HöHa Materialien Nordrhein-Westfalen · HöHa Materialien Nordrhein-Westfalen Zum neuen Bildungsplan für die Bildungs-gänge der Höheren Berufsfachschule, Bereich: Wirtschaft und

HöHa Materialien Nordrhein-WestfalenZum neuen Bildungsplan für die Bildungs-gänge der Höheren Berufsfachschule, Bereich: Wirtschaft und Verwaltung

Freeway Wirtschaft

Service: Didaktisch-methodische Jahresplanung mit Kopiervorlagen und Lösungen

Neue APO-BK ab 2013/2014

W504017_HoeHa_Mat_NW.indd 1 07.02.2013 10:33:00

Freeway Wirtschaft Nordrhein-Westfalen Didaktisch-methodische Jahresplanung

© Ernst Klett Verlag GmbH, Stuttgart 2013 | Alle Rechte vorbehalten | Von dieser Druckvorlage ist die Vervielfältigung

für den eigenen Unterrichtsgebrauch gestattet

1

VORWORT

Freeway Wirtschaft ist strikt kompetenz-orientiert konzipiert und erfüllt die Vorgaben des Gemeinsamen europäischen Referenzrahmens und des neuen Bildungsplans für die Höhere Handelsschule Nordrhein-Westfalen sowie die aktuellen Prüfungsanforderungen. Freeway Wirtschaft fördert sowohl die schriftliche Rezeption über ein reiches Angebot von Texten als auch das Hörverstehen auf zwei dem Lehrerhandbuch beiliegenden CDs sowie das Hör-Seh-Verstehen u. a. mit Original BBC-Filmen auf der Lehrer-Service-DVD. Mündliche und schriftliche Produktion, Interaktion und Mediation werden von Anfang an systematisch und gestuft gefördert. In der dieser Handreichung beigefügten didaktisch-methodischen Jahresplanung finden Sie eine Übersicht über die sechs vom Bildungsplan NRW geforderten Anforderungssituationen mit einer Zuordnung der jeweiligen Zielformulierungen zu den Inhalten und zu fördernden Kompetenzen in Freeway Wirtschaft. Alle vom Bildungsplan NRW geforderten Anforderungssituationen werden von Freeway Wirtschaft ausführlich abgedeckt. Zu einzelnen Zielformulierungen innerhalb der Anforderungssituationen finden Sie in dieser Handreichung Kopiervorlagen, die das Übungsangebot vervollständigen. Über den Bildungsplan hinaus geben wir in der didaktisch-methodischen Jahresplanung ausführliche Hinweise insbesondere zur Entwicklung der methodischen Kompetenzen der Schülerinnen und Schüler, die neben den sozialen Kompetenzen und dem selbstständigen Arbeiten intensiv gefördert werden. Daneben finden Lehrkräfte umfangreiche Informationen zu Zusatzmaterialien und Aufgaben zur Prüfungsvorbereitung im Schülerbuch, Workbookund Lehrerhandbuch.

Inhalt Didaktisch-methodische Jahresplanung Anforderungssituation 1 Bewerbung S. 3 Anforderungssituation 2 Arbeitsplatz S. 5 Anforderungssituation 3 Produkte und Dienstleistungen S. 8 Anforderungssituation 4 Geschäftskommunikation S. 10 Anforderungssituation 5 Inner- und außerbetriebliche Kommunikation S. 12 Anforderungssituation 6 Konfliktbewältigung S. 14 Kopiervorlagen Übersicht S. K 1 Kopiervorlagen S. K 2 Lösungen zu den Kopiervorlagen S. K 14




2

Anforderungssituation 1

Bewerbung

Absolventinnen und Absolventen stellen sich situations- und adressatengerecht vor und bewältigen komplexe Bewerbungsverfahren für Praktikums-/Ausbildungs-/Arbeitsplätze in deutschen und internationalen Unternehmen. Themen und Ziele

Unit Seiten

Preparing for the world of work: Colleges, placements, work experience ZF 1, ZF 2, ZF 7, ZF 8, ZF 9

1

8-15

Getting a job: Companies, jobs ZF 1 Economic conditions ZF 3 Job offers, applications, interviews ZF 1, ZF 4, ZF 5, ZF6, ZF 7

2A+B Handreichung 2C+D

16-19 H17 20-23

Förderung der sprachlichen Kompetenzen ZF Texte/Materialien Unit Seiten 1 Rezeption - www.thisisme.uk (mdl.+schr.) 1A – CD A1.1 8-9 Lesetexte Why we are here (mdl.+schr.) 1C – CD A1.2 12-13 und A part-time job (mdl.) 1D1 - CD A1.3 14

3 4

Hörtexte MTC – a successful company (mdl.+schr.) Understanding diagrams (schr.) Job offer and application (schr.)

2A – CD A1.4 Handreichung 2C

16-17 H17 20-21

Hör-Seh- Verstehen

Finding the right candidate (mdl.) Job offer “Sports Works” (schr.) Applying for a job placement (Hör-Seh-Verstehen) A job placement at reception (Hör-Seh-Verstehen) A job in the tourist industry (Hör-Seh-Verstehen)

2D1 – CD A1.5 2D3 Video 1 Video 6 Video 4

22 23 168 171 170

2 Produktion Writing a personal blog (schr.) 1Ah 9 7 Writing an e-mail (schr.) 1B5 11 Writing an article (schr.) 1Ce 13 Describing an assistant’s activities (mdl./schr.) 1D2 15

3 5 4

Describing statistics (mdl.+schr.) Comparing economic conditions (mdl.+schr.) Talking about oneself’s qualifications and plans (mdl.) Writing a letter of application and a CV

2A2 Handreichung 2Ce/f 2D3

17 H17 20 23

Interaktion Interviewing a partner (mdl.) 1Ag 9 8

6

Interviewing young people in Britain (mdl.) A job for you? (mdl.) Writing a letter of application and a CV (schr.) Having a job interview (mdl.)

1Cd 2B3 2D3 2D4

13 19 23 23

Mediation Zusammenfassung eines Blogs auf Deutsch Erkundigungen über ein Praktikum Managing situations with an English-speaking guest

1Ae 1B4 WB1/5

9 11 WB14

Managing situations – a job interview WB2/5 WB18




3

Förderung der methodischen Kompetenzen Texte/Materialien Unit Seiten Doing a role

play Doing an interview for an online magazine A job for you?

1Cd 2B3

13 19

Having a job interview 2D4 23 Describing

pictures A part-time job Describing pictures at college

1D1 WB1/6

14 WB15

Describing statistics

The development at MTC MTC – employees and applicants

2A2 WB2/6

17 WB19

Förderung der Verfügung über sprachliche Mittel Texte/Materialien Unit Seiten Wortschatz-

arbeit Words and their definitions Explaining jobs Word web: applying for a job Make or do?

1Af 1Cc 2D2 2A1e

9 13 22 17

Grammatik Present simple and continuous 1B+WB1/1-5 10-11+WB12-15 Past simple/present perfect simple and continuous 2B+WB2/1-5 18-19+WB16-18 Zusätzliche Materialien Texte/Materialien Unit Seiten Skills files Cross-cultural communication

Reading File 2 Files 8-15

178-179 188-195

Writing Files 19-25 201-212 Describing illustrations

Describing diagrams File 26 File 28

212 215-216

Grammar files

Present, past, present perfect Files 16-21 238-242

Klassenarbeit Produktion: Bildbeschreibung LHB-Test1+2 LHB144-145 Rezeption “Working abroad” Produktion: Bewerbung Video lounge Applying for a job placement (Hör-Seh-Verstehen)

A job placement at reception (Hör-Seh-Verstehen) A job in the tourist industry (Hör-Seh-Verstehen)

Video 1 Video 6 Video 4

168 + DVD 171 + DVD 170 + DVD

Prüfungsvorbereitung Texte/Materialien Unit Seiten Youth

unemploy-ment

Rezeption (schr.) – Lost in nowhere land Produktion: Stellungnahme Mediation: Start your career Produktion/Interaktion: Job advertisement/application

20 144-147

New jobs Rezeption (schr.) – A new superstore 21 148-151 Produktion: Summary Mediation: Ein Beruf mit Zukunft Produktion: Analyzing an advertisement Working

abroad Rezeption (schr.) – Crash course in English Rezeption (mdl.) – A worker talking about his work

WB20 CD A2.24

WB70-73

Produktion: Stellungnahme Produktion/Interaktion: Job offer/e-mail




4


Arbeitsplatz

Absolventinnen und Absolventen stellen ein Unternehmen und Tätigkeiten/Erfahrungen aus dem beruflichen Bereich unter Einbezug entsprechender Medien adressaten- und situationsgerecht vor. Themen und Ziele

Unit Seiten

Companies: Business sectors, products, customers ZF 1, ZF 2, ZF 4, ZF 5

Handreichung

H18-20

The world of work (Auswahl und Schwerpunktsetzung möglich): Media in our lives (new media) Social and economic changes

(women’s role, changing working conditions) Ecology and economy Man and technology

(office technology, green technology) The tourist industry (ecotourism, developing an economy) Globalisation and multiculturalism ZF 1, ZF 3, ZF 4, ZF 5

4 5 6 7 8 9

32-39 40-47 48-55 56-63 64-71 72-79

Förderung der sprachlichen Kompetenzen ZF Texte/Materialien Unit Seiten 1 Rezeption -

Lesetexte und Hörtexte zur Auswahl Hör-Seh- Verstehen

A name behind many names (Procter&Gamble – schr.)The Internet – you can’t escape it (mdl.+schr.) Times change – living and working conditions (schr.) The Internet generation (mdl.+schr.) Economic changes (mdl.+schr.) Balancing work and family life – women’s role (mdl.) A better environment for us all (mdl. +schr.) How many air miles are there … (mdl.+schr.) Consuming the world (mdl.) The answer is blowing in the wind (mdl.+schr.) Green technology (mdl.+schr.) The Ecotourism Foundation (mdl.+schr.) What’s globalisation to them? (mdl.+schr.) Bradford – a global town (mdl.+schr.) Keeping trade fair (mdl.) Manufacturing (Vorstellung eines Unternehmens) Ecology and/or economy?

Handreichung 4C – CD A1.10 5A 5C – CD A1.12 5D – CD A1.14 5D – CD A1.13 6A – CD A1.15 6C – CD A1.16 6D – CD A1.17 7A – CD A1.18 7C – CD A1.19 8C – CD A1.22 9A – CD A1.24 9C – CD A1.25 9D – CD A1.26 Video 2 Video 3

H18-20 36-37 40-41 44-45 46-47 46 48-49 52-53 54 56-57 60-61 68-69 72-73 76-77 78-79 168 + DVD 169 + DVD

2

3

Produktion Presenting a company Describing a diagram “Who needs newspapers?” Describing cartoons Describing the problems of a single parent (mdl.) Sustainable schools: Presentation (mdl.) The use of energy/production processes (schr.) Writing a comment (schr.)

Handreichung 4A1 4A1ab + 4D2 + 7D3 +9D1 5D1ef 6D2 7B5 7Cd-f + 9Ag

H18-20 32 32 + 39 + 63 + 78 46 55 59 61 + 73

4 Interaktion Talking about one’s work Discussion about CCTV (mdl.) Discussion about environmental problems (mdl.) Where were things made? (mdl.) Presentation/discussion:Developing an economy (mdl.)Discussion about the pros and cons of globalisation

(schr. + mdl.)

Handreichung 4D3 6B4 7B3 8D4 9Af

H18-20 39 51 59 71 73




5

ZF Texte/Materialien Unit Seiten

5 Mediation Sprachmittlung von Informationen über Unternehmen Managing situations – Chatting: „A new PC“ Bericht über Risiken des Internets Zusammenfassung eines Textes zum Thema „Air

miles“ Brief an die Schulleitung A presentation about wind energy Summary of an article about automation Chat about the future Giving explanations Reporting a documentary Explaining regulations Writing a blog

Handreichung 4B5 4Cg 6Ci 6D2 7Ac 7D4 WB4/5 WB5/5 WB6/4 WB7/5 WB9/4

H18-20 35 36 53 55 57 63 WB26 WB30 WB34 WB38 WB46


play Talking about one’s work Discussion about CCTV (mdl.) Discussion about environmental problems (mdl.) Presentation and discussion – developing an economy

(mdl.) Discussion about the pros and cons of globalisation

(schr. + mdl.)

Handreichung 4D3 6B5 8D4 9Af

H18-20 39 51 71 73

Describing cartoons

Use of the media Surveillance at work/in one’s free time Office technology People on the move Use of the Internet

4A1ab 4D2 7D3 9D1 WB4/6

32 39 63 78 WB27

Anticipating, skimming, scanning

The Internet generation Development of education

5C WB5/6

44 WB31

Working with a dictionary

Ecology and economy 6Cd-g + WB6/5 53 + WB35

Doing a future workshop

Environmental protection 6D2 55

Giving a presentation

Environmental protection 6D2 55

Writing a comment

Advantages and dangers of computers and the InternetGreen technology Modern technology

4Cd-f 7Cf WB7/6

36 61 WB39

Using the computer/ the Internet

Environmental organisations Ideas for a sustainable college Production process Fairtrade products

6A1e 6D2 7B5 9D2f

49 55 59 79


arbeit Synonyms Collocations Definitions Work with a dictionary/paraphrasing Word field: Energy production Explanations and definitions

Handreichung 4Cc 5Af 6Ce-g 7Ae WB5/5

H20 36 41 53 57 30




6

ZF Texte/Materialien Unit Seiten

Grammatik (je nach Bedarf)

Future – will/going to Relative clauses/auxiliaries Reported speech Passive voice Conditional Infinitive and gerund

4B+WB4/1-5 5B+WB5/1-5 6B+WB6/1-4 7B+WB7/1-5 8B+WB8/1-4 9B+WB9/1-4

34-35+WB24-2642-43+WB28-3050-51+WB32-3458-59+WB36-3866-67+WB40-4374-75+WB44-46

Zusätzliche Materialien Texte/Materialien Unit Seiten Skills files Communication

Dictionary Vocabulary Summary Mediation Cartoons/diagrams Group work Presentations Internet research

Files 2-4 Files 10-11 Files 20-21 File 17 File 22 Files 27-28 File 30 File 32 File 31

178-183 190-192 202-203 198-199 204-205 214-216 220-222 224-225 222-224

Grammar files

Auxiliaries-relative clauses Tenses Reported speech Conditionals Passive voice Infinitive/gerund/participle

Files 13-15 Files 18-24 File 26 File 27 File 28 Files 29-31

237-238 240-243 244 245 246 246-247

Klassen-arbeiten (zur Auswahl)

Rezeption (schr.) Social networking and the Internet Produktion: Analyse eines Cartoons Produktion: Arguments pro+con Rezeption (schr.) Costs of throwing away food Produktion: Bildbeschreibung Produktion: Composition – production of food Rezeption (schr.) E-waste Produktion: Bildbeschreibung Produktion: Comment Produktion: Beschreibung eines Diagramms Rezeption (schr.) Why do business in Birmingham? Produktion: Comment Mediation: Moving to Birmingham?

LHB-Test 3+4 LHB-Test 5+6 LHB-Test 7+8 LHB-Test 9+10

LHB146-147 LHB148-149 LHB150-151 LHB 152-153

Video lounge Manufacturing (Hör-Seh-Verstehen) Ecology and/or economy? (Hör-Seh-Verstehen)

Video 2 Video 3

168 + DVD 169 + DVD

Prüfungsvorbereitung Texte/Materialien Unit Seiten Modern

technology

Rezeption (schr.) - Google Produktion: Stellungnahme Produktion: Analyse eines Cartoons Mediation: Roboter

22 152-155

Globalisation and fair trade

Rezeption (schr.) – Fair trade or not? Produktion: Comment Produktion: Beschreibung von Cartoon und Diagramm Mediation: Fairtrade-Kakao

25 164-167

Globalisation Rezeption (schr.) – Shoemaking ends in St. Louis Produktion: Summary + Comment Mediation: Globalisierung Rezeption (mdl.) – Business conversation on the phone

WB23 WB82-85




7


Produkte und Dienstleistungen

Absolventinnen und Absolventen verstehen und verfassen Produkt- und Dienstleistungsbeschreibungen, stellen diese adressatengerecht dar und empfehlen eigene Produkte und Dienstleistungen. Absolventinnen und Absolventen analysieren und erstellen Werbung für Produkte und Dienstleistungen eigenständig. Themen

Unit Seiten

Products for young people/shopping ZF 1, ZF 2 Services ZF 1, ZF 2, ZF 6 Internet shopping/sales talk ZF 2, ZF 5 Advertising ZF 1, ZF 4, ZF 5,

3A+B Handreichung 3C 3D

24-27 H21-23 28-29 30-31

Enquiries ZF 8 Offers ZF 3, ZF4, ZF 5, ZF 6, ZF 7

15 16

104-111 112-119

Die Bearbeitung von Anfragen und Angeboten könnte auch sinnvoll in die Handelskorrespondenz eingebunden werden – siehe Anforderungssituation 4.

Förderung der sprachlichen Kompetenzen ZF Texte/Materialien Unit Seiten 2

3

Rezeption – Lesetexte und Hörtexte

You’re nothing – without the right brands (mdl.+schr.) Shopping advice for young people (mdl.+schr.) Can I help you? (schr.) Radio commercials (mdl.) Internetseiten von Unternehmen (schr.) Schriftliche Anfragen (schr.) Anfrage am Telefon (mdl.)

3A – CD A1.6 3C – CD A1.7 Handreichung 3D1 – CD A1.8 15/1b + 15/4a 15/1b + 16/5a 15/5 – CD A2.13

24-25 28-29 H21-23 30 104-105 + 108 104-105 + 116 110

1 + 5

4

8 4 7

Produktion Erstellen von Informationen über Produkte und Dienst-leistungen und Präsentation (mdl. + schr.)

Einen Text zu Ende schreiben (schr.) Writing an e-mail about a shopping trip (schr.) Writing tips for young consumers about shopping (schr)Creating a flyer (schr.) Creating a TV commercial (mdl.) Describing ways of marketing a product (schr.) Analysing advertisements (mdl.+schr.) Offers Offers (nach deutschen Vorgaben)

3A3 Handreichung 3A2d 3B5 3C1h 3D1g 3D2 3D2c 3D3 16/5a+b 16/5c+d

25 H22 24 27 29 30 30 30 31 116 117

6 Interaktion Describing one’s own services Discussion about a ranking of products Acting out dialogues Role play: A sales talk Discussion: Should advertising be banned? Doing role plays – a sales talk

Handreichung 3A4 3B2 3C2 3D4 WB3/6

H21-23 25 27 29 31 WB23

Mediation Summary of „Shopping advice“ Summary of a commercial Managing situations – helping customers

3C1g 3D1f WB3/5

29 30 WB22




8


play Helping customers on the phone A sales talk (schr.) A sales talk (mdl.) Discussion: Should advertising be banned? (mdl.)

Handreichung WB3/6 3C2 3D4

H21-23 WB23 29 31

Analyzing advertise-ments

An advertisement for a non-profit organization 3D3

31

Using the computer/the Internet

Advertisements on the Internet

3D3g

31

Presentation Presenting one’s own analysis 3D3g 31 Förderung der Verfügung über sprachliche Mittel Texte/Materialien Unit Seiten Wortschatz-

arbeit Word web, collocations, prepositions Paraphrasing

Handreichung 3C1f

H23 29

Grammatik Past simple + continuous, past perfect simple 3B+WB3 26-27+WB20-22 Zusätzliche Materialien Texte/Materialien Unit Seiten Skills files Having a discussion

Describing illustrations and photographs Giving a talk or presentation

File 3 File 26 File 32

180-182 212-214 224-226

Grammar files

Past simple, past continuous Past perfect simple

Files 18-19 File 22

240-241 242

Videos Originalwerbung u. a. auf Youtube Präsentation Phrases: Giving a presentation

Listening to a presentation LHB137 LHB138-140

Kopiervorlage 3Kopiervorl. 4-6

Prüfungsvorbereitung Texte/Materialien Unit Seiten Plastic

money for young people (Dienst-leistungen)

Rezeption (schr.) Cash isn’t cool anymore Produktion: Summary Produktion: Analyse eines Diagramms und eines

Cartoons Mediation: Kreditkarten für junge Leute

23 156-158

Business, transport and ecology (Vermarktung von Produkten, Logistik, Umwelt)

Rezeption (schr.) – Meals on wheels Produktion: Comment Produktion: Analyse von Werbung Produktion: Analyse eines Cartoons Mediation: Planung einer Geschäftsreise

24 160-163

weitere Werbe-anzeigen

Produktion: Analyse von Werbung 21/5 22/4 25/4 WB21/5

151 154 166 WB77

Geschäftskorrespondenz

Anfrage Angebot

21/6 22/6

151 155




9


Geschäftskommunikation

Absolventinnen und Absolventen wickeln umfassende Bereitstellungs- und/oder Beschaffungsprozesse von Waren und Dienstleistungen im beruflichen Kontext ab (ungestörter/gestörter Geschäftsverlauf). Themen und Ziele

Unit Seiten

Enquiries ZF 1, ZF 2 15 104-111 Offers ZF 1, ZF 2

Terms of delivery/Incoterms ZF 4 16 16/2

112-119 113

Orders ZF 1, ZF 2, ZF 3 Terms of payment ZF 4 Comparison of offers ZF 3, ZF 5

17 17/2 Handreichung

120-127 122 H24-26

Complaints ZF 1, ZF 2 18 128-135 Reminders ZF 1, ZF 2 19 136-143 Die Rezeption von Anfragen und die Produktion von Angeboten sind laut Bildungsplan in der

Anforderungssituation 3 gelistet. Enquiries und offers könnten dort schon bearbeitet werden. Die Bearbeitung von Beschwerden im gestörten Geschäftsverlauf ist auch in der Anforderungs-

situation 6 gelistet. Complaints and reminders könnten also auch dort bearbeitet werden. Förderung der sprachlichen Kompetenzen ZF Texte/Materialien Unit Seiten

4

3

Rezeption – Lesetexte und Hörtexte

Website and e-mail (schr.) An enquiry on the telephone (mdl.) An e-mail from China (schr.) Incoterms 2010 (schr.) Zahlungsbedingungen An offer on the telephone (mdl.) An order from Col-Import (schr.) Comparison of offers A trial order on the telephone (mdl.) Two complaints: When things go wrong (schr.) A complaint on the telephone (mdl.) A written reminder (schr.) A reminder on the telephone

15/1 15/5 – CD A2.13 16/1 16/2 WB17/3 16/6 – CD A2.14 17/1 Handreichung 17/5 – CD A2.15 18/1 18/5 – CD A2.16 19/1 19/5 – CD A2.17

104-105 110 112-113 113 WB64 118 120-121 H24-26 126 128-129 134 136-137 142

1 Produktion An enquiry from English prompts An offer from English prompts (schr.) An order by e-mail from English prompts (schr.) Writing complaints from English prompts (schr.) Writing reminders from English prompts (schr.)

15/4b 16/5b 17/4b 18/4a 19/4a+b

108 116 124 132 140

2 Interaktion Reacting to an advertisement (schr.) Making an enquiry on the telephone (mdl.) Reacting to an enquiry (schr.) Making a telephone call: Offer (mdl.) Reacting to an offer (schr.) Ordering on the telephone (mdl.) Making a telephone call: Complaint (mdl.) A complaint on the phone (schr.) Making a telephone call: Reminder (mdl.) A reminder on the phone (schr.)

15/4a 15/6a 16/5a 16/7a 17/4a 17/6a 18/6a WB18/3 19/6a WB19/3

108 110 116 118 124 126 134 WB67 142 WB69

5

Mediation Schriftl. Anfragen nach deutsch. Angaben Telefonische Anfrage nach deutsch. Ang. Angebotsvergleich Schriftl. Angebote nach deutsch. Angaben Telefon. Angebot nach deutsch. Angaben Schriftl. Aufträge nach deutsch. Angaben

15/4c+d+WB15/515/6b Handreichung 16/5c+d+WB16/416/7b 17/4c+d+WB17/5

109 + WB61 110 H24-26 117 + WB63 118 125 + WB65




10

ZF Texte/Materialien Unit Seiten Telef. Auftrag nach deutsch. Angaben Schriftl. Mängelrügen nach deutsch. Angaben Telef. Mängelrüge nach deutsch. Angaben Schriftl. Mahnungen nach deutsch. Angaben Zahlungserinnerung am Telefon nach deutschen Ang.

17/6b 18/4b+c+WB18/418/6b 19/4c+d+WB19/419/6b

126 133 + WB67 134 141 + WB69 142


play An enquiry on the phone An offer on the phone An order on the phone A complaint on the phone A reminder on the phone

15/6b 16/7b 17/6b 18/6b 19/6b

110 118 126 134 142

Creating a word web

Word web: Enquiry Word web: Complaint

15/3a 18/3b

107 131


arbeit Synonyms: Enquiry Word web: Enquiry Synonyms: Offer Crossword puzzle: Offer Incoterms Synonyms: Order Collocations: Order Terms of payment Word web: Complaint Crossword puzzle: Complaint Collocations: Reminder Word families: Reminder

15/1c + WB15/1 15/3a 16/1d + 16/4a WB16/2 16/2 17/3a WB17/1 WB17/3 18/3b WB18/1 19/3b WB19/1

104 + WB60 107 112 + 115 WB62 113 123 WB64 WB64-65 131 WB66 139 WB68

Spelling Spelling commercial terms WB19/2 WB68 Grammatik Passive + active voice 16/4b + 173d +

19/3c 115 + 123 + 139

Zusätzliche Materialien Texte/Materialien Unit Seiten Skills files Formal letters and e-mails

Cross-cultural communication Making phone calls – Formal phone calls

File 23 File 2 Files 5 + 7

206-209 178-179 184-185 + 187

Grammar files

Passive voice File 28 246

Incoterms Anhang 311 Prüfungsvorbereitung Texte/Materialien Unit Seiten Enquiries An enquiry about IT-equipment

An enquiry about promotional products (Hörtext) 21/6 WB21/6 – CD A2.25

151 WB77

Offers An offer for nanorobots An offer for CNC-machinery

22/6 WB23/5

155 85

Orders An order for Irish products An order on the phone (Hörtext)

23/5 WB23/6 – CD A2.27

159 WB85

Complaints A complaint about a hotel stay 24/6 163 Reminders A reminder to Ice and Simple 25/7 167




11


Inner- und außerbetriebliche Kommunikation

Absolventinnen und Absolventen bearbeiten relevante Aspekte der inner- und außerbetrieblichen Kommunikation. Themen

Unit Seiten

Finding a work placement and a hotel room abroad, telephoning and writing e-mails ZF 1, ZF 2, ZF 5, ZF 7

11 88-91

Meeting people, showing people around, finding the way, eating out, small talk ZF 1, ZF 2, ZF 5, ZF 6

12 92-95

Working in an office, answering the telephone, memos, making appointments, writing business letters ZF 1, ZF 2, ZF 5, ZF 6

Preparing and doing a presentation ZF 3 Writing the minutes ZF 4

13 Handreichung Handreichung

96-99 H27 H27

Different countries – different cultures, renting a car, staying at a hotel, tips for a stay in Britain ZF1, ZF 5, ZF6, ZF 7

14 100-103

Förderung der sprachlichen Kompetenzen ZF Texte/Materialien Unit Seiten 1 Rezeption –

Lesetexte und Hörtexte Hör-Seh- Verstehen

An e-mail from a Scottish company (schr.) Finding accommodation (phone call) (mdl.) An e-mail from a friend (schr.) Meeting people (schr.+mdl.) Showing people around (mdl.) Eating out (mdl.) Making conversation (schr.+mdl.) Answering telephone calls in the office (mdl.+schr.) Another business call (mdl.) Making appointments (mdl.) Writing a business letter (schr.) Renting a car (mdl.) At the hotel (mdl.) Ten useful tips for German students (schr.) Working at reception (Hör-Seh-Verstehen)

11/1 11/2 – CD A2.3 11/3 12/1 – CD A2.4 12/2 – CD A2.5 12/4 – CD A2.6 12/5 – CD A2.7 13/1 – CD A2.8 13/2 – CD A2.9 13/3 – CD A2.10 13/4 14/2 – CD A2.11 14/3 – CD A2.12 14/4 Video 6

88-89 90 91 92/93 93 94-95 95 96 97 97 98-99 101 102 103 171 + DVD

2

3 4

Produktion Writing a formal e-mail (schr.) Booking a room by e-mail (schr.) Writing an e-mail to a friend (schr.) Showing the way (mdl.+schr.) Ordering a meal (mdl.) Writing a business letter (schr.) Preparing and doing a presentation, writing the minutes

11/1f 11/2e 11/3c 12/3 + WB 12/3 12/4e 13/4d Handreichung

89 90 91 94 + WB55 94-95 99 H27

5

6

Interaktion Booking a hotel room (mdl.) Giving directions in a company (mdl.) Explaining the menu (mdl.) Ordering a meal (mdl.) Conversations at a party (mdl.) Telephoning at work (mdl.) Taking a call/memo sheet (mdl.+schr.) Renting a car (mdl.)

11/2c 12/2c 12/4b 12/4f 12/5d 13/1d 13/2c 14/2c

90 93 94 95 95 97 97 101




12

ZF Texte/Materialien Unit Seiten 7 Mediation Summary of an e-mail (mdl.)

Übertragung einer Speisekarte (schr.) Summary of a handout (schr.) Übertragung eines Telefongesprächs (schr.)

11/1c 12/4c 14/4 WB14/1

88-89 94 103 WB58


play Booking a hotel room Giving directions in a company Conversations at a party Taking a call/memo sheet Renting a car

11/2c 12/2c 12/5d 13/2c 14/2c

90 93 95 97 101

Describing photos

Scotland/jobs Office jobs Scottish sights

11/1ab 12/1a + 13/1ab 14/1a

88 92 + 96 100

Writing e-mails and letters

Formal e-mails Informal e-mails Business letters

11/1d 11/3 13/4

88-89 91 98-99

Spelling names and numbers

Telephoning 13/1 96-97

Using the Internet

Scotland and the Scottish

11/3d

91


arbeit Phrases used in conversations Colloquial expressions Giving directions Meals and drinks British and American English Phrases used in a presentation

11/2c + 12/1d 11/3bc 12/3 12/4 + WB12/4 14/3 + WB14/2 Handreichung

90 + 93 91 94 94 + WB55 102 + WB59 H27

Spelling Spelling names and numbers 13/1 96-97 Zusätzliche Materialien Texte/Materialien Unit Seiten Skills files Formal letters and e-mails

Personal letters and e-mails Cross-cultural communication Making phone calls – Social calls – Formal phone callsInternet research Describing illustrations and photographs

File 23 File 25 File 2 Files 5-7 File 31 File 26

206-209 211-212 178-179 184-187 222-224 212-214

Video lounge A job placement at reception Video 6 171 + DVD Prüfungsvorbereitung Texte/Materialien Unit Seiten Office work Planung einer Geschäftsreise

Writing an e-mail Business calls (Hörtexte)

24/5 WB20/5 WB21/6 – CD A2.25 WB23/6 – CD A2.27

163 WB73 WB77 WB85




13


Konfliktbewältigung

Absolventinnen und Absolventen kommunizieren und äußern Kritik, Beschwerden und Probleme in umfassenden beruflichen Konfliktsituationen situations- und personenorientiert und reagieren entsprechend. Absolventinnen und Absolventen informieren und beraten bei komplexen Fragestellungen und Problemen. Themen

Unit Seiten

Complaints ZF 1, ZF 2, ZF 3, ZF 4, ZF 5, ZF 7 Reminders ZF 1, ZF 2, ZF 3, ZF 4, ZF 5,

18 19

128-135 136-143

A problem at work ZF 3, ZF 4, ZF 5, ZF 6 Lösungsstrategien in Interaktionsprozessen ZF 3

Handreichung 3A4, 3D4, 4D3, 6D1f, 6D2, 8D4, 10D1de

H28 25, 31, 39, 54, 55, 71, 86

Die Bearbeitung von Mängelrügen und Mahnungen ist laut Bildungsplan auch in der Handlungssituation 4 gelistet und könnte auch dort behandelt werden.

Förderung der sprachlichen Kompetenzen ZF Texte/Materialien Unit Seiten 1 Rezeption –

Lesetexte und Hörtexte

A problem at work (schr.) Two complaints (schr.) A complaint on the telephone (mdl.) A written reminder (schr.) A reminder on the telephone (mdl.)

Handreichung 18/1 18/5 – CD A2.16 19/1 19/5 – CD A2.17

H28 128-129 134 136-137 142

2 7

Produktion Writing complaints from English prompts (schr.) Writing reminders from English prompts (schr.)

18/4a 19/4ab

132 140

4 7

3

Interaktion Finding a solution to a problem A complaint on the telephone (mdl.) A complaint on the phone (schr.) A reminder on the telephone (mdl.) A reminder on the phone (schr.) Explaining the menu Bearbeitung einer telefonischen Beschwerde Bearbeitung einer telefonischen Zahlungserinnerung Lösungsstrategien in Partner- oder Gruppenarbeit zu

verschiedenen Themen der Arbeitswelt

Handreichung 18/6a WB18/3 19/6a WB19/3 12/4b 18/6b 19/6b 3A4, 3D4, 4D3, 6D1f, 6D2, 8D4, 10D1de

H28 134 WB67 142 WB69 94 134 142 25, 31, 39, 54, 55, 71, 86

5 6

Mediation Schriftl. Mängelrügen nach deutsch. Angaben Telef. Mängelrüge nach deutsch. Angaben Schriftl. Mahnungen nach deutsch. Angaben Zahlungserinnerung am Telefon nach deutschen Ang.

18/4b+c+WB18/418/6b 19/4c+d+WB19/419/6b

133 + WB67 134 141 + WB69 142




14


play Solving a problem at the workplace A complaint on the phone A reminder on the phone

Handreichung 18/6b 19/6b

H28 134 142

Creating a word web

Word web: Complaint 18/3b 131

Organisation von Partner- und Gruppenarbeit

Arbeitsplanung, Arbeitsverteilung, Lösungsstrategien, Konfliktbewältigung, Argumentieren, Entscheidungsfindung

Handreichung 3A4, 3D4, 4D3, 6D1f, 6D2, 8D4, 9D2f

H28 25, 31, 39, 54, 55, 71, 79


arbeit Word web: Complaint Crossword puzzle: Complaint Collocations: Reminder Word families: Reminder

18/3b WB18/1 19/3b WB19/1

131 WB66 139 WB68

Zusätzliche Materialien Texte/Materialien Unit Seiten Skills files Formal letters and e-mails

Cross-cultural communication Making phone calls – Formal phone calls Group work and projects – Redemittel für die Gruppenarbeit

File 23 File 2 Files 5 + 7 File 30 File 30

180-182 178-179 184-185 + 187 220-222 221

Group work Role cards Useful discussion phrases Discussion tickets

LHB136 LHB142 LHB143

Kopiervorlage 2Kopiervorlage 8Kopiervorlage 9

Prüfungsvorbereitung Texte/Materialien Unit Seiten Complaints A complaint about a hotel stay 24/6 163 Reminders A reminder to Ice and Simple 25/7 167




K 1

Inhalt Kopiervorlagen • Anforderungssituation 1 – Bewerbung

ZF 3 SuS vergleichen Rahmenbedingungen für berufliche Tätigkeiten im europäischen und

internationalen Kontext Aufgaben: Economic conditions – an international survey K 17 • Anforderungssituation 2 – Arbeitsplatz ZF 1 SuS verstehen komplexe Informationsquellen und werten diese aus ZF 2 SuS stellen ein Unternehmen eigenständig und zusammenhängend dar

ZF 4 SuS tauschen sich unter Berücksichtigung landestypischer Kommunikations- und Höflichkeitsregeln situations-, adressaten- und zielgerecht über Fragen der Arbeitswelt aus

ZF 5 SuS sprachmitteln sachgerecht und eigenverantwortlich Berichte über ein Unternehmen Text und Aufgaben: Companies – “A name behind many names” (Procter&Gamble) K 18 • Anforderungssituation 3 – Produkte und Dienstleistungen ZF 1 SuS verstehen Texte über Produkte und Dienstleistungen ZF 2 SuS erstellen mdl. und schriftl. Informationen über Produkte und Dienstleistungen ZF 6 SuS beschreiben umfassend eigene Dienstleistungen Text und Aufgaben: Call centre services – ”Can I help you?“ K 21 • Anforderungssituation 4 – Geschäftskommunikation ZF3 SuS werten komplexe Angebote aus

ZF5 SuS sprachmitteln eigenständig umfassende Informationen aus verschiedenartigen Materialien zu Unternehmen im Zuge des Angebotsvergleichs (Mediation mdl.+ schr.)

Texte und Aufgaben: Comparison of offers K 24 • Anforderungssituation 5 – Inner-und außerbetriebliche Kommunikation

ZF3 SuS erstellen relevante Unterlagen für eine Besprechung (z. B. Berichte, Statistiken, Diagramme) und präsentieren diese eigenständig

ZF4 SuS erstellen anhand eigener Notizen Protokolle von Besprechungen/Konferenzen Aufgaben: Doing presentations and writing the minutes K 27 • Anforderungssituation 6 – Konfliktbewältigung ZF 1 SuS verstehen eine Problemsituation am Arbeitsplatz ZF 7 SuS stellen eine Problemsituation dar ZF 3 SuS entwickeln Lösungsstrategien von Konflikten ZF 5 SuS stellen das Problem auf Deutsch dar ZF 6 SuS stellen die Lösung des Problems auf Deutsch dar Text und Aufgaben: A problem at work K 28

• Lösungen zu den Kopiervorlagen K 29




K 2


Unit 2 A (Student’s Book – after task 2, page 17)

How are they doing? – An international survey

Development of

consumer prices (in per cent)

July 2012 (2005 = 100)

Development of wages and salaries

(in per cent) 2012/Quarter 2

(2005 = 100)

Unemployment rate(in per cent)

July 2012

Youth unemployment rate – 15 to 24 years –

(in per cent) July 2012-11-22

EU +18.0 +11.8 10.2 22.6

Germany +13.5 +18.8 5.8 8.1

Spain +18.1 –1,3 24.6 53.5

UK +22.5 +3.6 8.0 20.5

Turkey +73.6 +113.9 7.3 15.0

(Source: Eurostat) Tasks: SF 28 Describing diagrams a) Work in groups of five. Each group member analyzes the economic situation in one country or in the European Union. b) Present your results to the other group members. c) Compare the different results in your group and prepare a presentation to your class about the economic

situation in Europe. d) Discuss in class how the different figures vary in Spain and Germany. Discuss possible reasons and

what effects this has on the populations in general and specifically on young people in these countries.

e) How has the economic situation developed since July 2012? Check up-to-date data for the EU and the countries mentioned above and compare them with the data above.

f) A friend of yours living in America is planning to come to Europe in order to live and work here for some

years. Write him/her a letter or e-mail and give him/her advice on where he/she could find reasonable conditions.




K 3


Companies

A name behind many names

Who does not know the brand names Pampers, Ariel or Gillette? They are just a few examples of the wide range of consumer goods on offer all over the world. But what we usually do not know is that all these brands belong to one multinational company: P&G (short for Procter & Gamble). In 2012 P&G celebrated their 175th anniversary and were proud to look back at their commercial history. In 1837 candle maker William Procter and soap maker James Gamble – immigrants from England and Ireland – founded a new company in Cincinnati, USA: Procter and Gamble. When the founders launched their first branded product “Ivory Soap” nobody expected that this was the start of an immensely successful multinational company to become well-known all over the world. In order to meet growing demand the company built new factories all over the USA and soon became an international corporation. With their headquarters still in Cincinnati, P&G are now marketing their products in more than 180 countries. Procter & Gamble products are available in North and Latin America, Europe, the Middle East, Africa, Asia, Australia and New Zealand.Meanwhile, they have acquired several other companies and have become the largest consumer goods company in the world. In 2011/12 Procter & Gamble had a turnover of 83.7 billion dollars. Manufacturing units can be found not only in the United States but also in Europe, Asia, Africa and Australia. P&G have focused their brands on two fields: beauty/grooming and household care. Examples of these are “Head and Shoulders” shampoos or “HUGO BOSS” fragrances on the one hand or “Duracell” batteries, “Swiffer” cleaning tools or “Charmin” toilet paper on the other. Most of these well-known brands have become so-called billion-dollar-brands. Did you know? It is said that the term “soap opera” comes from the early days of commercials when the first radio and TV shows were sponsored by Procter & Gamble – at that time mainly producing soap products. (327 words) Tasks a) Read the text and fill in the diagram on the next page with the information given in the text. You may add

other products that you know or have looked up on the Internet or at home. b) With the help of the diagram describe the company without looking at the text.




K 4

Presenting a company

Name of the company Origin Business fields Brands Sales Manufacturing plants in Customers in Further information given in the text c) Find relevant information about another international company in the consumer goods sector and create

a similar diagram. Present your results in class. d) Work in groups. Imagine you work in the purchasing/sales/marketing department in one of the

companies that you found out about in c). You are staying at a hotel and have just come back from a visit to an important fair. You meet other businesspeople in the hotel restaurant or bar. Introduce yourself to them and exchange information and ideas about the company you work for.

e) Informieren Sie sich über ein lokales oder regionales Unternehmen in Ihrer Nähe, das noch keinen

englischsprachigen Internetauftritt hat. 1. Stellen Sie dieses Unternehmen auf Englisch vor. 2. Gestalten Sie eine englischsprachige Homepage für dieses Unternehmen.




K 5

f) Find synonyms for the following words in the text “A name behind many names“. Fill in the suitable form of the word and the line where you have found it.

g) Complete the following list of regions with countries from the box below (four countries per region).

Word

Synonym in the text

Line

1.

to establish

2.

to put a product on the market

3.

highly

4.

famous

5.

to rise

6.

goods

7.

in the meantime

8.

to buy

9.

to concentrate

1.

Latin America

2.

Africa

3.

the Middle East

4.

Asia

Korea – Chile – Lebanon – Namibia – Bolivia – Cameroon – Japan– Nigeria – Iran – Iraq – Argentine – Saudi Arabia – Brazil– Vietnam – Indonesia – Angola




K 6


Unit 3 A (Student’s Book – after task 4, page 25)

Can I help you?

When an American calls a customer service line, he or she is likely to speak to someone in Manila in the Philippines. Over the last few years the call centre business has been changing radically. In former times most of the business service calls were dealt by call centres in India. Now, the Philippines has overtaken India and about 400,000 Filipinos spend their nights talking to American customers from call centres in the Philippines. American businessmen and women maintain that, although the Philippine call centres are more expensive than their Indian counterparts, they are worth the extra cost because American customers find the agents in Manila easier to understand than the Indian agents who speak a type of British English and use unfamiliar idioms to the Americans. The Filipinos, on the other hand, speak fluent American English which they learn at school from the first grade. The Philippines was, by the way, a former United States colony. Because of this the Philippine culture is largely based on American values and customs – they eat hamburgers, follow the NBA and watch American soaps. Many of the workers at the call centres in the Philippines are like Mike, a 26 year-old agent from Manila, who answers technical support calls from employees of an American chemical company which has plants all over the world. A few years ago Mike started to study engineering at Manila University but left early to go into employment because he had to support his parents and his brothers and sisters. Mike now works in a call centre in a large office block in the eastern part of Manila. The building where he works also houses several leading computer firms and fast food restaurants. Mike is cool and during our interview he was wearing American-style clothes and had the latest fashion trainers on. His accent is more “middle American” than “downtown Manilan”. He says, “I have learnt to speak English in the way our customers like.” Mike earns about $600 a month at the call centre. That is almost double of what the average Filipino earns. The call centre boom has benefited Mike’s country, too. The revenue from outsourcing, which includes things like health insurance processing, animation development, software programming and of course call centres, came to a total of $9 billion last year which is almost 5% of the Philippine gross domestic product. This has also been achieved with the help of the Philippine government which has introduced tax cuts and subsidies to industries and businesses like the call centres. Moreover, market experts expect the Philippines to continue to grow over the next few years. However, on the down side, many companies, including the call centres, are now fighting with higher costs and are losing some of their best workers because of the high domestic inflation rate. Even Mike from the Manilan call centre is getting tired of answering phones and is thinking of getting a different job overseas where he could earn a lot more than in the Philippines. (502 words)




K 7

Tasks: a) Complete the following grids about the Philippines and about call centre worker Mike with information

from the text.

Country the Philippines

Number of employees at call centres

Costs

English

History

Culture

The government’s measures to attract US companies

Difficulties

Name Mike

Age

Place of work

Pay

Reason for leaving university

Clothes

Language

His aim




K 8

b) With the help of your notes give a short report about call centres in the Philippines and/or about Mike,

the call centre worker. c) Which of the things mentioned in the text about the Philippines are “typical American”? Complete the

following word web. d) Match the verbs on the left with suitable nouns on the right – according to the text.

1 d to speak to a engineering 2 to overtake b calls 3 to study c English 4 to go into d customers 5 to answer e tax cuts 6 to speak f parents 7 to support g employment 8 to wear h India 9 to introduce i clothes

e) Fill in the suitable preposition from the box on the right.

Mike learned to speak English (1) _____ school (2) _____ the way the American customers like. He speaks a type (3) _____ American English that callers understand. Because (4) _____ this he got his job some years ago. Most (5) _____ the workers are like Mike. They are well-educated and their education is based (6) _____ American values. (7) _____ the one hand Mike’s pay is OK but (8) ______ the other hand he is getting tired (9) ______ working in a call centre. He is thinking (10) _____ working overseas

f) Collect information about the work of call centres, e.g. on the Internet, and present this information to the

class. g) Role play. Student A works for an international call centre and his/her task is to help callers. Some customers are

having problems with goods or services that they have purchased. Listen to them and try to advise them.

Student B is having a problem with a product or service he/she has just purchased. Decide on a product

or service on your own or choose from the following list.

Mobile phone, camera, TV, Internet connection, clothes, beauty products, holiday trips …

at – of – of – of – of – of – in – on – on – on

“typical American”




K 9


Unit 17 (Student’s Book – before task 4a, page124)

Comparison of offers

Nick Müller has received two offers for running shoes. His boss Ms Springer now wants him to compare the offers, to contrast them clearly in a list and to give a recommendation where to order running shoes for men and women. They require at least 10,000 pairs within the next three months. a) Read the two offers and fill in the list below in German.

b) Analyze the results and give a recommendation in German. Offer 1 From: [email protected] To: [email protected] Subject: Offer Attachments: Catalogue and price-list Dear Mr Mueller We refer to your enquiry and are very glad about your interest in our special offer. At the moment we can offer: men’s running shoes “Fit” at US $8 per pair women’s running shoes “Joy” at US $8 per pair children’s running shoes “Quick” at US $6 per pair The shoes meet European standards and have already been sold in over 50 countries. Delivery can be arranged CFR Rotterdam within two months. Payment has to be made by irrevocable, confirmed letter of credit for first orders and by bank transfer on a regular basis. We can offer a quantity discount of 5% on orders over 50,000 items. Please find our catalogue and price-list for our wide range of products in the attachment. The free samples of our running shoes that you required have already been dispatched. We hope that this offer comes up to your expectations. If you have any further questions, do not hesitate to contact us. We look forward to receiving your order soon. Yours sincerely Adnan Nasution Export department SEA-Eco, Jakarta, Indonesia




K 10

Offer 2 Advertisement in the “Trading Echo”

A new company on the market!!! Sports equipment – whatever you need – we can deliver – at unbeatable prices!!! Try us - you won’t be disappointed! Special introductory offers: Baseball caps from US$1.50 Soccer boots from US$5.95 Men’s running shoes only US$7.95 Women’s running shoes only US$6.95 Sweaters from US$4.95 Good quality! We can grant you an introductory discount of 2% for first orders. Delivery CFR Hamburg within 10 weeks after receipt of order. A down payment of 20% must be effected with order. For more details see our international online catalogue at www.rang-dong.com Please contact: RANG DONG COMPANY LTD 9H An Duong Vuong Street, Ward 12, District 8, Ho Chi Min City 70000 Vietnam Contact person: Mr. Khoa Van Le Telephone: 84-8-8105540 Mobile Phone: 84-903744130 Fax: 84-8-8108408 E-Mail: [email protected]




K 11

Angebot 1

Angebot 2

Unternehmen

Land

Preise

Qualität

Rabatte

Lieferzeit

Lieferbedingungen

Zahlungsbedingungen

Zusatzinformationen

Folgender Lieferant sollte gewählt werden:

Begründung:

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________




K 12


Unit 14 (Student’s Book – after task 4, page 103)

Doing presentations and writing the minutes

When Nick comes back to his company in Cologne he and the other trainees who have been abroad are going to have a meeting with their boss in which they have to report in English about their work experience abroad and the company they worked for. a) Match the following parts of useful phrases for a presentation in order to make meaningful sentences.

1 f Good morning, my a for your attention.

2 Can everybody see the b split into four key areas.

3 My presentation will c an example.

4 My presentation is d projection screen?

5 If you have any questions, e last 15 minutes.

6 Let me give you f name is Nick Müller.

7 I’d like to move on g feel free to interrupt me.

8 Finally, I’d like to h to the next key area.

9 Thank you very much i summarize my ideas.

b) Work in pairs or groups. Prepare Nick’s presentation. Think about the

company he worked for, jobs he did, people he met and other experiences he had abroad. You can find this information in units 11 – 14 in your student’s book. Finish with a recommendation that the exchange programme should be continued and give reasons for your opinion. You can use a presentation program to illustrate your ideas.

Other students may choose different companies abroad and prepare a presentation about them using

information from the Internet or other sources.

c) Present your ideas to your class with the help of your notes or a presentation program.

d) The other students take notes about the presentation.

e) Write the minutes of the presentation with the help of the notes.




K 13


Unit 19 – Ergänzung S. 142 nach Übung 6

A problem at work

At ProMo Ltd, a small British wholesale company, the boss has asked some of his staff to consider doing five hours overtime a week for the next three months as the company has unexpectedly received a lot of commissions from various important firms. To achieve their deadlines the staff will have to consider doing some overtime work. A group of five employees in the sales department have got together to discuss the situation and to come to an agreement. Darren: Well, as you’ve already heard the boss wants us to do some overtime. As I’m your union representative I’ve called this meeting to find out your opinions which I will write down. Then I’ll give the boss an official report on your views. So, what do you think about it? Sheryl: Well, we’ve already decided that we are all prepared to do some overtime, but the question which remains for us is when? Darren: The possibilities which are open to us are: either one hour a day during the week or five hours on Saturday mornings, but we all have to be at work together – so we won’t be able to choose our working times individually. What do you think? Ladies first, Sheryl. Sheryl: Well, personally I would prefer to work on Saturday mornings. As I have two small… (223 words) a) Role play. Work in groups of five. Use the role cards below to continue the discussion. One student

takes the role of Darren who takes down the notes. b) Write a report about the results of the meeting from Darren’s notes. c) Work in pairs. One student plays the role of Darren and the other the role of the boss. They discuss the

results of the meeting with the staff and come to an agreement which they have to justify to the staff. d) Erläutern Sie die Problemsituation und die zustande gekommene Lösung auf Deutsch.

Role card A Sheryl (24) Marital status: single parent Children: two – boy (three years old),

girl (five years old) Hobbies: reading, watching TV Prefers: work on Saturday mornings/her mother

can look after her children/during the week problems to care for her children

Role card B Phil (22) Marital status: single Children: none Hobbies: plays badminton at the weekends Prefers: work during the week but doesn’t like

getting up early

Role card C Daniel (42) Marital status: married Children: two grown-up children Hobbies: watches football at the weekends Prefers: work during the week before normal

work starts/has to look after his elderly sick mother after work/in the mornings a care worker comes in

Role card D Mandy (20) Marital status: single Children: none Hobbies: disco, clubbing Prefers: work during the week after normal

work/at the weekends likes to go out in the evenings/in the mornings during the week has to take her little brother to school




K 14

Lösungen zur Handreichung (1)

Lösungen – Anforderungssituation 1 – Bewerbung Handreichung S. 17 a) – c) Germany’s situation positive (in comparison to the other countries):

lowest inflation rate (13.5% - compared to 2005),lowest unemployment rate, lowest youth unemployment rate, rise in wages and salaries higher than inflation rate

Turkey relatively positive: very high inflation rate (73.6%), but best development of wages and salaries (+113.9%), relatively low unemployment rate, youth unemployment rate second best

UK: growth of wages and salaries much lower than inflation rate, unemployment rate relatively low, rather high youth unemployment rate

Spain: falling wages and salaries, inflation rate average compared to the EU average, unemployment rate – especially youth unemployment rate – very high (24.6%, 53.5%)

EU: prices rose faster than wages and salaries, youth unemployment rate rather high at 22.6% d) Germany’s situation much better – possible reasons: productivity in Germany higher, well-known for

technical products and quality, relatively low rise in wages and salaries in the last ten years, many young adults at colleges

Problems in Spain: recession after bank crisis, high deficit, weak banks, industry not competitive, high unemployment leads to little consumer demand, poor education system

e) je nach wirtschaftlicher Entwicklung Lösungen – Anforderungssituation 2 – Arbeitsplatz Handreichung S. 18/19 a) und b) Name of the company: P&G – Procter & Gamble Origin: 1837, candle maker William Procter and soap maker James Gamble (immigrants) founded the

company in Cincinnate, USA Business fields: beauty/grooming (skin care) and household care Brands – beauty/grooming: Gillette, HUGO BOSS, Head and Shoulders, (Panten, Braun, Tampax, Dolce&Gabbana fragrances, Wella, Always) – household care: Duracell, Pampers, Ariel, Swiffer, Charmin, (Febreze, Dash, Eukanuba) Sales: 83.7 billion dollars Manufacturing plants in all continents Customers in more than 180 countries all over the world Further information: Head offices still in Cincinnati, 175th anniversary in 2012, international corporation,

largest consumer goods company in the world c) – e) Ergebnisse je nach ausgewähltem Unternehmen Handreichung S. 20 f) 1. to establish – to found – line 12 2. to put a product on the market – to launch – line 13 3. highly – immensely – line 15 4. famous – well-known – line 16 5. to rise – to grow – line 17 6. goods – products – line 20 7. in the meantime – meanwhile – line 22 8. to buy – to acquire – line 22 9. to concentrate – to focus – line 26




K 15


Handreichung S. 20 (Fortsetzung) g) Latin America: Chile, Bolivia, Argentine, Brazil Africa: Namibia, Cameroon, Nigeria, Angola the Middle East: Lebanon, Iran, Iraq, Saudi-Arabia Asia: Korea, Japan, Vietnam, Indonesia (Anmerkung: the Middle East wird im engeren Sinne als „Naher Osten“ gesehen, im weiteren Sinne gehören alle arabischen Staaten dazu – im Gegensatz z. B. zu den restlichen asiatischen Staaten) Lösungen – Anforderungssituation 3 – Produkte und Dienstleistungen Handreichung S. 21/22 a) Country: the Philippines Number of employees at call centres:400,000 Costs: more expensive than Indian call centres English: American English History: American colony Culture: American values and customs The government’s measures to attract US companies: tax cuts and subsidies to industries and businesses Difficulties: higher costs, loss of good workers b) Name: Mike Age: 26 Place of work: call centre for an American chemical company Pay: $600 Reason for leaving university: he had to support his parents, brothers and sisters Clothes: American-style clothes, latest fashion trainers Language: middle American accent His aim: to get a job overseas and to earn more than in the Philippines Handreichung S. 23 b) Vortrag unter Verwendung der Notizen (Inhalt siehe Textvorlage) c) “Typical American”: accent, trainers, clothes, fast food, hamburgers, soap (operas), NBA (National

Basketball Association) d) 1d – to speak to customers 2h – to overtake India 3a – to study engineering 4g – to go into employment 5b – to answer calls 6c – to speak English 7f – to support parents 8i – to wear clothes 9e – to introduce tax cuts e) Mike learned to speak English (1) at school (2) in the way the American customers like. He speaks a type (3) of American English that callers understand. Because (4) of this he got his job some years ago. Most (5) of the workers are like Mike. They are well-educated and their education is based (6) on American values. (7) On the one hand Mike’s pay is OK but (8) on the other hand he is getting tired (9) of working in a call centre. He is thinking (10) of working overseas f) und g) Freie Übungen




K 16


Lösungen– Anforderungssituation 4 – Geschäftskommunikation Handreichung S. 24-26 a) Angebot 1 Angebot 2

Unternehmen SEA-Eco RANG DONG COMPANY LTD Land Indonesien Vietnam

Preise US$8 Herren- und Damenlaufschuhe Herrenlaufschuhe US$7.95 Damenlaufschuhe US$6.95

Qualität Europäischer Standard in über 50 Ländern verkauft Muster werden zugesandt

nach eigenen Angaben gute Qualität –Qualität unbekannt

Rabatte 5% bei Aufträgen über 50.000 Stück 2% Einführungsrabatt Lieferzeit 2 Monate 10 Wochen

Lieferbedingungen CFR Rotterdam CFR Hamburg Zahlungsbedingungen bei Erstaufträgen: unwiderrufliches,

bestätigtes Akkreditiv – bei Folgeaufträgen durch Überweisung

Anzahlung von 20% der Rechnungssumme

Zusatzinformationen kostenlose Muster sind unterwegs Katalog und Preisliste in der Anlage

neues Unternehmen Katalog online einsehbar

Folgender Lieferant sollte gewählt werden/Begründung: Der Fall ist so gewählt, dass es kein eindeutiges Ergebnis gibt – beide Anbieter erfüllen das Kriterium der Lieferzeit und haben ähnliche Lieferbedingungen –SEA-Eco fordert etwas höhere Preise, bietet dafür eine etwas höhere Gewähr für angemessene Qualität – RANG DONG ist ein neues Unternehmen, was gewisse Unsicherheiten mit sich bringt, insbesondere im Hinblick auf eine Anzahlung von 20% Lösungen– Anforderungssituation 5 – Inner- und außerbetriebliche Kommunikation Handreichung S. 27 a) 1f – Good morning, my name is Nick Müller. 2d – Can everybody see the projection screen? 3e – My presentation will last 15 minutes. 4b – My presentation is split into four key areas. 5g – If you have any questions, feel free to interrupt me. 6c – Let me give you an example. 7h – I’d like to move on to the next key area. 8i – Finally, I’d like to summarize my ideas. 9a – Thank you very much for your attention. b) – e) Freie Übung Bei der Präsentation des Praktikumsaufenthalts von Nick Müller könnten folgende Punkte aus den Units 11-14 angesprochen warden – entsprechend könnten auch die Arbeitsaufträge verteilt warden: Arbeitsplatz: z. B. Gegenstand des Unternehmens (Großhandel und Vertrieb von „typisch“ schottischen

Produkten), Abteilungen, Umgang mit Kunden, Telefonieren am Arbeitsplatz, Memos, Terminvereinbarungen, Briefe schreiben

Aufenthalt: Hotelsuche, Begrüßung durch Kollegen, Restaurantbesuch, Pub, Ausflüge und Sehenswürdigkeiten, Auto mieten, Hotelaufenthalt in London

Lösungen – Anforderungssituation 6 – Konfliktbewältigung Handreichung S. 28 a) bis d) Freie Übung. Die Rollen sind so gewählt, dass es keine eindeutige Lösung gibt, aber Kolleginnen oder Kollegen mit schwächeren Argumenten im Hinblick auf eine gemeinsame Lösung ihre Positionen überdenken könnten. Es wäre auch eine Lösung denkbar, dass in einem alternierenden Verfahren verschiedene Alternativen zum Tragen kommen könnten.

Freeway Wirtschaft

Kompetenz- und Prüfungsorientiert– von Anfang an kompetenzorientiert– gezielte, strukturierte Förderung der Skills– intensive Vorbereitung aller

Prüfungsformate– umfangreicher Medienpool für Unterricht

und Selbststudium

– Schülerbuch 978-3-12-800031-2 – Workbook mit Lösungsheft

und Audio-CD-ROM 978-3-12-800033-6 – Vocabulary Notebook 978-3-12-800045-9 – Arbeitsmaterial-Paket für Schüler

(800033 + 800045) 978-3-12-800049-7 – Lehrerhandbuch mit 2 Audio-

CDs und DVD-ROM/Video mit Teachers’ toolkit 978-3-12-800032-9

W 504017 (02/2013)Bilder K3: iStockphoto, sharrocks; K6: ShutterStock.com RF, EdBockStock; K10: iStockphoto, Joe Brandt K12: Fotolia LLC, Picture-Factory

Ernst Klett Verlag GmbHPostfach 10 26 45, 70022 StuttgartTelefon 07 11 · 66 72 13 33, Telefax 07 11 · 98 80 90 00 99www.klett.de

W504017_HoeHa_Mat_NW.indd 2 07.02.2013 10:33:34

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HöHa Materialien Nordrhein-Westfalen · HöHa Materialien Nordrhein-Westfalen Zum neuen Bildungsplan für die Bildungs-gänge der Höheren Berufsfachschule, Bereich: Wirtschaft und