Claudia Hinterberger Dave Lambert Anna Leitner Elisabeth Scharf Stephan Waba Martina Zauner Songs by Mario Bottazzi Prime Time Coursebook 3 Prime Time AUDIOS/VIDEOS www.oebv.at Óë interaktiveÜbungen www.oebv.at Mit Digital Homework QuickMedia App für Audios und Videos
Prime Time 3. Coursebook, Schülerbuch und E-Book Schulbuchnummer: 195133 Prime Time 3. Coursebook, Schülerbuch mit E-Book+ Schulbuchnummer: 200196 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 7. August 2019, GZ BMBWF-5.018/0079-Präs/14/2018, gemäß § 14 Absatz 2 und 5 des Schulunterrichtsgesetzes, BGBl. Nr. 472/86, und gemäß den derzeit geltenden Lehrplänen als für den Unterrichtsgebrauch für die 3. Klasse an Neuen Mittelschulen im Unterrichtsgegenstand Englisch (Lebende Fremdsprache) (Lehrplan 2012) und für die 3. Klasse an allgemein bildenden höheren Schulen – Unterstufe im Unterrichtsgegenstand Englisch (Erste lebende Fremdsprache) geeignet erklärt. Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 5. August 2020, GZ BMBWF-5.018/0048-Präs/14/2019, gemäß § 14 Absatz 2 und 5 des Schulunterrichtsgesetzes, BGBl. Nr. 472/86, und gemäß den derzeit geltenden Lehrplänen als für den Unterrichtsgebrauch für die 3. Klasse an Mittelschulen im Unterrichtsgegenstand Englisch (Lebende Fremdsprache) (Lehrplan 2012) und für die 3. Klasse an allgemein bildenden höheren Schulen – Unterstufe im Unterrichtsgegenstand Englisch (Erste, Zweite lebende Fremdsprache) im geeignet erklärt. Dieses Werk wurde auf der Grundlage eines zielorientierten Lehrplans verfasst. Konkretisierung, Gewichtung und Umsetzung der Inhalte erfolgen durch die Lehrerinnen und Lehrer. Liebe Schülerin, lieber Schüler, du bekommst dieses Schulbuch von der Republik Österreich für deine Ausbildung. Bücher helfen nicht nur beim Lernen, sondern sind auch Freunde fürs Leben. Kopierverbot Wir weisen darauf hin, dass das Kopieren zum Schulgebrauch aus diesem Buch verboten ist – § 42 Abs. 6 Urheberrechtsgesetz: „Die Befugnis zur Vervielfältigung zum eigenen Schulgebrauch gilt nicht für Werke, die ihrer Beschaffenheit und Bezeichnung nach zum Schul- oder Unterrichtsgebrauch bestimmt sind.“ Umschlagbild: 68 / Ocean / Corbis Bildrechte: © Bildrecht GmbH/Wien 2020 Audios: Redaktion: Monika Rusch Tontechnik: Fabian Wessely, Tonstudio Soundborn, Wien Sprecherinnen und Sprecher: Sophia Armore, David Culver, Ben Finley, Judith Hauzenberger, Sarah Hauzenberger, Madeleine Hogg, Iris Jones, Anne Kozeluh, Sophie Kozeluh, Fatima Mehreen, Howard Nightingall, Jeremy Penzinger, Yande Petersen, Louisa Popovic, Lorenzo Popovic, Michael Smulik Sängerinnen und Sänger: Mario Bottazzi, Madeleine Hogg Videos: siehe Abspann im jeweiligen Video 1. Auflage (Druck 0002) © Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, Wien 2020 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Redaktion: Monika Rusch, Wien Herstellung: Pia Moest, Wien Umschlaggestaltung: Petra Michel, Amberg Layout: Petra Michel, Amberg Illustrationen: Amir Abou-Roumié, Klosterneuburg; Adam Silye, Wien; Inge Voets, Berlin; Dorothee Wolters, Köln Sprachliche Durchsicht: Alan Duncan, Wien Satz: PER MEDIEN&MARKETING GmbH, Braunschweig Druck: Ferdinand Berger & Söhne Ges.m.b.H., Horn ISBN 978-3-209-08668-6 (Prime Time SB + E-Book 3) ISBN 978-3-209-11028-2 (Prime Time SB + E-Book+ 3) Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Prime Time Claudia Hinterberger Dave Lambert Anna Leitner Elisabeth Scharf Stephan Waba Martina Zauner Songs by Mario Bottazzi Coursebook 3 1. Scanne den QR-Code und lade die App auf dein Smartphone oder dein Tablet. 2. Scanne deinen Buchumschlag oder wähle dein Schulbuch in der App-Medienliste aus. 3. Scanne eine mit gekennzeichnete Buchseite oder wähle ein Audio/Video aus der App-Medienliste aus. 4. Spiele das Audio/Video ab. QuickMedia App Android iOS Nur zu Prüfzwecken – Eigentum des Verlags öbv
Journeys p. 7 Vocabulary Activities • Describing what happened Grammar Past simple and past progressive Listening Ally’s podcast • Events in the past Speaking A summer experience Reading Events in the past • Life on a boat Writing An event in the past What a life! p. 15 Vocabulary Describing unusuality • Saying what you think Grammar Present perfect tense • For and since Listening Extraordinary lives • Jane Goodall’s life • How extraordinary Speaking I have hugged a poisonous snake Reading Extraordinary lives • Roots and Shoots • Oprah’s road to success Writing Roots and Shoots Children’s rights p. 23 Vocabulary Wants and needs • Children’s rights Grammar Adverbs • Modal verbs Listening Children’s lives around the world It’s only right • Ally’s podcast: The student council Speaking Which school club’s right for you? Reading Children’s lives around the world • The Rights of the Child That’s entertainment! p. 31 Vocabulary Film genres • Entertainment Grammar Some and any Listening Is it entertaining to work in entertainment? • Which film for which teenagers? Reading Is it entertaining to work in entertainment? • An interview with a child actor • A film review • Which film for which teenagers? Writing A film review Song/Rap Darkness in the light Unit 1 Unit 2 Unit 3 Unit 4 2 Contents two Nur zu Prüfzwecken – Eigentum des Verlags öbv
London p. 39 Vocabulary Talking about facts Grammar Present perfect vs. past simple Listening Ally’s podcast: A school trip to London • People’s opinions about London Speaking Would you like to live in London? • Sightseeing in London Reading London’s famous sights • Shakespeare’s Globe • Reading skill: Skimming Writing Voices of your hometown Podcasts p. 47 Vocabulary Equipment and tools Grammar Question tags Listening International Podcast Day Reading What are podcasts all about? • A brief history of podcasting Speaking Podcasting Pronunciation Short and long vowels • Intonation Song/Rap Podtest – Ally and her summer holiday in Austria Water is life p. 55 Vocabulary Talking about water • Facts and figures about water Grammar The passive (present and past) Listening The water cycle Speaking Use of water • Water, water, water Reading World Ocean Day • Use of water around the world • Tips and tricks to save water Writing How do you use water every day? Video World Oceans Day Celebrations Picture-perfect p. 63 Vocabulary Describing a picture Grammar Linking words and phrases • Relative clauses Listening Ally’s podcast: An art project • At the museum Speaking At the museum Reading Isn’t that you • Find out more about the history of photography Writing Describing a picture Video Ally’s flick “What’s in a pic”? Unit 5 Unit 6 Unit 7 Unit 8 3 three Nur zu Prüfzwecken – Eigentum des Verlags öbv
What if…? p. 71 Vocabulary Making predictions Grammar If-sentences Listening What matters to Generation We • Pronunciation: Sounding more or less confident Speaking Life as a teenager today Reading Real friends • Giving advice • Life as a teenager in the 1990s Pronunciation Sounding more or less confident Song/Rap If I were a superhero Extreme emotions p. 79 Vocabulary Feelings and emotions Grammar Present perfect progressive • Revision: Adverbs of manner Listening Idioms • Extremely emotional Speaking Friends and how they feel • Intonation skills Reading Pig-Heart Boy • A summary • Powerful poems • Reading skill: Getting the gist Writing Your own poem Canada p. 87 Vocabulary Describing a country • Wildlife in nationalparks Listening Canadian wildlife • Vancouver – a great city • The history of Canada Reading What’s it like to grow up in … Speaking Canada Grammar Adverbs of frequency • Adverbs of degree • Prepositions Stop bullying at our school – a play p. 95 Vocabulary Giving advice • Feelings Listening Scene 1–8 Writing An answer to Lucy Reading Scene 1–8 Pronunciation s and th Agree to disagree p. 103 Vocabulary How to agree and disagree Listening A trip without the mobile? Speaking Agree to disagree Reading An online discussion • The pros and cons of smartphones • The pros and cons of having a pet Writing An online discussion • Joining an online discussion Pronuciation g and ch Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 4 Contents four Nur zu Prüfzwecken – Eigentum des Verlags öbv
It’s all about language p. 111 Vocabulary Talking about language • Vocabulary skills: Synonyms & antonyms Listening First, second and other languages • English accents around the world Speaking English around the world Reading English as a world language • How to learn a new language Pronunciation Long central vowel Video British vs. American English Being different p. 119 Vocabulary Describing people Grammar Comparison and superlative Listening Ally’s podcast • Asperger syndrome Speaking Being different • Take turns – quiz questions on the Paralympic Games Reading Teens with different abilities • A book excerpt • The Paralympics • The Curious Incident of the Dog in the Night-Time Writing A summary Fact detectives p. 127 Vocabulary Broadcasting • How to start a presentation Listening Underground in London • What’s the BBC • London’s architectural sights Reading Means of transportation in London • Old vs. new – the Tower and City Hall • The Empire and the Commonwealth Unit 14 Unit 15 Unit 16 5 five Grammar p. 136 Vocabulary p. 145 Key Show what you can do p. 191 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Grammar Unit 1 Past tense progressive and past tense simple What were you doing when it happened? Past tense progressive (continuing action) Past tense simple (short action) I was walking home We were having dinner when when I suddenly heard my name. my friend called. We use the past progressive for a continuing action, something that was happening in the past. Form: was/were + verb + ing We often use the past progressive for a continuing action in the past that was interrupted by a short action (past tense simple). What were you doing while something else was going on? Past tense progressive (continuing action) Past tense progressive (continuing action) What were you doing He was reading while while you were waiting? she was watching Tv? Unit 2 Present perfect tense (simple) We use the present perfect tense to talk about … … things that have been like that for some time. I’ve always hated maths. … things people have done in their lives. He has written a book, he has read more than 200 books and he has met three of his favourite authors. … things that have happened recently. She’s tired. She has just come home from work. When we use the present perfect tense, we don’t say when something happened, but we want to say that it has happened and that it’s still important for the present. PAST NOW Form: have + last form Signal words: ever, never, yet, already Have you ever been to the US? No, I’ve never been there. But I want to go! Have you done your homework yet? You’ve already asked me. I said yes! G1 " p. 11 G2 " p. 19 136 Grammar one hundred and thirty-six Wants and needs a) Look at the things below. Decide which are wants (things we would like to have but are not necessary) and which are needs (things we must have to live well). Write W or N. b) What do you think? Say what the most important need is. For me, what children need most is … c) In 1989, the UN Convention of the Rights of the Child was written. It has 42 articles that explain the rights each child has. Complete two of these articles with the words below. 1 ve62sx N Info All children have the same needs: they need healthy food, they need to have a good education and much more. Rights protect needs, so that every child has the chance to live and develop well. i opinion responsible listen freely change Your family is 1 for helping you use your rights properly. When adults are making decisions that 2 something in your life, you have the right to say 3 what you think should happen. Adults should 4 and take your opinion 5 seriously. Children’s rights New things • UN Convention • Adverbs of manner • Modal verbs and “be allowed to” • Buddy book • Podcast: Student council • School clubs Unit 3 23 twenty-three Vocabulary Journeys journey !*dZ3"ni? During their journey, they were in dangerous situations. Reise (die) 1 sunburn !*s0nb3"n? Did you get a sunburn? Sonnenbrand (der) to be/get stuck in a traffic jam !*trxfIk dZxm? He got stuck in a traffic jam. im Stau stecken competition !!kOmpE*tISn? She won a competition in the summer holidays. Wettbewerb (der), Wettkampf (der) when !wen? Where were you when that happened? hier: als Holiday experiences 2 experience !Ik*spIEriEns? Listen to Ally’s podcast about her holiday experience. Erfahrung (die), Erlebnis (das) podcast !*pOdkA"st? Listen to the podcast again and take notes. Podcast (der) series !*sIErI"z? A series of audio files is called a podcast. Serie (die), Reihe (die) digital !*dIdZItl? A podcast is a series of digital audio files. digital audio file !*C"diEU? You can download the audio files. Audiodatei (die) topic !*tOpIk? The topic of your podcast can be anything you like. Thema (das) from… to !frOm? !tE? It can be anything from travelling to sports. von … bis travelling !*trxvlIN? I’d like to make a podcast about travelling. Reisen (das) Unit 1 Englische Laute Konsonanten Vokale Doppellaute !N? morning !A"? father !aI? I, my !r? red !0? but !aU? now, house !s? this !e? pen !eE? there, pair !z? is !E? a sister !eI? name, they !Z? television !3"? girl !IE? here, idea !dZ? page !x? flat !CI? boy !S? she !I? it !EU? hello !tS? chair !i? happy !UE? sure !D? the !i"? teacher, she !T? thanks !O? got Zusätzliche Zeichen !v? video !C"? ball !*? Die folgende Silbe trägt die stärkste Betonung im Wort. !w? wow, one !U? book !u"? too, two Alle anderen Zeichen werden genauso ausgesprochen, wie sie geschrieben werden, z. B. !b?, !j?, !l? usw. Abkürzungen AE American English pl. plural etw. etwas BE British English sb. somebody jmdm. jemandem coll. colloquial (= umgangssprachlich) sth. something jmdn. jemanden Words in green: basic vocabulary Words in blue: additional vocabulary Words in black: advanced vocabulary 4hg935 Alphabetisches Vokabular 145 one hundred and forty-five My holiday experience Ally’s podcast a) Match the sentence halves about Ally’s holiday experience. 1. Ally was disappointed because she had changed her mind1 and was really enjoying her time in Austria. 2. The first few days were boring the neighbour’s son found her and helped her get home. 3. One day she was cycling on a mountain road because she didn’t know anyone there. 4. After a while when she suddenly had an accident. 5. This was really a lucky day 1 when her parents told her she had to spend the summer with her grandparents. 6. In the end she was sad to leave because after that she met other people and made new friends. 1 to change one’s mind – seine Meinung ändern b) Fill in the missing letters to complete the phrases from Ally’s story. For each phrase there is a matching picture. 1. t o s p e n d t i m e w i t h g r a n d p a r e n ts B 2. t h v e xp nc 3. t ee e f d 4. t h v a cc d t 5. t f l h pp c) Complete the sentences so that they are true for you. 1. At the beginning of the holidays I felt 2. During the holidays I 3. At the end of the holidays I 1 A B C D E 3 1 Unit three Journeys l = This is easy m = This is okay n = This is difficult Speaking: Which school club’s right for you? You and your partner talk about the clubs at your school. Both of you would like to go to one club. Look at the poster and think about which club is your favourite and why. You have got three minutes to prepare. Then you and your partner should agree on one club. Language in use: Adverbs of manner Use the words below to make adverbs. Then use each adverb in a sentence. Write the sentences in your exercise book. hard à hard 1 good à 2 nervous à 3 fast à 4 happy à 5 angry à 6 1. The pupils worked hard to fight for their rights. 6 l m n I can talk with a partner and show that I am interested in what others say, e.g. about which school club they would like to go to. FRIDAY 14:30 –16:00 Children’s rights club Writing letters and petitions when rights aren’t pro tected Making posters to inform other pupils about their rights THURSDAY 15:30 –17:00 Anti-bullying Club Helping pupils who are bullied because of their skin colour, clothes, etc. Inviting experts to talk about bullying 14:00 –16:00 “Welcome to Austria” Group Visiting children who have just come to Austria Collecting toys to give to the children MONDAY 15:00 –17:00 Children’s Hospital Club Organising bake sales to get money fo r the local children’s hospital Visiting sick children and playing with them 14:00 –16:00 Religion Club Getting to know different religions Inviting priests, imams, rabbis, etc. to talk about their religion and their job WEDNESDAY 15:00 –16:30 “Better Food” Club Making sure school food is healthy Trying out healthy recipes 15:00 –16:30 Environment Club Making our school “green” Starting a recycling project TUESDAY 14:30 –17:00 School Magazine Writing articles about all the things that go on at our school Interviewing teachers and pupils 15:00 –17:30 Language Club Getting to know your classmates’ first languages Teaching others words in your language 7 l m n I can use adverbs in sentences. 30 3 Unit Children’s rights Show what you can do 7ee2g5 thirty Verweis auf die CD deiner Lehrkraft Online-Code, der zu den Audio-Dateien und den Videos im Internet führt. Gib den Code einfach in das Suchfeld auf www.oebv.at ein. 8k72g7 Online-Code, der zu interaktiven Übungen im Internet führt. Gib den Code einfach in das Suchfeld auf www.oebv.at ein. Symbole Der Abschnitt Grammar gibt dir einen Überblick über die Grammatikstrukturen, die du in diesem Jahr lernst. Jede der 16 Units beginnt mit einer Auftaktseite. Dort findest du meistens ein Bild, das dich auf das Thema der Unit vorbereitet. In den Units gibt es Kästen mit Redemitteln (Word banks, Useful phrases), Informationen (Info) und Grammatik (Grammar). Auf den Show what you can do-Seiten jeder Unit kannst du deine Lernleistung in der jeweiligen Unit selbst einschätzen. Can do-Sätze geben dir dabei Anhaltspunkte, wie deine Leistungen beurteilt werden könnten. Im Vokabelteil (Vocabulary, ab S. 144) findest du neue Wörter in der Reihenfolge, wie sie in den Units vorkommen. Präge dir die Beispielsätze zu den Wörtern ein. Alphabetisches Vokabular 4hg935 Im Workbook gibt es zusätzliche Übungen zu den Inhalten der Units. Ab Unit 2 kannst du auf den Revision-Seiten auch Inhalte aus früheren Units wiederholen. 6 Contents six So arbeitest du mit Prime Time Nur zu Prüfzwecken – Eigentum des Verlags öbv
Journeys New things • What happened last summer? • Podcast: my holidays • Talking about experiences • Describing events in the past • An extraordinary journey Unit 1 What happened last summer? a) Match the phrases from the box with the pictures. 1. get a sunburn 2. 3. 4. 5. 6. b) What happened in your summer? Ask your partner and take turns. Did you get a sunburn? get stuck in a traffic jam? meet nice people? … Yes, I did. No, I didn’t. c) Ask some more questions: d) Tell the class about some events of your partner’s summer holidays. 1 9qy7me get a sunburn • get stuck in a traffic jam • go on a bike tour • meet nice people • try out a new sport • win a competition When did that happen? Where were you when that happened? How did that happen? 7 seven Nur zu Prüfzwecken – Eigentum des Verlags öbv
Holiday experiences Listening: Ally’s podcast a) Listen to Ally’s podcast about her holiday experience. b) Listen to the podcast again and take notes – find two positive and two negative events Ally tells about her holidays. positive negative c) Now circle the correct answers. 1. At the beginning of the holidays her parents told her that they had to a) stay at home. b) work. c) visit friends. 2. Her parents sent her to a) Styria. b) Carinthia. c) Tyrol. 3. One day she had an accident with her a) bike. b) scooter. c) tractor. 4. The person who helped her is called a) Toni. b) Max. c) Leo. 5. She then started to a) spend time with other kids. b) help her grandparents. c) read more. 6. She really enjoyed a) working on the fields. b) swimming in mountain lakes. c) hiking. u3av92 2 1.1 8k72g7 Info A podcast is a series of digital audio files you can download and listen to. The topic of a podcast can be anything – from travelling to sports, from art to politics and so on. i 8 1 Unit Journeys eight Nur zu Prüfzwecken – Eigentum des Verlags öbv
d) Summarise Ally’s experience. Tick the words that best describe Ally’s experience. 1. At the beginning of the holidays she felt unhappy. tired. frightened. sick. lonely. 2. During her holidays she fought with her grandparents. met new people. drove a tractor. 3. At the end of her holidays she was happy to get home. sad to leave. happy to leave. 4. After the holidays she was stronger. more selfish. more open-minded. What about you? a) Speaking: Find someone who had the same experiences as Ally. Name Activity/Experience Notes spent time with his/her grandparents in … felt bored because … had an accident and injured his/her … met new friends when … swam in a lake that was … experienced something new b) Write the sentences in your exercise book. Elisa spent time with her grandparents in Upper Austria. 3 Did you swim in a lake? 9 1 nine Nur zu Prüfzwecken – Eigentum des Verlags öbv
Past events Listening and reading: Events in the past Listen to the teenager’s descriptions of past events and correct the mistakes in the texts. There is one mistake in each story. 53t6fx 4 1. I was walking home from my friend’s house one evening. It was already getting dark when I suddenly saw a huge shadow coming towards me. I was really scared and wanted to run away, but then I saw that it was only the shadow of a cat, and I felt stupid … dog Jeff 2. In the middle of August my family and I were on our way to a theme park. The sun was shining , and it was a really hot day. We were looking forward to all the slides and attractions in the par k when suddenly our car made a funny noise and then broke down at the side of the road. I was so disappointed! We were waiting for the tow truck forever, and then of course it was too late for the water park … Micah 3. My favourite memory from this summer is my 13th birthday party. My friends and family were all hanging out in the garden when my parents surprised me with a big cardboard box as a present. When I opened it, I couldn’t believe my eyes; I finally got a dog! Florence 4. I spent most of my holidays with my mum at my grandmother’s house in Greece. My mum was reading her books on the beach while I was snorkelling a bit. I was just swimming around a beautiful rock when I accidentally touched a jellyfish. My arm was red for a whole week and it really hurt! Ayda 1.2 f8un7f 10 1 Unit Journeys ten Nur zu Prüfzwecken – Eigentum des Verlags öbv
a) Look at the grammar box and find the past simple forms in the texts in task 4. Highlight them in one colour. b) Now find the past progressive forms and highlight them in another colour. c) Use the grammar box to complete the sentences with the correct form of the past tense. 1. Sam was walking 1 (walk) home from the public pool one day when he suddenly 2 (hear) someone shouting for help. While he 3 (look) for the person, it 4 (get) darker and darker until he couldn’t see a thing. 2. On our way to the water park, our car 5 (break) down. We 6 (wait) for hours before the tow truck came and 7 (take) us to the garage. 3. Florence 8 (get) a dog for her birthday. What a great surprise! Everybody 9 (chat) and 10 (dance) in the garden when her parents 11 (surprise) her with the present. 4. One day I 12 (swim) in the sea when I 13 (be) hurt by a jellyfish, not something I can recommend! Writing: An event in the past Now choose one event from your holidays and write about it in detail by using both the past simple and the past progressive. Write a text of about 100 words. You could start like this: It was at the beginning of the holidays … I was on my way to … One of my best memories of summer is … 6 Word bank after that • before • suddenly • when • while • until W Focus on form: Past tense simple and past tense progressive 5 Grammar See 1 G 1 What were you doing when it happened? Past tense progressive Past tense simple I was walking home when I suddenly heard my name. We were having dinner when my friend called. What were you doing while something else was going on? Past tense progressive Past tense progressive What were you doing while you were waiting? He was reading while she was watching TV? G 11 1 eleven Nur zu Prüfzw cken – Eigentum des Verlags öbv
An extraordinary journey Reading: Life on a boat a) Read the story of the Gilbert family and their journey around the world. 454ns2 7 1 Barbara Gilbert and her husband Greg had it all: two young children, a lovely home near Vancouver, Canada and two well- paying jobs. So why did they decide to leave it all behind and live on board a sailboat for three years? “It is easy to live the same way for a long time and do what other people do,” said Barbara, “but one day we just felt that we needed to do something different.” 2 So they decided to leave and try something completely new for a while. They sold most of their things and used their saved money to buy a 15-metre-long sailboat with two sleeping cabins and a kitchen. They named their new home Spirit. The family also learned how to navigate a sailboat for many months, before finally setting out into the Pacific Ocean. Not a vacation 3 Not everything in the last three years was like a vacation, Greg says. “My wife and I often had to work on board the boat in a port somewhere. Luckily, these days a lot of work can be done on computers from almost anywhere on the planet.” 4 The two children Ryan (8) and Mara (11) had to keep learning, too. They were homeschooled, but had to study the material of their school year on their own, often in digital form on their tablets. “We both really like reading,” said Mara, “and to be honest, there is a lot of time on a boat.” Of course, each new country they visited offered a new culture, language and environment for them to explore. “I loved looking at coral reefs in the ocean, instead of just reading about them in a coursebook,” added Ryan. 5 During the three years of their journey on the boat they also experienced dangerous situations, moments of doubt or fights within the family. “Not everything was always perfect,” Barbara said, “but nearly everything was worth experiencing.” How sailing around the world for three years changed the Gilbert family’s life. 5 10 15 20 25 30 35 40 12 1 Unit Journeys twelve Nur zu Prüfzwecken – Eigentum des Verlags öbv
b) Go back to the text and match the headlines below with the paragraphs. c) What is this article about? Tick a), b) or c). a) A couple who decided to leave home and work somewhere else in the world b) A family who wanted to experience a different kind of holiday c) A family who decided to live a different kind of life on a boat for a while d) Match the parts to find the phrases and copy them into your exercise book. 1. to sail on board a sailboat 2. to live homeschooled 3. to navigate 1 around the world 4. to leave a new culture or environment 5. to be a sailboat 6. to explore it all behind e) Your turn: What do you think? Talk to a partner and use the sentence starters below with the phrases from exercise d) to say what you think about this journey. I think living on a boat sounds great because you can see so many different places. … Not a vacation How it all started Real life is a great classroom Things we have learned Why leave? Info The word “cruisers” describes a group of individuals or families who spend months or even years of their lives at sea. i Useful phrases I would/wouldn’t like to … • I would definitely like to … • I think … sounds great because … • In my opinion … • I guess … would be difficult for me because … • Living on a boat can be … P 13 1 thirteen Nur zu Prüfzwecken – Eigentum des Verlags öbv
l = This is easy m = This is okay n = This is difficult Focus on form: An experience to remember Circle the correct past tense. One experience I will always remember was my summer trip to Africa with my family. When we arrived on Monday night, it rained • was raining , but it was quite hot. We happily changed • were changing into shorts and sandals, ate • were eating some sandwiches, and then went • were going to sleep. On Tuesday, our guide picked • was picking us up in a big truck. He drove us to Kenya’s first nature reserve, which opened • was opening in 1946. While we drove • were driving there, he told us that the reserve is a park with over 100 different kinds of animals. Five minutes after entering the park, we saw • were seeing a giraffe and two zebras. I took • was taking a photo of the giraffe when a zebra started • was starting running towards our truck. At first, we were frightened, but the guide said, “Don’t worry – zebras are not very dangerous!” Speaking: A summer experience Give a short presentation about an event from your summer holidays. Answer the questions below. • When did it happen? • Where did it happen? • What were you doing? • What did you do after that? • How did you feel about it? 8 l m n I can use the correct past tense. 9 l m n I can describe an event from my summer holidays in detail. 14 1 Unit Journeys Show what you can do q77p9n fourteen Nur zu Prüfzwecken – Eigentum des Verlags öbv
What’s extraordinary? a) Complete the acrostic with the words and phrases in the green box below. 1. S P E C I A L 2. X 3. T 4. R 5. A 6. O 7. R 8. D 9. I 10. N 11. A 12. R 13. Y b) How extraordinary are the following activities? Write 1–8 in the boxes. 1 is for the most extraordinary, 8 for the least extraordinary activity. never missing school going bungee jumping finding lots of money cleaning a park with friends climbing a mountain to the top reading three books in one week sailing around the world playing a concert c) Have you ever done any of these activities? Tell the class. 1 ud5pn2 being a hero • being yourself • different • exciting • living one’s dream • making a difference • special • standing out • surprising • the odd one out • trying new things • uncommon • unusual I have never missed school. What a life! New things • Short biographies • Present perfect tense • Jane Goodall and “Roots and Shoots” • Oprah Winfrey’s life • Using “for” and “since” Unit 2 15 fifteen Nur zu Prüfzwecken – Eigentum des Verlags öbv
Everyone can be extraordinary Reading and listening: Extraordinary lives a) Look at the pictures of four extraordinary people and guess which things they did in their lives. Match each person with two activities. Draw lines. Then write sentences in your exercise book. A B C D Mary Shelley Steve Irwin Jane Goodall Stephen Hawking I think Jane Goodall helped chimpanzees. b) Read the short biographies of four extraordinary people and guess what the missing words could be. Circle a), b) or c). Then listen and check. At the age of 18, Mary Shelley took part in a contest with some famous authors. Who could tell the 1 story? Mary couldn’t think of anything, but later that night she dreamt of a horror story. She wrote it down. It was Frankenstein, one of the most famous books in the 2 language. Mary was born in London in 1797. Her life was not very happy. She lost her mother soon after she was born, and her children died at a young age. 1. a) funniest b) scariest c) saddest 2. a) German b) Spanish c) English Steve Irwin became famous as The Crocodile Hunter. He hunted crocodiles which lived too close to 3 without killing them. At the age of six, he caught his first poisonous snake. He was very good at handling dangerous animals and made lots of TV shows. All his life, he fought to protect endangered animals. Also his death was extraordinary. He died at 44 when he was filming at Batt Reef in 4 and a stingray killed him. 3. a) zoos b) schools c) people’s homes 4. a) Australia b) America c) Africa jd39pt 2 1. helped chimpanzees 2. had to stay in hospital 3. was the star of a TV show 5. got very close to reptiles 6. wrote a famous horror book 4. wrote books about physics 7. worked in Africa for many years 8. lost her mother and her children 1.3 6s32az 16 2 Unit What a life! sixteen Nur zu Prüfzwecken – Eigentum des Verlags öbv
Jane Goodall was born in 1934 in London. She has always loved animals. As a little child, she dreamt of going to Africa someday. So she started to 5 money. When she was 23, she finally went to Kenya. She was lucky to find a job where she could study chimpanzees. For some time, she even 6 the animals. What’s extraordinary about Jane is that she never went to university, but discovered new and exciting things about chimpanzees. 5. a) steal b) save c) spend 6. a) lived with b) hunted c) trained From a very young age, Stephen Hawking was interested in 7 . At school, the others called him “Einstein”. So he decided to study physics. But then he noticed strange things about his body: it was hard for him to speak and he often dropped things. Doctors told him he was very ill and didn’t have many years to live. Stephen wanted to live. He studied black holes, wrote lots of books and had a family. The doctors were wrong: he lived until he was 76, but had to use a wheelchair and a 8 for “talking”. 7. a) languages b) arts c) science 8. a) robot b) computer c) phone Find someone who … a) Walk around the classroom and find out which extraordinary things your classmates have done in their lives. Talk to many different people and write down their names. Who … Name(s) has helped an animal? has spent a long time in hospital? has been on TV? has read a lot about physics? has been in a dangerous situation? has written a scary story? has been to Africa? has won a contest? b) Tell the class what you have found out. I’ve found out that Nadine and Florian have been on TV. 3 Have you ever been on TV? Yes, I have./No, I haven’t. 17 2 seventeen Nu zu Prüfzwecken – Eigentum des Verlags öbv
Making a difference Listening: Jane Goodall’s life a) Before you listen, match the words to form new words and phrases. Then match them with the pictures. 1. stuffed eggs 2. lay money 3. nature tools 4. save 1 animal 5. use together 6. come club b) Listen and tick the words/phrases in a) when you hear them. c) Use the words/phrases in a) to talk about Jane Goodall’s life with your partner. Jane Goodall got a stuffed animal when she was little. It was a chimpanzee. d) Order the events in Jane Goodall’s life. Then listen and check. Even as a very young child, she was interested in different animals. There she started working with chimpanzees and discovered lots of exciting things. 1 Jane Goodall was born in 1934 in London. Later in life, she wrote books and started the organisation “Roots and Shoots”. When she was a young woman, a dream came true: she went to Africa. She fell in love with a photographer and started a family. e) Go online and find out about “Roots and Shoots” school projects you could do in Austria. Then tell the class what you have found out. I’ve found an interesting project about … An exciting project we could do in Austria is … x67c9h 4 1.4 wx6aq2 A 1 D B E C F Info “Roots and Shoots” is an organisation that Jane Goodall started in 1991. She wanted people of all ages to come together and make a difference for animals and nature. i 18 2 Unit What a life! eighteen Nur zu Prüfzwecken – Eigentum des Verlags öbv
Reading: “Roots and Shoots” a) Read the interview with Kyle, who is working on a “Roots and Shoots” school project in Long Island, New York. Write the four correct questions in the spaces. A: 1. How do you like working on this project? B: Well, for years I have loved Jane Goodall for her work. And, of course, the beach has always been my favourite place. So I was very excited when our teacher told us we could do a “Roots and Shoots” project on keeping the beach clean. So far it’s been the best school project I’ve ever worked on! A: 2. B: Our class has chosen this project because in the last years we’ve noticed that there is so much rubbish on the beach. Things like plastic bags and balloons are not pretty to look at. But what’s even worse is that they are very dangerous for the fish. A: 3. B: Well, we’ve decided that we want to be active. Of course, we often do online research, but it is important to us that we actually go out there and do something for nature. So we’ve used the money from the “Roots and Shoots” organisation to buy tools for cleaning our beaches. During each beach clean-up we count and write down what kind of rubbish people have left behind. A: 4. B: We’ve done two clean-ups since the beginning of our project. And we’ve found a lot! We’ve collected 2866 pieces of rubbish, with about 2000 pieces of plastic. But what we have done so far has only been the beginning. We really want to make a difference! A: Thanks, Kyle! B: No problem! b) Look at the grammar box. Then highlight all the verbs in the present perfect tense in the interview in a). c) Read the interview again and answer the questions. Write in your exercise book. 1. For how long has Kyle liked Jane Goodall? 2. Which school project has Kyle liked best so far? 3. Why have they decided to work on this project? 4. How many times have they gone to the beach to clean it? 5. How many pieces of rubbish have they found so far? 1. Kyle has liked Jane Goodall for years. 5 How often have you cleaned the beach so far? What have you found out in your onlin e research? What exactly do you do for your projec t? For how long have you been in this project group? Why exactly are you working on this project? How do you like working on this project? Grammar For more details see 1 G 2 Present perfect tense for duration, experiences and recent events He has always been interested in Jane Goodall. We have cleaned the beach twice. They have just started the new project. G 19 2 nineteen Nur zu Prüfzwecken – Eigentum des Verlags öbv
Milestones in a life Reading: Oprah’s road to success a) Read the biography of Oprah Winfrey. Oprah Winfrey is one of the most famous people in the US, and maybe even in the whole world. Her whole life has been special. When she was born in 1954, her mother was just a teenager. She chose a name from the Bible, Orpah, for her baby. But most people didn’t know how to spell this name and called her “Oprah”. She has been “Oprah” since early childhood. When Oprah was a child, she had to move around a lot. When she was living on her grandmother’s farm, there wasn’t even running water. Sometime later she lived with her mother, then she lived with her father. Even today, she has lots of different homes. As soon as Oprah was able to talk, she started to speak a lot – in church, at school, on stage. She was a very clever child; she was able to read at the age of three! When she was older, she got lots of different jobs on the radio and on TV. Oprah met Gayle King, another famous TV personality, when both were young women. They are still best friends. Oprah had a lot of unhappy relationships, but around 1986, she met Stedham Graham. They wanted to marry in 1992. They never did, but they are still together. Oprah has been very successful in her job. In 2003, she was the first black woman billionaire. But she also wants to help others: in 2007 she opened a school for poor children in South Africa and started teaching via satellite. Even Oprah’s fears are extraordinary: ever since she was little, she has had a fear of chewing gum. b) Read the text again and look at the milestones in Oprah’s life. Add the missing information. m35w3h Info A milestone at the side of the road shows you how close or far the nearest town is. But we also use the word “milestone” to talk about important events in someone’s life. i 6 5 10 15 20 20 2 Unit What a life! twenty Nur zu Prüfzwecken – Eigentum des Verlags öbv
1. She hasn’t been called Orpah since she lived with her grandma. 2. She has been an extraordinary speaker for about forty years. 3. She has been able to read since 1 early childhood. 4. She has known what it is like to be poor since more than ten years. 5. Gayle has been her best friend for most of her life. 6. She has been a billionaire for 1957, when she was three years old. d) Fill in the gaps. Use for or since. Oprah Winfrey has had her name since 1 1954, when people didn’t know how to spell “Orpah”. She has liked being on stage 2 childhood. Oprah has been afraid of chewing gum 3 many years. She has lived in lots of different homes 4 she was a small child. Oprah has known her best friend, Gayle King, 5 1974. She has been together with her boyfriend 6 more than 30 years, but they haven’t married yet. Oprah Winfrey has been one of the most successful people on TV 7 a very long time; she started her career when she was 19. The billionaire has not forgotten what it feels like to be poor. She has been a teacher for South African girls 8 more than ten years now. What a life! e) Tell your partner what you think about Oprah’s life. Use the sentence starters below. Useful phrases I think it’s really special that … I found it surprising that … It’s quite unusual that … I find it extraordinary that … P I think it’s … Yes, how extraordinary! c) Look at the grammar box. Then match the sentence halves about Oprah Winfrey’s life. Grammar For more details see 1 G 3 “for” and “since” Period of time: for … hours, days, years, a long time, ages, most of my life, more than five minutes I’ve known my best friend for lots of years. Starting point: since … 2019, last winter, the beginning of the month, two o’clock, my childhood, I was three years old She’s been at this school since last September. G 21 2 twenty-one Nur zu Prüfzwecken – Eigentum des Verlags öbv
l = This is easy m = This is okay n = This is difficult Listening: How extraordinary! a) Listen to the short dialogues. b) Listen again and do the tasks below. 1. The Harrises have been married for 80 years . 2. The boy and his best friend were born on the same day. T F 3. The girls talk about … a) why Oprah lived with her grandmother. b) what Oprah did with used chewing gum. c) why Oprah is afraid of chewing gum. 4. The old woman has lived in her hometown for . 5. Paul hasn’t been on a plane for about ten years. T F Language in use: Have you heard about Mark Zuckerberg? Make sentences with the present perfect tense. Write them in your exercise book. 1. Mark Zuckerberg • like computers • since • middle school 2. Mark • know Priscilla • for • more than ten years 3. Mark and Priscilla • have their dog Beast • since • 2011 4. Mark and Priscilla • be married • since • 2012 5. Mr Zuckerberg • be a billionaire • for • about ten years 1. Mark Zuckerberg has liked computers since his time in middle school. Speaking: I have hugged a poisonous snake Talk with your partner about the three most extraordinary things you have ever done. Then tell the class which extraordinary things your partner has done. 7 1.5 mc39s4 l m n I can understand details in short dialogues. 8 l m n I can write sentences about someone’s life. 9 l m n I can talk about what I have done and what my partner has done. I have played a big role in a musical. Carla has played a big role in a musical. 22 2 Unit What a life! Show what you can do 2s3vj2 twenty-two Nur zu Prüfzwecken – Eigentum des Ve lags öbv
Wants and needs a) Look at the things below. Decide which are wants (things we would like to have but are not necessary) and which are needs (things we must have to live well). Write W or N. b) What do you think? Say what the most important need is. For me, what children need most is … c) In 1989, the UN Convention of the Rights of the Child was written. It has 42 articles that explain the rights each child has. Complete two of these articles with the words below. 1 ve62sx N Info All children have the same needs: they need healthy food, they need to have a good education and much more. Rights protect needs, so that every child has the chance to live and develop well. i opinion responsible listen freely change Your family is 1 for helping you use your rights properly. When adults are making decisions that 2 something in your life, you have the right to say 3 what you think should happen. Adults should 4 and take your opinion 5 seriously. Children’s rights New things • UN Convention • Adverbs of manner • Modal verbs and “be allowed to” • Buddy book • Podcast: Student council • School clubs Unit 3 23 twenty-three Nur zu Prüfzwecken – Eigentum des Verlags öbv
Treat us fairly! Reading and listening: Children’s lives around the world a) Read the texts quickly. Tick the continents the children live on. You can use an atlas. Asia Africa North America South America Europe Australia b) Now read carefully what the children say about their lives and tick T (= true) or F (= false). Jazmin, 12 I think the internet is a very good thing. For example, children in Iran can now chat with people all around the world. Most Iranian kids can speak English very well. Of course, you shouldn’t spend all your time at the computer. Kids should play games and be outdoors, too! But sadly, only rich people can have computers and are able to use the internet. Not all families have enough money for the things you need. Luckily, Iran is now full of internet cafés. However, some families are afraid the internet could give the children bad ideas. And so these kids are not allowed to go online. 1. All poor children are allowed to go to internet cafés. T F Gabriel, 14 There’s a lake near my home. Sometimes we go swimming there. My house has two rooms: a kitchen and a bedroom. But on weekends, we have to sleep under a bridge in São Paulo. At night it can get really cold. Every weekend, I have to sell sweets to earn some money and help my family. Yesterday, I wasn’t able to sell the whole box of sweets. I must try to sell the rest today. Working in the street is bad: you have to get close to the cars to sell sweets, but most people quickly shut the windows. Sometimes the children in the cars want to buy sweets, but their parents don’t allow them to. On weekdays, I go to school. I don’t really like it. But if you want to have a good job someday, you have to go to school. The best thing about school is that sometimes we’re allowed to play games. 2. Gabriel doesn’t have to work during the week. T F Thierry, 12 My name is Thierry and I am a street child from Rwanda. I have to live on the street. My biggest problem is finding food. This is why I am a beggar now. My parents died three years ago. Living on the street is especially hard when it rains. I have to carefully look for food in the rubbish. But sometimes I cut my hands. I can’t go to the doctor; it’s too expensive. I must help my grandmother. When I get money, I give it to her so that she can buy some food. We are hungry most of the time. I’m only a child, but I have to look after my grandmother. I would like powerful people to help me and the other poor children. 3. Some of Thierry’s problems are being hungry and getting hurt. T F m9yi9c 2 5 5 10 5 24 3 Unit Children’s rights twenty-four Nur zu Prüfzwecken – Eigentum des Verlags öbv
Mariame, 13 Two years ago, I lived with my parents in a village in Ivory Coast. They were very poor, but I went to school there. Sometimes our teacher hit us when we weren’t quick enough with our schoolwork. So I started dreaming about living somewhere else. One day my aunt came to the village and told me I could have some food and clothes. My mother allowed me to go with her. I started working for my aunt. From four in the morning until late I was washing dishes, cleaning the house, and selling water in the streets. I didn’t get any money and was not allowed to sleep enough. Once, I lost a bowl. My aunt shouted angrily: “Find it! Or I’ll hit you!” I went to the police and told them everything. Now I want to go back to my village. I will go to school and study. I want to have a good job someday. 4. Mariame went with her aunt because she wanted to have a better life. T F Anam, 11 My name is Anam, I’m eleven years old and I was born in Mexico City. I usually wear my Mazahua dress. I love it very much, but people often make fun of it. Sometimes blond children bully me because of my darker skin. This makes me very angry. The town where my parents come from is called a pueblo. I like it very much! But people in the city have a better life than the people in the pueblo. In the city, there are more roads, hospitals and schools. In Mexico City, we live in a slum. My family has only one room. There are some kids in my neighbourhood who have got lots of things, like sweets and nice houses. Everyone in my family works very hard so that one day we can have a bigger house. 5. Anam doesn’t like her special dress anymore. T F c) Listen to the dialogues. Fill in the correct words. 1. Jazmin tells us that she can learn a lot online. 2. Gabriel talks about sleeping under a bridge . 3. Mariame’s aunt threatens the girl . 4. Thierry shouts that he has got some money. 5. Anam talks about the bullying . d) Look at the grammar box. Then highlight the adverbs below in the texts in 2b. 5 10 5 10 1.6 y2gi6p Grammar For more details see 1 G 4 Adverbs: How you do something She is angry (adjective). She shouts at the girl angrily (adverb). Theo is a quick reader. First, you should read the texts quickly. Jazmin’s English is very good. She speaks English very well. Living on the street is hard. Gabriel works hard to get some money. G angrily happily loudly quietly sadly angrily hard well quickly carefully 25 3 twenty-five Nur zu Prüfzwecken – Eigentum des Verlags öbv
It’s only right Reading and language in use: The Rights of the Child a) Complete the text about children and their rights. For each gap, choose a verb (V) and an adverb (A) from the boxes. All children should feel safe and live well 1 . However, lots of children have to 2 to earn money and help their family. It’s sad that some adults don’t accept that children have rights and them 3 . Some children 4 about their lives because they’ve had some experiences that still make them unhappy. Children should be allowed to 5 , have some free time and toys. Kids should also be able to 6 and have safe drinking water. Children are allowed to 7 what they think should happen in their lives. Of course, adults should 8 when children talk about their ideas and opinions. Adults mustn’t forget that children have rights. b) Match each children’s right with a sentence below. Adults aren’t allowed to make you work too hard. 1 Every child should be allowed to go to school. You are allowed to have some free time. You should be allowed to use books and computers to find out about important topics. Children must be allowed to learn about the customs that are important to them. 8p8d6k 3 + carefully • badly • freely • happily • hard • healthily • sadly • well eat • listen • live • play • say • treat • work • talk V A 1. You have the right to a good education. 2. You should not have to do work that is bad for your health and education. 3. You have a right to follow your family’s tradition. 4. You have the right to get information that is important for your well-being. 5. You have the right to play and rest. 26 3 Unit Children’s rights twenty-six Nur zu Prüfzwecken – Eigentum des Verlags öbv
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