1 How to write a profile 2 1. Hausaufgabe 3 2. Hausaufgabe

Ingo Blechschmidt, 10C 

1 HOW TO WRITE A PROFILE 1 

1 How to write a profile 

• Collect information 

• Bring them in the right order 

• Write the profile 

2 1. Hausaufgabe 

2.1 What you have to know about me 

I’m Ingo Blechschmidt, by time of this writing (Mit Sep 10 17:48:02 CEST 

2003) 15 years, 58 days, 1 hour, 2 minutes, and 49 seconds old. I moved 

from Earth, Kassel to Augsburg when I was seven years old. 

I do computer for seven years now, most of the time I’m coding new programs, 

in English, of course. I often read and write English articles on the 

Internet (findable via Google) and read four books of Douglas Adams glamorous 

trilogy „A Hitchhiker’s Guide to the Galaxy“, the reading of fifth 

book had to be deferred in favor to Stephen Hawkings’ „The Universe in 

a nutshell“. 

The subjects described in the last paragraph are usually the things I spend 

my freetime. 

3 2. Hausaufgabe 

3.1 Buch Seite 14 übersetzen 

Stick to tradition, Charles tells teachers 

Prince Charles, der moderne Lehrer fast genau so start ablehnt wie moderne 

Kunst, sprach sich gestern für das Behalten von Traditionen aus. „Aus 

Erfahrung scheinen traditionelle Methoden am meisten den Schülern zu 

effizienten Lernen zu verhelfen“, erklärte er bei einer Feierstunde in London. 

Der Prinz meinte, traditionelles Lehren sei einer der Grundsteine des 

Erziehungssystems gewesen.


4 3. HAUSAUFGABE 2 

Er hat seine Bedenken über Schulen schon früher veröffentlicht. Sogar die 

Leute in seinem eigenen Büro könnten nicht richtig Englisch sprechen 

oder schreiben, bemängelte er einst. „Alle Briefe, die von meinem Büro 

aus versendet werden, muss ich selbst korrigieren – weil Englisch als sehr 

schwer bekannt ist.“. 

„Schlechte wirtschaftliche Umstände sollten nicht eine Entschuldigung für 

Versagen sein“, sagte er gestern weiterhin. „Wie ich selbst sehe, wenn ich 

Schulen in einigen der ärmsten und am meisten benachteiligten Viertel 

von Städten besuche, schließt Armut nicht Vortrefflichkeit und Errungenschaften 

voneinader aus.“. 

3.1.1 Verbesserung 

Haltet an der Tradition fest, rät Charles den Lehrern 

Prinz Charles, der neumodische Lehrer fast genau so start ablehnt wie moderne 

Architektur, sprach sich gestern für das Behalten von Traditionen 

aus. „Aus Erfahrung scheinen traditionelle Methoden wirklich am meisten 

den Schülern zu effizienten Lernen zu verhelfen“, erklärte er bei einer 

Feierstunde in London. Der Prinz meinte, traditionelles Lehren sei einer 

der Grundsteine des Erziehungssystems. 

Er hat seine Bedenken über Schulen schon früher veröffentlicht. Sogar 

die Leute in seinem eigenen Büro könnten nicht richtig Englisch sprechen 

oder schreiben, klagte er einst. „Alle Briefe, die von meinem Büro aus versendet 

werden, muss ich selbst korrigieren – weil Englisch so verdammt 

schlecht gelehrt wird.“. 

„Schlechte wirtschaftliche Umstände sollten nicht eine Entschuldigung für 

Versagen sein“, sagte er gestern weiterhin. „Wie ich selbst sehe, wenn ich 

Schulen in einigen der ärmsten und am meisten benachteiligten Gegenden 

von Städten besuche, schließt Armut nicht vortreffliche Errungenschaften 

voneinader aus.“. 

4 3. Hausaufgabe 

4.1 Explain our school system 

[to be included in a letter]



In your last letter, you asked about how our school system works. So, here’s 

the answer: 

We have four different types of schools: The „Grundschule“, the „Hauptschule“, 

the „Realschule“, and the „Gymnasium“. 

We start learning at the Grundschule with 6 years. Usually, we stay there 

four years, whereat we aren’t marked in the first two years. With the 

beginning of the third class, we get marks, from 1 (very good) to 6 (very 

bad). 

The fourth’s class’ average mark decides if we are allowed to go to a Gymnasium: 

If the average is higher than 2,34, we have to go to a Hauptschule 

or a Realschule. 

At both the last mentioned schools, you are „free“ after another 5 years of 

learning and can begin to learn a job. 

At a Gymnasium you have to study until you’re in the 13th class, e.g. 9 

more years. When you pass the Gymnasium’s last exam, you may go to a 

university and revolutionize the world with your brilliant ideas :-). 

You should also know that we may have to repeat a year, if we were too 

bad in at least one subject (note that you can even fail in subjects like religious 

education or sports). If you failed two times, you will have to go off 

from school most likely. 

[normal blabla of the letter] 


5.1 Buch Seite 12, Aufgabe 6a 

„My name is Norbert Werner. I was born (Ich werde nicht jetzt geboren 

sondern ich wurde früher geboren) in Augsburg, but I’ ve been living 

(falsches Tempus) near Austin, the capital of Texas, for one year (since definiert 

einen Zeitpunkt, for dagegen einen rückwärtigen Zeitraum). 

I’m 15 years old (das old ist schon wichtig) and I go to school (den Artikel 

bei school weglassen) in Austin. My favorite (in BE müsste es favourite 

heißen) subjects are biology and history. But American history (American 

ohne Artikel) is quite hard for me. I’m going to become a (a muss mit) 

doctor when I’ll have left school (falscher Satzbau, falsches Tempus). That 

has been (falsches Tempus) my wish since I was a boy, because I’m really



interested in (falscher Satzbau) medicine (Artikel bei medicine weglassen). 

In my free time I’m mainly interested (selber Satzbaufehler) in cars and 

sports. At school I enjoy taking part (Nicht-Verwendung des Gerundiums) 

in track-and-field events. I’m also in the drama club. Next month we’ll do 

(Nicht-Verwendung des Futurs) a play by (Merke: from = of ) Tennessee 

Williams. We’re working (falsches Tempus) very hard (1. bedeutet hardly 

kaum und 2. brauchen wir hier ein Adverb) on the play at (at = on) the 

moment.“ 


6.1 Material E10081 

1. Wenn ich ein Wahlfach wählen müsste, würde ich Fußball nehmen. 

If I had to choose an optional subject, I would take football. 

2. Wenn ich mehr Taschengeld bekommen würde, würde ich meinen 

Englischlehrer bestechen. 

If I got more pocket money, I would bribe my English teacher. 

3. Ich hätte den Test leicht bestehen können, wenn ich die Bedingungssätze 

wiederholt hätte. 

I could have passed the test easily, if I had revised conditional-sentences 

again. 

4. Ich hätte keinen Schnupfen bekommen, wenn ich nicht im Adamskostüm 

zu dieser Party gegangen wäre. 

I wouldn’t had caught a cold, if I hadn’t gone to Egon’s party in my birthday 

suit. 

5. Wenn ich meinen Buss verpasse, fahre ich mit dem Rad zur Schule. 

If I miss my bus, I’ll go to school by bike. 

1. If I had one million dollars, I would spend them to free software projects of 

the Free Software Foundation. 

2. If I had freed the bottle imp, I would have experienced nothing.




7.1 Buch Seite 10, Aufgabe 1 

a) Look at the comic strip quickly. What does the boy want? 

The boy wants to have a parental excuse from his father. 

b) Use these words to fill in the eight gaps: for, have to, to, want to, what 

• 1. for 

• 2. to 

• 3. want to 

• 4. to 

• 5. what 

• 6. have to 

• 7. want to 

• 8. have to 

c) Choose one of these sentences for the empty bubble at the end, or, 

better still, make up your own sentence and read it to the class. 

• Don’t you like your teacher? 

• School taught me what I wanted to know. 

• Welcome to the world. Welcome to the real world ;-). (FAV) 

d) What is the boy’s opinion of school? Do you agree? 

He thinks of school as a silly thing designed to have he postpone 

things he actually want to do. 

I don’t agree, because in our school are many floors. On these floors, 

there are many doors. These doors lead to many rooms. To classrooms. 

But one door is special: It leads to the source, the 

Infothek




8.1 Buch Seite 12, Aufgabe 6b 

1. Don geht nie in die Kirche, obwohl er mit seinen Eltern in einem 

neuen Haus gegenüber der Kirche an der 77. Straße wohnt. 

Don never goes to church, although he lives with his parents in a new house 

opposite the church at the 77. street. 

2. Wenn Don die Schule verlässt, will er an die Universität gehen. Er 

interessiert sich sehr für die moderne Literatur. 

When Don leaves school, he want’s to go to university. He’s very interested 

in modern litarature. 

3. Dons Mutter ist Professorin. Sie lehrt an der Universität in Austin. 

Sein Vater arbeitet als Lehrer. 

Don’s mother is a professor. She teaches at the university at Austin. His 

father works as a teacher. 

4. Als Don gestern im Internet gesurft hat, hat er eine sehr interessante 

Information über das deutsche Schulsystem gefunden, die er für die 

morgige Deutschstunde brauchen kann. 

When Don was surfin’ the Net yesterday, he found a very interesting information 

he can use for the German lesson tomorrow about the German 

school system. 


9.1 Buch Seite 17 

a) Write down your impressions of the School Board. Then compare 

your ideas with what others in your class have written. I think, even if 

the School Board is important for Britain’s school system, it’s unfair against 

the students who have to „defend“ themselves against many officers. But it’s 

a simple central-organized system which seems to have success. 

b) A closer look at the text:



• 1. What are the most important moments in the above extracts? 

Why? Paul’s saying „I’m sort of organized now. Earning and learning. 

Hey, just thought of that, sounds good.“ is very important, because 

at this point Paul’s philosophy of live becomes clear: He doesn’t 

plan, he simply does nothing. 

• 2. In informal English people sometimes leave out certain words 

at the beginning of a sentence if the meaning is clear without 

them. What examples can you find in the truancy officer’s speech? 

What are the „missing“ words? 

– You [are] alone all day? 

– [full sentence] Sewing. 

– [full sentence] Any math? 

– [full sentence] School math. 

– [full sentence] Day before 

yesterday? 

– You [are] trying to be smart? 

– [full sentence] Geography. 

– [full sentence] Regina. 

– You’re breaking the law, [do] 

you understand? 

– [full sentence] Not fiction! 

– What textbooks [are] 

you[AWAY: ’re] reading? 

– [full sentence] Social studies, 

history, written expression. 

– [Are] those the books [you 

spoke of]? 

– [full sentence] „The Chevy 

Owner’s Manual“ and „The 

Reader’s Digest Guide to Sewing“. 

• 3. Why does Paul use phrases like „I guess“, „I mean“, „I bet“, 

„on the whole I think“, „kinda“, „sort of“ when the School Board 

interviews him? Those phrases are part of his philosphy of live: Simply 

do nothing and wait what happens. By speaking informal, he demonstrates 

his disinterest. 

• 4. Say in a few words what makes Paul’s case strong and what 

makes it weak. Paul’s abilities are only of practical nature, he doesn’t 

know theory much. He doesn’t even want to know theory. 

• 5. How do you think the chairman of the Board will vote? Why? 

How would you vote? Why? I think the chairman will vote against 

Paul, because even he’s talented in the practical sector, he has to know 

theory and do his homework. I would vote against Paul, too, because 

of the same reasons stated in the last sentence.




10.1 School 

In German schools, you learn the theory of things, unlike, for example in 

countries which weren’t as bad as we in PISA test’s ranking. In Germany, 

you learn how things work, but not how to use them. A good example 

for this assumptions is the physical education: You learn thermodynamics 

and at the beginning of your education, but such basic things like electricity, 

the foundationstone of our society, are taught in the 10th class. 

But, on the other hand, you can’t get experience from school, because otherwise, 

life would be meaningless. And you need theory to understand the 

practical things, like it’s stated in the popular drama „Die Physiker“: „Don’t 

use things you don’t understand.“ If you had no knowledge about theory, 

you could use many things. But if problems arise, you have no idea how to 

fix them, for example in the computer sector: You do know how to write a 

little text in your little text processing program. But do you know what to 

do if the neat MSBlaster worm gets you? 

(174 words) 


11.1 Buch Seite 28 übersetzen 

Der elf Jahre alte Simon Bradford schaut zur Vordertür der Wohnung seiner 

Eltern, die sich im ersten Stock befindet, in Ost-London, befor er herunter 

zur Diele geht und eine Kugel Schokoladen-Eins in sich hineinschlingt. 

Jedesmal, seit er zusammen mit seiner 48-jährigen behinderten Mutter 

Anita und seinem Vater Raymond, 46 Jahre alt, vor vier Jahren in den 

Wohnungsblock umgezogen ist, war Simon das Opfer von Schikanierungen 

und Einschüchterungen. Er ist häufiger als ein mal mit einem Kricketschläger 

geschlagen worden. Als er einmal zur Schule gefahren ist, wurde er 

sogar von seinem Fahrrand heruntergestoßen. 

Gestern hat der „High Court“, das höchste Gericht von England, entschieden, 

dass „Tower Hamlets“, ein Standtviertel von London, die Plicht hat, 

die Unterbringung Simons an einem sicheren Platz in Betracht zu ziehen. 

Diese bahnbrechende Entscheidung war das Ergebnis des Kampfes der


12 11. HAUSAUFGABE 9 

Familie gegen eine .... Als sie an einem Tag des Julis 1995 nach Hause gekommen 

sind, um festzustellen, dass „armer Weißer“ auf die Haustür geschrieben 

wurde, haben die Bradfords entschieden, dringend einen neue 

Wohnung zu beantragen. Da regelmäßig Exkremente durch den Briefschlitz 

gesteckt wurden und das Auto 18 mal aufgeschlitzt wurde, ist das Leben 

für die Bradfords unertragbar geworden. Richter Kay hat dem Stadtviertel 

angeordnet, so schnell wie möglich zu handeln. 

12 11. Hausaufgabe 

12.1 Buch Seite 19, Nummer 5 

• 5. In 1991 23 per cent of black men between 16 and 34 had a white 

partner. 

12.2 Buch Seite 19, Andere Nummer 5 

Why do you think ethnic minorities are rarely found in small towns or rural 

areas? 

I think people of ethnic minorities came to britain mainly because of one 

cause: They didn’t want to simply live there, that was possible at their 

originating countries, too. They wanted to work in Britain, and that was 

only possible in the big cities. Now, as things have changed in the last 

years, the people simply don’t move. 


13.1 Buch Seite 25, Aufgabe 3a 

• Zeile 1: „population count“ 

• Zeile 1: „found out“ 

• Zeile 1: „of the population“ 

• Zeile 2: „million“ 

• Zeile 2: „themselves“ 

• Zeile 3: „heavily concentraded“ 

• Zeile 4: „industrial areas“ 

• Zeile 4: „highest proportion“



• Zeile 4: „north-west of London“ 

• Zeile 5: „to go up to 50 per 

cent“ 

• Zeile 5: „actually“ 

13.2 Biographie von Naomi Campbell 

• Zeile 6: „most of the 30“ 

• Zeile 7: „ethnical“ 

• Zeile 8: „easy“ 

Naomi Campbell is a British citizen of Caribbean origin born in 1970. Discovered 

as the first black model by Vogue magazine in 1988, she divides 

her time between Paris, London, and especially New York, where she also 

has a home. 


14.1 Check some words in a dictionary 

alyrant: 

n/a 

oppression: 

Die Beengung, Schinderei, Unterdrückung 

to exploit: 

ausbeuten, -nutzen, -powern, -schöpfen, instrumentalisieren, verwerten 

14.2 Check where the West Indians are 

Die Westindischen Inseln liegen im Bereich des Golfes bei Mexiko. 

14.3 Buch Seite 25, Aufgabe 3b 

It’s highly interesting to have a look at statistics on the age structure of 

ethnic minorities in Great Britain: 33 per cent of the members of ethnic 

minorities are under 16. By comparision, only nine percent of the „white“



population fall into this age group. At the other end of the scale we see a 

completely different picture: Of the three million people in Great Britain 

who belong to an ethnic minority, only three per cent are olden than 65. 

Among the „white“ population, however, 17 per cent are in this age group. 

What consequences could this age structury have in a few years’ time? 


15.1 Profil von Mahatma Gandhi 

Mahandas Karamchand Gandhi was born in Porbandar, India on 2nd October 

1869. The most important person in his life was his mother who lived 

very religiously. He married Kasturbai Markanji when both were 13 years 

old. He studies law in London, England. In 1891, Ghandi got a job in South 

America in a company which he represented in his first lawsuit. Later on, 

he took away the biggest injustice in the Afrian law of election. 

Gandhi decided to give up all personal passions and slopes, in conformance 

with the Hindu doctrine he obliged himself to „brahmacharja“ (continuous 

abstinence), to „ahimsa“ (non-violence against all living creatures), 

and to „satjagraha“ (source of love and truth). 

From 1908 till 1913 Gandhi was eight times in prision. There he had the 

possibility to read a lot. So, when Gandhi came back to India on 19th January 

1915, a large crowd of people celebrated Gandhi. 

On 12nd March 1930, he led the famous „march of salled“, a march from 

Ahmadaba to Dandi (distance somewhat greater than 380km), to ask Britain 

to let India govern itself. 

Finally, he was killed by a Hindu assassin on 30th January 1948. 

15.2 Verbesserung der 1. Schulaufgabe 

1. „The teacher is the major cause of classroom difficulties.“ Do you agree or 

disagree? Explain your opinion in about 120 words. Do not try to be ironic 

or funny. 

I don’t agree with this sentence, because there are many other causes 

of classroom difficulties. I will list some of them:



Firstly, many pupils get distracted by unimportant things, for example 

the weather or jokes made by other students. They don’t take 

education seriously and will be happy, if they’re allowed to go home. 

Secondly, there are often two types of pupils in a class: Those who 

actually want to learn and those who don’t. The latter distract the 

students, who want to follow the teacher’s word. So, the teacher has 

to ask the distractors to be quiet. 

Another cause is the black mailing of pupils. Students, who don’t 

have anything silly in mind, are forced to interrupt the teacher. 

Because of this reasons, it isn’t teacher’s fault if he has to keep the class 

quiet. 

(136 words) 

2. Translate the following text. Make sure it sounds German. 

In recent years there have been farreaching 

changes to the state school 

system in Britain with the intention 

of improving the system and 

making it more effictive. The most 

important change has been the introduction 

of a National Curriculum 

1 . All pupils are now taught „core“ 

2 subjects (English, maths, and 

science) and seven foundation subjects 

(history, geography, technology, 

one modern foreign language, 

art, music, and physical education). 

Pupils may choose further subjects, 

though usually their full timetable 

leaves little room for other interests. 

In British schools extra-curricular 

activities play an important role in 

the life of the school. At the age of 

16 students take the required GC- 

SE 3 examinations. 65% of the pu- 

1 National im Deutschen unpassend 

2 Hard central part of a fruit 

3 „eine Art...“ 

pils go on to attend the „sixth form“ 

for another two years. There they generally 

study two or three subjects 

and sit A Level examinations in each 

subject, the basic requirement for entering 

university.



In den letzten Jahren haben in 

Großbritannien weitreichende Änderungen 

des staatlichen Schulsystems 

mit dem Ziel, das System 

zu verbessern und es effektiver 

zu gestalten, stattgefunden. 

Die größte Veränderung war 

die Einführung eines landesweiten 

Lehrplans. Nun werden alle 

Schüler in Kernunterrichtsfächern 

(Englisch, Mathematik und Naturwissenschaften) 

sowie in sieben 

aufbauenden Fächern (Geschichte, 

Erdkunde, Technologien, einer 

modernen Fremdsprache, Kunst, 

Musik und Sport) unterrichtet. 

Schüler können weitere Fächer 

wählen, obwohl üblicherweise 

ihr voller Stundenplan nur wenig 

Raum für andere Interessen 

bietet. An britischen Schulen spielen 

Aktivitäten außerhalb des 

Unterrichts eine wichtige Rolle 

im Schulleben. Mit 16 legen die 

Schüler die notwendigen GCSE- 

Prüfungen ab. 65% der Schüler 

besuchen für weitere zwei Jahre die 

Oberstufe. Normalerweise wählen 

sie zwei oder drei Fächer aus 

und legen dann ihr Abitur in jedem 

dieser Fächer ab, die elementare 

Vorraussetzung, um eine Universität 

besuchen zu dürfen. 

(137 words) 

3. Erkläre einem amerikanischen Schüler, was anders wäre, wenn er in Bayern 

zur Schule ginge. Do not write more than 100 words. Do not repeat the 

same introductory phrase again and again, but use at least 4 if-clauses. 

Each student in American high 

school has his or her own personal 

schedule. In many schools the 

schedule is the same every day from 

Monday to Friday. That means the 

students do the same subjects in the 

same order at the same time. 

Teachers in an American high school 

have their own rooms, so students 

move from classroom to classroom to 

their different teachers. There are often 

only three to five minutes between 

lessons. 

Students don’t repeat a year as some 

students have to in Germany, 

but they can repeat a class in a certain 

subject. If students fail a sub- 

ject, they can do additional work in 

summer school during the summer 

vacation and pass the subject. Subjects 

are divided into requirements 

and electives. Requirements are subjects 

students have to take. Electives 

are subjects students can choose 

to take. These are often subjects like 

Art, Shop, Music, Drama, or Computer 

Science. 

Sports and extra-curricular activities 

are very important in American 

schools. There is a large choice 

of activities throughout the year. However, 

students do different sports 

in different seasons. Practice takes 

place after school.




16.1 Mindmap zu racism 

Racism: 

• Immigrants: 

– Asian 

– Caribbean 

– Other countries 

• Problems: 

– Discrimination 

If an American high school student 

went to a Bavarian school, 

he would be surprised that the 

schedule differs from weekday to 

weekday. 

Additionally, American students 

would wonder, why the pupils 

usually stay in one or two rooms 

the whole day. 

Furthermore, American students 

would be disgusted by the fact, 

tha they might have to repeat a 

year. 

And last but not least, American 

high school students would 

probably be angry about the fact, 

that sports and extra-curricular 

activities don’t play an very 

important role in the German 

school system and electives are more 

school-related. 

(95 words)



• Laws: 

– Housing problems 

– Accusations of some British people: 

* Exploiting of the social security system 

– Commonwealth Immigrants Act 

– Race Relations Act 


a) Match the German adverbs and the English expressions. Which expression 

are followed by an infinitive, which by a gerund and which by a (that- 

)clause? It may help to consult a dictionary or a grammar. 

• hoffentlich: I hope/let’s hope 

• vermutlich: I suppose 

• gern: like/enjoy 

• ungern: hate 

• lieber: (would) prefer/rather 

• wahrscheinlich (nicht): be 

(un)likely to 

• leider: I’m afraid 

• bekanntlich: be known to 

• bestimmt/sicher/mit Sicherheit: 

be certain/sure to 

• weiter: keep (on) 

• zufällig: happen to 

• anscheinend: seem to 

• früher: used to 

b) Use the right English expressions to complete the two dialogues below. 

Dou like studying the history of the British empire? – I’m afraid I don’t, 

but I suppose it helps us to understand the present problems of the 

old colonies. – Is this topic something that it’s likely to occur in your 

written exams? – Let’s hope it doesn’t, but I’m certain our teacher will 

ask us about the colonies in the oral exam. 

Gibraltar is sure to remain a British colony for many years. – You’re 

right. It’s unlike to become independent. – No, although the Spanish 

goverment is known to want to make the Rock part of Spain. – My uncle 

used to work in Gibraltar and he says the Gibraltarians will never 

agree to become Spanish. – I know. I recently happened to meet someone 

who worked there as well, and she also said they would hate being 

part of Spain. Yes, they all would prefer to remain a British colony. But 

Gibraltar does’t seem to be a typical colony.




17.1 Vokabeln des Textes 

harassment: 

Bedrohung 

abuse: 

Missbrauch 

assault: 

Körperverletzung 

arson: 

Brandlegung 

murder: 

Mord 

tension: 

Spannung 

to squander: 

vergeuden 

to bully: 

schikanieren 

to disturbe: 

stören 

17.2 Fragen 1 und 2 von Material E20031127 

1. How do you react to this advert? 

I think fighting the discrimination is a goal which is worth fighting 

for. Especially today, in the age of communication, it’s very important 

that all nations work together and resolve our much bigger problems. 

So, I like this advert and I’d notify the responsible authorities 

if I saw an example of discrimination. 

2. What incidents of racial discrimination are referred to in the text? Group 

them according physical and non-physical discrimination. 

Physical discrimination: 

• Harassment, 

• abuse, 

• assault, 

• arson, and 

• murder 

Non-physical discrimination: 

• Rejections of job applications, 

• bullying, and 

• unfairness by the police




18.1 Frage 3 von Material E20031127 

According to the advert, what is the reason for racially discriminatory behaviour 

and what can be done to put an end to it? 

The advert states in line 20 et seq. (and the following) that the reason for 

racially discriminatiory behaviour is only the education: „People aren’t 

born hating each other, they just grow up that way.“ Ergo, discrimination 

could be stopped, if prejudices weren’t passed on to the next generation, 

the babies. If babies were educated without any racism, discrimination 

would have an end. 

18.2 Write a letter to the editor 

Imagine St. Ulrich Church would be replaced by a mosque - how would Augsburgs 

react? 

Hello, 

the new „church“ is really a mess! 

The old patriarchal St. Ulrich Church was one of our most famous tourist 

attractions! It had a long tradition: 

In 1474, St. Ulrich Church was built. Since the 17th century, it had even 

three altars. The tower having been 0.08 miles high, the building was one 

of the highest in Augsburg and the permanent site of St. Ulrich. 

Who decided to break down St. Ulrich Church? The politician who is responsible 

for this needless destruction should be [note by the editor: censored]. 

Regards, Nikolaus Miller 


19.1 Blatt der Witze 

Complete these jokes by using either the present participle or past participle!



• Yesterday I met a man wearing sunglasses in the rain. – That’s stupid! 

– Not so stupid. He said they protect his eyes from all the umbrellas. 

• This is our most popular coat, madam, made from the finest marino 

wool. – Can I wear it in wet weather? – Of course, madam. Have you 

ever seen a sheep with an umbrella? 

• The local priest said „Good Morning“ to Mrs. Watson and her young 

son in the street. „Who was that man?“ asked her son. „Oh. That’s 

the man who married me.“ Her little son thought for a moment, then 

said: „Well, who is the man living in our house that I call “daddy„?“ 

• Mum, can I go into the sea? – No. – Why not? – Because the sharks 

swimming in these waters are dangerous. – But dad is already there. 

– Yes, darling. But he’s insured! 

• David and Tommy were sitting in a pub talking about animals. – I’ve 

just bought a pig. – But where will you keep it? You haven’t got a 

garden. – I’m going to keep it under my bed. – But what about the 

smell? – Oh! The pig will soon get used to that! 

• Stephan was a brilliant violinist. He believed that he could tame wild 

animals with his music, so he walked into the jungle, playing his violin. 

After a few minutes, elephants, giraffes, lions, and monkey stood 

around, hypnotised by the music. Then a crocodile came out of the 

river, walked up to the violinist and ate him. All the other animals 

shouted, „Why on earth did you do that?“ The crocodile simple said, 

„Eh?“ 

• Little Alice was visiting her grandmother. She was playing alone in 

the living-room where there was a large cat hypnotised by the fire. 

After a few minutes the cat woke up and saw Alice. It started tu purr 

loudly. Alice looked at the cat in panic and rushed into the kitchen 

and shouted to her grandmother, „Come quick. The cat’s started to 

boil!“ 

• A man was standing at a bus stop eating fish and chips. An old lady 

and her little white dog stood next to him. The dog, excited by the 

smell of the fish and chips, started to bark and jump on the man’s 

leg. – Do you mind if I throw him a bit? – Not at all. Go ahead. – So 

the man picked up the little dog and threw it over a wall. 

Can you translate these sentences into your own language:



• He was standing at the corner, waiting for a taxi. Auf ein Taxi wartend, 

stand er in der Ecke. 

• I left university, wishing I had worked a lot harder. Wünschend, sehr viel 

härter gearbeitet zu haben, habe ich die Universität verlassen. 


20.1 Aufgaben 1 und 2a der Testschulaufgabe 

1. Comment on this cartoon in about 80 words. 

In my opinion, the cartoon is about a problem of mixed races very 

well: A white boy doesn’t know what to call his classmates who belong 

to ethnic minorities. He tries various terms, but everytime he 

gets another term as answer back. Being disappointed, he asks one 

of his „colored“ classmates how he should call him, whereupon his 

classmates tells him his real name. Expecting another term of ethnic 

minorities, the boy looks very irritated by that answer, which is 

the crux of the matter: The boy has to catch with the idea up, that 

humans belonging to ethnic minorities are humans just like him. 

(104 words) 

2. Translate the following sentences into German: 

Because separate racial areas with 

little or no ethnic intercommunication 

have developed in the cities, the 

inhabitants find themselves drifting 

further and further away from any 

sort of shared culture. 

Journalists wanting to know what 

the education authorities are doing 

to combat this creeping segregation 

are taken to Rhodesway School, a secondary 

school with 1800 pupils - 

half English and half Asian. 

Weil sich Bereiche getrennter 

Rassen mit wenig oder keiner 

Verständigung in den Städten 

entwickelt haben, finden sich die 

Bewohner weiter und weiter von 

irgendeiner Art einer gemeinsamen 

Kultur entfernend vor. 

Jounalisten, die wissen wollen, 

was die Bildungsbehörden tun, 

um diese schleichende Rassentrennung 

zu bekämpfen, werden 

zur Rhodesway School gebracht, 

einer weiterführenden Schule 

mit 1800 Schülern - halb Engländer 

halb Asiaten, gebracht.




21.1 Text der Aufgabe 2 der Testschulaufgabe 

Weil sich Bereiche getrennter Rassen mit wenig oder keiner Verständigung 

in den Städten entwickelt haben, finden sich die Bewohner weiter und 

weiter von irgendeiner Art einer gemeinsamen Kultur entfernend vor. 

Jounalisten, die wissen wollen, was die Bildungsbehörden tun, um diese 

schleichende Rassentrennung zu bekämpfen, werden zur Rhodesway 

School gebracht, einer weiterführenden Schule mit 1800 Schülern - halb 

Engländer halb Asiaten, gebracht. Auf den ersten Blick sieht es so aus, als 

das die Antwort sei: (...computer room...) Auf dem Sportplatz sind Jungen, 

die Fußball spielen - weißfarbige, braunfarbige und schwarzfarbige Jungen. 

Die Morgenversammlung ist religionsübergreifend und es gibt tägliche 

Diskussionen über den Konflikt in Palästina. Aber der Oberstudienleiter 

Robert Hughes gibt zu, dass es nicht so einfach ist wie es erscheinen 

mag: „Für viele unserer Schüler ist der Besuch hier ihr erster Kontakt mit 

Kindern anderer ethnischen Gruppen. Grundschulen sind nicht ethnisch 

gemischt. Und nach der Schule gehen sie zurück nach Hause zu ihren eigenen 

Stadtteilen, wo sie sich nur mit Leuten ihresgleichen mischen können.“ 

Tom Crowther und Nadia Hussain, beide 17, sind Schülersprecher 

und Schülersprecherin. Und sie sind auch die Vertreter der Rhodesway 

Schüler für die Presse. Wie eine erfahrene Rednerin legt sie die Vorteile 

der Schule und die Probleme, den die Stadt sich stellen muss, dar und 

sagt dann: „Ich lebe in Manningham und keiner meiner weißen Freunde 

ist jemals dorthin gekommen um mich dort zu besuchen.“ Tom, der neben 

ihr sitz, nickt. „Ich war auch noch nie dort“, sagt er. „Ich wüsste nicht, was 

ich in Manningham tun sollte.“ 


22.1 Aufgabe f des Materials E21 

What do you think about this conflict? 

I think this conflict is another example that Jess is treated very unfairly: 

Though Jess’ parents didn’t know if Teetu’s parents had said the truth, 

they assume it. They don’t even try to stand up for Jess, which should be 

a very important duty of parents.




23.1 Aufgabe f des Materials E21 

What do you think about this conflict? 

I think this conflict is another example that Jess is treated very unfairly: 

Though Jess’ parents didn’t know if Teetu’s parents had said the truth, 

they assume it. They don’t even try to stand up for Jess, which should be 

a very important duty of parents. 


24.1 Bend it like Beckham, Seite 97, Aufgabe 6 

When Jules finds out that Jess is in love with Joe she decides to write a letter to an 

agony aunt. Write that letter for her. 

Hello, 

I have a big problem: 

I saw my best friend, Jess, trying to kiss the man I’m in love with, Joe, 

who I haven’t told that I fell in love with him. I’m really fancying Joe, but 

I don’t want to loose the friendship with Jess. I haven’t spoken with Jess 

since that event. What should I do? Should I confess the whole story to 

Joe? Should I let Joe go? 

Your loyal reader, Jules 


25.1 Arbeitsblatt, Aufgabe 4 

Now that Jess is going to the United States, what do you think is going to happen 

to her relationship with Joe (remember what her parents think about cross-cultural 

relationships)! Write a sequel about how Jess’ life will go on. 

I think, Jess’ parents will have to accept that Jess is not a traditional Indian 

girl.



They will have to accept that Jess is typical modern English girl. They will 

have to accept that Jess is in love with Joe. Additionally, they can’t do 

anything against it: Now, Jess lives in the USA, far away from her parents’ 

house, and she is going to be 18. She’ll probably play in a professional 

football team and score for the USA. 

Therefore, I think the relationship between Jess and Joe will develop and 

they’ll marry sometime. 


26.1 Buch Seite 23, Fragen beantworten 

• Why does Nazim think Ramadan is important? 

She thinks Ramadan is important because her religion asks her to 

fast. Additionally, she feels like poor people during Ramadan. 

• Why do some of the Muslim girls not want to take part in PE? 

Some of the Muslim girls do not want to take in PE because they get 

thirsty easily and there is the possibility that water may go into their 

mouths. 

• What does Nazmin find difficult about Ramadan? 

During Ramadan, she usually gets headache in the afternoon. Additionally, 

it’s hard to see other people eat. 

26.2 Fragen zu Ramadan aufstellen 

• Why do Muslims fast? What is their motivation? 

• When was Ramadan adhered first? 

• Who has taught the Muslims Ramadan? 

• How many young Muslims adhere Ramadan?




27.1 Buch Seite 26, Aufgabe 6a übersetzen



• Ann: So your brother is marrying 

a Muslim girl? 

• Jill: Yes, and they are going to live 

next to his wife’s parents when 

they are married, so John will be 

living in London’s Muslim scene. 

• Ann: And will they be bringing 

up their children as Muslims? 

• Jill: I don’t know. They aren’t talking 

about children yet. 

• Ann: And what do your parents 

think about it? 

• Jill: They’re very happy about it. 

• Ann: Where will the wedding be? 

• Jill: Most of Seema’s relatives live 

in Bangladesh, so they are getting 

married there. 

• Ann: Are you going to the wedding? 

• Jill: Oh yes, I think I will... but 

I’ll have to save for the flight, of 

course. 


28.1 Buch Seite 29, Aufgabe 9a, 1 bis 5 

Translate the following sentences into English. 

• Ann: Also dein Bruder heiratet 

eine muslimische Frau? 

• Jill: Ja, und sie haben vor, neben 

den Eltern seiner Frau 

zu leben sobald sie verheiratet 

sind, so wird John in Londons 

Muslimenszene leben. 

• Ann: Und werden sie ihre Kinder 

als Muslime aufziehen? 

• Jill: Ich weiß es nicht. Sie reden 

noch nicht über Kinder. 

• Ann: Und was denken deine 

Eltern darüber? 

• Jill: Sie sind sehr froh darüber. 

• Ann: Und wo wird die Hochzeit 

sein? 

• Jill: Die meisten von Seemas 

Verwandten leben in Bangladesh, 

deswegen werden sie 

dort verheiratet werden. 

• Ann: Gehst du zur Hochzeit? 

• Jill: Oh ja, ich glaube ich werde 

hingehen... aber ich muss natürlich 

auf den Flug sparen. 

• Dein Vater hatte nicht Recht, als er sagte, es gäbe zwei Millionen Inder 

in Großbritannien. Your father wasn’t right when he said, there were



two million Indians in Great Britain. 

• Was für eine Farbe hatte das Auto? What color was the car of? 

• Schau doch mal im Kühlschrank nach, wenn du Hunger hast. Try to look 

into the fridge if you feel hungry. 

• Tut mit Leid, aber ich kann nicht länger warten. Ich habe es eilig. Sorry, 

but I can’t wait any longer. I’m in a hurry. 

• Hast du wirklich Angst vor Mäusen? Do you really fear mice? 


29.1 A modern fairy tale 

Once upon a time, there was a king whose name happened to be Sir Bill 

Door. He lived very richly for a long period of time, by mugging his subjects, 

who liked him very much, because he gave them a coin made of 

paper once a year. But one day, a man who happened to be the most clever 

man of all subjects, Richard Cot, realized, that paper was valueless and 

so, he went to George and tried to blackmail him: „I do know your secret. 

I know, that paper doesn’t has any value. Make me precious presents 

or I’ll inform the public of what is going on!“ Bill asked, „What makes 

you think I won’t simply kill you?“ Richard responded: „I wrote a column 

about your secret, which will get published if I won’t return.“ Bill thought 

hard. He didn’t want his beautiful live to end. So, with a heavy heart, he 

agreed to the deal. „Agreed, I’ll give you the most precious thing a man 

can dream of!“ He allowed Richard to reunion with God. 



Nach dem amerikanischen Bürgerkrieg zwischen dem Osten und dem 

Westen der USA wird John W. Dunbar, ein Soldat der Nordstaatenarmee, 

zum Außenposten in South Dakota versetzt. Er ist zwar alleine aber nicht 

einsam und im Grunde genommen glücklich mit der Situation, weil er die



Grenze zum Wilden Westen erleben kann bevor sie verschwindet. Seine 

nächsten Nachbarn sind einige Sioux-Indianer. Nachdem sie sich einige 

Male getroffen haben, lernen sie sich langsam kennen. 

Eines Tages nehmen die Indianer Die auf einer Faust steht, eine weiße Frau, 

die mit dem Stamm lebt seitdem ihre Familie noch als Kind von Pawnee- 

Indianern getötet wurde, mit. Sie kann noch ein bisschen Englisch und 

übersetzt für sie. Schließlich gibt Dunbar seine Stelle auf und entscheidet 

sich, mit dem Stamm zu leben, wo er den Namen Der mit dem Wolf tanzt 

annimmt. Er verliebt sich in Die auf einer Faust steht und heiratet sich auch 

letztendlich. Er jagt Büffel und hilft den Sioux in ihrem Kampf gegen die 

Pawnee-Indianer. 

Während er sich fertig macht um zusammen mit dem Stamm zu dem 

Winterlager des Stammes aufzubrechen, geht Dunbar ein letztes mal zu 

seinem ehemaligen Posten, um das Tagebuch, das er zu schreiben angefangen 

hat, als er das erste Mal dort ankam, zu holen. 

Währenddessen sind aber einige Soldaten angekommen, und Dunbar wird 

gefangen genommen. Er weigert sich, die Soldaten zu den Sioux zu führen, 

und so wird er zu dem nächsten Fort geschickt, wo man vorhat, ihn 

wegen Befehlsverweigerung zu erhängen. 

Eine Gruppe von Sioux befreit ihn und Dunbar schließt sich wieder dem 

Stamm an. Aber trotzdem wissend, dass die Armee nach ihm suchen wird, 

reiten er und seine Frau einfach weg... 


31.1 Buch Seite 115, Aufgabe 2 

Earthquake shakes Northern California 

At 5.04 pm local time the earth began to shake. The quake’s centre was 75 

miles south of San Francisco, near Santa Cruz, where the downtown area 

was destroyed completely. The quake had lasted for about 15 seconds and fell 

far beyound the Bay Area. More than 60 people died and hundreds were 

injured. Lots of people lost their homes. The total damage which was caused 

by the earthquake was estimated at $ 10 billion. 

The San Francisco region is known to be a major earthquake area, and a 

strong quake has been expected for a long time. This earthquake, however, 

came without warning. The worst damage was done when a mile-long part



of the top level of a two-level highway in Oakland, a city on the east side 

of San Francisco Bay, fell onto the lower level. Many cars were crushed and 

42 people died. A few miles away, cars and passengers were also trapped 

when a 50-foot piece of the Bay Bridge, which connected San Francisco and 

Oakland, suddenly fell down. 

People now ask how these highways had been able to fall down although they 

were designed to survive even more powerful quakes. 


32.1 Verbesserung der 3. Schulaufgabe 

32.1.1 Aufgabe 1 

I’ll explain two things about the American character the frontier spirit influenced, 

the spirit of independence and „we-are-the-best“. 

After the former British colonies declared their independence from the British 

monard in 1776, they felt truly independent. They were the settles of 

a new continent, and to do so they had to fight (and win). 

They had to solve several problems. But they managed the whole thing. So, 

they thought: „If we has gone so far – why should anyone be able to stop 

us?“ They even killed almost a whole race – so nobody would have a chance 

against the citizens of the United States of America. 

Additionally, they had the „manifest destiny“ incorporated into their spirit: 

They were chosen by God. So God would protect the USA from all enemies. 

To start wars is no problem. They were certain they would win. 

All these thoughts were influenced by the frontier spirit, the spirit of settling 

a whole new continent. 


The colonistation of America was done in three steps: First, the settlers came 

to to the new land and declared it as theirs, ignoring the Native Americans. 

Then they exploited the resources found on the new continent, and, 

to make sure, their plans were absolutely legally, they made laws. Laws, 

which declared the Native Americans not to be human beings. So, by creating 

courts they continued to assert the new laws. But the real owners of the



land, the Native Americans, weren’t even asked. The settlers simply stole 

the Native Americans’ property, and every Indian who defeated them, 

was instantly killed. So, the Native Americans were doomed. Doomed by 

much more powerful armies and even more unfair laws, without any good 

reason. 


Die vorherrschende amerikanische Kultur war kurzsichtig, uninteressiert und 

rassistisch und sah die Indianer als eine Rasse ungebildeter, stehlender Wilder, 

wo es passte, wenn man sie, sobald man sie sah, erschoss. Solche Einstellungen 

überlebten bis vor sehr kurzem in unserer Gesellschaft – schaut 

man auf die B. Western der 1940er – dass wir uns nur vorstellen können, 

wie viel schlimmer die Einstellung vor 100 Jahren waren. In gewisser Hinsicht, 

ist „Der mit dem Wolf tanzt“ eine sentimentale Fantasie, ein „Waswäre-wenn-Film, 

welche eine Welt vorspielt, in der Weiße echt interessiert 

wahren, etwas über die Kultur der amerikanischen Eingeborenen zu erfahren, 

die mehr in Harmonie mit der natürlichen Welt lebte als irgendeine 

andere Kultur zuvor oder seit dem. Aber unser Wissen darüber, wie sich 

die Dinge entwickelt haben – wie die Indianer von ihrem Terrain durch Völkermord 

und Diebstahl vertrieben worden sind – wirft einen traurigen 

Schatten über alles.“ 


33.1 Blues 

33.1.1 History 

• When Afrian Americans were treated as slaves, they sung during the 

hard work they endured. 

• This style of music is called „Blues“. 

• Topics are every-day-situations. 

• Rock’n’Roll is based on Blues. 

• Often handle spiritual topics.



33.1.2 Properties 

• The music has a special feeling. 

• It’s played without any instruments or with the guitar, banjo or drums. 

33.1.3 Technical details 

• There are only three chords (tonic, subdominant, dominant). 

• The scale is pentatonic (in contrast to the European diatonic system), 

which means there are only five different notes. 

• The strings of the guitar are often bended while playing a dominantseventh 

chord. 

• Rhythm’n’Blues are faster and have more rhythm. 


34.1 What are Martin Luther Kings dreams and what specific 

parts of the Negros does he address? 

Martin Luther King dreams of a America, which will live out its creed, that 

all men are created equal. He imagines a World, where former slaves and 

former slave owners will come together and be friends. Additionally, King 

draws this pictures to his own children. Later on in his speech, he expresses 

the equality of all men by referring to the Bible, that the Lord will align 

all evelations and dips to an equal height. By saying, that both white and 

black criminals will go to prison, he demonstrates the equality again. At 

the end of his speech, he enumerates many places, which freedom should 

ring from. Those places symbolize the whole World. 

King specifically addresses the fact, that the Negros are segregated by the 

rest of the population. He pictures this state by using comparisions of pain, 

for example „heat of injustice“, „heat of oppression“. By contrast, his dreams 

get entitled with „oasis of freedom and justice“. 

34.1.1 Verbesserung 

Dreams:



• equality 

• society free from discrimination 

Problems: 

• segregation 

• discrimination 

• police brutality 

• injustice 


• freedom 

• brotherhood 

• justice 

• poverty 

35.1 Verbesserung der 4. Schulaufgabe 

35.1.1 Aufgabe 1 

• federal and state law 

• hate of and violence against 

whites 

In his famous speech „I have a dram“ Dr. Martin Luther King expressed his 

dreams for the future and the problems the Blacks had to endure. 

He dreamed of a society free from discrimination, of equal rights for both 

Blacks and Whites, of justice and freedom. He wanted Blacks to be judged 

by their character, not the colour of their skin. He dreamed of a society of 

brotherhood. 

The problems he pointed out include segregation, discrimination, police 

brutality, injustice, and poverty. Additionally, he made clear that though 

the federal laws were interpreting Human Rights correctly, state laws often 

overrode the federal ones. For example, the Supreme Court decided at 

the beginning of the 20th century, tha schools must accept both Blacks and 

Whites. Laws in many states overrode this decision and thus helped segregation 

to spread. 


• Line 5, „bright day of justice“:



King compares justice to a bright day. This „bright day“ symbolizes 

heaven, which is thought to be coloured all in a light white. So he compares 

justice to God’s realm. 

Additionally, he points out the differences with the current state using 

„whirlwinds of revolt“ (line 4); If there hadn’t been something to 

fight for, there wouldn’t be a revolt. 

• Line 8, „cup of bitterness and hatred“: 

King imagines bitterness and hatred to be something you could drink. 

If you drink something, the fluid gets incorporated into your body. 

By symbolizing bitterness and hatred to be something to drink, he 

concludes that somebody who „drinks“ bitterness and hatred incorporates 

it into his body, that it will take control of him. 

• Line 15, „their freedom [...] bound to our freedom“: 

This metaphor is a symbol for the original American spirit: The first 

colonists worked very hard and in a team to colonize the whole 

continent. Additionally, the Whites, especially the inhabitants of the 

South, needed the slaves to work on their cotton fields, for example. 

So, one could argue that the Blacks and the Whites were a team from 

the beginning of the colonization on, though the Blacks were forced 

into the role. 

But now, if the Whites accepted Black’s citizenship rights, both Blacks 

and Whites will be able to join the same team, again, to let America, 

the United States, shine resplendent again. 


Meine Brüder und Schwestern, die christliche Religion unserer weißen 

Sklavenhalter hat uns Schwarze hier in der Wildnis von Nordamerika gelehrt, 

dass wir Flügel ausstrecken werden, wenn wir sterben und dass wir 

in den Himmel fliegen werden, wo Gott für uns einen besonderen Platz 

habrn wird, Himmelsreich genannt. 

Das ist die christliche Religion der Weißen um uns Schwarze einer Gehirnwäsche 

zu unterziehen! Wir haben sie angenommen! Wir haben sie gefühlt! 

Wir haben sie geglaubt! Wir haben sie praktiziert! Und während wir all das 

tun, hat dieser blauäugige Teufel für ihn seine Religion verdreht, um seinen 

Fuß auf unsere Hinterseiten zu halten, um unsere Augen auf Luftschlösser 

und den Himmel [] gleich hier, auf dieser Erde, in diesem Leben, genießt.


36 ZUSAMMENFASSUNG ZUR 3. SCHULAUFGABE 32 

36 Zusammenfassung zur 3. Schulaufgabe 

17th and 18th century: 

• The first 20 Africans brought to America as „servants“. 

• Many thousands of slaves sold to work in the South. 

19th century: 

• Slavery is a keyquestion in the Civil War. 

• Congress forbids slave import, but many people still do it. 

• Slavery declared illegal in the North. 

• The North wins the Civil War and frees als slaves. 

• Blacks are often hindered when trying to vote in the South. 

• „Separate but equal“ facilities for blacks and whites are legal. 

20th century: 

• Supreme Court decides: schools must accept black and white children. 

• Rosa Parks refuses to give her seat in a but to a white man and starts 

protests. 

• Supreme Court decides: seats on buses must be the same for whites 

and blacks. 

• Dr. Martin Luther King leads a civil rights protest march for of 250,000 

people. 

• Laws for equal rights at work and at elections are passed. 

• Blacks are elected mayor in large cities such as Cleveland and New 

York. 

• Dr. Martin Luther King shot dead. 

• First black (seriously possible) candidate for presidency. 

• First black woman senator. 

• First black wins Nobel Prize for Literature.

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