way2go! 5, Schulbuch

3 46 PROGRESSCHECK Before youdo the tasks, lookbackover thework you’vedone so far.Howdo you think you’regettingon? Makeamarkon the line that showswhere you see yourself.Thendo the tasks.Don’t forget to check your answerswith thekeyonp.191afterwards! Progress check 01 !! LANGUAGE Icanuse themostcommonsuffixes tomakewords Ineed. That’s news tome Do you have some free time to spare?Are you looking for something (0) (interest) to do after school? If you enjoy a (1) (challenge) project, then you should join the school newspaper. The newspaper is run by studentswhomeet (2) (week) to discuss and report any interesting news or events. They think it’s important to share news ofwhat’s happeningwith the students and teachers in school: special events, such as competitions or dances, results of sportsmatches and even film and book reviews. It’s important to have good stories to keep all the newspaper’s (3) (read) interested. There are a lot of different jobs you can do on a school newspaper. You could be a graphic (4) (art) , designing images for the newspaper. If you are sociable and enjoymixingwith people, you could be a (5) (report) . This involves going around the school asking questions and interviewing people, such as new teachers and students.Everyone likes to find out about the new faces in school. If you enjoywatching sports, you couldwrite articles about the (6) (achieve) of the school teams, the games theywin or lose, the sportspeoplewho score goals, and so on. Being on the school newspaper is especially cool if you are a keen (7) (photograph) . There are lots of opportunities for taking great pictures of different (8) (active) around school and then sharing thesewith everyone through the newspaper. It helps if you carry your camera around all the time so you can get some (9) (origin) snaps as things happen. Youwill have to be very (10) (profession) , however, andmake sure people are happy to have their photograph taken. 0 interesting 6 1 7 2 8 3 9 4 10 5 Read the textabout schoolnewspapers.Somewordsaremissing.Change theword inbrackets to form themissingword foreachgap (1–10).Write youranswers in the spacesprovided.Thefirstone (0)has beendone for you. LANGUAGE INUSE 1 Read the textaboutagirl calledWhitney.Somepartsaremissing.Choose the correctpart (A–I) foreach gap (1–6).Thereare twoextraparts that you shouldnotuse.Write youranswers in theboxesprovided. Thefirstone (0)hasbeendone for you. READING 2 169 Writing coach Informaland formalemail Youwriteemails togiveorask for information, toapologise, complain,make suggestions,or apply fora job. If youwrite to friendsor relatives, youremailswillbepersonaland informal, whereas if youwrite topeople youdon’tknow/ don’tknow sowell, youremailswillbe rather formal. In informalemails youmayuse informal language, including short forms, suchas don’t and isn’t . In formalemails,however, the language has tobe formalbecause this is seenasmore polite (forexamples, seep.96).Formalemails should thereforenot containany short forms. Themaindifferencesbetween informaland formalemails: Importantpoints to remember whenwritinganemail: You startwith: From: #ournameandemailaddress To: thenameandemailaddressof theperson #ouarewriting to Subject: what theemail isabout Youaddress theperson #ouarewriting to and #ou signoffat theend. In the introduction #ouoften refer to the email #ouhave received,or #ougive #our reason forwriting. Before signingoff #oumightwant to sa# that #ouwould like to sta# in contact. Organisation Informalemail Formalemail Greeting/Salutation DearHannah, HiOliver, HelloMark, DearSirorMadam, (if #oudon’t know theperson #ouare writing to); DearMsSunderland, (if #ou know thepersonb#name) Saywhy you arewriting Thanks for your email. Good tohear you’rewell.Let me tell youabout- Iam referring to youremail from 20 th August- Iwould like to inquireabout- Mainbody Startanewparagraph foreachof the contentpoints (bulletpoints). Addressanddevelop thebulletpointsandobserve the function words ( explain , describe , suggest ,etc.)given in theprompt. Say that youwant to stay in contact Let’s keep in touch. Hope tohear from you soon. I look forward to your reply/response. I look forward tohearing from you. Signoff All thebest,Take care,Hugs, Best,- Best regards,Kind regards, Yours truly, Yours sincerely, Sincerely yours,- 175 to let sb.down Shenever letsher teamdown. jmdn.enttäuschen/ imStich lassen to standby sb. zu jmdm. stehen 5 order Put the sentences into the rightorder. Reihenfolge, (An-)Ordnung to highlight sth. etw.hervorheben/ hervorstreichen to gossipabout sb. Don’tgossipabout your friends behind theirback. über jmdn. tratschen to keepa secret einGeheimnisbewahren privacy [ *prIvEsi ] Why shouldwe respectother people’sprivacy? Privatsphäre to lie to sb. jmdn.anlügen to give sb. someadvice jmdm.einenRaterteilen honest [ *OnIst ] (opp. dishonest ) ehrlich frequent [ *fri"kwEnt ] oft,häufig to make/keepapromise einVersprechengeben/ halten to add sth. etw.ergänzen/dazugeben 6 to makea foolof yourself I’malwaysafraid that Imight makea foolofmyself. sich lächerlichmachen/ blamieren That’snoneof yourbusiness. Dasgehtdichnichtsan. to feel sick sich schlecht/krank fühlen I feel sick. Mir ist schlecht. to calm sb.down jmdn.beruhigen to talk sb.outof sth. Hisparents tried to talkhimout ofgettinga tattoo. jmdm.etw.ausreden once inawhile hinundwieder to makea fuss einTheatermachen to solveaproblem einProblem lösen addicted abhängig, süchtig leaflet Broschüre anonymous [ E*nOnImEs ] anonym skill Fertigkeit,Fähigkeit to tellon sb. (infml.) Friendsdon’t tellon eachother! jmdn.verraten/verpetzen major [ *meIdZE ] Haupt-…;wichtig; hier: grundlegend to act like… Don’tact likea child,please. sichbenehmen/aufführen wie… to put sb.’sneedsbefore yourown jmds.Bedürfnisseüberdie eigenen stellen to gooutof yourway for sb. sich für jmdn.besondere Mühegeben/insZeug legen to maintaina strong relationship eineengeBeziehung aufrechterhalten AE AmericanEnglish BE BritishEnglish fml. formal infml. informal opp. opposite abbr. abbreviation sb. somebody sth. something etw. etwas jmdm. jemandem jmdn. jemanden jmds. jemandes Unit 01 to discover sth. etw.entdecken to introduce yourself sich vorstellen 1 to match sth. to sth. etw.etw. zuordnen to belong together zusammengehören to gowith sth. Thisphotogoeswithquote three. zuetw.passen/gehören slightly einbisschen cracked gesprungen,angeschlagen; verrückt,bescheuert to trust sb. jmdm.vertrauen friendship Freundschaft stranger Fremde/r 2 series [ *sIEri"z ] (TV-)Serie to keep sth.going etw. inGanghalten 3 anxious [ *xNkSEs ] verunsichert,nervös confident selbstsicher to takeadeepbreath tief Luftholen to surround yourselfwith sb. sichmit jmdm.umgeben to fit in (with sb.) Ihope Iwillfit inat thenew school. reinpassen, sicheinfügen (in eineGruppe) to please sb. jmdm.gefallen, jmdn. zufriedenstellen to have sth. in commonwith sb. I can’tbelievehowmuchwe’ve got in common! etw.mit jmdm.gemeinsam haben to give/pay sb.a compliment jmdm.einKompliment machen to get involved (in sth.) (beietw.)mitmachen, sich (aufetw.)einlassen to join in mitmachen in return I’ll cook,but youhave todo the dishes in return. imGegenzug pointof view It’s important to respecta friend’spointof view. Sicht,Einstellung to take sb.’s feelings intoaccount auf jmds.GefühleRücksicht nehmen 4 expression Ausdruck,Wendung to keepupwith sb. mit jmdm.mithalten to keep in touchwith sb. mit jmdm. inKontakt bleiben to hangoutwith sb. (infml.) mit jmdm.abhängen to catchupwith sb. (infml.) sichaufdenneuesten Standbringen,mit jmdm. Neuigkeitenaustauschen to meetupwith sb. Let’smeetupatfive. sichmit jmdm. treffen to turnon sb. sichgegen jmdn.wenden Vocabulary 48 Literature Literaturealong theway RoaldDahl (1916–1990)wasa famousBritishwriter who iswellknownworldwide forhis children’s books suchas Charlieand theChocolateFactory and Matilda ,butmanypeopledon’tknow thathe alsowrotebooksbasedonhis life. In Boy he shares anecdotesofhis familyand school life in the 1920s. The followingextract tells the storyof ‘TheGreat MousePlot’ inwhichDahl,agedeight,and fourof his friendsplaya trickonMrsPratchett, thenasty old ladywho runs the sweet shop.Theyhidea deadmouse inabig jarof sweets to frightenher. Unfortunately for theboys, theyare caught… Before you read theextractbelow, lookat the pictureandguesswhat the text couldbeabout. Then read the text. 1 MrsPratchett’sRevenge 1 OurFormMaster came into the classroomwith apieceofpaper inhishand. ‘The following are to report to theHeadmaster’s study atonce,’he said. ‘Thwaites…Dahl…’And thenhe readout theother threenameswhich Ihave forgotten. Thefiveofus stoodup and left the room.Wedidn’t speak aswemadeourwaydown the long corridor into theHeadmaster’sprivatequarterswhere thedreaded 2 studywas situated.Thwaites knockedon thedoor. ‘Enter!’ We sidled 3 in.The room smelledof leather and tobacco.MrCoombeswas standing in themiddle of it,dominating everything, agiantof aman if ever therewasone, and inhishandsheheld a long yellow cane 4 which curved round the top like awalking stick. ‘Idon’twant any lies,’he said. ‘Iknowverywellyoudid it andyouwere all in it together.Lineup over there against thebookcase.’ We linedup.Thwaites in front and I, for some reason, at theveryback. Iwas last in the line. ‘You,’MrCoombes said,pointing the cane atThwaites. ‘Comeoverhere.’ Thwaitesbentover.Our eyeswere rivetedonhim 5 .Wewerehypnotizedby it all.Weknew,of course, thatboysgot the canenow and again,butwehadneverheardof anyonebeingmade towatch. ‘Tighter,boy, tighter!’MrCoombes snappedout. ‘Touch theground!’ Thwaites touched the carpetwith the tipsofhisfingers. MrCoombes stoodback and tookup afirm stance 6 withhis legswell apart. I thoughthow small Thwaites’sbottom looked andhowvery tight itwas. MrCoombeshadhis eyes focused squarelyupon it.He raised the canehigh abovehis shoulder, and ashebrought itdown, itmade a loud swishing sound, and then therewas a crack like apistol shot as it struckThwaites’sbottom. 1 revenge: Rache 2 dreaded: gefürchtet 3 to sidle in: sichhineinschleichen 4 cane: Stock 5 oureyeswere rivetedonhim: wir konntenunserenBlicknicht von ihm lösen 6 stance: Haltung 162 GRAMMARREVISITED Talkingabout thepresent (present simpleandpresent continuous) Statements Statements passon information .Theyusually followafixedpattern. Subject Verb Adverb (ofplace): Lizzie lives inCambridge. Subject Verb Object Adverb (phrase): TheEnglish kids have sent emails about themselves. Questions Questions ask for information .The twomain typesofquestionsare: Yes/NO questions:Youhave to reverse theorderof subjectand verb. −Withan auxiliary : Does she likebananas? Did you go to school yesterday? Canwe be friends? Have you written theemail to Lizzie yet? Note: do does with he/she/it ,and do did in thepast tense. − Without an auxiliary : Are you my friend? Were you friends in thepast? Questionsbeginning withaquestionword :Thequestionsusedasexamplesaboveallneed eithera yes ora no answer. If youwant toask formore information, youusequestionwords. Why do you likebananas?/ When did shearrive?/ Where is Lizzie?/ How are you? Thequestionwords who and what ask for informationabout the subjectofa sentence. Thesewordsbecome the subjectof the sentence,and youdon’thave to change the ‘normal’ wordorder: Who’s yourbest friend?/ What’s goingon?/ Whathave youbeendoing? Grammar revisited Statementsandquestions Tenses Present simple Present continuous You canuse it to* talkabout thingswhichhappenall the time, orarealways true. I go to schoolbybuseveryday. LizzieandMark live inCambridge. describewhat something is like,giving facts and statingopinions. Dan is talland wears an earring. The sun rises in the eastand sets in thewest. I think this is agood idea. talkabout thingshappeningnow, oraroundnow. Sorry, I can’t talk rightnow, I ’mhaving coffee witha friend. describewhat someone isdoing. In thephoto, I ’m standing next toSteve, who is sitting on the table. talkaboutanactivity/a state that is temporary. I feel sorry forHannah.She ’s sleeping on the sofabecauseAdam ’s staying inher room. Mit den Progress checks und dem dazugehörigen Lösungsschlüssel am Ende des Buches können Sie sich immer nach drei Units selbständig eine Rückmeldung zu Ihrem Kompetenzzuwachs einholen. Der Writing coach macht Sie mit den Besonderheiten verschiedener Textsorten vertraut. Authentische Schreibaufträge und Modelltexte zeigen Ihnen exemplarisch, worauf es bei der Bearbeitung ankommt. Hinweis zu SRP-ähnlichen Listening -Aufgaben : Um eine flexible Handhabung im Unter- richt (oder auch zu Hause) zu ermöglichen, besteht der Audio-Track immer aus einer einmaligen Aufnahme des Hörtextes mit nur einer kurzen, thematischen Einleitung. Der Track kann jedoch beliebig oft abgespielt werden, um auf individuelle Bedürfnisse einzugehen. Das Vocabulary im Anhang enthält den Lernwortschatz in der Reihenfolge, wie er in den Units vorkommt. Wörter, deren Aussprache sich vielleicht nicht gleich erschließt, sind durch Angaben zur Lautschrift ergänzt. Die Doppelseiten Literature along the way möchten Ihnen Lust auf die Beschäftigung mit klassischer und moderner englischsprachiger Literatur machen. Grammar revisited wiederholt und erklärt die wichtigsten Grammatik- Themen. Registrieren Sie sich mit dem Nutzerschlüssel (hintere Umschlagseite innen rechts unten) auf Mein öbv . Online-Code, der zu den Audio- und Video-Dateien im Internet führt. Geben Sie den Code einfach in das Suchfeld auf www.oebv.at ein. Verweis auf die CD Ihrer Lehrkraft Hierbei handelt es sich um einen original FM4- Beitrag. Verweis auf die DVD Ihrer Lehrkraft mit original BBC- Beiträgen Verweis auf weiter- führende Übungen im Practice Pack Kennzeichnung von Aufgaben, die Sie mit den Formaten der standardisierten Reife- prüfung vertraut machen Hinweis auf eine sprach- liche Besonderheit 03 BBC 01 M p. 40 Symbole Nur zu Prüfzwecken – Eigentum des Verlags öbv