way2go! 5, Band für Lehrerinnen und Lehrer

39 READING (MC) Lösungen: 1 A, 2 B, 3 D, 4 C, 5 C 1 LANGUAGE IN USE (BGF) Lösungen: 1 M, 2 N, 3 H, 4 C, 5 B, 6 E, 7 L, 8 I, 9 G, 10 O, 11 F, 12 D 2 Progress check 03 Mögliche Antworten: 1 Flawed people have to use separate seats on the bus; they aren’t allowed to gather in a group of three or more; bus seats for Flawed are bright red and face the regular passengers so that everybody can easily recognise them; Flawed people are stigmatised by a bright red F branded on visible body parts (e.g. face, arm, …). 2 Antworten der Schüler/innen 3 Red is used as an alarm symbol, for example in traffic lights; a symbol for anger and hatred; it is associated with blood, fire and burning; it is used rather negatively, often as a sign of danger; In the story the colour red is used for making the Flawed especially visible, as it is a bright colour, but also to symbolise danger, as the Flawed are considered a danger to society. Mögliche Antworten: 1 She expects them to help the old Flawed man, and possibly provide him with medical assistance. 2 The Whistleblowers have actually come to arrest Celestine, probably for helping the Flawed man. 3 Short sentences are used to represent the way humans have to think quickly in critical situations. It is supposed to show the reader that Celestine is stressed out about the ongoing events. It also makes the scene more thrilling for the reader as the pace is fast. 4 Whistleblower: A person who talks to governmental authorities or the press about illegal activities even though they are meant to be kept secret; an informer. 5 When following the law would result in another person being harmed, when following your beliefs would be the more moral and ethical thing to do, etc. 1 2 Anmerkungen: 1 Pupils should try to keep the structure of the text similar, using dialogue and short sentences when writing what happens next to Celestine. If they decide to continue the story at a later point in time, they could write in a more relaxed and reflective style. 2 Pupils should write in the style of a reporter interviewing eye witnesses on the bus. They could be a TV reporter or a police interviewer, gathering witness statements. The passengers would most likely be shocked and angry about what Celestine did and express their disapproval. Students should write the interviews in the form of a script or as a news report including quotes from passengers. 3 Pupils can choose either to criticise or support Celestine for her actions. They may criticise her for breaking the rules and aiding a Flawed person, telling her that she deserves to be punished. They may write giving their support, having realised that she was right to show compassion for the man by trying to help him. These writers may decide to remain anonymous for safety. 4 Pupils should be encouraged to bring a variety of magazine pictures to make a poster. They should look for pictures which symbolise the ideas from the story and could focus on images with the colour red. They should find a red letter F to add to the poster. Pupils could divide the poster in two, with one ‘unflawed’ side and one ‘flawed’ side, with relevant images on each side, e.g. the unflawed side showing people ignoring or keeping their distance from the Flawed people and the flawed side showing people interacting with and aiding the Flawed. Naturally, they should discuss what such actions would really mean for our society. Alternatively, they could make a poster showing how people in our society assist one another and show compassion. 3 Literature along the way Nur zu Prüfzwecken – Eigentum des Verlags öbv