 
 
 
----

Describe and analyse this [https://i.pinimg.com/564x/ae/e2/3b/aee23b345c89e8f6df665e45d1563245.jpg '''Cartoon on Free trade and Globalization''']. 
Remember to write an introductory/a topic sentence!

 
'''OLD STUFF...''' 

Write out pros/cons concerning globalisation from 2 of the pages linked [[Q12_Englisch/Thelenberg_2018_19#Globalisation |'''under "Globalisation" further down own this page''']].

 
 

='''Basic Skills & Information'''=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]
* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]
* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]
* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]
* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/translation|Translation (E→G)]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]
* [[LK_Englisch/Thelenberg_2009_11/Analysis| General text analysis]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
===Further material===
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US]
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [http://news.unchealthcare.org/uncchildrens/news/care-2014/issue-9/obesity Watch the video on fighting childhood obesity!]
 

 
='''The Hobbit'''=
* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

==Talks==
'''Each talk on a chapter includes''':
* A short summary of the chapter, and its relation to the chapter before
* A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
* Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader.
=> Explain why you chose exactly this passage!

==Reading Diary / Scrapbook==

'''The basic idea is that of a "reading-diary"'''. That means
* keeping a simple log-/scrapbook while reading the novel
* stopping from time (at least after each chapter) to time to think about what you have read!
* thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
* asking yourself if you like or dislike a character + what makes you feel so?
* making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework ('''marked!''')

'''These are the minimum reqirements, that is the '''questions''' you need to have readable and reasonable NOTES on:'''

'''Chapters 1 and 2:'''
* Characterize Bilbo and one other character (round or flat, relation to each other?)!
* What kind of story and hero do you expect at the end of chapter one?
* Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.
 
 
'''Chapter 3'''
# Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
 Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
# What image of the elves is created? How is this done? (NOTES) What role can the elves be expected to play? (NOTES)
# What must the travellers expect on their way ……? (NOTES)

'''Chapters 4 + 5''':
* p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations? (NOTES)
* Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile! (NOTES)
* What are the similarities and differences between Bilbo and Gollum? Look at their appearance, behaviour, relation to other charcters ... (NOTES, ideally a simple table ….)

* How has Bilbo developed in ch. 4+5
 
 
'''Chapter 7 for Wednesday 26th March 2018'''
 
 
* characterize Beorn … (NOTES)
* how does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved? (NOTES)
 
 
'''Chapter 8 (READ 8 + 9 + 10 for Monday October 1st)'''
:* Show and explain, how this chapter reveals Bilbo's heroic qualities (NOTES+pages)
:* Compare the different dwarves' (Bombur - Thorin - Kili&Fili) and Bilbo's roles/function in the story in chapter 8! Are the different dwarves flat or round characters? (NOTES)
 
 
'''Chapters 8, 9, 10'''

* Compare the endings of chapters 8, 9 and 10 (NOTES - perhaps a table)! Look at the mood/atmosphere (language, key words), and the expectations for the next chapter that are created? How effective are the three chapter endings?
 
 
'''Read Chapters 11, 12, 13 for Monday, 8th October!''' 
* Write a full text characterization of Smaug from ch. 11 and 12!
* Look at pp. 271-272: What makes the text sound old-fashioned?
 
 
''' Read chapter 14 for Wednesday, 10th October!'''
* Characterize Bard and and check his heroic qualities (cf. handout) NOTES!!

 
 
''' Read chapter 15 + 16 for Monday, 15th October and chapter 17 for Wednesday, 17th October!'''
* Apply the concepts of the epic hero and anti-hero to Bilbo and Thorin. 
: Which of the two models/characters is presentetd as more successful and how is that shown? (Notes ... use a table with two columns)
 
 
''' Read chapter 18 + 19 for Monday, 22nd October!'''
* Sum up what Bilbo has lost and gained in the end!
* What do you think of Bilbo's development throughout the book and what does it tell the (young) reader?

=Globalization=

==Listening: Free trade==
 
Listen to this [http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/mp3/insight/tae_insight_14_08bs_081023.mp3 '''mp3-file on free trade'''] twice. 
'''Answer the following questions''': 
1. How does Andrew walker define free trade? (two aspects) 
2. The WTO is not about free trade but .................... (Complete!) 
3. What can two countries in a trade dispute expect from the WTO? 
4. Fill in the blanks! 
: So members can complain if other members break WTO rules. And those rules have been ................... over a series of WTO conferences, like the one in Cancun in September. But the Cancun talks ........................ because of disagreements over what are known as the Singapore ................- Andrew Walker explains why.
5. Name at least 4 problems that are part of the Singapore issues! 
6. Fill in the blanks! 
:''Male speaker'': It actually costs only half as much to produce ................ here as in, say, America. But these African farmers simply can't match the ................ .......... Western prices and still turn a profit. So along with three neighbours, Mali ..... ................. to the World Trade Organisation.
: Female speaker: BBC reporter Nick Ravenscroft reporting from Mali, which has brought a complaint before the WTO about US subsidies for cotton farmers. Economics and Business .............. Andrew Walker explains why subsidies and ..................... matter.
7. What is one of the negative consequences of EU subsidies according to the text? 
8. ''Right or wrong?'' - The EU surplus policy is welcomed by many countries. 
9. ''Right or wrong?'' - Nigerian farmers are badly affected by EU surplus sales. 
10. ''Right or wrong?'' - There are complaints about the US as well as from the US. 
11. What products are affected by the EU ban on US agricultural products and what reason does the EU give? 
12. Why did the WTO order the EU to remove the ban? 
13. Fill in the blanks! 
: And if the WTO decides that a trade ................. is against WTO rules - what happens next? Well the WTO allows members to ............... - to put up their own trade barriers. In the case we’ve just heard between the US and the EU - the US has retaliated with a series of import ................. on goods from Europe. 
14. What goods did the US put very high tariffs on? (name two) 
 
 

==Links: General Pros and Cons==
# [https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political Pro-Con: https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political] 
# [https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/ Pro-Con: https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/] 
# [http://occupytheory.org/globalization-pros-and-cons-list/ Pro-Con: http://occupytheory.org/globalization-pros-and-cons-list/] 
# [http://moocgloba.skemapedia.com/?tag=con http://moocgloba.skemapedia.com/?tag=con - Negative aspects ] 
# [https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01 In defense of globalization] 

.
==Links: Globalisation and the Internet==
* https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
* http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
* http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

.

==Links: Globalization and culture==

* http://en.wikipedia.org/wiki/Globalization#Culture
* https://www.britannica.com/science/cultural-globalization
* https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creating-a-single-world-culture/#4029e8743bd3

.

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018 

=Robots, Science and Technology - Can they save us?=

==Robots==

{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding:0.141cm;"| '''Pro'''
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"| '''Con'''

|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;"|
* can replace humans in many dangerous, boring, dirty situations/jobs
* more effective than humans, have no human needs/weaknesses
* higher endurance
* developments in robotics can be used in medicine (artificial limbs or organs)

| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"|
* Replace humans in all situations, effect could be e.g. unemployment
* Humans may get too lazy
* Humans are/feel no longer needed
* Robot could have a malfunction or be hacked
* Robots could threaten, control or eliminate humans
* unclear status of robot: Man or machine?

|}
 
===In the future robots will ...===
 
In the future, robots will be used to ...
* care for old people
* replace astronauts
* drive cars
* do surgeries
* produce most products => (production gets cheaper and better)
* provide an independent workforce for many jobs (=> AI)
* provide a reliable workforce
* make life easier
* cure cancer (nanorobots) and other diseases
* act as self driving cars => mobility for evryone, safety, fewer traffic-jams, ....
 
 
'''Chances:'''
* replacement of other technical devices or even humans (caring professions, cleaning, gardening)
* help/support for people in their jobs/an independent life (ill, aged, handicapped people)
* replace humans in dangerous environments (defusing bombs, maintenance in nuclear power plants, work with poisonous substances )
* can make work easier (esp. if very repetitive work, physically demanding)
* can fly to far-away planets -> don’t have to breathe/ eat /sleep /die
* can help to fix shortages in human labor (fewer and fewer young people)
* can work 24/7
* cheaper than paying wages => cheaper products
 

'''Problems:'''
* people get lazy / lose their purpose in life
* less employment (esp. for low-skilled workers) => high unemployment => social problems
* easy to sabotage (cyberattacks, hacks)
* used for war (no ethical limits, unlimited supply prolongs wars, high human casualties)
* don’t always work perfectly (can't adapt, what if badly programmed, no real creative thinking) => damages/responsibility?
* robots using artificial intelligence start reprogramming themselves => who controls/can control if they "learn" the right things?
* no real empathy
* robots don't pay taxes, neither do most big companies ....
 

===Numbers and uses of robots are increasing in the military sector and in households===

'''Advantages of using robots:''' 

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* arms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:''' 

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

===Relationships between human beings and robots???===
'''Can/ should robots love/have a relationship with people?''' 
* even though they are robots, it still seems lifelike to e.g. chat with them
* robots are getting more human-like, e.g. can recognize facial expressions (programming and not real emotions)
* robots may not be able to love you back, but could be good at faking it
* robots get more realistic/interactive (well developed scripts) ==> people are able to form close relations
* humans can feel real concern over robots ==> empathy for a machine
* talk to robots via text message feels dynamic and sincere, they don’t judge you …
* robots are easy to connect to ==>- people can have real feelings for robots
* with a robot, you can live happily ever after (robots don't die, you won't get rejected)
* robots are perfect (characters/partners, programmed according to your wishes)
* people can explore unmet emotional needs in a ''world of dreams'' ==> a perfect/alternative world which can't be found in human society
 
 
'''What are the problems?''' 
* robots don't have real feelings ==> responses are pre-scripted/follow algorithms
* allowing robots to experience pain or emotions raises moral questions
* most robots don't have enough emotional and intellectual depth
* people spend hours playing games (esp. if they can chat with virtual characters) ==> games run in real time, once you've started, you have to keep playing or you'll lose track ==> get addicted fast
* people can escape reality and start ignoring real life, or the strenuous business of dealing with hard-to-find and unpredictable or “imperfect” human partners
* dating simulations have become very popular, start replacing frustrating/difficult “real dating”
* fewer real human relationships ==> low fertility rates in Japan
* creation of a machine-mediated society ==> ''love revolution''
* there is likely to be a heavy stigma attached to human - robot relationships, perhaps leading to discrimination, or even exclusion from some aspects of society
* a robot partner does everything you want it to do
: not a realistic circumstance for a relationship
: humans in relationships with robots could get a wrong perception about what is right or wrong in a human relationship
* BUT: people still don't see the interaction with virtual characters as a substitute for human relationships
* Robots are already being programmed to learn our patterns and preferences ==> danger for humanity as AI will be evolutionary superior to humans

 
 

==Science and the Humanities==

[[Bild:Sccience vs humanities.jpg|840px]]

==Science vs. Humanities - Text-Summary==
Summary for [http://www.highexistence.com/topic/science-vs-humanities/ Text "Science vs. Humanities"]

* only scientists make real contributions to humanity!
* division into sciences and humanities makes solving world's problems difficult
* many educated people have no understanding of basic concepts and the projects in modern physics
* contrasting positions:
: humanities give us understanding of history → learn from history → culture VS.
: poetry doesn't save lives etc. like e.g. medicine
: → true that humanities can't solve e.g. medical or technical problems, but they provide what science can't do: answers to moral/ethical questions (not necessarily in shape of organized religion!)
* philiosophy in the original sense included looking for answers to all questions (incl. natural. philosophy)
* science and humanities give different answers to different questions, but both help us master our lives

==Can "green" technology save us?==

===Text basis===
* https://ourworld.unu.edu/en/how-viral-cat-videos-are-warming-the-planet
* https://ourworld.unu.edu/en/a-growing-digital-waste-cloud
* https://ourworld.unu.edu/en/world-environment-day-can-technology-save-us

===Yes, it can:===

* better technologies produce less pollution/use fewer resources, are accepted as they reduce costs

===But it doesn't===
* as technilogies reduce costs, the saved money will be spent
: => higher consumption, more travelling/transport => more CO2 emissions, more fuel used, more roads, more air-traffic …
* growth = higher production/more traffic etc ==> leads to higher pollution/use of resources, although production processes are less harmful and more effective.
* green technologies are there, but people get tired of topic of environmental protection, climate change ...
* people believe effects of climate change can be countered with more technology (e.g. air filters, air conditioning, , flood barriers, pumps, ...) rather than avoid or reduce higher consumption and warming
* Problem: Growth!
: massive increase in world population leads to higher demand =higher production and consumption

==Can Internet and computer technology save us?==

'''Problems:'''
* web-servers/data centers need a lot of energy + generate a lot of warmth that is bad for the climate change
* numbers of servers and data grow expontetially
* energy efficiency will slow the emissions, but it´s still expanding too much (more data, users ...)
* data without use are spread/multiply => waste of energy
* useless/growing amounts of data are never deleted ==> more and more servers needed
 
'''Chances:'''
* improvements in energy efficiency
* economic growth (in quality, not only quantity/consumption
* easier exchange of information

==Can IT and computers save us?==

'''YES:'''
* data transfer replaces physical transport
* less travelling => teleworking and -conferences
* more easily accessable knowledge
* more/easier communication
* motre collaboration and exchange of data/results in science
 
'''NO:'''
* growing energy consumption (running servers, switches, cooling systems)
* waste of storage capacities
* isuse of the Internet (cat videos, pornography, story huge amount of useless/forgotten data)
* data safety
* usage hard to learn for older/uneducated people
* usage difficult/impossible in regions without basic technical supplies or stable supply of electricity or internet connections
 

==Mediation topic: CCTV cameras, face recognition etc.==

===FOR CAMERA SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* cameras clearly deter criminals ==> can reduce crime
* protection of weaker students/potential victim
* private, public and school property can be protected
* security is more important than the right to privacy
* automatic crime detection systems alarm police early, human controller decides and triggers action
* can be used in accordance with actual laws
* private spaces (e.g. flats) are to be excluded
* data are to be deleted after 72 hours

===AGAINST SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* there are areas not surveilled ==> crime/violence shift there
* solution: more cams/ everywhere ==> illegal, nobody wants that!
* constant observation ==> people feel uncomfortable, don't want to go/be there, loss of trust in respect of privacy ==> people change behavior, because tgey feel observed
* enormous amount of manpower/money to evaluate the recorded material
* bullying can not be effectively stopped by more cameras
* deterrence only works for a short time, only big crimes solved more quickly
* good for solving crimes, but usually not for preventing them
* esp. terrorism can't be stop as they don't fear recognition
* camera-free spaces become crime hot spots?
* possible abuse by or possibility of establishing a totalitarian control system (cf. 3rd Reich, GDR => Stasi)
* only automatic image processing makes it possible to analyze enormous amounts of data ==> lack of human control
* can automatic systems really detect/recognize criminal actions dicriminate them from legal/harmless actions?
* using randomly collected data to create biometric database of virtually everybody - without any connection to a crime - is illegal and dangerous
* complete movement profiles for everybody filmed are created & together with face recognition allows state to completely control everyone
* if affected people are not informed, they don't know and can't require information or legally object to this
* lack of necessary laws that allow/regulate collection and processing of data only under certain circumstances (decision of judge, temporal and spatial limit, regulations for inquiry and information about stored data)
* constant collection of data about everyone at demonstrations infringes on people's freedom of opinion and demonstrating / deters them from using their civil freedoms

 
 

='''Shakespeare's Romeo and Juliet'''=

==Shakespeare's Theatre and Plays==
{{#ev:youtube|P0SBg-KG4C4 |600}}
 
{{#ev:youtube|95ec5xtt6Hs |600}}

 
* Watch these two films about Elisabethan plays and playhouses!
* Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

'''Questions:'''

* Where? (<= why?)
* When? (built, idea of playhouse? plays performed?)
* What? (shape? size?) - (plays? themes?)
* Who? (players/audience/producers?)
* Why so attractive?
* How? ( performance? advertising? stage? costumes? effects? music?)
* How much ( money? length of play? payment?)
* What happended (during the play?)
* What effects on way of playing/performance?

 
For a better understanding of the layout/structure of the playhouse ...:

* [https://en.wikipedia.org/wiki/English_Renaissance_theatre#/media/File:The_Swan_cropped.png GLOBE 1]
* [https://mindthegaplondon.files.wordpress.com/2014/08/1024px-hodges_conjectural_globe_reconstruction.jpg GLOBE 2]
 
 
.

==The Prologue==
{{#ev:youtube|T3PIhGgtWTs |500}}

Version from a 1996 movie:

{{#ev:youtube|UubjlL4AH4s |500}}

'''Prologue to the most lamentable story of Romeo and Juliet'''
 
 
Two households both alike in dignity, 
In fair Verona, where we lay our scene, 
From ancient grudge break to new mutiny, 
Where civil blood makes civil hands unclean. 
From forth the fatal loins of these two foes 
A pair of star-cross’d lovers take their life; 
Whose misadventur’d piteous overthrows 
Doth with their death bury their parents’ strife. 
The fearful passage of their death-mark’d love 
And the continuance of their parents’ rage, 
Which, but their children’s end, nought could remove, 
Is now the two hours’ traffic of our stage; 
The which, if you with patient ears attend, 
What here shall miss, our toil shall strive to mend. 

# What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
# What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
# Learn lines 1 - 8 by heart + practice reciting them .....!

==Plot==
* [https://www.sparknotes.com/shakespeare/romeojuliet/video-summary/ Video summary]

==The Sonett==

<blockquote style="border: 1px solid blue; padding: 2em;">
A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays). 
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is 
: a-b-a-b
: c-d-c-d
: e-f-e-f
: g-g 
The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.
</blockquote>

.

==Tragedy==

<blockquote style="border: 1px solid blue; padding: 2em;">
'''Tragedy''':
Drama of a serious and '''high-standing character''' that usually describes the development of a '''conflict''' between the protagonist and a '''superior force''' (such as destiny, circumstance, or society, the laws, in which the character often must '''choose between two alternatives''', which both lead to his '''destruction'''. In a tragedy there is typically a '''sorrowful or disastrous conclusion'''. 
Good Example: 
'''Antigone''' by Sophocles( around 441 BC.)
In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands.
Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man. 
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.
</blockquote>

: Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone

'''Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!'''

Read the text from [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_140/ '''here: Well, peace be with you, sir. Here comes my man.'''] up to [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_152/ '''here: EXEUNT''']

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.

Q12 Englisch/Thelenberg 2018 19

2019-05-16T22:07:54Z

Theli34:

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Abitur 2019''' 

'''Materialien für das Colloquium''' 
'''11/1- Schwerpunktsemester''' 
* The American Dream
'''12/1''' 
* [[#Obesity in the USA| Obesity in the USA]]
* [[#Globalization| Globalization]] 
* [[#The_Hobbit| The Hobbit]]
 
 
'''12/2''' 
* [[#Shakespeare's Romeo and Juliet | Shakespeare's Romeo and Juliet]]
* [[#Robots, Science and Technology - Can they save us? |Robots, Science and Technology - Can they save us ]]
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_role_and_image_of_the_USA_since_1945| Image of the USA since 1945]]

. 

</div>
|}

='''Homework'''=

* Compare the [[#Tragedy| '''definition of tragedy''']] on this page with [http://www.nosweatshakespeare.com/play-summary/romeo-juliet/ '''this summary of Romeo and Juliet!''']
* Explain, where in the plot of the play we find typically tragic constellations/situations/decisions/conflicts!

----

* [https://www.neatorama.com/images/2007-04/technology-history.GIF Cartoon]
* We will regret the day we started making robots that actually live with us and allow us to interact with them like we do with humans! 
: Comment on this statement!
* You interview the speaker of a group of parents demonstrating for child education without PCs and smartphones and a focus on the dangers of the massive use of and focus on technology in our lives!

----

Link zum zumpad: [https://zumpad.zum.de/p/linkchaos '''ClickMe!'''].

Please finish your answers to these questions:
* Can/ should robots love/have a meaningful relationship with people?
* Can/ should people love/ have a relationship with robots?
* What are the effects/new developments descibed here? What are the problems?

----

Write your ideas about the future use of robots into this etherpad: 

[https://zumpad.zum.de/p/robots-will '''https://zumpad.zum.de/p/robots-will''']

<colorize>New</colorize> 

Describe and analyse this [https://whyevolutionistrue.files.wordpress.com/2014/01/utah.jpg?w=419&h=599''Cartoon on Science and Humanities] 
Remember to write an introductory/a topic sentence!
 
 
----

Describe and analyse this [https://image.politicalcartoons.com/21317/600/600_21317.png '''Cartoon on Americanization] 
Remember to write an introductory/a topic sentence! (Alternative link to the cartoon: [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg '''here''']
 
 
 
----

Describe and analyse this [https://i.pinimg.com/564x/ae/e2/3b/aee23b345c89e8f6df665e45d1563245.jpg '''Cartoon on Free trade and Globalization''']. 
Remember to write an introductory/a topic sentence!

 
'''OLD STUFF...''' 

Write out pros/cons concerning globalisation from 2 of the pages linked [[Q12_Englisch/Thelenberg_2018_19#Globalisation |'''under "Globalisation" further down own this page''']].

 
 

='''Basic Skills & Information'''=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]
* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]
* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]
* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]
* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/translation|Translation (E→G)]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]
* [[LK_Englisch/Thelenberg_2009_11/Analysis| General text analysis]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
===Further material===
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US]
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [http://news.unchealthcare.org/uncchildrens/news/care-2014/issue-9/obesity Watch the video on fighting childhood obesity!]
 

 
='''The Hobbit'''=
* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

==Talks==
'''Each talk on a chapter includes''':
* A short summary of the chapter, and its relation to the chapter before
* A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
* Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader.
=> Explain why you chose exactly this passage!

==Reading Diary / Scrapbook==

'''The basic idea is that of a "reading-diary"'''. That means
* keeping a simple log-/scrapbook while reading the novel
* stopping from time (at least after each chapter) to time to think about what you have read!
* thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
* asking yourself if you like or dislike a character + what makes you feel so?
* making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework ('''marked!''')

'''These are the minimum reqirements, that is the '''questions''' you need to have readable and reasonable NOTES on:'''

'''Chapters 1 and 2:'''
* Characterize Bilbo and one other character (round or flat, relation to each other?)!
* What kind of story and hero do you expect at the end of chapter one?
* Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.
 
 
'''Chapter 3'''
# Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
 Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
# What image of the elves is created? How is this done? (NOTES) What role can the elves be expected to play? (NOTES)
# What must the travellers expect on their way ……? (NOTES)

'''Chapters 4 + 5''':
* p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations? (NOTES)
* Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile! (NOTES)
* What are the similarities and differences between Bilbo and Gollum? Look at their appearance, behaviour, relation to other charcters ... (NOTES, ideally a simple table ….)

* How has Bilbo developed in ch. 4+5
 
 
'''Chapter 7 for Wednesday 26th March 2018'''
 
 
* characterize Beorn … (NOTES)
* how does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved? (NOTES)
 
 
'''Chapter 8 (READ 8 + 9 + 10 for Monday October 1st)'''
:* Show and explain, how this chapter reveals Bilbo's heroic qualities (NOTES+pages)
:* Compare the different dwarves' (Bombur - Thorin - Kili&Fili) and Bilbo's roles/function in the story in chapter 8! Are the different dwarves flat or round characters? (NOTES)
 
 
'''Chapters 8, 9, 10'''

* Compare the endings of chapters 8, 9 and 10 (NOTES - perhaps a table)! Look at the mood/atmosphere (language, key words), and the expectations for the next chapter that are created? How effective are the three chapter endings?
 
 
'''Read Chapters 11, 12, 13 for Monday, 8th October!''' 
* Write a full text characterization of Smaug from ch. 11 and 12!
* Look at pp. 271-272: What makes the text sound old-fashioned?
 
 
''' Read chapter 14 for Wednesday, 10th October!'''
* Characterize Bard and and check his heroic qualities (cf. handout) NOTES!!

 
 
''' Read chapter 15 + 16 for Monday, 15th October and chapter 17 for Wednesday, 17th October!'''
* Apply the concepts of the epic hero and anti-hero to Bilbo and Thorin. 
: Which of the two models/characters is presentetd as more successful and how is that shown? (Notes ... use a table with two columns)
 
 
''' Read chapter 18 + 19 for Monday, 22nd October!'''
* Sum up what Bilbo has lost and gained in the end!
* What do you think of Bilbo's development throughout the book and what does it tell the (young) reader?

=Globalization=

==Listening: Free trade==
 
Listen to this [http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/mp3/insight/tae_insight_14_08bs_081023.mp3 '''mp3-file on free trade'''] twice. 
'''Answer the following questions''': 
1. How does Andrew walker define free trade? (two aspects) 
2. The WTO is not about free trade but .................... (Complete!) 
3. What can two countries in a trade dispute expect from the WTO? 
4. Fill in the blanks! 
: So members can complain if other members break WTO rules. And those rules have been ................... over a series of WTO conferences, like the one in Cancun in September. But the Cancun talks ........................ because of disagreements over what are known as the Singapore ................- Andrew Walker explains why.
5. Name at least 4 problems that are part of the Singapore issues! 
6. Fill in the blanks! 
:''Male speaker'': It actually costs only half as much to produce ................ here as in, say, America. But these African farmers simply can't match the ................ .......... Western prices and still turn a profit. So along with three neighbours, Mali ..... ................. to the World Trade Organisation.
: Female speaker: BBC reporter Nick Ravenscroft reporting from Mali, which has brought a complaint before the WTO about US subsidies for cotton farmers. Economics and Business .............. Andrew Walker explains why subsidies and ..................... matter.
7. What is one of the negative consequences of EU subsidies according to the text? 
8. ''Right or wrong?'' - The EU surplus policy is welcomed by many countries. 
9. ''Right or wrong?'' - Nigerian farmers are badly affected by EU surplus sales. 
10. ''Right or wrong?'' - There are complaints about the US as well as from the US. 
11. What products are affected by the EU ban on US agricultural products and what reason does the EU give? 
12. Why did the WTO order the EU to remove the ban? 
13. Fill in the blanks! 
: And if the WTO decides that a trade ................. is against WTO rules - what happens next? Well the WTO allows members to ............... - to put up their own trade barriers. In the case we’ve just heard between the US and the EU - the US has retaliated with a series of import ................. on goods from Europe. 
14. What goods did the US put very high tariffs on? (name two) 
 
 

==Links: General Pros and Cons==
# [https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political Pro-Con: https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political] 
# [https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/ Pro-Con: https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/] 
# [http://occupytheory.org/globalization-pros-and-cons-list/ Pro-Con: http://occupytheory.org/globalization-pros-and-cons-list/] 
# [http://moocgloba.skemapedia.com/?tag=con http://moocgloba.skemapedia.com/?tag=con - Negative aspects ] 
# [https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01 In defense of globalization] 

.
==Links: Globalisation and the Internet==
* https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
* http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
* http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

.

==Links: Globalization and culture==

* http://en.wikipedia.org/wiki/Globalization#Culture
* https://www.britannica.com/science/cultural-globalization
* https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creating-a-single-world-culture/#4029e8743bd3

.

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018 

=Robots, Science and Technology - Can they save us?=

==Robots==

{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding:0.141cm;"| '''Pro'''
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"| '''Con'''

|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;"|
* can replace humans in many dangerous, boring, dirty situations/jobs
* more effective than humans, have no human needs/weaknesses
* higher endurance
* developments in robotics can be used in medicine (artificial limbs or organs)

| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"|
* Replace humans in all situations, effect could be e.g. unemployment
* Humans may get too lazy
* Humans are/feel no longer needed
* Robot could have a malfunction or be hacked
* Robots could threaten, control or eliminate humans
* unclear status of robot: Man or machine?

|}
 
===In the future robots will ...===
 
In the future, robots will be used to ...
* care for old people
* replace astronauts
* drive cars
* do surgeries
* produce most products => (production gets cheaper and better)
* provide an independent workforce for many jobs (=> AI)
* provide a reliable workforce
* make life easier
* cure cancer (nanorobots) and other diseases
* act as self driving cars => mobility for evryone, safety, fewer traffic-jams, ....
 
 
'''Chances:'''
* replacement of other technical devices or even humans (caring professions, cleaning, gardening)
* help/support for people in their jobs/an independent life (ill, aged, handicapped people)
* replace humans in dangerous environments (defusing bombs, maintenance in nuclear power plants, work with poisonous substances )
* can make work easier (esp. if very repetitive work, physically demanding)
* can fly to far-away planets -> don’t have to breathe/ eat /sleep /die
* can help to fix shortages in human labor (fewer and fewer young people)
* can work 24/7
* cheaper than paying wages => cheaper products
 

'''Problems:'''
* people get lazy / lose their purpose in life
* less employment (esp. for low-skilled workers) => high unemployment => social problems
* easy to sabotage (cyberattacks, hacks)
* used for war (no ethical limits, unlimited supply prolongs wars, high human casualties)
* don’t always work perfectly (can't adapt, what if badly programmed, no real creative thinking) => damages/responsibility?
* robots using artificial intelligence start reprogramming themselves => who controls/can control if they "learn" the right things?
* no real empathy
* robots don't pay taxes, neither do most big companies ....
 

===Numbers and uses of robots are increasing in the military sector and in households===

'''Advantages of using robots:''' 

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* arms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:''' 

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

===Relationships between human beings and robots???===
'''Can/ should robots love/have a relationship with people?''' 
* even though they are robots, it still seems lifelike to e.g. chat with them
* robots are getting more human-like, e.g. can recognize facial expressions (programming and not real emotions)
* robots may not be able to love you back, but could be good at faking it
* robots get more realistic/interactive (well developed scripts) ==> people are able to form close relations
* humans can feel real concern over robots ==> empathy for a machine
* talk to robots via text message feels dynamic and sincere, they don’t judge you …
* robots are easy to connect to ==>- people can have real feelings for robots
* with a robot, you can live happily ever after (robots don't die, you won't get rejected)
* robots are perfect (characters/partners, programmed according to your wishes)
* people can explore unmet emotional needs in a ''world of dreams'' ==> a perfect/alternative world which can't be found in human society
 
 
'''What are the problems?''' 
* robots don't have real feelings ==> responses are pre-scripted/follow algorithms
* allowing robots to experience pain or emotions raises moral questions
* most robots don't have enough emotional and intellectual depth
* people spend hours playing games (esp. if they can chat with virtual characters) ==> games run in real time, once you've started, you have to keep playing or you'll lose track ==> get addicted fast
* people can escape reality and start ignoring real life, or the strenuous business of dealing with hard-to-find and unpredictable or “imperfect” human partners
* dating simulations have become very popular, start replacing frustrating/difficult “real dating”
* fewer real human relationships ==> low fertility rates in Japan
* creation of a machine-mediated society ==> ''love revolution''
* there is likely to be a heavy stigma attached to human - robot relationships, perhaps leading to discrimination, or even exclusion from some aspects of society
* a robot partner does everything you want it to do
: not a realistic circumstance for a relationship
: humans in relationships with robots could get a wrong perception about what is right or wrong in a human relationship
* BUT: people still don't see the interaction with virtual characters as a substitute for human relationships
* Robots are already being programmed to learn our patterns and preferences ==> danger for humanity as AI will be evolutionary superior to humans

 
 

==Science and the Humanities==

[[Bild:Sccience vs humanities.jpg|840px]]

==Science vs. Humanities - Text-Summary==
Summary for [http://www.highexistence.com/topic/science-vs-humanities/ Text "Science vs. Humanities"]

* only scientists make real contributions to humanity!
* division into sciences and humanities makes solving world's problems difficult
* many educated people have no understanding of basic concepts and the projects in modern physics
* contrasting positions:
: humanities give us understanding of history → learn from history → culture VS.
: poetry doesn't save lives etc. like e.g. medicine
: → true that humanities can't solve e.g. medical or technical problems, but they provide what science can't do: answers to moral/ethical questions (not necessarily in shape of organized religion!)
* philiosophy in the original sense included looking for answers to all questions (incl. natural. philosophy)
* science and humanities give different answers to different questions, but both help us master our lives

==Can "green" technology save us?==

===Text basis===
* https://ourworld.unu.edu/en/how-viral-cat-videos-are-warming-the-planet
* https://ourworld.unu.edu/en/a-growing-digital-waste-cloud
* https://ourworld.unu.edu/en/world-environment-day-can-technology-save-us

===Yes, it can:===

* better technologies produce less pollution/use fewer resources, are accepted as they reduce costs

===But it doesn't===
* as technilogies reduce costs, the saved money will be spent
: => higher consumption, more travelling/transport => more CO2 emissions, more fuel used, more roads, more air-traffic …
* growth = higher production/more traffic etc ==> leads to higher pollution/use of resources, although production processes are less harmful and more effective.
* green technologies are there, but people get tired of topic of environmental protection, climate change ...
* people believe effects of climate change can be countered with more technology (e.g. air filters, air conditioning, , flood barriers, pumps, ...) rather than avoid or reduce higher consumption and warming
* Problem: Growth!
: massive increase in world population leads to higher demand =higher production and consumption

==Can Internet and computer technology save us?==

'''Problems:'''
* web-servers/data centers need a lot of energy + generate a lot of warmth that is bad for the climate change
* numbers of servers and data grow expontetially
* energy efficiency will slow the emissions, but it´s still expanding too much (more data, users ...)
* data without use are spread/multiply => waste of energy
* useless/growing amounts of data are never deleted ==> more and more servers needed
 
'''Chances:'''
* improvements in energy efficiency
* economic growth (in quality, not only quantity/consumption
* easier exchange of information

==Can IT and computers save us?==

'''YES:'''
* data transfer replaces physical transport
* less travelling => teleworking and -conferences
* more easily accessable knowledge
* more/easier communication
* motre collaboration and exchange of data/results in science
 
'''NO:'''
* growing energy consumption (running servers, switches, cooling systems)
* waste of storage capacities
* isuse of the Internet (cat videos, pornography, story huge amount of useless/forgotten data)
* data safety
* usage hard to learn for older/uneducated people
* usage difficult/impossible in regions without basic technical supplies or stable supply of electricity or internet connections
 

==Mediation topic: CCTV cameras, face recognition etc.==

===FOR CAMERA SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* cameras clearly deter criminals ==> can reduce crime
* protection of weaker students/potential victim
* private, public and school property can be protected
* security is more important than the right to privacy
* automatic crime detection systems alarm police early, human controller decides and triggers action
* can be used in accordance with actual laws
* private spaces (e.g. flats) are to be excluded
* data are to be deleted after 72 hours

===AGAINST SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* there are areas not surveilled ==> crime/violence shift there
* solution: more cams/ everywhere ==> illegal, nobody wants that!
* constant observation ==> people feel uncomfortable, don't want to go/be there, loss of trust in respect of privacy ==> people change behavior, because tgey feel observed
* enormous amount of manpower/money to evaluate the recorded material
* bullying can not be effectively stopped by more cameras
* deterrence only works for a short time, only big crimes solved more quickly
* good for solving crimes, but usually not for preventing them
* esp. terrorism can't be stop as they don't fear recognition
* camera-free spaces become crime hot spots?
* possible abuse by or possibility of establishing a totalitarian control system (cf. 3rd Reich, GDR => Stasi)
* only automatic image processing makes it possible to analyze enormous amounts of data ==> lack of human control
* can automatic systems really detect/recognize criminal actions dicriminate them from legal/harmless actions?
* using randomly collected data to create biometric database of virtually everybody - without any connection to a crime - is illegal and dangerous
* complete movement profiles for everybody filmed are created & together with face recognition allows state to completely control everyone
* if affected people are not informed, they don't know and can't require information or legally object to this
* lack of necessary laws that allow/regulate collection and processing of data only under certain circumstances (decision of judge, temporal and spatial limit, regulations for inquiry and information about stored data)
* constant collection of data about everyone at demonstrations infringes on people's freedom of opinion and demonstrating / deters them from using their civil freedoms

 
 

='''Shakespeare's Romeo and Juliet'''=

==Shakespeare's Theatre and Plays==
{{#ev:youtube|P0SBg-KG4C4 |600}}
 
{{#ev:youtube|95ec5xtt6Hs |600}}

 
* Watch these two films about Elisabethan plays and playhouses!
* Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

'''Questions:'''

* Where? (<= why?)
* When? (built, idea of playhouse? plays performed?)
* What? (shape? size?) - (plays? themes?)
* Who? (players/audience/producers?)
* Why so attractive?
* How? ( performance? advertising? stage? costumes? effects? music?)
* How much ( money? length of play? payment?)
* What happended (during the play?)
* What effects on way of playing/performance?

 
For a better understanding of the layout/structure of the playhouse ...:

* [https://en.wikipedia.org/wiki/English_Renaissance_theatre#/media/File:The_Swan_cropped.png GLOBE 1]
* [https://mindthegaplondon.files.wordpress.com/2014/08/1024px-hodges_conjectural_globe_reconstruction.jpg GLOBE 2]
 
 
.

==The Prologue==
{{#ev:youtube|T3PIhGgtWTs |500}}

Version from a 1996 movie:

{{#ev:youtube|UubjlL4AH4s |500}}

'''Prologue to the most lamentable story of Romeo and Juliet'''
 
 
Two households both alike in dignity, 
In fair Verona, where we lay our scene, 
From ancient grudge break to new mutiny, 
Where civil blood makes civil hands unclean. 
From forth the fatal loins of these two foes 
A pair of star-cross’d lovers take their life; 
Whose misadventur’d piteous overthrows 
Doth with their death bury their parents’ strife. 
The fearful passage of their death-mark’d love 
And the continuance of their parents’ rage, 
Which, but their children’s end, nought could remove, 
Is now the two hours’ traffic of our stage; 
The which, if you with patient ears attend, 
What here shall miss, our toil shall strive to mend. 

# What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
# What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
# Learn lines 1 - 8 by heart + practice reciting them .....!

==Plot==
* [https://www.sparknotes.com/shakespeare/romeojuliet/video-summary/ Video summary]

==The Sonett==

<blockquote style="border: 1px solid blue; padding: 2em;">
A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays). 
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is 
: a-b-a-b
: c-d-c-d
: e-f-e-f
: g-g 
The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.
</blockquote>

.

==Tragedy==

<blockquote style="border: 1px solid blue; padding: 2em;">
'''Tragedy''':
Drama of a serious and '''high-standing character''' that usually describes the development of a '''conflict''' between the protagonist and a '''superior force''' (such as destiny, circumstance, or society, the laws, in which the character often must '''choose between two alternatives''', which both lead to his '''destruction'''. In a tragedy there is typically a '''sorrowful or disastrous conclusion'''. 
Good Example: 
'''Antigone''' by Sophocles( around 441 BC.)
In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands.
Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man. 
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.
</blockquote>

: Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone

'''Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!'''

Read the text from [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_140/ '''here: Well, peace be with you, sir. Here comes my man.'''] up to [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_152/ '''here: EXEUNT''']

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.

Q12 Englisch/Thelenberg 2018 19

2019-05-16T22:06:42Z

Theli34: /* The Hobbit */

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Abitur 2019''' 

'''Materialien für das Colloquium''' 
'''11/1- Schwerpunktsemester''' 
* The American Dream
'''12/1''' 
* [[#Obesity in the USA| Obesity in the USA]]
* [[#Globalization| Globalization]] 
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_Hobbit_-_a_Fantasy_Novel_classic_by_J.R.R._Tolkien| The Hobbit]]
 
 
'''12/2''' 
* [[#Shakespeare's Romeo and Juliet | Shakespeare's Romeo and Juliet]]
* [[#Robots, Science and Technology - Can they save us? |Robots, Science and Technology - Can they save us ]]
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_role_and_image_of_the_USA_since_1945| Image of the USA since 1945]]

. 

</div>
|}

='''Homework'''=

* Compare the [[#Tragedy| '''definition of tragedy''']] on this page with [http://www.nosweatshakespeare.com/play-summary/romeo-juliet/ '''this summary of Romeo and Juliet!''']
* Explain, where in the plot of the play we find typically tragic constellations/situations/decisions/conflicts!

----

* [https://www.neatorama.com/images/2007-04/technology-history.GIF Cartoon]
* We will regret the day we started making robots that actually live with us and allow us to interact with them like we do with humans! 
: Comment on this statement!
* You interview the speaker of a group of parents demonstrating for child education without PCs and smartphones and a focus on the dangers of the massive use of and focus on technology in our lives!

----

Link zum zumpad: [https://zumpad.zum.de/p/linkchaos '''ClickMe!'''].

Please finish your answers to these questions:
* Can/ should robots love/have a meaningful relationship with people?
* Can/ should people love/ have a relationship with robots?
* What are the effects/new developments descibed here? What are the problems?

----

Write your ideas about the future use of robots into this etherpad: 

[https://zumpad.zum.de/p/robots-will '''https://zumpad.zum.de/p/robots-will''']

<colorize>New</colorize> 

Describe and analyse this [https://whyevolutionistrue.files.wordpress.com/2014/01/utah.jpg?w=419&h=599''Cartoon on Science and Humanities] 
Remember to write an introductory/a topic sentence!
 
 
----

Describe and analyse this [https://image.politicalcartoons.com/21317/600/600_21317.png '''Cartoon on Americanization] 
Remember to write an introductory/a topic sentence! (Alternative link to the cartoon: [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg '''here''']
 
 
 
----

Describe and analyse this [https://i.pinimg.com/564x/ae/e2/3b/aee23b345c89e8f6df665e45d1563245.jpg '''Cartoon on Free trade and Globalization''']. 
Remember to write an introductory/a topic sentence!

 
'''OLD STUFF...''' 

Write out pros/cons concerning globalisation from 2 of the pages linked [[Q12_Englisch/Thelenberg_2018_19#Globalisation |'''under "Globalisation" further down own this page''']].

 
 

='''Basic Skills & Information'''=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]
* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]
* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]
* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]
* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/translation|Translation (E→G)]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]
* [[LK_Englisch/Thelenberg_2009_11/Analysis| General text analysis]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
===Further material===
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US]
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [http://news.unchealthcare.org/uncchildrens/news/care-2014/issue-9/obesity Watch the video on fighting childhood obesity!]
 

 
='''The Hobbit'''=
* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

==Talks==
'''Each talk on a chapter includes''':
* A short summary of the chapter, and its relation to the chapter before
* A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
* Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader.
=> Explain why you chose exactly this passage!

==Reading Diary / Scrapbook==

'''The basic idea is that of a "reading-diary"'''. That means
* keeping a simple log-/scrapbook while reading the novel
* stopping from time (at least after each chapter) to time to think about what you have read!
* thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
* asking yourself if you like or dislike a character + what makes you feel so?
* making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework ('''marked!''')

'''These are the minimum reqirements, that is the '''questions''' you need to have readable and reasonable NOTES on:'''

'''Chapters 1 and 2:'''
* Characterize Bilbo and one other character (round or flat, relation to each other?)!
* What kind of story and hero do you expect at the end of chapter one?
* Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.
 
 
'''Chapter 3'''
# Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
 Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
# What image of the elves is created? How is this done? (NOTES) What role can the elves be expected to play? (NOTES)
# What must the travellers expect on their way ……? (NOTES)

'''Chapters 4 + 5''':
* p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations? (NOTES)
* Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile! (NOTES)
* What are the similarities and differences between Bilbo and Gollum? Look at their appearance, behaviour, relation to other charcters ... (NOTES, ideally a simple table ….)

* How has Bilbo developed in ch. 4+5
 
 
'''Chapter 7 for Wednesday 26th March 2018'''
 
 
* characterize Beorn … (NOTES)
* how does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved? (NOTES)
 
 
'''Chapter 8 (READ 8 + 9 + 10 for Monday October 1st)'''
:* Show and explain, how this chapter reveals Bilbo's heroic qualities (NOTES+pages)
:* Compare the different dwarves' (Bombur - Thorin - Kili&Fili) and Bilbo's roles/function in the story in chapter 8! Are the different dwarves flat or round characters? (NOTES)
 
 
'''Chapters 8, 9, 10'''

* Compare the endings of chapters 8, 9 and 10 (NOTES - perhaps a table)! Look at the mood/atmosphere (language, key words), and the expectations for the next chapter that are created? How effective are the three chapter endings?
 
 
'''Read Chapters 11, 12, 13 for Monday, 8th October!''' 
* Write a full text characterization of Smaug from ch. 11 and 12!
* Look at pp. 271-272: What makes the text sound old-fashioned?
 
 
''' Read chapter 14 for Wednesday, 10th October!'''
* Characterize Bard and and check his heroic qualities (cf. handout) NOTES!!

 
 
''' Read chapter 15 + 16 for Monday, 15th October and chapter 17 for Wednesday, 17th October!'''
* Apply the concepts of the epic hero and anti-hero to Bilbo and Thorin. 
: Which of the two models/characters is presentetd as more successful and how is that shown? (Notes ... use a table with two columns)
 
 
''' Read chapter 18 + 19 for Monday, 22nd October!'''
* Sum up what Bilbo has lost and gained in the end!
* What do you think of Bilbo's development throughout the book and what does it tell the (young) reader?

=Globalization=

==Listening: Free trade==
 
Listen to this [http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/mp3/insight/tae_insight_14_08bs_081023.mp3 '''mp3-file on free trade'''] twice. 
'''Answer the following questions''': 
1. How does Andrew walker define free trade? (two aspects) 
2. The WTO is not about free trade but .................... (Complete!) 
3. What can two countries in a trade dispute expect from the WTO? 
4. Fill in the blanks! 
: So members can complain if other members break WTO rules. And those rules have been ................... over a series of WTO conferences, like the one in Cancun in September. But the Cancun talks ........................ because of disagreements over what are known as the Singapore ................- Andrew Walker explains why.
5. Name at least 4 problems that are part of the Singapore issues! 
6. Fill in the blanks! 
:''Male speaker'': It actually costs only half as much to produce ................ here as in, say, America. But these African farmers simply can't match the ................ .......... Western prices and still turn a profit. So along with three neighbours, Mali ..... ................. to the World Trade Organisation.
: Female speaker: BBC reporter Nick Ravenscroft reporting from Mali, which has brought a complaint before the WTO about US subsidies for cotton farmers. Economics and Business .............. Andrew Walker explains why subsidies and ..................... matter.
7. What is one of the negative consequences of EU subsidies according to the text? 
8. ''Right or wrong?'' - The EU surplus policy is welcomed by many countries. 
9. ''Right or wrong?'' - Nigerian farmers are badly affected by EU surplus sales. 
10. ''Right or wrong?'' - There are complaints about the US as well as from the US. 
11. What products are affected by the EU ban on US agricultural products and what reason does the EU give? 
12. Why did the WTO order the EU to remove the ban? 
13. Fill in the blanks! 
: And if the WTO decides that a trade ................. is against WTO rules - what happens next? Well the WTO allows members to ............... - to put up their own trade barriers. In the case we’ve just heard between the US and the EU - the US has retaliated with a series of import ................. on goods from Europe. 
14. What goods did the US put very high tariffs on? (name two) 
 
 

==Links: General Pros and Cons==
# [https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political Pro-Con: https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political] 
# [https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/ Pro-Con: https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/] 
# [http://occupytheory.org/globalization-pros-and-cons-list/ Pro-Con: http://occupytheory.org/globalization-pros-and-cons-list/] 
# [http://moocgloba.skemapedia.com/?tag=con http://moocgloba.skemapedia.com/?tag=con - Negative aspects ] 
# [https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01 In defense of globalization] 

.
==Links: Globalisation and the Internet==
* https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
* http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
* http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

.

==Links: Globalization and culture==

* http://en.wikipedia.org/wiki/Globalization#Culture
* https://www.britannica.com/science/cultural-globalization
* https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creating-a-single-world-culture/#4029e8743bd3

.

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018 

=Robots, Science and Technology - Can they save us?=

==Robots==

{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding:0.141cm;"| '''Pro'''
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"| '''Con'''

|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;"|
* can replace humans in many dangerous, boring, dirty situations/jobs
* more effective than humans, have no human needs/weaknesses
* higher endurance
* developments in robotics can be used in medicine (artificial limbs or organs)

| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"|
* Replace humans in all situations, effect could be e.g. unemployment
* Humans may get too lazy
* Humans are/feel no longer needed
* Robot could have a malfunction or be hacked
* Robots could threaten, control or eliminate humans
* unclear status of robot: Man or machine?

|}
 
===In the future robots will ...===
 
In the future, robots will be used to ...
* care for old people
* replace astronauts
* drive cars
* do surgeries
* produce most products => (production gets cheaper and better)
* provide an independent workforce for many jobs (=> AI)
* provide a reliable workforce
* make life easier
* cure cancer (nanorobots) and other diseases
* act as self driving cars => mobility for evryone, safety, fewer traffic-jams, ....
 
 
'''Chances:'''
* replacement of other technical devices or even humans (caring professions, cleaning, gardening)
* help/support for people in their jobs/an independent life (ill, aged, handicapped people)
* replace humans in dangerous environments (defusing bombs, maintenance in nuclear power plants, work with poisonous substances )
* can make work easier (esp. if very repetitive work, physically demanding)
* can fly to far-away planets -> don’t have to breathe/ eat /sleep /die
* can help to fix shortages in human labor (fewer and fewer young people)
* can work 24/7
* cheaper than paying wages => cheaper products
 

'''Problems:'''
* people get lazy / lose their purpose in life
* less employment (esp. for low-skilled workers) => high unemployment => social problems
* easy to sabotage (cyberattacks, hacks)
* used for war (no ethical limits, unlimited supply prolongs wars, high human casualties)
* don’t always work perfectly (can't adapt, what if badly programmed, no real creative thinking) => damages/responsibility?
* robots using artificial intelligence start reprogramming themselves => who controls/can control if they "learn" the right things?
* no real empathy
* robots don't pay taxes, neither do most big companies ....
 

===Numbers and uses of robots are increasing in the military sector and in households===

'''Advantages of using robots:''' 

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* arms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:''' 

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

===Relationships between human beings and robots???===
'''Can/ should robots love/have a relationship with people?''' 
* even though they are robots, it still seems lifelike to e.g. chat with them
* robots are getting more human-like, e.g. can recognize facial expressions (programming and not real emotions)
* robots may not be able to love you back, but could be good at faking it
* robots get more realistic/interactive (well developed scripts) ==> people are able to form close relations
* humans can feel real concern over robots ==> empathy for a machine
* talk to robots via text message feels dynamic and sincere, they don’t judge you …
* robots are easy to connect to ==>- people can have real feelings for robots
* with a robot, you can live happily ever after (robots don't die, you won't get rejected)
* robots are perfect (characters/partners, programmed according to your wishes)
* people can explore unmet emotional needs in a ''world of dreams'' ==> a perfect/alternative world which can't be found in human society
 
 
'''What are the problems?''' 
* robots don't have real feelings ==> responses are pre-scripted/follow algorithms
* allowing robots to experience pain or emotions raises moral questions
* most robots don't have enough emotional and intellectual depth
* people spend hours playing games (esp. if they can chat with virtual characters) ==> games run in real time, once you've started, you have to keep playing or you'll lose track ==> get addicted fast
* people can escape reality and start ignoring real life, or the strenuous business of dealing with hard-to-find and unpredictable or “imperfect” human partners
* dating simulations have become very popular, start replacing frustrating/difficult “real dating”
* fewer real human relationships ==> low fertility rates in Japan
* creation of a machine-mediated society ==> ''love revolution''
* there is likely to be a heavy stigma attached to human - robot relationships, perhaps leading to discrimination, or even exclusion from some aspects of society
* a robot partner does everything you want it to do
: not a realistic circumstance for a relationship
: humans in relationships with robots could get a wrong perception about what is right or wrong in a human relationship
* BUT: people still don't see the interaction with virtual characters as a substitute for human relationships
* Robots are already being programmed to learn our patterns and preferences ==> danger for humanity as AI will be evolutionary superior to humans

 
 

==Science and the Humanities==

[[Bild:Sccience vs humanities.jpg|840px]]

==Science vs. Humanities - Text-Summary==
Summary for [http://www.highexistence.com/topic/science-vs-humanities/ Text "Science vs. Humanities"]

* only scientists make real contributions to humanity!
* division into sciences and humanities makes solving world's problems difficult
* many educated people have no understanding of basic concepts and the projects in modern physics
* contrasting positions:
: humanities give us understanding of history → learn from history → culture VS.
: poetry doesn't save lives etc. like e.g. medicine
: → true that humanities can't solve e.g. medical or technical problems, but they provide what science can't do: answers to moral/ethical questions (not necessarily in shape of organized religion!)
* philiosophy in the original sense included looking for answers to all questions (incl. natural. philosophy)
* science and humanities give different answers to different questions, but both help us master our lives

==Can "green" technology save us?==

===Text basis===
* https://ourworld.unu.edu/en/how-viral-cat-videos-are-warming-the-planet
* https://ourworld.unu.edu/en/a-growing-digital-waste-cloud
* https://ourworld.unu.edu/en/world-environment-day-can-technology-save-us

===Yes, it can:===

* better technologies produce less pollution/use fewer resources, are accepted as they reduce costs

===But it doesn't===
* as technilogies reduce costs, the saved money will be spent
: => higher consumption, more travelling/transport => more CO2 emissions, more fuel used, more roads, more air-traffic …
* growth = higher production/more traffic etc ==> leads to higher pollution/use of resources, although production processes are less harmful and more effective.
* green technologies are there, but people get tired of topic of environmental protection, climate change ...
* people believe effects of climate change can be countered with more technology (e.g. air filters, air conditioning, , flood barriers, pumps, ...) rather than avoid or reduce higher consumption and warming
* Problem: Growth!
: massive increase in world population leads to higher demand =higher production and consumption

==Can Internet and computer technology save us?==

'''Problems:'''
* web-servers/data centers need a lot of energy + generate a lot of warmth that is bad for the climate change
* numbers of servers and data grow expontetially
* energy efficiency will slow the emissions, but it´s still expanding too much (more data, users ...)
* data without use are spread/multiply => waste of energy
* useless/growing amounts of data are never deleted ==> more and more servers needed
 
'''Chances:'''
* improvements in energy efficiency
* economic growth (in quality, not only quantity/consumption
* easier exchange of information

==Can IT and computers save us?==

'''YES:'''
* data transfer replaces physical transport
* less travelling => teleworking and -conferences
* more easily accessable knowledge
* more/easier communication
* motre collaboration and exchange of data/results in science
 
'''NO:'''
* growing energy consumption (running servers, switches, cooling systems)
* waste of storage capacities
* isuse of the Internet (cat videos, pornography, story huge amount of useless/forgotten data)
* data safety
* usage hard to learn for older/uneducated people
* usage difficult/impossible in regions without basic technical supplies or stable supply of electricity or internet connections
 

==Mediation topic: CCTV cameras, face recognition etc.==

===FOR CAMERA SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* cameras clearly deter criminals ==> can reduce crime
* protection of weaker students/potential victim
* private, public and school property can be protected
* security is more important than the right to privacy
* automatic crime detection systems alarm police early, human controller decides and triggers action
* can be used in accordance with actual laws
* private spaces (e.g. flats) are to be excluded
* data are to be deleted after 72 hours

===AGAINST SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* there are areas not surveilled ==> crime/violence shift there
* solution: more cams/ everywhere ==> illegal, nobody wants that!
* constant observation ==> people feel uncomfortable, don't want to go/be there, loss of trust in respect of privacy ==> people change behavior, because tgey feel observed
* enormous amount of manpower/money to evaluate the recorded material
* bullying can not be effectively stopped by more cameras
* deterrence only works for a short time, only big crimes solved more quickly
* good for solving crimes, but usually not for preventing them
* esp. terrorism can't be stop as they don't fear recognition
* camera-free spaces become crime hot spots?
* possible abuse by or possibility of establishing a totalitarian control system (cf. 3rd Reich, GDR => Stasi)
* only automatic image processing makes it possible to analyze enormous amounts of data ==> lack of human control
* can automatic systems really detect/recognize criminal actions dicriminate them from legal/harmless actions?
* using randomly collected data to create biometric database of virtually everybody - without any connection to a crime - is illegal and dangerous
* complete movement profiles for everybody filmed are created & together with face recognition allows state to completely control everyone
* if affected people are not informed, they don't know and can't require information or legally object to this
* lack of necessary laws that allow/regulate collection and processing of data only under certain circumstances (decision of judge, temporal and spatial limit, regulations for inquiry and information about stored data)
* constant collection of data about everyone at demonstrations infringes on people's freedom of opinion and demonstrating / deters them from using their civil freedoms

 
 

='''Shakespeare's Romeo and Juliet'''=

==Shakespeare's Theatre and Plays==
{{#ev:youtube|P0SBg-KG4C4 |600}}
 
{{#ev:youtube|95ec5xtt6Hs |600}}

 
* Watch these two films about Elisabethan plays and playhouses!
* Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

'''Questions:'''

* Where? (<= why?)
* When? (built, idea of playhouse? plays performed?)
* What? (shape? size?) - (plays? themes?)
* Who? (players/audience/producers?)
* Why so attractive?
* How? ( performance? advertising? stage? costumes? effects? music?)
* How much ( money? length of play? payment?)
* What happended (during the play?)
* What effects on way of playing/performance?

 
For a better understanding of the layout/structure of the playhouse ...:

* [https://en.wikipedia.org/wiki/English_Renaissance_theatre#/media/File:The_Swan_cropped.png GLOBE 1]
* [https://mindthegaplondon.files.wordpress.com/2014/08/1024px-hodges_conjectural_globe_reconstruction.jpg GLOBE 2]
 
 
.

==The Prologue==
{{#ev:youtube|T3PIhGgtWTs |500}}

Version from a 1996 movie:

{{#ev:youtube|UubjlL4AH4s |500}}

'''Prologue to the most lamentable story of Romeo and Juliet'''
 
 
Two households both alike in dignity, 
In fair Verona, where we lay our scene, 
From ancient grudge break to new mutiny, 
Where civil blood makes civil hands unclean. 
From forth the fatal loins of these two foes 
A pair of star-cross’d lovers take their life; 
Whose misadventur’d piteous overthrows 
Doth with their death bury their parents’ strife. 
The fearful passage of their death-mark’d love 
And the continuance of their parents’ rage, 
Which, but their children’s end, nought could remove, 
Is now the two hours’ traffic of our stage; 
The which, if you with patient ears attend, 
What here shall miss, our toil shall strive to mend. 

# What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
# What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
# Learn lines 1 - 8 by heart + practice reciting them .....!

==Plot==
* [https://www.sparknotes.com/shakespeare/romeojuliet/video-summary/ Video summary]

==The Sonett==

<blockquote style="border: 1px solid blue; padding: 2em;">
A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays). 
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is 
: a-b-a-b
: c-d-c-d
: e-f-e-f
: g-g 
The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.
</blockquote>

.

==Tragedy==

<blockquote style="border: 1px solid blue; padding: 2em;">
'''Tragedy''':
Drama of a serious and '''high-standing character''' that usually describes the development of a '''conflict''' between the protagonist and a '''superior force''' (such as destiny, circumstance, or society, the laws, in which the character often must '''choose between two alternatives''', which both lead to his '''destruction'''. In a tragedy there is typically a '''sorrowful or disastrous conclusion'''. 
Good Example: 
'''Antigone''' by Sophocles( around 441 BC.)
In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands.
Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man. 
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.
</blockquote>

: Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone

'''Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!'''

Read the text from [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_140/ '''here: Well, peace be with you, sir. Here comes my man.'''] up to [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_152/ '''here: EXEUNT''']

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.

Q12 Englisch/Thelenberg 2013 14/colloquium2014

2019-05-16T21:44:22Z

Theli34: /* The role and image of the USA since 1945 */

=Muslims in Britain=
==Texts==
* [[Q11 Englisch/Thelenberg 2012 13/muslims | Problematic issues between British Muslims and the "Christian" majority]]
* A problem of perception: [http://www.guardian.co.uk/commentisfree/belief/2012/jul/03/muslims-integrated-britain Muslims are well-integrated in Britain – but no one seems to believe it]
* [http://www.onbeing.org/program/reflections-former-islamist-extremist/transcript/1087 Reflections of a Former Islamist Extremist]
:Read from beginning to "''And it's a very powerful grip on one's mind. And in my case it took years to shed that influence''." (third box)

* [[Q11 Englisch/Thelenberg 2012 13/muslims2 | Answers to book, p. 86/87 q. 5 + 6]]
* '''Why does a young muslim turn into an extremist'''?
:* crucial event: death of thousands of European muslims in war in Bosnia in 90s! West just watches and doesn't help the muslims there. (Parallels to wars in Iraq .... muslims are being killed and no-one cares)
:* Islam is cleverly presented as way of looking at '''history''': like in Marxism it is always a '''struggle''', them against us, bad against good, everybody against the muslims (idea of Western/Jewish conspiracy against Islam/muslims)
:*at school/in university young muslims become part of an active, organized, outspoken movement ⇒ '''proud''' to be an '''active muslim''', feeling of '''power''', feeling of '''belonging''' to group and of '''changing the world'''.

==[http://media.caglecartoons.com/media/cartoons/108/2010/09/24/83634_600.jpg Cartoon ⇐Klick!] ==
* 4 frames, three show acts of violence/hatred committed in the name of Christianity/Western Civilization

* evangelical pastor [=church] burning Korans, evangelical/conservative politician [politics] against building mosque in USA, secret service agent [=government] torturing terrorist suspect)
* irony: they all want revenge/act as unchristian/intolerantly as those they accuse of doing this to them
* irony: preacher is completely stupid: of course "them folks don't act like Christians" - they simply aren't christians!
* preacher also doesn't seem to know his Bilble: "Jesus hates Mohammed" is absolutely like anthing Jesus preaches in the Bible: Jesus preaches love, peace and forgiveness - not hatred!
* picture four shows the result: children in USA have learned, that you needn't act as you wish others to act towards you (in civilized way, mercyfully, helpfully, tolerantly ...) but can do anything you want as long as nobody stops you.
* General criticism: christian/western preachers and politicians and governments do the same things they accuse terrorists and radical islamist of ⇒ they are no better than them.

=Globalization=

==Definition and Key Facts==
Cf. Book, p. 178

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman. The three eras of globalization (Book, p. 176f)

==Pros and Cons==

* [http://de.answers.yahoo.com/question/index?qid=20070109222526AAFNm6r Globalisation: Pro - Con 1]
* [http://www.manufacturing.net/articles/2010/06/the-pros-and-cons-of-globalization Globalisation: Pro - Con 2]
* Book, p. 178

==Globalisation and the Internet==

* http://www.bivingsreport.com/2004/globalization-the-internet-and-public-opinion/ ++
: Download: [[Datei:Globalization-internet.pdf]]

'''Globalization and culture'''

* http://en.wikipedia.org/wiki/Globalization#Culture
* http://independent.org/newsroom/article.asp?id=2258
* http://www.globalization101.org/uploads/File/Culture/cultall2011.pdf

=Ecology and Protecting the Environment=

==How green are you?==

# Look at [http://www.scholastic.com/downtoearth/quiz/howgreenareyou/ How green are you?]
# Look through the test again an create a simple list of dos and don'ts!
# Prepare a short talk about at least 4 environmental dos and don'ts and tell people about your favourite!

==Environmental DOs and DON'Ts==

Zum Vergrößern mehrfach klicken und dann speichern ...!

[[Datei:do-dont.jpg| 322px]]

==Saving the rainforests, Global warming and use of energy==
* See our blog [http://howgreenisourfuture.wordpress.com http://howgreenisourfuture.wordpress.com], especially the chapters on "global warminfg" and "energy".
* See this blog [http://no2deforestation.wordpress.com http://no2deforestation.wordpress.com], especially the two chapters on "effects/risks" and "solutions".

=The Hobbit - a Fantasy Novel classic by J.R.R. Tolkien=

* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

=Using Robots=

* [http://www.brighthubengineering.com/robotics/2384-current-uses-of-robots/ Using robots today ...]
* [http://www.nytimes.com/2012/08/19/business/new-wave-of-adept-robots-is-changing-global-industry.html?pagewanted=all&_r=0 New wave of adept robots is changing global industry ]
* How robots can be used: 
: [[Datei:using-robots.pdf]]

==Effects of using robots ...==
* [http://articles.washingtonpost.com/2012-11-22/opinions/35511856_1_robots-human-life-human-controller in the military sector]
* [http://www.popsci.com/technology/article/2009-10/future-household-robots-pose-serious-threat-not-skynet-nature#comments at home]

'''Summary of the two articles:'''

'''Advantages of using robots:'''

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* rms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:'''

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

.

==Text: Programmed for Love (Man loves Robot?)==

* The original text on the problematic relations between people and robots can be read [http://chronicle.com/article/Programmed-for-Love-The/125922/ '''here''']!

'''Answers to questions 1 and 3 on worksheet:'''

'''1. Headline makes reader wonder:'''
* programmed (technology) ⇐⇒ love (emotion)?
* programmed: no choice, no free will ...
* who is programmed for love? (Assumption: a robot/computer/machine?)

* Reader curious to answer the question/find connection between technology - emotion

After reading that human beings, and not machines, here are programmed in such a way that they fall in love with robots
⇒ surprise
⇒ interest ... How can that be - "to have" to love a robot due to being programmed to do so?

'''3. Change in author's attitude to robots:'''

'''first/before'''
* enthusiastic about new technologies (MIT)
* believed in benefits of creating alternative identities in virtual life
* studied human interactions with computers

'''then / after''' (encounter in which she realized she wanted the robot's attention, reacted to simple signals of communication)
against man - robot relations on an emotional basis as:
* Robots can malfunction
* afraid that machines play role that only humans should play
* it damages our sense of humanity
* robots don't love you back, even if the promise
* people give up establishing and having relationships with real people

* '''Outlook:''' [http://science.howstuffworks.com/robots-change-us.htm Will robots change us?]

=Improving yourself: The human body as a piece of art: =

==Plastic surgery: statistics==
* [http://www.guardian.co.uk/news/datablog/2011/jul/22/plastic-surgery-medicine http://www.guardian.co.uk/news/datablog/2011/jul/22/plastic-surgery-medicine]

==Plastic Surgery for Men:==
* want to have more success in jobs
* want to attract younger women
* want to have an image of vitality
* makes them feel better
* to look more attractive
* to get attention from other people
* to look young, fit, with good reactions and professional
* to bring out their character
* to prevent prejudice

'''Cf. Worksheet/mediation on plastic surgery for men'''

==Plastic Surgery for Women:==
* to look like the women in the media
* everybody does it
* prices go down
* feels good to get told that they look good
* to improve their self-confidence
* to remind themselves of the good times
* people don´t like themselves because they are brainwashed by the media
* to be more attractive to men
* to get better job chances
* youth shows fertility
* to wear the newest dresses ( fashion ) ????????

==Plastic surgery for teenagers: Video==

{{#ev:youtube|Y0eKEVrkKC0|200}}

* Plastic surgery performed on teens in the USA: Motives, views and attitudes, effects and problems covered by this video clip ...!

== How much do looks count today? (Cf. worksheet/handout)==
* [http://www.post-gazette.com/stories/local/morning-file/lets-face-it-looks-count-436946/ Looks count ...] Text on worksheet, too!
* Looks count more than skills at work (and that goes for men too). Text on worksheet!

==Topical Vocabulary==
Vocab sheet on plastic surgery / youth cult:

[[Datei:Vocab youth cosmetic surgery.pdf| Vokabelsheet zu Plastic Surgery]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
 
==Other material:==
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US] 

'''Why our food is making us fat'''
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [https://tv.azpm.org/s/6995-ua-researchers-clinicians-fight-childhood-obesity/ Fighting obesity] Watch the embedded video!
 
* Cf. cartoons on obesity, e.g. [http://www.politicalcartoons.com/search.aspx?cmd=4&mode=Advanced&artist=&zone=0&type=0&lang=0&query=obesity&from=1%2f1%2f2000&to=5%2f16%2f2017 '''here!''']

.

=Society and Class in the UK=

==Definitions of "Class" in Victorian Society==

* [http://wiki.answers.com/Q/Class_structure_in_the_Victorian_era The three-class-system of Victorian Society]
* [http://www.aboutbritain.com/articles/victorian-society.asp Life in Victorian Society]

==Victorian Class System==
{| class="wikitable "
! Victorian Society = 3 classes: upper, middle, and lower/working
|-
|
'''Upper class = nobility, or peerage (dukes, earls, viscounts)'''
* sometimes related to royal families of Britain and Europe
* society distinct and separate to the other two classes
* aristocrats without profession, as their families had sufficient funds to live in affluence (But captains of industry, esp. mining, ship building)

'''Middle class = rich families (respectable, sometimes with land - but lack a "title")'''
* often had skilled professions (doctor, teacher)
* beginning of Victorian times: small proportion of the population.
* Industrial Revolution  more people defined as 'middle class' (improvements in education and more opportunities to work your way up, make money)

'''The lower class (working class) = rural and urban poor'''
* often low skilled, dangerous, dirty and boring jobs due to lack of education
* some are 'lower middle class', but living in terraced housing  defined as working class

:'''Paupers''' = class below working class
:* extreme poverty (old age, unemployment, illness or strained resources)
:* targets of Philanthropists in the 1890s (idea to reduce alarming poverty)

|}

==Class today - The class system redefined==
* [http://www.bbc.co.uk/science/0/21970879 BBC Science: The Great British Class Survey – Results] Look at the embedded video!!!

=The role and image of the USA since 1945=

{| class="wikitable" width=700
!Typical Americans are .... / Typically, in America you find ... / In America "they" believe in ...
|-
|
*celebrate Halloween and Thanksgiving (huge turkey) in a big way
*boys play basketball or football; girls are cheerleaders
*eat tons of fast food ⇒ obese OR they are very sporty
*love beauty contests ⇒ plastic surgery
*all own a gun
*streets are straight for miles
*are either conservative and patriotic or crazy
*lots of casinos and gambling
*huge shopping malls and outlets
*king size beds
*big houses with big front-lawns
*basketball-basket in every front-yard
*newspaper boys throw papers in the garden
*drive broken/huge cars
*waste a lot of energy (big cars, air conditioning)
*don`t protect nature/environment, e.g. use one-way plates and cuttlery
*American Dream: from dishwasher to millionaire, you can do it if you really want
*lots of poor/homeless people
*many people are not properly insured/ no social security
*often have to work two or more jobs to survive
*love the Oktoberfest in Munich
*go to church regularly
*are not allowed to have sex before marriage
*all wanna be famous
*wear funny costumes at highschool graduation
*live in big cities/skyscrapers
*listen to hiphop or country music
*feel like/would like to be/behave like cowboys in saloons/on prairie
*gangs + much crime in big cities
*Americans are only interested in America
|}

==Cartoons on US Cultural Hegemony / Americanization==
* [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg Cartoon on Americanization] and [[Q12_Englisch/Thelenberg_2012_13/americanization_cartoon_notes| Notes for analysis of this cartoon!]]
* [http://media.caglecartoons.com/media/cartoons/10/2002/07/24/5933_600.jpg Cartoon of President George W. Bush as Cowboy]
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

==Coursework: Text on US Cultural Hegemony==

'''1. What reasons for anti American feelings in Europe does the text give?'''
* American culture ousts European culture
* German or other European languages are being flooded with English terms and expressions
* Sense of national identity severely disturbed
* Europeans are afraid of loosing their cultural autonomy
* European culture replaced by American culture
* Vietnam-war
* Guantanamo Bay and Abu-Ghraib
* Americans ignore and don't know about European culture
* American worldview is centered on America
* Americans expect everyone to think and speak American
* Americanization as cultural imperialism
 

'''2. Why has Germany been especially quick at embracing American culture?'''
* America's help after WWII (→ Marshall Plan, Airlift that saves Berlin) ==> Germans felt grateful
* German culture discredited by Nazis, German from "Dichter und Denker" to "Richter und Henker"
* Germans looked for new cultural model → culture of the victoriuos, democratic and successful USA
* Germans were not allowed to have and learned to feel ashamed of patriotic feelings → easy to take over Western/US mass culture
* US culture meant luxury, affluence, freedom, individualism
 

'''3. What negative aspects of US culture spreading everywhere are mentioned?'''
* USA only imports/uses cultural products from other cultures and repackages/resells them as its own US culture
* USA eliminates/replaces other countries’ cultures by spreading its own culture around the world, advertising and marketing (music, movies, language)
* USA looks down on other countries => no exchange of cultures but a colonisation
* boring standards of hogeneoneous culture everywhere
 W
'''4. What make si it so easy for US culture to be dominant/spread?'''
* English is an easy language (easy grammar and vocabulary) and easy to learn => world language
* culture presented in English => big audience worldwide
* everybody can connect to American films because they are as multicultural as American society
* American culture isn’t really foreign for most people because it was merged from other cultures ( of different immigrants, black slaves)
* big population in the US (to test/refine products which are then sold worldwide)
* just „dominant“ cultures survived the mix
 

==The USA and Europe - increasingly difficult relations?==

The results of your work on the two texts on the relations between the USA and Europe:

[[Datei:USA-EU.pdf]]

Q12 Englisch/Thelenberg 2013 14/colloquium2014

2019-05-16T20:42:56Z

Theli34: /* Text: Brand Aid */

=Muslims in Britain=
==Texts==
* [[Q11 Englisch/Thelenberg 2012 13/muslims | Problematic issues between British Muslims and the "Christian" majority]]
* A problem of perception: [http://www.guardian.co.uk/commentisfree/belief/2012/jul/03/muslims-integrated-britain Muslims are well-integrated in Britain – but no one seems to believe it]
* [http://www.onbeing.org/program/reflections-former-islamist-extremist/transcript/1087 Reflections of a Former Islamist Extremist]
:Read from beginning to "''And it's a very powerful grip on one's mind. And in my case it took years to shed that influence''." (third box)

* [[Q11 Englisch/Thelenberg 2012 13/muslims2 | Answers to book, p. 86/87 q. 5 + 6]]
* '''Why does a young muslim turn into an extremist'''?
:* crucial event: death of thousands of European muslims in war in Bosnia in 90s! West just watches and doesn't help the muslims there. (Parallels to wars in Iraq .... muslims are being killed and no-one cares)
:* Islam is cleverly presented as way of looking at '''history''': like in Marxism it is always a '''struggle''', them against us, bad against good, everybody against the muslims (idea of Western/Jewish conspiracy against Islam/muslims)
:*at school/in university young muslims become part of an active, organized, outspoken movement ⇒ '''proud''' to be an '''active muslim''', feeling of '''power''', feeling of '''belonging''' to group and of '''changing the world'''.

==[http://media.caglecartoons.com/media/cartoons/108/2010/09/24/83634_600.jpg Cartoon ⇐Klick!] ==
* 4 frames, three show acts of violence/hatred committed in the name of Christianity/Western Civilization

* evangelical pastor [=church] burning Korans, evangelical/conservative politician [politics] against building mosque in USA, secret service agent [=government] torturing terrorist suspect)
* irony: they all want revenge/act as unchristian/intolerantly as those they accuse of doing this to them
* irony: preacher is completely stupid: of course "them folks don't act like Christians" - they simply aren't christians!
* preacher also doesn't seem to know his Bilble: "Jesus hates Mohammed" is absolutely like anthing Jesus preaches in the Bible: Jesus preaches love, peace and forgiveness - not hatred!
* picture four shows the result: children in USA have learned, that you needn't act as you wish others to act towards you (in civilized way, mercyfully, helpfully, tolerantly ...) but can do anything you want as long as nobody stops you.
* General criticism: christian/western preachers and politicians and governments do the same things they accuse terrorists and radical islamist of ⇒ they are no better than them.

=Globalization=

==Definition and Key Facts==
Cf. Book, p. 178

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman. The three eras of globalization (Book, p. 176f)

==Pros and Cons==

* [http://de.answers.yahoo.com/question/index?qid=20070109222526AAFNm6r Globalisation: Pro - Con 1]
* [http://www.manufacturing.net/articles/2010/06/the-pros-and-cons-of-globalization Globalisation: Pro - Con 2]
* Book, p. 178

==Globalisation and the Internet==

* http://www.bivingsreport.com/2004/globalization-the-internet-and-public-opinion/ ++
: Download: [[Datei:Globalization-internet.pdf]]

'''Globalization and culture'''

* http://en.wikipedia.org/wiki/Globalization#Culture
* http://independent.org/newsroom/article.asp?id=2258
* http://www.globalization101.org/uploads/File/Culture/cultall2011.pdf

=Ecology and Protecting the Environment=

==How green are you?==

# Look at [http://www.scholastic.com/downtoearth/quiz/howgreenareyou/ How green are you?]
# Look through the test again an create a simple list of dos and don'ts!
# Prepare a short talk about at least 4 environmental dos and don'ts and tell people about your favourite!

==Environmental DOs and DON'Ts==

Zum Vergrößern mehrfach klicken und dann speichern ...!

[[Datei:do-dont.jpg| 322px]]

==Saving the rainforests, Global warming and use of energy==
* See our blog [http://howgreenisourfuture.wordpress.com http://howgreenisourfuture.wordpress.com], especially the chapters on "global warminfg" and "energy".
* See this blog [http://no2deforestation.wordpress.com http://no2deforestation.wordpress.com], especially the two chapters on "effects/risks" and "solutions".

=The Hobbit - a Fantasy Novel classic by J.R.R. Tolkien=

* Cf. your scrapbook + worksheets + notes that you took while we were reading it in class. Especially look at the two concepts of the hero, at Bilbo and Thorin ...!
* Reasons for reading Fantasy:
:* http://ezinearticles.com/?Why-People-Read-Fantasy-Novels&id=5916045
:* http://voices.yahoo.com/why-adults-read-fantasy-novels-11971626.html
:* http://www.concatenation.org/articles/pratchett.html

 
* Why the hobbit is so successful:
:* http://www.telegraph.co.uk/culture/books/booknews/9555838/The-Hobbit-What-has-made-the-book-such-an-enduring-success.html

=Using Robots=

* [http://www.brighthubengineering.com/robotics/2384-current-uses-of-robots/ Using robots today ...]
* [http://www.nytimes.com/2012/08/19/business/new-wave-of-adept-robots-is-changing-global-industry.html?pagewanted=all&_r=0 New wave of adept robots is changing global industry ]
* How robots can be used: 
: [[Datei:using-robots.pdf]]

==Effects of using robots ...==
* [http://articles.washingtonpost.com/2012-11-22/opinions/35511856_1_robots-human-life-human-controller in the military sector]
* [http://www.popsci.com/technology/article/2009-10/future-household-robots-pose-serious-threat-not-skynet-nature#comments at home]

'''Summary of the two articles:'''

'''Advantages of using robots:'''

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* rms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:'''

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

.

==Text: Programmed for Love (Man loves Robot?)==

* The original text on the problematic relations between people and robots can be read [http://chronicle.com/article/Programmed-for-Love-The/125922/ '''here''']!

'''Answers to questions 1 and 3 on worksheet:'''

'''1. Headline makes reader wonder:'''
* programmed (technology) ⇐⇒ love (emotion)?
* programmed: no choice, no free will ...
* who is programmed for love? (Assumption: a robot/computer/machine?)

* Reader curious to answer the question/find connection between technology - emotion

After reading that human beings, and not machines, here are programmed in such a way that they fall in love with robots
⇒ surprise
⇒ interest ... How can that be - "to have" to love a robot due to being programmed to do so?

'''3. Change in author's attitude to robots:'''

'''first/before'''
* enthusiastic about new technologies (MIT)
* believed in benefits of creating alternative identities in virtual life
* studied human interactions with computers

'''then / after''' (encounter in which she realized she wanted the robot's attention, reacted to simple signals of communication)
against man - robot relations on an emotional basis as:
* Robots can malfunction
* afraid that machines play role that only humans should play
* it damages our sense of humanity
* robots don't love you back, even if the promise
* people give up establishing and having relationships with real people

* '''Outlook:''' [http://science.howstuffworks.com/robots-change-us.htm Will robots change us?]

=Improving yourself: The human body as a piece of art: =

==Plastic surgery: statistics==
* [http://www.guardian.co.uk/news/datablog/2011/jul/22/plastic-surgery-medicine http://www.guardian.co.uk/news/datablog/2011/jul/22/plastic-surgery-medicine]

==Plastic Surgery for Men:==
* want to have more success in jobs
* want to attract younger women
* want to have an image of vitality
* makes them feel better
* to look more attractive
* to get attention from other people
* to look young, fit, with good reactions and professional
* to bring out their character
* to prevent prejudice

'''Cf. Worksheet/mediation on plastic surgery for men'''

==Plastic Surgery for Women:==
* to look like the women in the media
* everybody does it
* prices go down
* feels good to get told that they look good
* to improve their self-confidence
* to remind themselves of the good times
* people don´t like themselves because they are brainwashed by the media
* to be more attractive to men
* to get better job chances
* youth shows fertility
* to wear the newest dresses ( fashion ) ????????

==Plastic surgery for teenagers: Video==

{{#ev:youtube|Y0eKEVrkKC0|200}}

* Plastic surgery performed on teens in the USA: Motives, views and attitudes, effects and problems covered by this video clip ...!

== How much do looks count today? (Cf. worksheet/handout)==
* [http://www.post-gazette.com/stories/local/morning-file/lets-face-it-looks-count-436946/ Looks count ...] Text on worksheet, too!
* Looks count more than skills at work (and that goes for men too). Text on worksheet!

==Topical Vocabulary==
Vocab sheet on plastic surgery / youth cult:

[[Datei:Vocab youth cosmetic surgery.pdf| Vokabelsheet zu Plastic Surgery]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
 
==Other material:==
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US] 

'''Why our food is making us fat'''
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [https://tv.azpm.org/s/6995-ua-researchers-clinicians-fight-childhood-obesity/ Fighting obesity] Watch the embedded video!
 
* Cf. cartoons on obesity, e.g. [http://www.politicalcartoons.com/search.aspx?cmd=4&mode=Advanced&artist=&zone=0&type=0&lang=0&query=obesity&from=1%2f1%2f2000&to=5%2f16%2f2017 '''here!''']

.

=Society and Class in the UK=

==Definitions of "Class" in Victorian Society==

* [http://wiki.answers.com/Q/Class_structure_in_the_Victorian_era The three-class-system of Victorian Society]
* [http://www.aboutbritain.com/articles/victorian-society.asp Life in Victorian Society]

==Victorian Class System==
{| class="wikitable "
! Victorian Society = 3 classes: upper, middle, and lower/working
|-
|
'''Upper class = nobility, or peerage (dukes, earls, viscounts)'''
* sometimes related to royal families of Britain and Europe
* society distinct and separate to the other two classes
* aristocrats without profession, as their families had sufficient funds to live in affluence (But captains of industry, esp. mining, ship building)

'''Middle class = rich families (respectable, sometimes with land - but lack a "title")'''
* often had skilled professions (doctor, teacher)
* beginning of Victorian times: small proportion of the population.
* Industrial Revolution  more people defined as 'middle class' (improvements in education and more opportunities to work your way up, make money)

'''The lower class (working class) = rural and urban poor'''
* often low skilled, dangerous, dirty and boring jobs due to lack of education
* some are 'lower middle class', but living in terraced housing  defined as working class

:'''Paupers''' = class below working class
:* extreme poverty (old age, unemployment, illness or strained resources)
:* targets of Philanthropists in the 1890s (idea to reduce alarming poverty)

|}

==Class today - The class system redefined==
* [http://www.bbc.co.uk/science/0/21970879 BBC Science: The Great British Class Survey – Results] Look at the embedded video!!!

=The role and image of the USA since 1945=

{| class="wikitable" width=700
!Typical Americans are .... / Typically, in America you find ... / In America "they" believe in ...
|-
|
*celebrate Halloween and Thanksgiving (huge turkey) in a big way
*boys play basketball or football; girls are cheerleaders
*eat tons of fast food ⇒ obese OR they are very sporty
*love beauty contests ⇒ plastic surgery
*all own a gun
*streets are straight for miles
*are either conservative and patriotic or crazy
*lots of casinos and gambling
*huge shopping malls and outlets
*king size beds
*big houses with big front-lawns
*basketball-basket in every front-yard
*newspaper boys throw papers in the garden
*drive broken/huge cars
*waste a lot of energy (big cars, air conditioning)
*don`t protect nature/environment, e.g. use one-way plates and cuttlery
*American Dream: from dishwasher to millionaire, you can do it if you really want
*lots of poor/homeless people
*many people are not properly insured/ no social security
*often have to work two or more jobs to survive
*love the Oktoberfest in Munich
*go to church regularly
*are not allowed to have sex before marriage
*all wanna be famous
*wear funny costumes at highschool graduation
*live in big cities/skyscrapers
*listen to hiphop or country music
*feel like/would like to be/behave like cowboys in saloons/on prairie
*gangs + much crime in big cities
*Americans are only interested in America
|}

==Cartoons on US Cultural Hegemony / Americanization==
* [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg Cartoon on Americanization] and [[Q12_Englisch/Thelenberg_2012_13/americanization_cartoon_notes| Notes for analysis of this cartoon!]]
* [http://media.caglecartoons.com/media/cartoons/10/2002/07/24/5933_600.jpg Cartoon of President George W. Bush as Cowboy]
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

==Coursework: Text on US Cultural Hegemony==

'''1. What reasons for anti American feelings in Europe does the text give?'''
* American culture ousts European culture
* German or other European languages are being flooded with English terms and expressions
* Sense of national identity severely disturbed
* Europeans are afraid of loosing their cultural autonomy
* European culture replaced by American culture
* Vietnam-war
* Guantanamo Bay and Abu-Ghraib
* Americans ignore and don't know about European culture
* American worldview is centered on America
* Americans expect everyone to think and speak American
* Americanization as cultural imperialism
 

'''2. Why has Germany been especially quick at embracing American culture?'''
* America's help after WWII (→ Marshall Plan, Airlift that saves Berlin) ==> Germans felt grateful
* German culture discredited by Nazis, German from "Dichter und Denker" to "Richter und Henker"
* Germans looked for new cultural model → culture of the victoriuos, democratic and successful USA
* Germans were not allowed to have and learned to feel ashamed of patriotic feelings → easy to take over Western/US mass culture
* US culture meant luxury, affluence, freedom, individualism

==The USA and Europe - increasingly difficult relations?==

The results of your work on the two texts on the relations between the USA and Europe:

[[Datei:USA-EU.pdf]]

==Vocabulary==
[[Datei:voc-foreign-pol.pdf]]

Q12 Englisch/Thelenberg 2018 19

2019-05-16T20:41:28Z

Theli34:

{| width="99%"
| style="vertical-align:top" |
<div style="margin: 0; margin-right:10px; border: 0px solid #F5F5F5; padding: 0em 1em 1em 1em; background-color:#F5F5F5; align:left;">

__toc__
</div>
| width="60%" style="vertical-align:top" |
<div style="margin:0; border:2px solid #C00000; padding: 0em 1em 1em 1em; background-color:#FFFFFF; align:left;">

'''Abitur 2019''' 

'''Materialien für das Colloquium''' 
'''11/1- Schwerpunktsemester''' 
* The American Dream
'''12/1''' 
* [[#Obesity in the USA| Obesity in the USA]]
* [[#Globalization| Globalization]] 
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_Hobbit_-_a_Fantasy_Novel_classic_by_J.R.R._Tolkien| The Hobbit]]
 
 
'''12/2''' 
* [[#Shakespeare's Romeo and Juliet | Shakespeare's Romeo and Juliet]]
* [[#Robots, Science and Technology - Can they save us? |Robots, Science and Technology - Can they save us ]]
* [[Q12_Englisch/Thelenberg_2013_14/colloquium2014#The_role_and_image_of_the_USA_since_1945| Image of the USA since 1945]]

. 

</div>
|}

='''Homework'''=

* Compare the [[#Tragedy| '''definition of tragedy''']] on this page with [http://www.nosweatshakespeare.com/play-summary/romeo-juliet/ '''this summary of Romeo and Juliet!''']
* Explain, where in the plot of the play we find typically tragic constellations/situations/decisions/conflicts!

----

* [https://www.neatorama.com/images/2007-04/technology-history.GIF Cartoon]
* We will regret the day we started making robots that actually live with us and allow us to interact with them like we do with humans! 
: Comment on this statement!
* You interview the speaker of a group of parents demonstrating for child education without PCs and smartphones and a focus on the dangers of the massive use of and focus on technology in our lives!

----

Link zum zumpad: [https://zumpad.zum.de/p/linkchaos '''ClickMe!'''].

Please finish your answers to these questions:
* Can/ should robots love/have a meaningful relationship with people?
* Can/ should people love/ have a relationship with robots?
* What are the effects/new developments descibed here? What are the problems?

----

Write your ideas about the future use of robots into this etherpad: 

[https://zumpad.zum.de/p/robots-will '''https://zumpad.zum.de/p/robots-will''']

<colorize>New</colorize> 

Describe and analyse this [https://whyevolutionistrue.files.wordpress.com/2014/01/utah.jpg?w=419&h=599''Cartoon on Science and Humanities] 
Remember to write an introductory/a topic sentence!
 
 
----

Describe and analyse this [https://image.politicalcartoons.com/21317/600/600_21317.png '''Cartoon on Americanization] 
Remember to write an introductory/a topic sentence! (Alternative link to the cartoon: [http://1.bp.blogspot.com/-fQqHwm608nk/TbEB-UsforI/AAAAAAAAARY/zYsCKko7Tyo/s1600/21317_600.jpg '''here''']
 
 
 
----

Describe and analyse this [https://i.pinimg.com/564x/ae/e2/3b/aee23b345c89e8f6df665e45d1563245.jpg '''Cartoon on Free trade and Globalization''']. 
Remember to write an introductory/a topic sentence!

 
'''OLD STUFF...''' 

Write out pros/cons concerning globalisation from 2 of the pages linked [[Q12_Englisch/Thelenberg_2018_19#Globalisation |'''under "Globalisation" further down own this page''']].

 
 

='''Basic Skills & Information'''=

* [[Media:homework+oral.pdf |Information on homework and oral grades]]
* [http://www.reslife.net/assets/docs/Reading_and_Marking.doc Reading and Marking technique - SQ3R Method]''' A useful method to read, mark and annotate texts.
* [[LK Englisch/Thelenberg 2009 11/Cartoons| Working with Cartoons]]

* [[Q11 Englisch/Thelenberg 2012 13/good-speech|A good speech/speaker ...]]
* [http://www.englisch-hilfen.de/en/words/charts.htm Working with statistics ...]
* [[LK Englisch/Thelenberg 2009 11/interview_essay| Writing an interview]]
* [[LK Englisch/Thelenberg 2009 11/Answering a question|Answering questions on the text]]
* [[Q11 Englisch/Thelenberg 2011 12/Starting a paragraph|Starting a paragraph]]
* [[LK Englisch/Thelenberg 2009 11/Starting an Essay/Comment| Starting an Essay/Comment]]
* [http://wikis.zum.de/rmg/LK_Englisch/Thelenberg_2009_11/Shaping/Refuting_an_Argument Shaping/refuting an Argument/Comment]
* [[LK Englisch/Thelenberg 2009 11/Mediation| Mediation]]
* [[Q11 Englisch/Thelenberg 2011 12/translation|Translation (E→G)]]
* [[Q11 Englisch/Thelenberg 2011 12/characterization|Characterization]]
* [[Q11 Englisch/Thelenberg 2015 16/review|Review]]
* [[LK_Englisch/Thelenberg_2009_11/Analysis| General text analysis]]

=Obesity in the USA=

==Reasons for obesity:==
* medical/biological disposition or use of medication (rare)
* unhealthy food cheaper than healthy food
* too much salt, sugar and fat
* people eat a lot of sugar without knowing
* sugar increases your appetite
* cornfructose is a very cheap + good tasting ingredient
* labels like smart choice make things worse, as they make people eat more and as they advertise fat free food, but fat is replaced by sugar
* we do not only eat when we are hungry
* we do not think about how much and what we eat
* marketing of cheap / high-calorie/sugary food and extremely large portions
* insufficient physical exercise compared to amount of food we eat

==Effects of obesity:==
* high cholesterol + and blood-sugar ==> heart diseases, diabetes, stroke,
* various cancers, massive diabetes
* problems with joints (knees, ankles, hips) due to massive overweight
* reduced life-expectancy
* health care costs and costs of unemployment, long-term-illnes and care for extremely obese people increase dramatically
* problems with public transport, travel, etc. => loss of mobility
* severe limitations / loss of quality of life => depression, isolation

==Possible solutions:==
* more exercise/sports
* eat more low calorie food
* legal steps against hidden sugar, oversize portions, … for better information on labels of food we buy
* instruct kids in school + change school lunch
* teach people about consequences and responsible eating (portion sizes, sugar intake, ...)
* make children walk to school instead of going by bus
* local restaurants can change their menus + portion sizes
* drink less beer and high-sugar softdrinks
 
===Further material===
* [http://www.dailymail.co.uk/news/article-2030563/HALF-U-S-population-obese-2030-experts-predict.html Obesity in the US]
* [http://www.guardian.co.uk/business/2012/jun/11/why-our-food-is-making-us-fat It's the sugar ...]
* [http://news.unchealthcare.org/uncchildrens/news/care-2014/issue-9/obesity Watch the video on fighting childhood obesity!]
 

 
='''The Hobbit'''=

==Talks==
'''Each talk on a chapter includes''':
* A short summary of the chapter, and its relation to the chapter before
* A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
* Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader.
=> Explain why you chose exactly this passage!

==Reading Diary / Scrapbook==

'''The basic idea is that of a "reading-diary"'''. That means
* keeping a simple log-/scrapbook while reading the novel
* stopping from time (at least after each chapter) to time to think about what you have read!
* thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
* asking yourself if you like or dislike a character + what makes you feel so?
* making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework ('''marked!''')

'''These are the minimum reqirements, that is the '''questions''' you need to have readable and reasonable NOTES on:'''

'''Chapters 1 and 2:'''
* Characterize Bilbo and one other character (round or flat, relation to each other?)!
* What kind of story and hero do you expect at the end of chapter one?
* Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.
 
 
'''Chapter 3'''
# Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
 Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
# What image of the elves is created? How is this done? (NOTES) What role can the elves be expected to play? (NOTES)
# What must the travellers expect on their way ……? (NOTES)

'''Chapters 4 + 5''':
* p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations? (NOTES)
* Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile! (NOTES)
* What are the similarities and differences between Bilbo and Gollum? Look at their appearance, behaviour, relation to other charcters ... (NOTES, ideally a simple table ….)

* How has Bilbo developed in ch. 4+5
 
 
'''Chapter 7 for Wednesday 26th March 2018'''
 
 
* characterize Beorn … (NOTES)
* how does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved? (NOTES)
 
 
'''Chapter 8 (READ 8 + 9 + 10 for Monday October 1st)'''
:* Show and explain, how this chapter reveals Bilbo's heroic qualities (NOTES+pages)
:* Compare the different dwarves' (Bombur - Thorin - Kili&Fili) and Bilbo's roles/function in the story in chapter 8! Are the different dwarves flat or round characters? (NOTES)
 
 
'''Chapters 8, 9, 10'''

* Compare the endings of chapters 8, 9 and 10 (NOTES - perhaps a table)! Look at the mood/atmosphere (language, key words), and the expectations for the next chapter that are created? How effective are the three chapter endings?
 
 
'''Read Chapters 11, 12, 13 for Monday, 8th October!''' 
* Write a full text characterization of Smaug from ch. 11 and 12!
* Look at pp. 271-272: What makes the text sound old-fashioned?
 
 
''' Read chapter 14 for Wednesday, 10th October!'''
* Characterize Bard and and check his heroic qualities (cf. handout) NOTES!!

 
 
''' Read chapter 15 + 16 for Monday, 15th October and chapter 17 for Wednesday, 17th October!'''
* Apply the concepts of the epic hero and anti-hero to Bilbo and Thorin. 
: Which of the two models/characters is presentetd as more successful and how is that shown? (Notes ... use a table with two columns)
 
 
''' Read chapter 18 + 19 for Monday, 22nd October!'''
* Sum up what Bilbo has lost and gained in the end!
* What do you think of Bilbo's development throughout the book and what does it tell the (young) reader?

=Globalization=

==Listening: Free trade==
 
Listen to this [http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/mp3/insight/tae_insight_14_08bs_081023.mp3 '''mp3-file on free trade'''] twice. 
'''Answer the following questions''': 
1. How does Andrew walker define free trade? (two aspects) 
2. The WTO is not about free trade but .................... (Complete!) 
3. What can two countries in a trade dispute expect from the WTO? 
4. Fill in the blanks! 
: So members can complain if other members break WTO rules. And those rules have been ................... over a series of WTO conferences, like the one in Cancun in September. But the Cancun talks ........................ because of disagreements over what are known as the Singapore ................- Andrew Walker explains why.
5. Name at least 4 problems that are part of the Singapore issues! 
6. Fill in the blanks! 
:''Male speaker'': It actually costs only half as much to produce ................ here as in, say, America. But these African farmers simply can't match the ................ .......... Western prices and still turn a profit. So along with three neighbours, Mali ..... ................. to the World Trade Organisation.
: Female speaker: BBC reporter Nick Ravenscroft reporting from Mali, which has brought a complaint before the WTO about US subsidies for cotton farmers. Economics and Business .............. Andrew Walker explains why subsidies and ..................... matter.
7. What is one of the negative consequences of EU subsidies according to the text? 
8. ''Right or wrong?'' - The EU surplus policy is welcomed by many countries. 
9. ''Right or wrong?'' - Nigerian farmers are badly affected by EU surplus sales. 
10. ''Right or wrong?'' - There are complaints about the US as well as from the US. 
11. What products are affected by the EU ban on US agricultural products and what reason does the EU give? 
12. Why did the WTO order the EU to remove the ban? 
13. Fill in the blanks! 
: And if the WTO decides that a trade ................. is against WTO rules - what happens next? Well the WTO allows members to ............... - to put up their own trade barriers. In the case we’ve just heard between the US and the EU - the US has retaliated with a series of import ................. on goods from Europe. 
14. What goods did the US put very high tariffs on? (name two) 
 
 

==Links: General Pros and Cons==
# [https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political Pro-Con: https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political] 
# [https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/ Pro-Con: https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/] 
# [http://occupytheory.org/globalization-pros-and-cons-list/ Pro-Con: http://occupytheory.org/globalization-pros-and-cons-list/] 
# [http://moocgloba.skemapedia.com/?tag=con http://moocgloba.skemapedia.com/?tag=con - Negative aspects ] 
# [https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01 In defense of globalization] 

.
==Links: Globalisation and the Internet==
* https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
* http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
* http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

.

==Links: Globalization and culture==

* http://en.wikipedia.org/wiki/Globalization#Culture
* https://www.britannica.com/science/cultural-globalization
* https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creating-a-single-world-culture/#4029e8743bd3

.

==History / 3 Phases of Globalization==

'''Globalzation 1.0''' (first phase/era) - 1492 (Columbus) until around 1800
* world got connected, shrank from size L to M
* trade between Old World and New World
* countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
* aim: to fit into global competition
* motivation often religion / imperialism

'''Globalization 2.0''' (second era) - 1800 to 2000
* interrupted by the Great Depression, World War I and II
* world got more connected, shrank from size M to S
* industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
* global integration ⇐ breakthroughs in hardware development
: 1. falling transportation costs (steam engine, railroad, cars, airplanes)
: 2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)
* development of really global economy ⇒ massive movement of goods and information

'''Globalization 3.0''' (third era) - from 2000 to …
* world got even more connected, shrank from S to XXS and countries got even closer
* newfound power for individuals to communicate, collaborate, compete globally
* key developments:
:- fiber-optic cable + Internet + work flow software + mobile computing
:- final end of simple East/West division
:⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)
:- China has become more powerful
:- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018 

=Robots, Science and Technology - Can they save us?=

==Robots==

{| style="border-spacing:0;"
| style="border:1pt solid #a3a3a3;padding:0.141cm;"| '''Pro'''
| style="border-top:1pt solid #a3a3a3;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0.141cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"| '''Con'''

|-
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0.141cm;padding-right:0.141cm;"|
* can replace humans in many dangerous, boring, dirty situations/jobs
* more effective than humans, have no human needs/weaknesses
* higher endurance
* developments in robotics can be used in medicine (artificial limbs or organs)

| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:none;border-right:1pt solid #a3a3a3;padding-top:0cm;padding-bottom:0.141cm;padding-left:0cm;padding-right:0.141cm;"|
* Replace humans in all situations, effect could be e.g. unemployment
* Humans may get too lazy
* Humans are/feel no longer needed
* Robot could have a malfunction or be hacked
* Robots could threaten, control or eliminate humans
* unclear status of robot: Man or machine?

|}
 
===In the future robots will ...===
 
In the future, robots will be used to ...
* care for old people
* replace astronauts
* drive cars
* do surgeries
* produce most products => (production gets cheaper and better)
* provide an independent workforce for many jobs (=> AI)
* provide a reliable workforce
* make life easier
* cure cancer (nanorobots) and other diseases
* act as self driving cars => mobility for evryone, safety, fewer traffic-jams, ....
 
 
'''Chances:'''
* replacement of other technical devices or even humans (caring professions, cleaning, gardening)
* help/support for people in their jobs/an independent life (ill, aged, handicapped people)
* replace humans in dangerous environments (defusing bombs, maintenance in nuclear power plants, work with poisonous substances )
* can make work easier (esp. if very repetitive work, physically demanding)
* can fly to far-away planets -> don’t have to breathe/ eat /sleep /die
* can help to fix shortages in human labor (fewer and fewer young people)
* can work 24/7
* cheaper than paying wages => cheaper products
 

'''Problems:'''
* people get lazy / lose their purpose in life
* less employment (esp. for low-skilled workers) => high unemployment => social problems
* easy to sabotage (cyberattacks, hacks)
* used for war (no ethical limits, unlimited supply prolongs wars, high human casualties)
* don’t always work perfectly (can't adapt, what if badly programmed, no real creative thinking) => damages/responsibility?
* robots using artificial intelligence start reprogramming themselves => who controls/can control if they "learn" the right things?
* no real empathy
* robots don't pay taxes, neither do most big companies ....
 

===Numbers and uses of robots are increasing in the military sector and in households===

'''Advantages of using robots:''' 

'''Military robots:'''
* advantage in war
* unlimited supply of robots
* fewer in human lives lost
* more effective use of weapons than human soldiers
* arms race in robotics has begun → US a must keep advantage in this field
* Machines: no negative or strong emotions
* better at quick, rational decision-making
* more rational/calm and ethical decisions (no anger, revenge) is

'''Household robots'''
* save time/work/do boring and dirty jobs ⇒ useful helpers
* can be used to control home/house remotely

'''Problems/dangers of using robots:''' 

'''Military robots'''
* Sufficient ability to identify proper targets/combatants?
* right to decide about acceptable human collateral damage?
* inability to show mercy/give pardon
* who is responsible if robot kills wrongly
* technical ability to kill and destroy is more easily developed than more role/ethical control-mechanisms
* dangerous, 100% obedient tool in the hands of dictators etc.

'''Household robots'''
if hacked, they could be illegally used to
* control our homes
* spy on us
* attack us

===Relationships between human beings and robots???===
'''Can/ should robots love/have a relationship with people?''' 
* even though they are robots, it still seems lifelike to e.g. chat with them
* robots are getting more human-like, e.g. can recognize facial expressions (programming and not real emotions)
* robots may not be able to love you back, but could be good at faking it
* robots get more realistic/interactive (well developed scripts) ==> people are able to form close relations
* humans can feel real concern over robots ==> empathy for a machine
* talk to robots via text message feels dynamic and sincere, they don’t judge you …
* robots are easy to connect to ==>- people can have real feelings for robots
* with a robot, you can live happily ever after (robots don't die, you won't get rejected)
* robots are perfect (characters/partners, programmed according to your wishes)
* people can explore unmet emotional needs in a ''world of dreams'' ==> a perfect/alternative world which can't be found in human society
 
 
'''What are the problems?''' 
* robots don't have real feelings ==> responses are pre-scripted/follow algorithms
* allowing robots to experience pain or emotions raises moral questions
* most robots don't have enough emotional and intellectual depth
* people spend hours playing games (esp. if they can chat with virtual characters) ==> games run in real time, once you've started, you have to keep playing or you'll lose track ==> get addicted fast
* people can escape reality and start ignoring real life, or the strenuous business of dealing with hard-to-find and unpredictable or “imperfect” human partners
* dating simulations have become very popular, start replacing frustrating/difficult “real dating”
* fewer real human relationships ==> low fertility rates in Japan
* creation of a machine-mediated society ==> ''love revolution''
* there is likely to be a heavy stigma attached to human - robot relationships, perhaps leading to discrimination, or even exclusion from some aspects of society
* a robot partner does everything you want it to do
: not a realistic circumstance for a relationship
: humans in relationships with robots could get a wrong perception about what is right or wrong in a human relationship
* BUT: people still don't see the interaction with virtual characters as a substitute for human relationships
* Robots are already being programmed to learn our patterns and preferences ==> danger for humanity as AI will be evolutionary superior to humans

 
 

==Science and the Humanities==

[[Bild:Sccience vs humanities.jpg|840px]]

==Science vs. Humanities - Text-Summary==
Summary for [http://www.highexistence.com/topic/science-vs-humanities/ Text "Science vs. Humanities"]

* only scientists make real contributions to humanity!
* division into sciences and humanities makes solving world's problems difficult
* many educated people have no understanding of basic concepts and the projects in modern physics
* contrasting positions:
: humanities give us understanding of history → learn from history → culture VS.
: poetry doesn't save lives etc. like e.g. medicine
: → true that humanities can't solve e.g. medical or technical problems, but they provide what science can't do: answers to moral/ethical questions (not necessarily in shape of organized religion!)
* philiosophy in the original sense included looking for answers to all questions (incl. natural. philosophy)
* science and humanities give different answers to different questions, but both help us master our lives

==Can "green" technology save us?==

===Text basis===
* https://ourworld.unu.edu/en/how-viral-cat-videos-are-warming-the-planet
* https://ourworld.unu.edu/en/a-growing-digital-waste-cloud
* https://ourworld.unu.edu/en/world-environment-day-can-technology-save-us

===Yes, it can:===

* better technologies produce less pollution/use fewer resources, are accepted as they reduce costs

===But it doesn't===
* as technilogies reduce costs, the saved money will be spent
: => higher consumption, more travelling/transport => more CO2 emissions, more fuel used, more roads, more air-traffic …
* growth = higher production/more traffic etc ==> leads to higher pollution/use of resources, although production processes are less harmful and more effective.
* green technologies are there, but people get tired of topic of environmental protection, climate change ...
* people believe effects of climate change can be countered with more technology (e.g. air filters, air conditioning, , flood barriers, pumps, ...) rather than avoid or reduce higher consumption and warming
* Problem: Growth!
: massive increase in world population leads to higher demand =higher production and consumption

==Can Internet and computer technology save us?==

'''Problems:'''
* web-servers/data centers need a lot of energy + generate a lot of warmth that is bad for the climate change
* numbers of servers and data grow expontetially
* energy efficiency will slow the emissions, but it´s still expanding too much (more data, users ...)
* data without use are spread/multiply => waste of energy
* useless/growing amounts of data are never deleted ==> more and more servers needed
 
'''Chances:'''
* improvements in energy efficiency
* economic growth (in quality, not only quantity/consumption
* easier exchange of information

==Can IT and computers save us?==

'''YES:'''
* data transfer replaces physical transport
* less travelling => teleworking and -conferences
* more easily accessable knowledge
* more/easier communication
* motre collaboration and exchange of data/results in science
 
'''NO:'''
* growing energy consumption (running servers, switches, cooling systems)
* waste of storage capacities
* isuse of the Internet (cat videos, pornography, story huge amount of useless/forgotten data)
* data safety
* usage hard to learn for older/uneducated people
* usage difficult/impossible in regions without basic technical supplies or stable supply of electricity or internet connections
 

==Mediation topic: CCTV cameras, face recognition etc.==

===FOR CAMERA SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* cameras clearly deter criminals ==> can reduce crime
* protection of weaker students/potential victim
* private, public and school property can be protected
* security is more important than the right to privacy
* automatic crime detection systems alarm police early, human controller decides and triggers action
* can be used in accordance with actual laws
* private spaces (e.g. flats) are to be excluded
* data are to be deleted after 72 hours

===AGAINST SURVEILLANCE AT SCHOOLS AND IN PUBLIC SPACES:===
* there are areas not surveilled ==> crime/violence shift there
* solution: more cams/ everywhere ==> illegal, nobody wants that!
* constant observation ==> people feel uncomfortable, don't want to go/be there, loss of trust in respect of privacy ==> people change behavior, because tgey feel observed
* enormous amount of manpower/money to evaluate the recorded material
* bullying can not be effectively stopped by more cameras
* deterrence only works for a short time, only big crimes solved more quickly
* good for solving crimes, but usually not for preventing them
* esp. terrorism can't be stop as they don't fear recognition
* camera-free spaces become crime hot spots?
* possible abuse by or possibility of establishing a totalitarian control system (cf. 3rd Reich, GDR => Stasi)
* only automatic image processing makes it possible to analyze enormous amounts of data ==> lack of human control
* can automatic systems really detect/recognize criminal actions dicriminate them from legal/harmless actions?
* using randomly collected data to create biometric database of virtually everybody - without any connection to a crime - is illegal and dangerous
* complete movement profiles for everybody filmed are created & together with face recognition allows state to completely control everyone
* if affected people are not informed, they don't know and can't require information or legally object to this
* lack of necessary laws that allow/regulate collection and processing of data only under certain circumstances (decision of judge, temporal and spatial limit, regulations for inquiry and information about stored data)
* constant collection of data about everyone at demonstrations infringes on people's freedom of opinion and demonstrating / deters them from using their civil freedoms

 
 

='''Shakespeare's Romeo and Juliet'''=

==Shakespeare's Theatre and Plays==
{{#ev:youtube|P0SBg-KG4C4 |600}}
 
{{#ev:youtube|95ec5xtt6Hs |600}}

 
* Watch these two films about Elisabethan plays and playhouses!
* Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

'''Questions:'''

* Where? (<= why?)
* When? (built, idea of playhouse? plays performed?)
* What? (shape? size?) - (plays? themes?)
* Who? (players/audience/producers?)
* Why so attractive?
* How? ( performance? advertising? stage? costumes? effects? music?)
* How much ( money? length of play? payment?)
* What happended (during the play?)
* What effects on way of playing/performance?

 
For a better understanding of the layout/structure of the playhouse ...:

* [https://en.wikipedia.org/wiki/English_Renaissance_theatre#/media/File:The_Swan_cropped.png GLOBE 1]
* [https://mindthegaplondon.files.wordpress.com/2014/08/1024px-hodges_conjectural_globe_reconstruction.jpg GLOBE 2]
 
 
.

==The Prologue==
{{#ev:youtube|T3PIhGgtWTs |500}}

Version from a 1996 movie:

{{#ev:youtube|UubjlL4AH4s |500}}

'''Prologue to the most lamentable story of Romeo and Juliet'''
 
 
Two households both alike in dignity, 
In fair Verona, where we lay our scene, 
From ancient grudge break to new mutiny, 
Where civil blood makes civil hands unclean. 
From forth the fatal loins of these two foes 
A pair of star-cross’d lovers take their life; 
Whose misadventur’d piteous overthrows 
Doth with their death bury their parents’ strife. 
The fearful passage of their death-mark’d love 
And the continuance of their parents’ rage, 
Which, but their children’s end, nought could remove, 
Is now the two hours’ traffic of our stage; 
The which, if you with patient ears attend, 
What here shall miss, our toil shall strive to mend. 

# What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
# What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
# Learn lines 1 - 8 by heart + practice reciting them .....!

==Plot==
* [https://www.sparknotes.com/shakespeare/romeojuliet/video-summary/ Video summary]

==The Sonett==

<blockquote style="border: 1px solid blue; padding: 2em;">
A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays). 
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is 
: a-b-a-b
: c-d-c-d
: e-f-e-f
: g-g 
The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.
</blockquote>

.

==Tragedy==

<blockquote style="border: 1px solid blue; padding: 2em;">
'''Tragedy''':
Drama of a serious and '''high-standing character''' that usually describes the development of a '''conflict''' between the protagonist and a '''superior force''' (such as destiny, circumstance, or society, the laws, in which the character often must '''choose between two alternatives''', which both lead to his '''destruction'''. In a tragedy there is typically a '''sorrowful or disastrous conclusion'''. 
Good Example: 
'''Antigone''' by Sophocles( around 441 BC.)
In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands.
Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man. 
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.
</blockquote>

: Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone

'''Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!'''

Read the text from [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_140/ '''here: Well, peace be with you, sir. Here comes my man.'''] up to [https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_152/ '''here: EXEUNT''']

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.