5b Raumberg-Gumpenstein students´ blog: 2015

Stoff für die Schularbeit

Täglich Error File üben:
http://raumbergerrorfile.blogspot.co.at/
(Bitte ausdrucken - dürft ihr auch bei der Schularbeit verwenden!
Achtung: OLDER POSTS!!!)

Grammatik:
Hier gibt es Übungen und Erklärungen: täglich üben!
http://www.englisch-hilfen.de/inhalt_grammar.htm
Sheets: aSaPoa & Tenses (dürft ihr bei der Schularbeit verwenden)
BUCH: Good, Peter, Perfect: page: 94-99
SHORT CARD

Gerund (ing) or infinitive

I stopped ……
You are really good at….
I like to …
I gave up…

Tenses (translate)

Ich gehe in Raumberg in die Schule.

………………………………………………………………………………………………………………………………………………….

Anruf: Ich kann nicht lange mit dir sprechen.
Ich gehe gerade in die Schule.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Ich will vielleicht einmal Filmstar werden.

………………………………………………………………………………………………………………………………………………….

Vorgestern bin ich laufen gewesen. Gestern in der Schule war ich recht müde. Heute bin ich wieder fit. Morgen werde ich wieder laufen gehen.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Es hat die ganze Nacht geregnet.

Die Straße ist noch ganz nass.

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Do the job of your teacher

I visit school.
I have red hairs.
My hole family is nice.
Give me some informations about my troubles.
In Austria it gives many farms.
I live by Klagenfurt.

Indirect speech

Sebastian: “I like football”

Sebastian says that…………………………………………………………………

Sebastian said that………………………………………………………………….

Iris: “Yesterday I went to the lake”
Iris says that……………………………………………………………………………
Iris said that……………………………………………………………………………..

5. Adjective/adverb

She sings (beautiful) ……………………………………. .
She smells (beautiful) …………………………………… .
He works (hard)……………………………………………. .

Comparison

Peter ist größer als Mike.

…………………………………………………………………………………………………………………………………………

Franz ist gleich groß wie Michael.

…………………………………………………………………………………………………………………………………………

Mathematik ist interessanter als Englisch.

…………………………………………………………………………………………………………………………………………

Plural

car /…………………………; man / …………………………; tooth / ……………………………; hero / …………………………; leaf /……………………….;watch / ……………………….; piano /…………………..

Prepositions

über den Fluss schwimmen ………………………………………………………………………………………………

aus dem Haus herausgehen ………………………………………………………………………………………………

ins Haus hineingehen ………………………………………………………………………………………………………….

Gerund (ing) or infinitive

I stopped ……
You are really good at….
I like to …
I gave up…

Tenses (translate)

Ich gehe in Raumberg in die Schule.

………………………………………………………………………………………………………………………………………………….

Anruf: Ich kann nicht lange mit dir sprechen.
Ich gehe gerade in die Schule.

Ich will vielleicht einmal Filmstar werden.

………………………………………………………………………………………………………………………………………………….

Vorgestern bin ich laufen gewesen. Gestern in der Schule war ich recht müde. Heute bin ich wieder fit. Morgen werde ich wieder laufen gehen.

Es hat die ganze Nacht geregnet.

Die Straße ist noch ganz nass.

Do the job of your teacher

I visit school.
I have red hairs.
My hole family is nice.
Give me some informations about my troubles.
In Austria it gives many farms.
I live by Klagenfurt.

Indirect speech

Sebastian: “I like football”

Sebastian says that…………………………………………………………………

Sebastian said that………………………………………………………………….

Iris: “Yesterday I went to the lake”
Iris says that……………………………………………………………………………
Iris said that……………………………………………………………………………..

5. Adjective/adverb

She sings (beautiful) ……………………………………. .
She smells (beautiful) …………………………………… .
He works (hard)……………………………………………. .

Comparison

Peter ist größer als Mike.

…………………………………………………………………………………………………………………………………………

Franz ist gleich groß wie Michael.

…………………………………………………………………………………………………………………………………………

Mathematik ist interessanter als Englisch.

…………………………………………………………………………………………………………………………………………

Plural

Prepositions

über den Fluss schwimmen ………………………………………………………………………………………………

aus dem Haus herausgehen ………………………………………………………………………………………………

ins Haus hineingehen ………………………………………………………………………………………………………….

Absätze (Paragraphs) machen - eine Zeile freilassen!
http://www.wikihow.com/Write-a-Paragraph

Use linking words (dürft ihr auch bei der Schularbeit verwenden)

http://library.bcu.ac.uk/learner/writingguides/1.33.htm

Happiness and Stress/Types of Stress

http://raumberg1b.blogspot.co.at/2015/12/happiness-and-stress.html

Waiting for Godot

http://raumberg1b.blogspot.co.at/2015/10/httpen.html

Grundwortschatz:

Page: 9-52

Happiness and Stress

Listening Comprehension:

https://www.youtube.com/watch?v=KHEPebGnahA

Types of Stress - Some Good, Some Bad

Did you know that some types of stress can be good for you? That's right! Some forms of stress can be good for you, but other types of stress disorders can cause major health problems and even be life threatening. Stress is a natural function of the body, but understanding the different types of stress, such as distress and eustress, helps you to better understand how to deal with the stress you find in your life.

Types of Stress

So, what are the major types of stress? While there are many subcategories of stress that are being treated today, the major types of stress can be broken down into those different categories: Eustress, Hyperstress, Hypostress, Distress and Acute Stress.

Eustress

Eustress is one of the helpful types of stress. What is the definition for eustress? It is the type of stress you experience right before you have the need to exert physical force. Eustress prepares the muscles, heart, and mind for the strength needed for whatever is about to occur.Eustress can also apply to creative endeavors. When a person needs to have some extra energy or creativity, eustress kicks in to bring them the inspiration they need. An athlete will experience the strength that comes form eustress right before they play a big game or enter a big competition. Because of the eustress, they immediately receive the strength that they need to perform. When the body enters the fight or flight response, it will experience eustress. The eustress prepares the body to fight with or flee from an imposing danger. This type of stress will cause the blood to pump to the major muscle groups, and will increase the heart rate and blood pressure to increase. If the event or danger passes, the body will eventually return to its normal state.

_____

Hyperstress

Hyperstress comes from being overwhelmed with workloads or something similar. Individuals who have hyperstress may snap back at you for the littlest reason.

_____

Hypostress

If you don´t feel challanged and you find several things boring, you are experiencing Hypostress.

_____
Distress
Distress is one of the negative types of stress. This is one of the types of stress that the mind and body undergoes when the normal routine is constantly adjusted and altered. The mind is not comfortable with this routine, and craves the familiarity of a common routine. There are actually two types of distress: acute stress and chronic stress.

_____
Acute Stress
Acute stress is the type of stress that comes immediately with a change of routine. It is an intense type of stress, but it passes quickly. Acute stress is the body's way of getting a person to stand up and take inventory of what is going on, to make sure that everything is OK

Source:
http://www.psychologycampus.com/teens-children/stress.html

Teenagers, like adults, may experience stress everyday and can benefit from learning stress management skills. Most teens experience more stress when they perceive a situation as dangerous, difficult, or painful and they do not have the resources to cope.
Some sources of stress for teens might include:
* school demands and frustrations
* negative thoughts and feelings about themselves
* changes in their bodies

* problems with friends and/or peers at school

* unsafe living environment/neighborhood

* separation or divorce of parents

* chronic illness or severe problems in the family

* death of a loved one

* moving or changing schools

* taking on too many activities or having too high expectations

* family financial problems

Some teens become overloaded with stress. When it happens, inadequately managed stress can lead to anxiety, withdrawal, aggression, physical illness, or poor coping skills such as drug and/or alcohol use.

When we perceive a situation as difficult or painful, changes occur in our minds and bodies to prepare us to respond to danger. This "fight, flight, or freeze" response includes faster heart and breathing rate, increased blood to muscles of arms and legs, cold or clammy hands and feet, upset stomach and/or a sense of dread.

The same mechanism that turns on the stress response can turn it off. As soon as we decide that a situation is no longer dangerous, changes can occur in our minds and bodies to help us relax and calm down. This "relaxation response" includes decreased heart and breathing rate and a sense of well being. Teens that develop a "relaxation response" and other stress management skills feel less helpless and have more choices when responding to stress.

Teens can decrease stress with the following behaviors and techniques:

* Exercise and eat regularly – take care what you eat!
* Avoid excess caffeine intake which can increase feelings of anxiety and agitation
* Avoid illegal drugs, alcohol and tobacco
* Learn relaxation exercises (abdominal breathing and muscle relaxation techniques)
* Develop assertiveness training skills. For example, state feelings in polite firm and not overly aggressive or passive ways: ("I feel angry when you yell at me" "Please stop yelling.")
* Rehearse and practice situations which cause stress. One example is taking a speech class if talking in front of a class makes you anxious
* Learn practical coping skills. For example, break a large task into smaller, more attainable tasks

* Decrease negative self talk: challenge negative thoughts about yourself with alternative neutral or positive thoughts. "My life will never get better" can be transformed into "I may feel hopeless now, but my life will probably get better if I work at it and get some help"

* Learn to feel good about doing a competent or "good enough" job rather than demanding perfection from yourself and others

* Take a break from stressful situations. Activities like listening to music, talking to a friend, drawing, writing, or spending time with a pet can reduce stress

* Build a network of friends who help you cope in a positive way

By using these and other techniques, teenagers can begin to manage stress. If a teen talks about or shows signs of being overly stressed, a consultation with a child and adolescent psychiatrist or qualified mental health professional may be helpful.

Source:

http://www.stressfocus.com/stress_focus_article/types-of-stress.htm

ORAL TASK:

Take a look at the global Map of World Happiness. Why are people in some parts of the world very happy? Is happiness the same a wealth? Does money really make happy?

As a senior student at our school you advise the younger students how to cope with stress at school, at home, with your first love, etc. Also explain the term: work-life balance!

What is your personal strategy to fight stress? Do we always try to make the best out of every day, like we are told in the film Dead Poet’s Society (Carpe Diem)? How to seize the day?

Environmental Protection/ The Simpsons

http://www.theguardian.com/film/2007/jul/24/animation.family

Oral TASK:

How would you characterise the Simpsons family? Give a short plot outline of “The Simpsons – Movie”. Why is it a film about environmental protection? What is largely criticised in this cartoon series?

You are a member of GREENPEACE http://www.greenpeace.org and you want to convince a good friend to join the organisation to fight against environmental pollution. Which arguments can you give?

In your opinion, are we sometimes as careless as the Simpsons family? What can everybody do, to make our world a better place to live?

Waiting for Godot

http://en.wikipedia.org/wiki/Waiting_for_Godot

This page will be of great help to you!!!

http://www.sparknotes.com/lit/godot/

To check out words use: (also available as mobile app on your smart phone)
http://www.dict.cc/
http://www.linguee.de/

Context:

Samuel Beckett was born in Dublin in 1906. He befriended the famous Irish novelist James Joyce, and his first published work was an essay on Joyce. In 1951 and 1953, Beckett wrote his most famous novels, the trilogy Molloy, Malone Dies,and The Unnameable.

Waiting for Godot, Beckett's first play, was written originally in French in 1948 (Beckett subsequently translated the play into English himself). It premiered at a tiny theater in Paris in 1953. This play began Beckett's association with theTheatre of the Absurd, which influenced later playwrights like Harold Pinter and Tom Stoppard.

The most famous of Beckett's subsequent plays include Endgame (1958) andKrapp's Last Tape (1959). He also wrote several even more experimental plays, like Breath (1969), a thirty-second play. Beckett was awarded the Nobel Prize in 1969 and died in 1989 in Paris.

Summary:

Two men, Vladimir and Estragon, meet near a tree. They converse on various topics and reveal that they are waiting there for a man named Godot. While they wait, two other men enter. Pozzo is on his way to the market to sell his slave, Lucky. He pauses for a while to converse with Vladimir and Estragon. Lucky entertains them by dancing and thinking, and Pozzo and Lucky leave.

After Pozzo and Lucky leave, a boy enters and tells Vladimir that he is a messenger from Godot. He tells Vladimir that Godot will not be coming tonight, but that he will surely come tomorrow. Vladimir asks him some questions about Godot and the boy departs. After his departure, Vladimir and Estragon decide to leave, but they do not move as the curtain falls.

The next night, Vladimir and Estragon again meet near the tree to wait for Godot. Lucky and Pozzo enter again, but this time Pozzo is blind and Lucky is dumb. Pozzo does not remember meeting the two men the night before. They leave and Vladimir and Estragon continue to wait.

Shortly after, the boy enters and once again tells Vladimir that Godot will not be coming. He insists that he did not speak to Vladimir yesterday. After he leaves, Estragon and Vladimir decide to leave, but again they do not move as the curtain falls, ending the play.

http://www.sparknotes.com/lit/godot/characters.html

http://www.sparknotes.com/lit/godot/section1.rhtml

etc.

HOMEWORK/TASK:

Write an article/interpretation on this famous play by Samuel Beckett for our
"Raumberg School Magazine":

Minimum 250 words.

Make paragraphs/ Absätze (Zeile freilassen)!!!

DEADLINE: 13. 11.

Take a closer look at our Error File:

http://raumbergerrorfile.blogspot.com

Don´t make mistakes we have already dealt with!

You could also ask a friend to look through your text before you post it!

Doing your homework on time is an integral part of your final assessment!!!

Give your very best!

There are some thoughts which could help you:

Give a short plot outline of this famous play and take a closer look at the beginning. Why is it so typical of the Theatre of the Absurd? When you think about the time this play was written – why is there no happy ending?

What is the meaning of this play? What could Estragon and Vladimir do to improve their situation. What did Beckett want to tell us for our lives?

What does this play mean to you?

In your opinion, what can be done do make the best out of your life?

How can you really seize the day (Carpe Diem)?

What can you do about STRESS?

How can we achieve work-life balance?

______________________________________

All the best and

CARPE DIEM/SEIZE THE DAY

Yours,

Post your texts (uncluding your name) here: