LOTUS NOTES ON THE OUTLOOK 1

AusBlick 1 Internet research

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1 1 AusBlick 1 Internet research Intercultural learning with AFS AFS is the largest youth exchange organization in the world. Go to the AFS Germany website and collect information about the organization. 1. Read what is being said about AFS and its history and decide whether the following statements are true or false. Can you correct the wrong statements? a. AFS was founded by American soldiers during the First World War. right wrong b. AFS employees helped the wounded during World War I and World War II. right wrong c. After the end of the Second World War, AFS got involved in youth exchanges. right wrong d. The organization is convinced that the youth exchange has a special influence on the pupils and that it can prevent wars in the future. right wrong e. The first two students to travel to the United States from Europe in 1948 came from France. right wrong LESSON 1 3

2 1 AusBlick 1 Internet research f. In 1989 AFS was honored by the UN for its work for peace and international understanding. right wrong 2. What does the catchphrase intercultural training mean, which is an important goal of the organization? Read the text Fit for the World through Intercultural Training and find answers to the following questions. a. What actually is intercultural training? What does AFS mean by this? b. You don't get intercultural competence just by going abroad for a year. For that you need reflection. How does AFS promote intercultural awareness? LESSON 1 4

3 1 AusBlick 1 Internet research 3. AFS is an association with many members who get involved on a voluntary basis. This means that they do not receive any money for this, but volunteer for something that is personally important to them. Find information on how to get involved in AFS yourself and answer the following questions: a. How many voluntary members does AFS currently have in Germany? b. In which areas of responsibility can you volunteer at AFS? c. Would you like to get involved with AFS? In which areas? LESSON 1 5

4 1 AusBlick 1 Internet research Solutions 1. a. Not correct. The American Field Service was founded by young Americans who volunteered to take over ambulance during the two world wars. b. Correct. c. Correct. d. Correct. e. The first two German exchange students spent a school year in the USA incorrectly. f. Correct. Possible answers to 2. a. Intercultural training promotes skills in dealing with people of different cultural backgrounds. This includes the ability to behave appropriately abroad, towards foreigners in Germany and e.g. at international conferences. At the same time, intercultural training has an impact on awareness of one's own cultural characteristics and identity. b. Through workshops and seminars. 3. a. Around 7,000 members. b. Volunteers organize camps, seminars and meetings, look after the guest students and host families, manage finances or do public relations work. LESSON 1 6

5 1 AusBlick 1 Geography What guest students from all over the world say about their experiences in Germany AFS, the world's largest youth exchange organization, has invited exchange students from all over the world who are spending a year in Germany to a meeting. The pupils were able to talk about their stay in Germany and living with a German host family. In the final discussion, the students emphasized again and again how important the international experience was for them and how much they had already learned. And by that they didn't just mean that their knowledge of German had improved, but above all intercultural experiences. Everyone agreed on one thing: there are many differences between their country of origin and German culture, but the longer you live in Germany, the better you can understand and even accept the differences. Towards the end of the event, AFS asked the guest students to answer the following question: What surprised you the most in Germany? The answers should be given to the future guest students on their way. Here is a small selection: AFS Intercultural Encounters e.v./ Peter Schnitzler I was completely amazed that dogs are walking around the streets in Germany. That would be unthinkable in China as if all pigs were walking in Berlin or Cologne ... At first I was afraid to go out on the street, but then I gradually got used to it. Li from China In Germany things are said so directly. In Peru, if you want to say something, you are more likely to tell a story. The conflicts at school or in my host family, for example, were discussed openly and problems were identified directly. Often I couldn't have a say, not because my German was too bad, but because I wasn't used to addressing things so directly. Manuel from Peru When I went to a cafe with my new friends, I expected one of us to pay the entire bill. That’s the way it is with us. In Germany, however, everyone pays for themselves, even if you go out with your best friends. At first I thought: does friendship end with money in Germany? Marie-Lu from Spain What surprised me most in Germany was the fact that shops close at noon in the evening. You can go shopping with us twenty-four hours a day. In the first few weeks, I often returned from the supermarket empty-handed. Andrew from the USA LESSON 1 1

6 1 AusBlick 1 Geography I was amazed that there are times in Germany when you are not allowed to be loud. You can even be reported to the police if you are too loud between and o'clock and between and o'clock. On Sunday there is rest all day. Sunday is even called the day of rest, which also means that no work should be done. Baako from Ghana I was amazed at the seriousness with which energy is saved in Germany. I lived in an apartment building and was warned by our neighbor to turn off the light in the hallway. I don't know whether he just wanted to save money or whether he was interested in ecology, because in Germany everyone is an environmentalist. Natalija from Croatia In Brazil there is a hora brasileira (approximate time) and an appointment can be a no-obligation promise. That's why I wasn't prepared for how binding meetings and appointments are in Germany. It happened to me again and again that I kept someone waiting without realizing my guilt. Cou from Brazil I was amazed that lunch is eaten so early in Germany, in my host family already at or o'clock! With us you only eat around or clock. And in the morning there was whole grain bread with jam and no sausage whatsoever. But now I love the German bread culture. Lucyna from Poland My host parents expected me to help set the table and make my bed myself. I didn't expect that at all, and I didn't even know how to do it. At home, all of this is done by the domestic staff. Fernando from Mexico LESSON 1 2

7 1 AusBlick 1 game: Dalli Dalli 1. Preparation Cut the templates on the next page into small question cards. Bring a clock with a second hand to class. Divide the class into small groups of three to four students each. 2. Basic idea of ​​the game In this game, the students in each group have to find as many answers as possible to one question in a short time (one to two minutes depending on the level of the class). Every word or sentence gives a point. First, play this through with the whole class using an example: Which school subjects do you like? (Variation: you don't like it at all?) 3. Game play Variation A The first group begins and draws a question card, which the teacher then reads out loud. It is best to read the question aloud twice. Then start the game the clock is running. Meanwhile, the students in the other groups try to write down as many of the words as possible. After the first round, the named words are collected, written on the board and, if necessary, explained. Then it is the turn of the second group with the next question and so on. Tip: Have group members answer in order to keep everyone from talking. As soon as the first person in the group has said a word, the next person in the group has to come up with the second word, etc. Variant B It would also be possible for all groups to receive the same question at the same time. This is followed by two minutes of silent work in groups. The members of each group have to write as many words as possible on a piece of paper in the shortest possible time. You can evaluate the answers of the groups together on the board. Variant C You can specify fixed modules for the answers in order to internalize certain sentence schemes (see point 7). This variant is less hectic and takes a little longer. 4. Regional information The show Dalli Dalli ran from 1971 to 1986, moderated by Hans Rosenthal, on the second German television (ZDF). The show is named after a colloquial phrase that means something like faster! Hurry up! As a sign that time is running out and a round is about to begin, Rosenthal always used the words Dalli Dalli. 5. Comments The given questions all relate to the subject of pen pals / student exchanges. You can of course also choose other topics. If the students already know the game, they can think of questions themselves. LESSON 1 7

8 1 AusBlick 1 Game: Dalli Dalli 6. Questions Question 1 Example answers Your pen friend from Germany visits you. What things should she not forget under any circumstances? (Variation: Which one should you leave at home?) Passport, return ticket, sun hat, mosquito net, mobile phone, toothbrush, chocolate, etc. Question 2 Your German pen pal is visiting you and would like to get to know your life. Where are you going with him What are you showing him my favorite place, school, my photo collection, my friends, my family etc. Question 3 Your pen pal would like to know what you are proud of in your country. What do you particularly like about your country? the landscape, the food, the tolerance of society, the history, special customs, the literature, the language, etc. Question 4 Your pen pal would like to know: What are your favorite German words? (Variation: Which German words were particularly difficult for you?) Question 5 During a student exchange with a German class, stereotypes should be discussed. In preparation, typical clichés from the other country should be collected. So what do you think of spontaneously about Germany? Forest, Lederhosen, Hitler, Goethe, economic miracle, very loud, Oktoberfest etc. LESSON 1 8

9 1 AusBlick 1 Game: Dalli Dalli 7. Building blocks for the answers to game variant C: To question 1 My pen friend should ... not forget. / There should be ... in her suitcase. (My pen friend is allowed to leave ... at home.) Re question 2 I show my pen friend ... / He must absolutely ... see. Re question 3 I am proud of ... / I particularly like my country ... Re question 4 A favorite word is ... / I like the word ... (The word ... was particularly difficult for me.) Re question 5 When it comes to Germany, I spontaneously think of ... LESSON 1 9

10 2 AusBlick 1 Internet research Lovers' Day Have you ever given or received flowers on February 14th? February 14th is Valentine's Day. What do you know about this day for lovers? You can find out more about it on the website. 1. How did Valentine's Day actually come about? Find out about the meaning and origin of this tradition. Read the following text and fill in the gaps with the help of the information you can find on the Internet. How did Valentine's Day come about? There are numerous explanations for this. The traditions go back to. The custom of celebrating the feast day of the holy on February 14th is widespread. According to tradition, he has sick and crippled people and people in love. In England and France there is a popular belief that the mating season begins exactly on February 14th. According to other sources, the feast day goes back to the goddess Juno, who. An old popular belief has it that you will marry the man you see first on Valentine's Day. Therefore, men who want to get married give their future bride early in the morning. 2. Where is Valentine's Day celebrated? Find out about the spread of that day. Read the following questions and answer them using the information you can find on the website: a. From which countries did this custom spread in the Middle Ages? b. On which continent is the Valentine tradition particularly cultivated? c. How long has Valentine's Day been known in Germany? 3. What would you give your boyfriend or girlfriend on Valentine's Day? Present your gift idea to the class. You can find suggestions on the website. LESSON 2 3

11 2 AusBlick 1 Internet research Solutions 1. How did Valentine's Day come about? There are numerous explanations for this. The traditions go back to the Middle Ages. The custom of celebrating St. Valentine's Day on February 14th is widespread. According to tradition, he healed the sick and crippled and gave flowers to those in love. In England and France there is a popular belief that the mating season of birds begins exactly on February 14th. According to other sources, the feast day goes back to the goddess Juno, the protector of marriage and family. There is an old popular belief that a girl will marry the man she sees first on Valentine's Day. That is why men who want to get married give their future bride a bouquet of flowers early in the morning. 2. a. From England and France. b. In America. c. Since the early 50s of the 20th century. LESSON 2 4

12 2 AusBlick 1 Geography Friendship in the youth book: Among friends (2007) by Thomas Fuchs a review 5 10 Among friends, that means being with people you trust, on whom you can rely. There are no enemies there. The German author of children's books, Thomas Fuchs, wrote a novel on this subject entitled Unter Freunde, which was published in 2007 by Thienemann Verlag. In it he asks the surprising question of whether friends cannot be enemies of their own freedom. The positive-sounding title Among friends gets something negative. This surprising twist turns the novel into a psychological thriller Arena Verlag GmbH It is Sara who tells us this story about the dark side of a friendship. She comes to Hausenthal boarding school at the same time as Leo. It is a special school, a school for unsuccessful young people with wealthy parents. In a lonely area in the middle of Germany, isolated like an island in the sea (p. 6), Leo and Sara get one last chance. All you have to do is follow the rules of the school. These rules do not only consist of the strict house rules, but above all in the special social order of this closed world. At the center of this order is Greg, a student. The two newcomers quickly realize that life in Hausenthal revolves around Greg. Even if he's just a student, he's still the most important person. He looks good, he runs the school newspaper and the student parliament, he is the best in his class and popular with everyone. He has no enemies, on the contrary, everyone wants to be friends with him. Everyone is happy when they are invited to one of their popular Saturday night events. Greg has his own definition of friendship and friends: friends, people with whom you can live in a very small space. You can rely on. Those who know who like you, real friends. I once read a book about people on a small island in Sweden. They lived there, everyone knew everyone what he was doing, thought, even the little secrets, but that wasn't important. They knew everything about each other. Since they lived together, could not get away from the island, that was a minor matter. That was real closeness. Real friends. (P. 71) Sara watches for us what it means to be among Greg's friends. However, as she becomes more and more excluded from Greg, Leo becomes his best friend. And as Greg's friend, Leo soon made a career in Hausenthal. Suddenly he is no longer the loner, but fits into boarding school life. His talent as a guitar player becomes known and he becomes the school's pop star. But actually he's only a star because Greg made him LESSON 2 1

13 2 AusBlick 1 made regional studies star. Because Greg discovered and promoted him. This makes Leo dependent on him. Greg's closeness also separates Leo from Sara, although the two had initially gotten very close. In addition, Leo is changing, as Sara has to sadly discover: In the few days until the Christmas party, I only had Leo to myself once. But I could still see that it changed from day to day. (P. 86). Over time Leo also feels how Greg gets more and more power over him and determines him. Leo felt like his property, like an underage child. Greg kept making suggestions about what Leo should and shouldn't do. And he kept talking about their future together. (P. 208) Greg turns out to be a fake friend. For him, friendship is a way of exercising power and manipulating people. And he enjoys his power and the dependence of others on him. Everyone owes him something and a sophisticated system of informers provides him with embarrassing information about everyone, students and teachers.Even Liebig, the school principal, is trapped in it., Even Liebig is no match for me, Greg kept getting intoxicated., Even my ass got it, this is my school. He and everyone else are still lucky. Leo knew exactly what to ask at such moments: Why luck? Because I don't plan anything bad. That's the luck of the many assholes here. I am someone who means well with others. I try to help people, I lead them to their ancestral place in life. It occurs to me that we absolutely have to make sure that you finally get a wife. It's not a condition! You are sixteen! (P. 135) But Leo doesn't want to be told who to sleep with. The friendship with Greg now resembles a totalitarian system. Leo notices that his own development as a person is threatened by Greg. Friends are very, very important to young people of Leo's age, but friends must not become enemies of their own freedom and self-determination. But does Leo manage to escape the clutches of Greg with Sara's help? Will they still be a couple after all? Or true friends? You want to know and you don't put the book down again. Among friends, the Ulmer Unke was named the best children's and young people's book of 2007 by the readers' jury. The Ulmer Unke is a literary prize that is awarded at the children's book fair of the city of Ulm and where children between the ages of 10 and 14 sit on the jury. Explanations of words: underage not yet 18 years old, here: dependent not being able to cope with someone not a serious opponent his ancestral place where one belongs LESSON 2 2

14 3 AusBlick 1 Internet research Online advice on everything to do with money Dealing with money has to be learned. This is especially true today, when a lot is regulated by money and consumption is playing an increasingly important role. On the Internet, young people can find information, advice and learning aids on the topics of money, budget and debt prevention, for example on two Swiss websites, which you can get to know better below. 1. Go to the website of Swiss e-advice and youth information, where you will find information on the subject of money: Then decide which of the explanations are correct in each case. Pocket money is called ... a. Money that you just have in your pocket. b. a certain amount of money that parents regularly give their children to help them learn how to handle money. c. Coinage. Your savings book / savings book is ... a. a notebook / book in which you write down how much money you have saved. b. a notebook / book in which the bank records how much has been saved. Usually it is opened by the parents at a bank. c. a notebook / book in which you have hidden banknotes. A loan is ... a. borrowed money that needs to be repaid. b. a bank that lends money. c. money paid back. What is meant here by plastic money? a. Plastic play money. b. Counterfeit money, also called counterfeit money. c. A substitute for cash such as B. loyalty cards or credit cards. 2. Now go to the website of the Basel budget and debt advice Plusminus Dr. Every week, Budget puts new tips on how to save on the Internet. Pick three tips that you particularly like and introduce them to the class. Saving tip 1 Saving tip 2 Saving tip 3 LESSON 3 3

15 3 AusBlick 1 Internet research solutions Pocket money is a certain amount of money that parents regularly give to their children so that they can learn how to handle money. Your savings book / savings book is a notebook / book in which the bank records how much has been saved. Usually it is opened by the parents at a bank. A loan is borrowed money that needs to be paid back. Plastic money is a substitute for cash such as cash. B. loyalty cards or credit cards. LESSON 3 4

16 3 AusBlick 1 Regional Studies Youth and Money in Germany Money according to Goethe an idea of ​​the devil Where is it not missing somewhere in this world For this, for that, but here the money is missing Goethe: Faust II fotolia / kati Molin Goethe left no one else these words say as the devil, because money and the money economy are, in Goethe's view, an idea of ​​the devil. It is the same for us, say young people who do not have enough money. Whether disco, cinema or computer, nothing works without money. Even football wants to be paid for, and even those who meet up with friends cannot do so with empty pockets (without money) these days. But where do young people get the money from if they don't have one anymore? Already Goethe describes in his Faust how the devilish money seduces to get into debt. Why a study on money and youth? The indebtedness of private households in Germany has been increasing for years. In discussions about this topic, the question was often asked whether more and more young people are also getting into debt. In order to find answers to this question, the Institute for Youth Research carried out a study on this topic in 2005. Children and adolescents between the ages of 10 and 17 and their parents were interviewed. Here are some results of the study Money and Youth: Where does how much money comes from? Children and young people between 10 and 17 years of age have an average of 900 euros a year at their disposal. The budget increases significantly with age. But those who are older not only get more, the money also trickles through their fingers faster and faster (they spend a lot of money). The children and young people receive a third in the form of pocket money, a third they receive as gifts for birthdays, Christmas or other occasions and a third they earn themselves through part-time jobs or as training allowance. If you take a closer look at how much money the parents provide for their offspring, there are no differences between girls and boys, but there are very large differences in age groups and social background. 15% of the young people go out completely empty-handed (get nothing), 85% receive pocket money averaging around 30 euros. While the 10 to 12 year olds receive just 17 euros, the pocket money amount of the 13 to 14 year olds is already 23 euros, and the 15 to 17 year olds can sell 47 euros (spend money). How much is spent on what? On average, children and young people spend 39 euros per month; The 10 to 12 year olds spend an average of only 14 euros, the 13 to 14 year olds already spend 25 euros and the 15 to 17 year olds spend 74 euros. Most of the money is spent on clothes and shoes and going out. Then comes the cell phone, which in itself devours a quarter of the money. When it comes to cell phones, there are also most discussions with parents, who think that their children are throwing money out of the window (spending money pointlessly). This is no wonder, because although children and young people pay an average of 18 euros for the cell phone, the parents often also bear a large part of the total costs. Of the young people who own a cell phone, 27% do not even contribute to the expenditure. Only a good half pays the telephone costs themselves. And those who have a contract mobile phone pay for LESSON 3 1

17 3 AusBlick 1 Cultural Studies Parents usually also pay the basic fee. So if parents did not contribute to the costs, the cell phone would be expensive fun for many. After spending on mobile phones comes media such as books and magazines, music recordings and video games. Cosmetics should also be mentioned, which is more a girl's affair, as well as spending on fast food, which boys tend to afford. How many owe how much? The question remains whether young people in Germany live beyond their means and thus succumb to the diabolical idea of ​​money and run into debt. Four fifths of young people can keep their money together (be thrifty) and spend less money than they earn. However, as they age, they live from hand to mouth (spend earned money back immediately) and spend whatever they can. 16% of young people regularly go into debt. However, only 6% are considered indebted, as they cannot repay the borrowed money at first. In the case of the 18 to 21 year olds, 13% are already in debt. The average debt of 10 to 17-year-olds is only 72 euros, but since young people do not yet earn a lot of money, this amount corresponds to an average of two monthly budgets for them. The money is borrowed from family and friends. Who saves how much money? The savers face the indebted. 84% of young people saved money. On average, German young people under the age of 18 have 440 euros in savings. The boys save more often and more than the girls. On the other hand, when it comes to spending money, girls are more economical than boys. And they have to be, because overall they have less money at their disposal. There are no differences when it comes to pocket money, but when it comes to gifts and self-earned money, boys collect more money than girls. Related link: LESSON 3 2

18 3 AusBlick 1 game: Who is that? 1. Preparation Copy the following sheet in sufficient number for the S. In addition, there should be several bilingual dictionaries in the classroom. 2. Basic idea of ​​the game The game practices lexicons and motivates. It is also intended to encourage interaction in the classroom. The students work quietly to develop five key words about themselves: What is most important to me? The S. should use abstract terms (success, love, friendship), but also hobbies or leisure activities (reading, music, computer games), natural phenomena (the mountains, the trees, sunflowers), things (my computer, my mobile phone) etc. write down. Then these keywords are presented anonymously and the students should guess who is behind them. 3. Game play Give each S a worksheet. The S. may (and should) use a bilingual dictionary; Please make sure that enough dictionaries are available before starting the game. In ten minutes of silent work they have to write down five key words about themselves. What is most important to you First think about it in your native language and then look for a suitable German word. Then collect the sheets of paper and hand them out to the S again without anyone receiving their own keywords. The keywords and their meanings are presented in turn by the S. If a meaning is unclear, the other S. will help moderate and support this clarification process! Then the whole class has to guess who is behind these words. If the guess is wrong five times, the S should report. 4. Regional information The key words used by the S can have complex and contextual meanings. This meaning is mostly rooted in the mother tongue and may not be fully represented by the German word found. So has z. For example, the German word success has an abundance of synonyms (profit, luck, recognition etc ...) and is used in very different contexts (school, economic, social etc ...). And in these contexts, different words and values ​​are often associated. You can sensitize the students to this problem before the game; these meanings differences should be kept in mind when working with the dictionary. LESSON 3 5

19 3 AusBlick 1 game: Who is this? 5. Notes 1. Draw attention to complex and context-sensitive keywords by asking what the person meant by the word success, for example. A reference to the mother tongue can lead to stimulating discussions with an intercultural dimension. 2. Due to time constraints, only a few S and their keywords can probably be introduced. You can therefore ask the students to use the keywords to find the person outside of the lesson by addressing whoever you suspect is behind the lesson. You can hang the notes with the keywords for them in the class so that they are accessible to all. What is most important to you First think about it in your native language and then look for a suitable German word. 1. (Hobby, leisure activity) 2. (Natural phenomenon) 3. (Abstract) 4. (Thing, thing) 5. (What else you want to add ...) LESSON 3 6

20 4 AusBlick 1 Internet research hats and hair. The history of headgear Hats and hair, like our clothes, are subject to fashion. They have changed a lot over time. Come on a journey through time through the history of our headgear! 1. Beret, straw hat and top hat. Read the following statements about the history of hats. Then use the website hutlexikon_1.jsp to decide whether they are right or wrong. If the sentence is wrong, you can replace it with the correct statement. a. Even today, hats are of great social importance in Germany. right wrong b. In the European Middle Ages, the hats showed which social class a man or a woman belonged to. right wrong c. In the 17th century, the straw hat was especially fashionable. It was the expression of a new relationship with nature. right wrong d. In the 18th century, men wore wigs and left the house without a hat. right wrong e. The top hat became fashionable in the 19th century, but only men wore it, and the top hat was taboo for women. right wrong f. Until the 1950s, it was not right for a man to go out of the house without a hat or some other head covering. right wrong LESSON 4 3

21 4 AusBlick 1 Internet research 2. Do you know what women in Germany attach the greatest importance to when it comes to their appearance? What are you typing On your shoes? On the figure? On the make-up? No, the hairstyle is important to them. The hair is most important to women. On the website alltag_gesundheit / mode / frisuren / index.jsp you can learn a lot about the history of hairstyles. Complete the following sentences with the help of the information you can find on the Internet. a. Even at the time, women were already placing great value on their hair and were trying to outdo each other with increasingly daring and bolder hairstyles. b. In the 1950s, women used a lot to put their hair up. But and were also in vogue. c. In the 1960s, women's and men's hairstyles became more and more similar. Men let their hair grow and women tried hair. d. Today everything is, the main thing is that you like it. 3. On the website of the Swiss hairdresser Coiffina you can review the hairstyle fashion of the last 40 years. Check out the Hairstyle History Gallery. Which hairstyle do you particularly like? Introduce them to the class and describe them. Work with as many suitable adjectives as possible (e.g. attractive, conspicuous, unusual, romantic, fashionable, old-fashioned, relaxed, strict, elegant, etc.). Red means: I particularly like the hairstyle from the year ... I think it is ... / it looks .... LESSON 4 4

22 4 OUTLOOK 1 Internet research Solutions 1. a. Wrong: hats have largely lost their social significance in Germany today. b. Correct. c. Correct. d. Wrong: You wore a so-called three-cornered hat under your arm. e. Wrong: women not only wore hats, but also top hats and straw hats. f. Correct. 2. a. Even at the time of the Rococo, women were already putting a lot of emphasis on their hair and trying to outdo each other with increasingly daring and bolder hairstyles. b. In the 1950s, women used a lot of hairspray to put their hair up. But teasing and permanent waves were also fashionable. c. In the 1960s, women's and men's hairstyles became more and more similar. Men let their hair grow and women tried short / shorter hair. d. Today everything is allowed, the main thing is that you like it. 3. For example: I particularly like the hairstyle from the year I think it looks so elegant and festive. This hairstyle is very sophisticated; A woman doesn't wear something like that every day. LESSON 4 5

23 4 AusBlick 1 Geography For the discussion of school clothes in Germany Clothes make the man is the name of a story by Gottfried Keller. The story is told of a poor tailor who wanders through a foreign country. The only thing this man has are good clothes. One day a rich man's carriage takes him to the next village. When he gets out of the car, the villagers believe it must be a rich man. The poor tailor does not contradict him when suddenly everyone treats him like a rich count. You lend him money, invite him, and finally he ends up in the arms of a wealthy daughter in the country. In the end, the mistake is cleared up, but the tailor still gets his sweetheart and is a respected man. With his story, Gottfried Keller shows how much we judge other people by their appearance. Appearance determines reputation. The title of the story has become a well-known expression in German: Clothes make the man, which means that appearance can make a decisive contribution to a person's success. In today's German school classes, it is true that hardly a poor tailor becomes a rich count, but the phrase still applies. Because anyone who doesn't wear the latest branded jeans and a shirt from the latest fashion trend today will quickly become an outsider. Expensive clothing is often the ticket to the class community. Fashion and brands are therefore among the most important topics for young people today. And they are very expensive subjects! There is a competition for the best clothes at school and among friends. It's about who can buy the most expensive sneakers and who is wearing the latest trend again. A young person today wears clothes on average for over 350 euros. This puts clothing at the top of the list among teenagers' spending.So clothes turn people into competitors today. Since the year 2000, there has been a discussion in Germany and now also in Austria and Switzerland about whether uniform school clothes can prevent the fashion pressure in the classroom. It is hoped that the competition for the most expensive clothes could be ended with uniform school clothes. No more arguments, ridicule and no more social coercion because of the wrong jeans or the wrong jacket. School clothes are supposed to turn competitors into classmates again. The discussion has a historical aspect, although there has never been uniform school uniform in Germany. Because even in Gottfried Keller's time, school clothes were limited to regions. At most, what was known was the blue student coat that students in high schools had been wearing since the 17th century. The blue coat showed that you belonged to better society. However, there were uniforms for young people in the Third Reich. But not for school, but for the Hitler Youth, for example. The clothes should hide social inequality. These clothes did one thing above all else: little boys became little soldiers. Also the dress code of the Free German Youth (FDJ) of the former youth organization fotolia / emrah Turudu LESSON 4 1

24 4 AusBlick 1 Regional studies in the GDR were not entirely free from this tradition. In today's discussion, therefore, one rarely speaks of uniforms or school uniforms, but rather of school clothes. Because the clothes shouldn't make people uniform, they shouldn't make them the same. Rather, they should free them from brand and fashion constraints. Representatives of the pupils have a say in the choice of clothes. The students also have to agree to the school clothes. The latter is even a legally stipulated school bag, wristwatch or cell phone - everything can turn a poor tailor into a count. Because it's not just clothes that make the man. The German discussion about school clothes has been going on for eight years now, but it is not yet ready for school. The textile liberation movement only took place in a few schools. On a trial basis! Most students think they are OK, but school clothes have not yet made it to the fashion movement. It is doubtful whether school clothes actually relieve schoolchildren from the obligation to wear clothes. Critics of school attire fear that the struggle for looks and prestige will shift from attire to other outward appearances. Then it's no longer about the branded jeans, but about the brand filler, the background information on Gottfried Keller The Swiss writer and politician Gottfried Keller was born in Zurich in 1819 and died there.After initially working as a landscape painter, he became one of the most successful German-speaking poet of the 19th century. LESSON 4 2

25 5 AusBlick 1 Internet research Sports funding in Germany I Young people training for the Olympics Find out about the Youth Training for the Olympics (JTFO) competition. Go to website 1. Which of the following sports are taking part in the competition? Sport participates in the program Sport participates in the JTFO program JTFO athletics x judo golf football horse riding rowing basketball diving handball cross-country skiing swimming water polo boxing table tennis 2. What are the goals of the Youth Training Initiative for the Olympics? Do some research on the website. Above all, read the information on the competition through. Give some examples. Write in full sentences. Youth trains for the Olympics offers schoolchildren the opportunity to gain competition experience at school. LESSON 5 3

26 5 AusBlick 1 Internet research II The German sports badge Find out about the German sports badge. Go to the website What do you have to do to get the German sports badge? Write down how you can pass the exam in each group. If there are several options, decide on a variant: Ability groups General swimming ability Achievement swim 200m (in 6 minutes as an 18-year-old man) The jumping ability The speed The speed strength The endurance III Sports promotion in Germany 1. Which guiding principles do you think fit better to youth trained for the Olympics and which ones for the German sports badge? Discuss your results with your classmates in class. The route is the goal. The best get to the top. Students should be prepared for competitive sports. People of all ages should be motivated to exercise. 2. Do you also know initiatives to promote sport in your country? Which do you think of? LESSON 5 4

27 5 AusBlick 1 Internet research I Solutions 1. Sport participates in the program Sport participates in the JTFO program JTFO participates in athletics x judo x golf x handball x football x cross-country skiing x riding swimming x rowing x water polo basketball x boxing diving table tennis x 2. youth trains for Olympia offers schoolchildren the opportunity to gain competition experience at school .... conveys positive values ​​such as fairness, team spirit, enthusiasm .... motivates young people to do sports for a lifetime .... is the springboard from School sport to a sports club and sports association .... brings young sporting talent into contact with world champions and Olympic champions .... motivates, promotes and sifts through the Olympic champions of tomorrow. II Performance groups General swimming ability The jumping power performance swim 200m (in 6 minutes as an 18-year-old man, in 7 minutes as an 18-year-old woman, in 11 minutes as a 75-year-old man and in 12.5 minutes as a 75-year-old woman) or long jump The speed The speed power Short-distance runs between 50m and 1000m, cycling, inline skating, shot put or sling ball throw The endurance at least 3000m running for men and 2000m running for women, 20 km cycling, 10 km skating or cross-country skiing, 1000 m swimming, 10 km of hiking, bowling, rowing, canoeing, a longer stretch of ice skating LESSON 5 5

28 AusBlick 1 5 Cultural Studies Sport should be fun An interview with three top athletes on Youth trained for the Olympics Commission Youth trained for the Olympics of the German School Sports Foundation The youth magazine Turbo spoke to three top athletes about the school competition Youth trained for the Olympics. All three athletes are sponsors of their sport at Youth trained for the Olympic Games. In the following interview you will explain what that means exactly. Turbo: Youth trains for the Olympics is the largest school sport competition in the world. The most important goal is to find and promote talented athletes for the Olympic Games. The idea dates back to 1969 and successful top athletes have been sponsoring individual sports since 2004. Three godparents met here for a conversation. We want to talk to you about the motives and possibilities of this school competition. I would like to warmly welcome our guests and introduce them briefly: Barbara Pfaff, 24 years old, plays golf. Silvia Sammer, 22 years old, plays badminton and Rainer Damm, 27 years old, is a long-distance runner. All of them have already won national and international competitions and have already taken part in the Olympic Games. Mr. Damm, could you now explain again what kind of event the School Olympiad is exactly? Rainer Damm: It's a team competition between schools. The schools send their best athletes. There are four age groups in the competitions. And there are three different final dates. The winter finals are all about snow-related sports and judo. The fall finals include tennis, golf, rowing, beach volleyball, athletics, hockey, soccer, and badminton. In the spring finals, the sports basketball, apparatus gymnastics, handball, swimming, table tennis and volleyball are represented. Turbo: Very nice, now you have also named the sports that are taking part in the competition. But the goal is ultimately the Olympics and there are a lot more sports there. Ms. Pfaff, maybe you answer as the godmother of golf, which was only started as the 16th sport in 2006. Why are there only these Olympic sports in school competitions? Barbara Paff: The discussion about which and how many sports should be allowed also takes place at the Olympic Games. The example of golf shows that even young people trained for the Olympics allow more and more sports. In an additional program, other sports such as windsurfing, speed skating or fencing are tested in various federal states. Rainer Damm: And you have to know that the Olympics is not the only goal. You just want to give students the opportunity to gain competition experience. A connection between school sport and sports competition should be created. It is not only a matter of athletic performance, but also values ​​such as fairness, team spirit and enthusiasm. The competition is intended to motivate young people to practice sport for life. Which sport this is then is not so important. LESSON 5 1

29 5 AusBlick 1 Geography Turbo: For these values, you, too, should be a role model as a godparent. Perhaps you will explain the idea of ​​sponsorship, Ms. Sammer. Silvia Sammer: Most of the godparents started training for the Olympics when they were at school. And as successful athletes, we are the best advertisement for the school Olympics. And of course we also advertise specifically for our sport. We should be role models and it's not just about athletic performance. I always try to convey that it has to be about the sport, not the victories. And that is what I learned from training with youth. For example, there are usually no referees in competitions. That trains fairness and sportsmanship. Turbo: Can you, Ms. Pfaff, and you, Mr. Damm, confirm this or perhaps add it? Barbara Pfaff: We are not just role models, we also support the young athletes as best we can. Because youth training for the Olympics has always wanted to bring top athletes into contact with new sports talents. In the finals, I was allowed to train with Olympians as a student, which was incredibly motivating for me. Rainer Damm: And we not only train with the talents, but also support them as a person with advice and action. There are also questions about how to combine school and sport. Sport is important, but school shouldn't be neglected. Or the question of how to deal with success or failure. Or how you can keep your friends outside of sport. The young athletes are grateful for any advice. Turbo: Then, at the end of our discussion, I would like to ask each of you for some basic advice. Maybe also a motto that stands behind your success story. Please Ms. Sammer, go ahead. Rainer Damm: It takes a long time before you can be internationally successful with adults. You have to do without a lot for this. So take your time and don't put yourself under pressure to perform too early! I still remember my participation in the national finals very well. We just had a lot of fun and it was great to be able to start in the Olympic Stadium. Victory or defeat didn't play such a big role back then. That's why I keep saying: A victory that loses the fun of the sport is a defeat. Silvia Sammer: We athletes all dream of the Olympics, of course, but I actually want to motivate young people to practice sport for life. That's why I always say that sport is not everything, but sport should be with us for a lifetime. Barbara Pfaff: Having fun is important and mustn't be left behind, but top-class sport demands a lot of discipline. You have to stay on the ball and overcome defeats. My motto is therefore: If you train for the Olympics, you can lose. If you don't train for the Olympics, you've already lost! Turbo: Thank you very much for the interview. LESSON 5 2

30 5 AusBlick 1 game: My 1st preparation This game does not require any special preparation. Sport 2. Basic idea of ​​the game The game exercises and expands the lexicon on the subject of sports. It also stimulates free speech about movement sequences in sport. The S must guess a sport that is mimed by an S. 3. Course of the game The S should name sports they know. These are written on the board. There should be more sports than S in the class. Then divide the class into two groups that play against each other. Then ask one of the groups in front of the class; he or she should choose one of the sports and pantomime it. For example soccer. The group that guesses the sport first receives one point. One after the other, all S of the class should represent sports from both groups alternately. Variant 1 If the sport has been guessed, the S or the group must name three words (verbs, nouns or expressions) that match the sport, e.g. B. shoot, goal, red card. There is an additional point for each matching word. These lexical points are credited to the respective group. Variant 2 (for this the language level of the group would have to be very high): If the sport has been guessed, the student or the group has to say in one sentence which movement was imitated. The sentence should be given a point even if it contains grammatical or vocabulary errors. For example: I shot the ball into the goal and was happy about the hit. Other examples: Skiing: I was skiing and suddenly had to brake. Basketball: I caught the ball, jumped up and threw the ball into the basket. Tennis: I hit the ball with the tennis racket into the opponent's field. Variation 1 can also be followed by vocabulary work in which the lexicons for the movements shown are worked out with the whole class. LESSON 5 6