Driving Forces Module 3: What Affects Safe Driving?

Transcription

Gesamtverband der Deutschen Versicherungswirtschaft e. V.
Driving Forces
Ein bilinguales Projekt zu dem Thema
„Jugendliche und Mobilität im Straßenverkehr“
Module 3:
What Affects Safe Driving?
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Module 3: What Affects Safe Driving?
Didaktisch-Methodische und inhaltliche Hinweise zu den Materialien
Gegenstand des Moduls: Faktoren – vor allem sozialer Art –, die die Sicherheit im Straßenverkehr beeinträchtigen.
Ziel: Erkennen des Einflusses des sozialen Umfeldes auf Verhalten im Straßenverkehr.
Übungen und Übungsformen:
Exercise 10- 15: Things People Said: Interview Transcripts
Ex 10 – Journey Planning
Ex 11 – Passenger Influence
Ex 12 – Effects of Mood and Tiredness
Ex 13 – Music Effects
Ex 14 – Alcohol Effect
Ex 15 – Definition of a ‘Good’ Driver
Text analysis, discussion, role play (see the alternatives in exercise 3)
(Arbeitsblätter mit Arbeitsanweisungen)
Exercise 16: What Might Be Done About the Driving Behaviour of Unsafe Drivers?
Discussion, Table Completion (Arbeitsblatt mit Fragen/Vorschlägen)
Exercise 17: Analysing Advertisements and Commercials1
Analysis of advertisements, general discussion
(Arbeitsblatt mit Arbeitsanweisungen)
Exercise 18: Creating an Advertisement or a Commercial
Creative work: poster, collage, video
A: advertisement: individual work; B: video: group work
(Arbeitsblatt mit Arbeitsanweisungen)
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Literaturhinweis:
Das Heft "Advertising" der Zeitschrift Englisch betrifft uns, Nr.3, 2004; darin:
Monika Bemicker, Anti-Ads, S. 1 – 4; Die Autorin regt dazu an, Schüler/innen Anti-Werbeanzeigen zu interpretieren und selbst satirische/kritische Anti-Ads herstellen zu lassen; Die Anregungen hinsichtlich der zu
befolgenden Steps in ex 18 folgen diesem Artikel; empfohlene Website: https://www.adbusters.org/
Paul Davenport, Warning: This Advertising Can Be Deadly, S. 5 – 12; In diesem Artikel geht es um Zigaretten
werbung.
Franz Schlosser,"Struwwel-Ads“ – A Creative Approach to Dealing with Adverts, S. 13 - 17; Dieser Artikel enthält Hinweise auf Hilfsmittel bei der Analyse und Interpretation von Werbung:
- constituent elements of ads: headline, body copy, illustration
- tactics which admen use to increase the attractiveness of their products: choice of brand name, choice
of words (frequent use of comparatives not followed by ”than” + noun, superlatives, bombastic-sounding
words, lexical ambiguities, puns), recommendation of the product by a VIP (testimonial)
- advertising techniques: propaganda (the quality and advantages of a product are emphasized), deception
(the defects of a product are withheld from the potential customers), compulsion (people are more or less
”forced” into buying an article).
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Comments on Exercises 10 - 15: What People Said
(Reference: Driving Forces, from page 56)
Exercise 10: Journey Planning
Mick is always late because he does not plan his journeys. He could look up destinations in a road atlas prior to his
journey. This would make the journey less dangerous, he would be in a better mood since he would be less likely to get
lost, he would use less petrol and he would not be late so often
Exercise 11: Passenger Influence
Ray is affected by passengers, particularly peer group pressures. A passenger who pointed out to Ray how stupid it is
to drive unsafely and to be influenced by passengers may have a positive (if only temporary) effect on Ray’s driving.
Ray probably drives safely with his parents and his girlfriend’s parents.
More general passenger effects are covered by the following questions:
Why do some people drive differently dependent on the type of passenger in the car?
Are they trying to impress?
Are they trying to drive in a style that they think the passenger would approve of?
Are they just put off by the passenger’s presence and do not concentrate as much?
Are they trying to project a certain image of themselves?
Are there any other activities which are affected by people watching? (For example, at major sports events run-
ners tend to run faster when competing against each other than just the clock.)
Exercise 12: Effects of Mood and Tiredness
The most dangerous time to be affected is at night-time, especially when the pubs have closed. Recognition by drivers that mood affects their driving may help, as would the ability to analyse the situation and realise the futility and
stupidity of it. Again, passengers could help here to relax the driver who is annoyed or frustrated and is getting angry.
Relaxing music here may actually help calm the situation.
Exercise 13: Music Effects
‘Optimal arousal’ theory: There is an optimum level of arousal for the performance of any task, including driving.
When performing a simple task it may be advantageous to have additional stimulation such as background music or
chat to keep your concentration. However, when performing a difficult, complex task, it is best not to have any additional input which will adversely affect concentration. For example, many drivers find that on quiet motorways it helps
to listen to a radio, whereas they may switch it off when entering busy town traffic where they need to concentrate
more. Do people find listening to a radio affects other tasks that they are performing (e.g. revising or homework)?
Exercise 14: Alcohol Effects
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Exercise 15: Definition of a "Good" Driver
Overestimation of own abilities:
In comparisons between self and others within a particular group, a significant majority of people rate themselves
better at particular tasks than other members of the group. This is particularly true if skilled performance of the task
is highly valued, as is the case with driving. It has consistently been shown that 70 - 80 % of drivers rate themselves as
better drivers than the "average" driver. This optimistic and unrealistic estimation of one's driving ability may lead to
greater risk taking on the road than is wise for all driver groups but particularly the younger driver groups.
There is no real objective way of measuring the safety of drivers. A driver may not have any accidents but may cause
some for others. Even people who do have a number of accidents often blame the other party for any accident that
occurrs..
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Exercise 10 – Journey Planning
Mick:
I was late for this soccer match, me and my mates play for a local team, it was "away from home" and we got lost1. I drove
round and round trying to find it. I was getting so angry and driving faster and faster. lt was so frustrating and my mates
2
were really fed up with me.
I always leave at the last possible3 moment and then if I get caught in traffic4 I get really het up5, l‘m often late and in
a bad mood6 by the time I get there. Because I usually leave late I rarely7 look at maps beforehand8 of where l‘m going. I
leave the Road Atlas open on the right page on the front passenger seat9 and grab it when I can, at traffic lights10 or in
queues of traffic11.
Why is Mick often late?
What could he do to alter12 this?
What other benefits13 might this bring?
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to get lost – sich verfahren
to be fed up with – satt haben, ‚dieNase voll haben’
possible – möglich
to get caught in traffic – wörtlich: im Verkehr gefangen
sein; sinngemäß: im Verkehr in Schwierigkeiten geraten
I get het up – sinngemäß: ich rege mich auf
bad mood – schlechte Laune
rarely – selten
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beforehand – vorher
passenger seat – Beifahrersitz
traffic lights – Verkehrsampeln
queues of traffic – Autoschlangen; bei stehendem Verkehr
to alter – verändern
benefit – Vorteil, Nutzen
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Exercise 11 – Passenger Influence
Ray:
I used to be really easily influenced2. We'd all go out and mess about3. We‘d go up to this quiet car park and mess about,
try handbrake turns4 , that sort of thing. There were a few bends5 and roads where we had personal best speeds6 which
we always tried to break. They‘d encourage7 you to test out the car and try and reach your limit. We’d only do it where it
was "safe" to do it, on quiet8 roads when there was little traffic around. I‘d drive faster than what I should, do silly9 things,
it would be sort of funny, hopefully10 they‘d laugh and encourage me unless11 they got really scared12. They‘d wind down13
the windows and shout at people. lt‘s stupid really. I remember once driving straight across this bridge when I couldn‘t see
if a car was coming the other way with my mates cheering me on14 . That was pretty scary15 actually. When your mates16
are there you want to show you‘re a good driver, able to handle the car at speed17.
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I used to be really easily influenced – Ich war wirklich
beeinflussbar
We’d = We would – sinngemäß: die Gewohnheit haben
to mess about – sich herumtreiben
handbrake turns – Kehrtwende mittels der Handbremse
bend – Kurve
personal best speed – persönlicher Geschwindigkeitsrekord
to encourage – ermutigen, anstacheln
quiet – ruhig
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silly – albern, verrückt
hopefully – darauf hoffend
unless – außer wenn
to get scared – Angst bekommen
to wind down – herunterdrehen
to cheer s.o. on – j-n anfeuern
scary – angstmachend
mate – Kumpel
at speed – bei hoher Geschwindigkeit
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lt affects everyone1 to some degree2 even if they don‘t notice3 it. Maybe I‘ve matured4 in the last I8 months, generally5
settled down6 . l‘ve got a lot of responsibilities7 now, with buying a place8; I can‘t afford 9 to be silly and smash up10 my
car and pay for lt. I go around with my fiancee11 more, so l‘m not out12 to impress13 or anything. I don‘t drive fast now
because we have been going out for a long time, so I don‘t need to show off 14 so often. With my fiancee l‘m definitely15
safer, because I know she is a nervous passenger.
Questions and Assignments:
What affects Ray's driving?
How might you encourage Ray to drive safely if you were a passenger? What might you say?
How do you think Ray would drive with his father? His mother? A stranger?
Why would he drive that way?
Why does Ray alter his driving style at different times?
How do you think he would drive with his girlfriend’s parents? Why?
Do you think his girlfriend drives the same? Why/why not?
Why has Ray‘s driving changed?
Are there any other actions/activities that are affected by the presence of other people?
Do you act differently depending on the company?
Do you act the same in class with friends as with your parents?
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It affects everyone – Das beeinflusst jeden
to some degree – bis zu einem gewissen Grade
to notice – bemerken
to mature – reifen
generally – ganz allgemein
to settle down – wörtlich: sich niederlassen;
sinngemäß: zur Ruhe kommen
responsibility - Verantwortlichkeit
place – hier: Haus
I can’t afford – Ich kann es mir nicht leisten
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to smash up – hier: zu Schrott fahren
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fiancee – Verlobte
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I’m not out – Ich bin nicht darauf aus ...
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to impress - beeindrucken
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to show off – angeben
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definitely – mit Sicherheit, gewiss
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Exercise 12 – Effects of Mood and Tiredness
Chris:
If I’m angry, I’ll go faster and take my anger out1 on that. I cut people up2, drive pretty3 badly and don’t really worry4 . My
mood definitely5 affects6 my driving. When I’m angry I’m very risky, I go quicker through the gears7, brake8 later, swear9 a
lot at other drivers. If I was tired I would wind down10 the window, turn the radio up to try to stay awake11 . I used to drive
faster and faster to get my adrenalin going12 in order to stay awake. One night however I fell asleep at the wheel13 on
the motorway, hit the central reservation14 , ended upside down15 in a ditch16 , almost17 killed myself. I was stupid but you
don’t think it will happen until it’s too late. Other drivers annoy18 me, it affects me quite a lot, I hate it on the motorway
when someone is sitting in the middle lane19 doing 70 mph, I’d overtake20 them on the inside21 to prove a point22. If I’m
wound23 up I do tend24 to drive a bit faster, if there’s a gap25 I’ll go through it, I tend not to give way26 much. I’ve done it a
few times on the motorway, they’ll overtake you and you think, ’I’m not having this’27 and you’ll overtake them and they’ll
do the same. I hate losing28 .
What affects Chris‘s driving?
When is the most dangerous time to be influenced by such factors?
What things could be done to alleviate29 these factors? (Share driving, take breaks, recognise danger)
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to take it out on s. o. – seinen Zorn an jmd. auslassen
to cut up – hier: heruntermachen
pretty – ziemlich
to worry – sich Gedanken machen
definitely – zweifellos
to affect – beeinträchtigen
gear – Gang
to brake – bremsen
to swear – fluchen
to wind down – herunterdrehen
to stay awake – wach bleiben
to get my adrenalin going – um mein Adrenalin in
Gang zu bringen
wheel – Steuerrad
central reservation – Grünstreifen
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upside down – verkehrt herum
ditch – Graben
almost – fast
to annoy – ärgern, stören
lane – Fahrspur
to overtake – überholen
on the inside – d.h. in GB: links
to prove a point – zeigen, dass man Recht hat
to be wound up – angespannt sein
to tend – dazu neigen
gap – Lücke
to give way – nachgeben
I’m not having this – “nicht mit mir!”
to lose – verlieren
to alleviate – (ver)mindern
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Exercise 13 – Music Effects
lan:
Some good music, if turned up loud, does have an effect. "Bat out of Hell" by Meatloaf is lethal1 to drive to2, any song by
Eric CIapton and some hi-energy dance music with a strong beat. There are definitely3 good ’driving‘ songs. I found when I
started driving at I7 or I8 I put my best CDs in the car, turned them up and I was going round roundabouts4 too fast, that
sort of thing, I realised. I rarely turn them up nowadays. I bought my CD player separately5; auto reverse6 because you
don‘t want to be fiddling7 with your player all the time. lt helps, if l‘m tired I turn it up to keep me awake8 . lt‘s also good
on a long boring9 motorway10 journey, it helps you to concentrate. In town, though, it can be a bit distracting11 .
What affects lan's driving?
Does music put you in a certain mood? Might this affect your driving?
Have you ever noticed someone turn the CD player down when having to concentrate in heavy traffic? Why might
they do this?
Can music in certain circumstances have a positive effect? When? How?
Can you think of things to look for when buying a CD?
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lethal – tödlich
to drive to – um dabei zu fahren
definitely – zweifellos, absolut
roundabout – Kreisverkehr
separately – extra, getrennt
auto reverse – mit automatischer Wiederholung
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to fiddle – fummeln
to keep awake – wach halten
boring – langweilig
motorway – Autobahn
to distract – ablenken
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Exercise 14 – Alcohol Effect
Steve:
We were smashed1 but it was dead late at night2 and we drove home by the back roads.
l‘d been driven to the pub by someone else and they decided to drink. lt wasn‘t my fault3. I had to get home somehow so
I let him drive. Another time I had only had 3 drinks but I felt quite tipsy4 , I decided to drive home so my Dad wouldn‘t
know. lf I‘d left the car he would have guessed5 the next morning that I‘d been drinking. I only had a few Stellas (strong
lagers6) but they affected7 me more than I realised8 . I thought I was driving really well but the police stopped me and said
I‘d gone straight through a Give Way9. I‘m still not sure they were right but I was slightly10 over the limit11 . I don't think
I was really driving unsafely though. I‘ll never do it again. I don't drink anything now if l'm driving because if I had an
accident l‘d always wonder12 at the back of my mind that maybe13 if I had been totally sober14 I could‘ve avoided15 it. One
of my mates still drinks and drives but that's up to him16 , it's his decision.
Should Steve have accepted a lift?
What is one of the effects of alcohol that Steve mentions17?
What could Steve do to help his mate?
What is the legal BAC limit?
What is the BAC limit in terms of units of alcohol?
What type of drink is equivalent18 to one unit of alcohol?
How quickly does alcohol have an effect?
How slowly does it wear off19?
What factors can affect these processes?
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smashed (sl.) – ‚blau’, besoffen
dead late at night – spät nachts
It wasn’t my fault – es war nicht meine Schuld
tipsy – angeheitert, beschwipst
to guess – erraten, vermuten
lager – helles Bier
to realise – erkennen, sich klarmachen
a Give Way – Vorfahrt, Vorfahrtsschild
slightly – knapp
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over the limit – over the legal alcohol limit for driving
to wonder – sich fragen
maybe – vielleicht
sober – nüchtern
to avoid – vermeiden
that’s up to him – das ist seine Sache
to mention – erwähnen, nennen
to be equivalent to – entsprechen
to wear off – hier: abgebaut werden
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Exercise 15 – Definition of a ‘Good’ Driver
Barry:
A good driver is a safe driver. One who completes a journey and no one has noticed he’s been on the road. One who
doesn’t affect1 other drivers. I suppose I’m quite a good driver, but it’s difficult to know because I’ve never sat in the passenger seat when I’ve been driving. I wouldn’t want someone to say I was a bad driver though!
Nigel:
A good driver is a skilled2 driver. One who knows how to handle3 a car at speed4 , one who can manoeuvre5 it well, reverse6
it into small places. I think I’m better than most, I drive the car nearer to the limits than most people and so I know where
those limits are. I can go faster and keep control better than most people.
Who do you agree with, Barry or Nigel?
How do you define a "good" driver?
Who do you think is likely7 to be the ’better’ driver, Barry or Nigel?
Is there any objective way of working out8 a "safe" driver from an "unsafe" driver?
What about accident record9 or conviction10 history as an adequate11 measure?
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skilled – geschickt, erfahren
to handle – handhaben, umgehen mit
at speed – bei (hoher) Geschwindigkeit
to manoeuvre – manövrieren
to reverse – rückwärts fahren, zurücksetzen
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likely – wahrscheinlich
to work out – ausrechnen; hier: mit Sicherheit feststellen
accident record – Nachweisdokument über Unfälle
conviction – Verurteilung
adequate – angemessen
measure – Maßnahme
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Exercise 16 - Discussion:
What Might Be Done About1 the Driving Behaviour2 of Unsafe Drivers?
What do you think of the following suggestions3?
1) Different forms of driver testing.
2) Perhaps a longer and more demanding4 test which includes5 motorway driving, a test on how a car works for
increasing6 awareness7 of the mechanical aspects of cars.
3) Re-testing8 of drivers after a certain9 period10 of driving, say three years and again at 65 years.
4) "P" Plates11 or "Provisional"12 or graduated13 licences14.
5) Restricting15 the engine size of vehicles.
6) Time curfews16 (no night-time driving).
7) Restrictions on the number of passengers for inexperienced17 drivers.
8) Introduction18 of a zero19 blood alcohol (BAC) limit.
9) Greater controls on car advertising and media20 portrayal21 of cars.
10) New penalty points scheme for new drivers: Newly qualified drivers have a lower penalty point threshold than
experienced drivers.
For or Against?
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For
Against
What might be done about …– Was könnte man tun
hinsichtlich ...
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driving behaviour – Fahrverhalten
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suggestion – Vorschlag
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more demanding – anspruchsvoller
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to include – einschließen
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to increase – vermehren, erweitern
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awareness – Bewusstsein, Kenntnis
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to re-test – erneut prüfen
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certain – gewiss
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period – Zeitraum
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plate – Schild
provisional – provisorisch, einstweilig, behelfsmäßig
to graduate – abstufen, staffeln
licence – Fahrerlaubnis
to restrict – beschränken
curfew – Sperrstunde
inexperienced – unerfahren
introduction – Einführung
zero – null
media – Medien
portrayal – Darstellung
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Exercise 17
Analysing Advertisements1 and Commercials2
Step A: Collecting Advertisements and Commercials
Bring in as many advertisements and pictures as possible.
Perhaps you can find interesting or funny commercials on the web or on TV.
Present one of the advertisements or commercials to the group.
Tell the group why you have chosen this advertisement or commercial.
Step B: Discussion
What qualities of cars would you use to determine3 your choice4 of car?
(Appearance5, reliability6, engine size7, speed, utility8, etc.)
Give an example of a selling message9 that you find in one of the adverts.
How could we sum up10 what the advertising messages are saying about cars and driving?
Do any of the adverts portray a potentially11 unsafe message?
If you worked in car advertising what messages might you concentrate on?
Do adverts really influence12 us or would we think the same anyway?
Do we want to be like the people portrayed13 in the adverts?
How do we feel when we see someone driving a Porsche or a Ferrari?
What type of person drives a Dacia, a Volkswagen Golf, a Porsche, a Ferrari?
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advertisement – Werbeanzeige, Reklame
commercial – Werbespot
to determine – entscheiden
choice – Wahl
appearance – äußere Erscheinung, Aussehen
reliability – Verlässlichkeit
engine size – Motorstärke
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utility – Ausstattung, Zusatzgeräte
selling message – Verkaufsbotschaft
to sum up – zusammenfassen
potentially – möglicherweise
to influence – beeinflussen
to portray – porträtieren, darstellen
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Exercise 18
Creating1 an Advertisement2 or a Commercial3
Alternative A: Create your own advertisement (individual work)
Use the material you have found to create your own ad (collage, drawing).
If you want to create a ”serious”4 ad, have a look at the websites below5, which may give you some ideas. If you
want your ad to be a ”funny” one, maybe even an anti-ad like the one below, have a look at website no. 4.
Steps to be followed: 1. Decide6 on your product; 2. Decide on your target group7 (children? high income8 earners?); 3. Decide on your format; 4. Develop your layout (draw small copy); 5. Illustrations; 6. Headline (short;
appeal to the emotions); 7. Text (not too long; two strong arguments are enough).
Alternative B: Create your own commercial (group work)
Follow the steps pointed out in alternative A (see above)
Maybe you could create a short TV commercial and record it.
Some websites provide recent television commercials from around the world, including funny ones.
Websites:
1) Archive of a large number of classic print ads:
http://www.adflip.com/
2) The site Ad*Access contains over 7000 advertisements that appeared in the US newspapers and magazines
between 1911 and 1955:
http://library.duke.edu/digitalcollections/adaccess
3) This site offers a lot of information about ad slogans including a large number of examples and detailed analysis of the strategies of ad slogans:
http://www.adslogans.co.uk
4) The anti-ad above was created by a group of people who call themselves ”Adbusters”:
https://www.adbusters.org/gallery/spoofads
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to create – (er)schaffen, hervorbringen
advertisement – Werbeanzeige
commercial - Werbespot
seirous – ernst, ernsthaft
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below – unten
to decide – sich entscheiden
target group – Zielgruppe
income – Einkommen
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Exercise 19
Role Play: I Want to Drive a Car!
Read Alex's contribution1 and the answers he gets.
Form groups and decide who takes which role (see below).
Imagine2: After having read the answers to his/her question on the web, A decides first to talk to his/her sister/
brother and then to his/her parents.
Discuss how the conversation between the four members of the family might end: Will they reach an agreement3?
Take notes of the arguments you want to use in the conversation.
Practise4 your role play a few times before you present it to the whole group.
Role Cards:
Alex or Alexa Reeves (16)
The conflicts with your parents made you ask for help on the web (see page). However, you ”forgot” to mention5 one
or two further things that caused your parents to distrust6 you. Sometimes you think that your parents prefer7 your
brother/sister to you. In fact, he/she is not the goody goddy your parents seem to believe8.
David or Debora Reeves (19)
You are A's brother/sister. On the one hand you want to support9 A,but on the other hand you now about what
happened in the past. You were allowed to have your own driving licence when you were 17. Exactly one week later
you smashed up10 your parents' car. It was not your fault, but you could not prove11 this because it was a hit and run
offence12 and there were no witnesses13.
Peggy Reeves (42)
You are A's and D's mother and extremely worried14. You just cannot help imagining what might happen if your
youngest child were allowed to drive a car. You think your husband often drives recklessly. So, whenever you go with
him, you prefer to drive yourself.
Roger Reeves (41)
You are A's and D's father.
You are not as strict as your wife and basically you think it is good to learn driving as early as possible. On the other
hand you do not really trust A because of what happened in the past. You enjoy driving fast, but you do not think of
yourself as a reckless driver. You are annoyed15 about your wife’s opinion of you.
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contribution – Beitrag
to imagine – sich vorstellen
to reach an agreement – eine Einigung erzielen
to practise – üben
to mention – erwähnen
to distrust – misstrauen
to prefer – vorziehen
to believe – glauben
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to support – unterstützen
to smash up – zu Bruch fahren
to prove – beweisen
hit and run offence – Fahrerflucht
witness – Zeuge
to be worried – sich Sorgen machen
to be annoyed – verärgert sein
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Web Address: Yahoo! Answers
http://answers.yahoo.com/question/index?qid=20090722233211AAkLoZg
question by Alex : My parents just don‘t listen... help?1
im 16 and it's just about the time that i start driving
my parents say no because of my passed2
they know i party, but ive matured3 a lot and dont drink at parties anymore...they know that
ive been getting good grades4 too.
but the reason i want to start driving is due to5 insurance6 i know that if i start driving at the age of 18/19 my insurance
will be higher
how do i get this through theyre heads and whats your opinion on me driving at 16???

answer by Apollyon
If they don't want you to drive then you won't drive. I started driving at 18, and honestly7 there‘s really no difference other than your parents telling you when you can drive....Besides8, I highly doubt9 you have a job to pay for
your own gas and insurance. BTW10, try going to Driving School first, you get a discount11 that way.

answer by Lauren
uhhh , thats kinda a tuffyy12 :/ uhh make a list of all the reasons why it would be helpful to them an not just
youreself to get it now. i meann pretty much they dont have to take you anywhere you could go pickup or do stuff13
for them if youre willing. maybeee you could do a curfew 14 thing with them for a while so they earn youre trust15
an no youre basically not out justgetn drunk. hope i helpeddd.
1
2
3
4
5
6
7
All the following contributions were written by North
Americans and refer to American circumstances: You
can have a driving licence at 16. Do not copy the faulty
spelling and grammar!
passed; correct: past – Vergangenheit
to mature – reifen
grade – Note
due to – verursacht durch
insurance – Versicherung
honestly – ehrlich
8
9
10
11
12
13
14
15
besides – außerdem
to doubt – bezweifeln
BTW = by the way – übrigens
discount – Nachlass, Rabatt
tuffyy; correct: tough – schwierig, unangenehm
stuff – Zeug; hier: Erledigung
curfew – Ausgehsperre; hier: Vereinbarung über Ausgehzeiten
trust – Vertrauen
17

answer by Charlene Webb
you shouldn't have any privileges if you are the young and have been drinking. you should have to get a job and
pay for everything yourself, that will teach you to be responsible. I think if they let you drive now you would drink
and drive. you are a terrible child and deserve to get beat

by matcat92
well cuz they think u might go to parties. but they r looking out for u so u wont get in trouble. im going to start
driving here to and 16 yrs old too.

by LIvestro
My parents didn't let me drive until I was 18. I hated them for it then, but I get it now. You said you have had some
drinking problems in the past... You might be over it right now. But if you had your license, the opportunity1 and
temptation2 to drink or party will be 100 times what it is now. If you have given your parents reason3 to doubt you
in the past, You have an uphill4 battle5 gaining6 their trust. They might trust you at the moment7 because they
know where you are, who you‘re with, etc. But throw a car in the mix and they have no idea where you are and
what you are doing. They probably8 just don‘t trust that you‘ll make the right decisions9 when you have so many
more opportunities to make mistakes. Oh, and your insurance won‘t be higher because of your age, it‘s based on
the number of years experience10 you have driving. So if you start driving at 18, your bill11 won‘t go down until you
are 23 rather than 21 if you start driving now. And it‘s not a huge12 difference until you are 25 anyway, that‘s when
insurance companies consider13 you a "mature“ driver. Meaning 90 % of mistakes made due to inexperience or
being young and careless are out of the way by the age of 25. IF you take a driving class outside of school or what‘s
required14 in your state, your rates15 will be much better. Oh and keep up your grades... insurance companies have
discounts for good grades, responsible16 students are generally responsible drivers!
1
2
3
4
5
6
7
8
opportunity – Gelegenheit
temptation – Versuchung
reason – hier. Grund, Anlass
uphill – bergauf, mühselig
battle – Schlacht
to gain – gewinnen, erlangen
at the moment – gegenwärtig, jetzt
probably – wahrscheinlich
9
10
11
12
13
14
15
16
decision – Entscheidung
experience – Erfahrung
bill – Rechnung
huge – riesig
to consider – betrachten, ansehen als
to require – erfordern
rate – Satz, Tarif
responsible – verantwortlich
18
Exercise 20
Creating a Radio Play1: An Accident
Draw the map of a town centre with a traffic junction2 (including traffic lights, names of buildings, etc.).
Outline3 the scene of an accident: What happened? What were the persons involved4 doing? What were their
positions at the moment of the accident?
Create scenes for a radio play about the accident and the following events5
(Possible scenes: accident, events immediately6 after the accident with ambulance and police, conversation bet-
ween the between the poeple involved, who possibly disagree7 and even have an argument8. One of the people
involved tells a friend about the accident, at the police station. How to write a radio play: click on http://www.
thematzats.com/radio/. You can find lots of useful links there).
Record the scenes.
Role Cards
Christine North or Tony North (19):
You sometimes drive your parents' Mercedes. However, you are an inexperienced9 driver. Whenever there is a tricky10
situation you tend to panic11.
Pamela Hughes or Peter Hughes (13):
The bike is your means of transport. You enjoy riding very fast, even overtaking cars, if possible. You have been told
to wear a helmet, but you refuse12 to do so.
Mary Davis or John Davis:
You are convinced13 you can tell exactly what happened. You are prejudiced14 against young people.
Carol Bates or Robin Bates:
You are slightly15 disabled16, so you cannot walk very fast.
Sally Gibson or Brian Gibson (27):
Some people say you are a ruthless17 driver, but you do not agree. You think you can handle18 any speed.
1
2
3
4
5
6
7
8
9
radio play – Hörspiel
traffic junction – Kreuzung
to outline – skizzieren, entwickeln
to be involved in – verwickelt sein in
event – Ereignis
immediately – unmittelbar
to disagree – unterschiedlicher Meinung sein
to have an argument – sich streiten
inexperienced – unerfahren
10
11
12
13
14
15
16
17
18
tricky – schwierig
you tend to panic – du neigst dazu, in Panik zu geraten
to refuse – sich weigern
to be convinced – überzeugt sein
to be prejudiced against – Vorurteile haben gegen
slightly – leicht, ein bisschen
to be disabled – behindert sein
ruthless – rücksichtslos
to handle – umgehen mit
19
Exercise 21
Joy Riding1
Do research on the topic of ”joy riding” on the internet.
Decide in your group how you want to deal with this topic.
Some links which could be helpful:
http://articles.latimes.com/keyword/joyriding
http://findarticles.com/p/articles/mi_qn4176/is_20051021/ai_n15803784/
http://www.ehow.com/about_5074604_joyriding.html
Los Angeles Times - Probe Continues in Crash That Killed 3
http://articles.latimes.com/2004/nov/09/local/me-compton9
By Nancy Wride, November 09, 2004
The three youths killed in a Compton joyriding crash died of multiple traumatic injuries, a Los Angeles County coroner‘s
office spokesman said Monday as schools announced the news to their classmates. "The principal called me this morning
from Verbum Dei High School and told me they'd gathered in the chapel for a prayer for Derrius,“ said Donetta Johnson,
whose 15-year-old son died in the crash. Derrius Johnson had recently transferred from the Catholic school in Watts to
Westchester High, which also announced his death over the public address system. "It was nice that they remembered
him,“ she said. "He was a sweetheart everyone liked.“ Also killed in the crash were Clydnesha Lindsey, 12, and Ricky Ward,
13. All three victims were from Compton. An investigation will continue this week into how the driver - a pajama-clad
13-year-old girl - was able to get her mother‘s car keys, and whether she had taken the four-door white Mazda on previous joyrides, as several friends reported. Los Angeles County Sheriff‘s Sgt. Ralph Miller said Monday that a decision on
whether to file criminal charges against the driver or her mother was not expected until late this week, when the results
of the probe would be presented to the district attorney‘s office. "The traffic investigator on the case is not in today,“
Miller said, "so nothing is likely to happen before Friday.“ The collision occurred about 6:20 pm. Saturday after several
youths had gathered for a slumber party at one of their homes, said authorities, who reported that at least two of the
victims were wearing pajamas. The Mazda crossed over the center line of Alondra Boulevard, authorities said, and the
passenger side was broadsided by a black SUV. The driver of the Mazda, who was not named because she is a juvenile involved in a potential criminal case, suffered minor neck pain; two other passengers sustained a broken arm and a broken
leg, Miller said. The driver and a passenger in the SUV were not seriously injured. Miller, who was among the deputies at
the scene of the crash, said some of the youths were not wearing seat belts, including Clydnesha, who was ejected from
the car. She landed on a wrought iron fence, said deputies and residents near the crash site.
1 joy riding – Spritztour mit gestohlenem Wagen machen,
as to the spelling: you find ’joy riding’ ,’joy-riding’, ’joy
riding’ – anything is correct!
20
Exercise 22
Hit and Run Accidents1
An internet article:
Bicyclist Hurt2 in Hit-and-Run Accident
Updated: Monday, 03 Aug 2009, 1:41 PM CDT
Published : Monday, 03 Aug 2009, 1:41 PM CDT
Police are looking for the driver and vehicle involved3 in a hit-and-run crash4 which severely5 injured6 a west suburban7
man as he rode a bicycle Sunday night. At about 10:50 pm. Sunday, Aurora, police responded8 to the 800 block of Ridgeway Avenue, about 1/4-mile west of Woodlawn Avenue, after a 911 call reported a man lying on the side of the road. Officers found that the 52-year-old man had been on a bicycle when he suffered9 serious injuries to his legs and head after
being struck10 by a car, according to11 a release12 from police. The victim, who was airlifted13 to a suburban hospital after
receiving initial treatment at an Aurora hospital, told police he did not remember what happened, the release said. Traffic
investigators14 responded to the scene and recovered15 some evidence16 , but as of noon Monday, the car and driver had
not been identified. Anyone who witnessed17 the accident or has information that will assist in locating18 the offender19
is asked to call police at (630) 801-6610 or Aurora Area Crime Stoppers at (630) 892-1000.
Copyright Sun-Times News Group
http://www.myfoxchicago.com/dpp/news/metro/bicyclist_hurt_hit_run_accident
hit and run accident – Unfall mit Fahrerflucht (to hit –
treffen, zuschlagen; run – hier: davonlaufen)
2
to hurt – verletzen
3
to be involved – verwickelt sein in
4
crash – Unfall, Zusammenstoß
5
severely – ernsthaft, schwer
6
to injure – verletzen
7
suburban – aus der Vorstadt
8
to respond – reagieren
9
to suffer – erleiden
10
to strike, struck, struck – zusammenstoßen
1
11
12
13
14
15
16
17
18
19
according to – gemäß, laut
release – Verlautbarung
to airlift – mit dem Flugzeug/Hubschrauber transportieren
investigator – Ermittler
to recover – entdecken, sicherstellen
evidence – Beweisstück
to witness – Zeuge sein von
to locate – ausfindig machen
offender – Verursacher, Täter
21
Find more articles about hit and run accidents on the internet.
Have you (or friends, or members1 of your family) ever been involved in a hit and run accident?
Have you ever been in a situation where you would have liked to run away or, in fact, did run away (maybe2 becau-
se you did something wrong3, or damaged4 someone else’s property5, or felt ashamed6)?
Bob Marley’s song Running Away deals with7 the topic8 of "running away" in a more general9 or, maybe, different10
way … (complete lyrics: http://www.sing365.com/music/lyric.nsf/Running-away-lyrics-Bob-Marley/07716B4129
A21AD048256945000D6554)
Running Away
by Bob Marley
Ya running and ya running
And ya running away. …
But ya can‘t run away from yourself
Can‘t run away from yourself. …
Ya must have done ,
Somet‘in‘ wrong.
Said: ya must have done,
Wo! Somet‘in‘ wrong.
Why you can‘t find the
Place where you belong11?
Every man thinketh his
Burden is the heaviest. …
Ya still mean it: Who feels it knows it, Lord13;
…
Brr - you must have done somet‘in‘ Somet‘in‘ ya don‘t want nobody to know about:
…
Well, well, well, well, ya running away, heh, no I‘m not , no, don‘t say that - don‘t say that,
I‘ve got to protect my life,
And I don‘t want to live with no strife.
It is better to live on the housetop
Than to live in a house full of confusion14.
So, I made my decision15 and I left16 ya;
Now you comin‘ to tell me
That I‘m runnin‘ away.
But it‘s not true,
I am not runnin‘ away.
1
2
3
4
5
6
7
8
member – Mitglied
maybe – vielleicht
something wrong – etwas Falsches
to damage – beschädigen
property – Eigentum
to feel ashamed – sich schämen
to deal with – umgehen mit
topic – Thema
9
10
11
12
13
14
15
16
general – allgemein
different – anders, unterschiedlich
to belong – gehören
burden – Last
Lord – Herr (-gott)
confusion – Verwirrung
decision – Entscheidung
to leave, left, left – verlassen
22
Exercise 23
Making a Board Game
Search
for and choose a template on the net or bring along an old board to be used.
The websites below may be helpful. There are a lot more!
Think of and write down the rules of the game.
Some squares/points have numbers. and when a player lands there, he/she has to do what is stated on the card
that goes with it.
(e.g. : Your parents do not allow you to do your driving licence – go back 3 spaces).
Alternatives:
- The cards ask the player to answer a question. He/she misses his/her turn , turn (i.e. goes back) if he/she does not
answer the question correctly (e. g. questions on the “Driving Forces” project, words connected with it, etc).
- The cards contain orders for oral tasks or activities
(e. g.: Talk about your favourite pop group; Impersonate a teacher/classmate.).
Other squares have orders and tell the player what he/she has to do
(e. g.: Move forward two spaces, miss one turn, take the shortcut , take an extra turn, etc).
Templates for board games:
Create your own game board in Microsoft Word or PowerPoint
(The template below can be downloaded here):
http://jc-schools.net/tutorials/gameboard.htm
http://www.microsoft.com/canada/home/memories-and-crafts/articles/all-a-board-create-a-personalizedboard-game.aspx
Examples of further templates (Google: click on “Images” and enter “board games“)
http://images.google.de/images?hl=de&q=%22board+game%22+template&um=1&ie=UTF-8&ei=hthpSrq_JoqB_
Qbe6rCvCw&sa=X&oi=image_result_group&ct=title&resnum=1
board game – Brettspiel
to search – suchen, durchsuchen
3
template – Dokumentvorlage, Schablone
4
rule – Regel
5
square – Quadrat
6
to state – festlegen, festsetzen
7
e. g. – for example – zum Beispiel
8
to allow – erlauben
9
to miss a turn – aussetzen
10
to connect - verbinden
11
to impersonate – nachahmen
12
to go ahead – vorgehen
13
shortcut – Abkürzung
1
2
23
Exercise 24
Interview Workshop
To conduct an interview you have to ask all kinds of questions.
Make use of the website below.
Website address for: Conversation Questions for the ESL/EFL Classroom.
http://iteslj.org/questions/
There are hundreds of questions to be found on this website!
Some examples:
Cars and driving:
What are the advantages of owning a car?
Are men better drivers than women?
Do you think the age for driving should be raised or lowered?
Family:
Do you often argue with your mother or father? What about?
Do your parents let you stay out late?
Do you think your parents understand you? Why or why not?
Traffic accidents:
Have you been involved in a traffic accident?
Have you been injured in a traffic accident?
How do you feel about spending time in rush hours?
Transportation:
Do you ride a bicycle more than once a week?
What kind of things annoy you about other people‘s driving?
What kind of transportation do you use most often?
Gesamtverband der Deutschen Versicherungswirtschaft e. V.
Unfallforschung der Versicherer
Wilhelmstraße 43 / 43G, 10117 Berlin
Postfach 08 02 64, 10002 Berlin
E-Mail: [email protected]
Internet: www.udv.de / www.vmsc.de
Autor: Joachim Jurecka (Verkehrswacht Medien- & Service-Center)
Redaktion: Sabine Degener
Technik: Franziska Gerson Pereira
© UDV / © VMS
Erstellt: Juli 2010

Driving Forces Module 3: What Affects Safe Driving?

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