way2go! 6, Schulbuch

3 86 SEMESTERCHECK Semester check 01 !! LESEN B1+ Ich kannunkomplizierteTexteüber vertrauteThemenmit befriedigendemVerständnis lesenundwichtige Informationenauffinden. Read the textabouthow shopping centresare changing in theUK, then choose the correctanswer (A,B,CorD) forquestions 1–5.Puta cross ( ) in the correctbox.Thefirstone (0)hasbeendone for you. READING 1 k_white Lifestyle centre or shopping centre? Lastweekend,mySundaymorning began the sameway it always does; an unbelievable amount of scrambled eggs, coffee, and a discussionwithmy partner about howwe were going to spend the day.With pouring rain and no hope of a barbecue,we decided to head to the TraffordCentre inManchester to check out the shops, have dinner and see a film. As Iwork in shopping centremanagement, I am no longer able tomindlesslywander round shopping centres.Oh no, I’m looking at themix of shops, analysing the organisation of the place and observing other visitors! This time, reflecting on the reasons formy own visitmademe think about theway thatwe use shopping centres.My partner and I hadn’t purely come to shop.We firmly intended to spend time at the centre’s ‘GreatHall’ – home to awide range of fast food restaurants and casual dining spaces alongside a20-screen cinema, Laser Quest and rock climbing venue and entertainment arcade. There’s a gym, but it doesn’t have a pool. Changes in retail havemade shopping centre owners think about how they entice customers in and how they improve the guest experience. The better the experience for visitors, the longer theywill stay and themoremoney theywill spend. Logical, right?Research shows that peoplewho eat and drink at a shopping centre stay86% longer than thosewho do not.So, lotsmore places selling food and drinks and leisure activities is the answer to amore successful shopping centre. Food is no longer seen as ‘fuel’ to keep shoppers going, but it becomes part of the experience.According to data,more andmore people are ignoring traditionalmealtimes,whichmakes it evenmore important to have a range of placeswithin shopping centres offering fast food, healthy pick-me-ups and other dining options. However, a rounded ‘lifestyle’ experience cannot be achieved through retail and food and drink alone. Carefully placed cinemas, bowling alleys, amusement arcades or, in the case of the TraffordCentre,more adventurous destinations such asSea Life and LegolandDiscoveryCentre,mean families can enjoy the shopping centre into the late evening. ‘Shopping centre’ or ‘lifestyle centre’? The retail landscape is rapidly changing and shopping centres will fail if they do notmove on from only offering shopping. They need to be experience centres offering entertainment, sports and dining. I am interested to know if you agree! reply What’s yourprogresswith the learninggoalsof this semester?Makeamarkon the line that shows where you see yourself, thendo the tasks.Don’t forget to check youranswerswith thekeyonp.205. 176 WRITINGCOACH Writing coach Formalemail Youwrite formalemails togiveorask for information, respond toa request, apologise, complain,make suggestions, orapply fora job.The recipient is usually someone that youdonotknow sowellordonotknowatall. Youremail shouldbepoliteand to the point.Use setphrases ifappropriate andavoid colloquial languageand contractions. Seealsop.40. Sample task Youaredisappointedbyaweekend trip to Londonas the tripdidnotmeet yourexpectations. Youhavemade somenotesanddecided towriteanemailof complaint to the travelagency. In youremail you should: explainwhy you chose Easy&Excellent describewhatwentwrong suggestwhat Easy&Excellent shoulddo Writearound250words. Theseare themainpoints to remember whenwritinga formalemail: Startwith: From: yournameandemailaddress To: theperson youarewriting to Subject:what theemail isabout Address theperson youarewriting to ina formal wayand signoffat theend. Give your reason forwriting in the introduction. Startanewparagraph foreach contentpoint (bulletpoint). Let the recipient know if youwant to stay in contactbefore signingoff. toStansted,notHeathrow arrivedathotel2a.m. English?!? 15minutes to underground station www.easy-excellent.com  Easy flights frommanyEuropean cities  Excellent hotels  Excellent Englishbreakfast  Easy connections to the centreof London 186 VOCABULARY annoying nervig,ärgerlich tomakea foolof sb. Mybrother lovesmakinga fool ofme. sichüber jmdn. lustig machen sympathetic [ +sImpE*TetIk ] Try tobe sympathetic towards Caitlin. I think shehasproblems athome. mitfühlend,verständnisvoll sensitive [ *sensItIv ] He’snot very sensitive.Healways sayswhathe thinks, even if it hurtspeople’s feelings. sensibel,einfühlsam toputupwith sb./sth. I’m too tired toputupwith your nonsense rightnow! jmdn./etw.aushalten/ ertragen greedy gierig rare [ reE ] Weusuallyeatathomeand rarely eatout. selten,nichtoft plain That’splain rude. einfach,wirklich ( zur Verstärkung einerAussage ) selfish egoistisch, selbstsüchtig bossy herrisch, rechthaberisch to lookdownon sb. Teachers shouldn’t lookdown on their students. auf jmdn.herabsehen, jmdn.geringschätzen He’sagreat laugh. Er istwirklich lustig. tobe sureof yourself selbstsicher sein lively [ *laIvli ] quirlig, lebhaft upbeat [ 0p*bi"t ] optimistisch; fröhlich, beschwingt to lookup to sb. He looksup tohishero. zu jmdmaufsehen, jmdn.bewundern leftovers Lunch isusually leftovers from thenightbefore. (Essens-)Reste impolite unhöflich jealous [ *dZelEs ] eifersüchtig,neidisch self-confident selbstbewusst 8 tohave sth. in common etwasgemeinsamhaben tooverlap Thephotosdidn’tfit, so theyhad tooverlapat the sides. sichüberschneiden, überlappen humorous humorvoll, lustig 9 outlookon life Lebenseinstellung todisplay sth. Shedisplayedher favourite photosonherbedroomwall. etw.ausstellen/ präsentieren 11 virtual [ *v3"tSuEl ] virtuell 12 terrifying erschreckend tobotherdoing sth. Some studentsdon’tbother doing theirhomeworkproperly. sichdieMühemachen, etw. zu tun 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 revise sth. etw.wiederholen ( den Lernstoff ) todealwith sth. mitetw.umgehen 1 identity [ aI*dentEti ] Whatdefines your identity? Identität high frequency sound Hochfrequenzton ankle Fußknöchel worldwide weltweit cell [ sel ] Zelle to stretch for… The town’s sandybeach stretches forover fourmiles. sicherstreckenüber…, …weit reichen unique [ ju"*ni"k ] einzigartig to contain sth. Milk contains lotsofproteins. etw.beinhalten particle [ *pA"tIkEl ] Teilchen 2 tomake sth.up etw.erfinden 3 todefineaperson’s identity die IdentitäteinerPerson ausmachen gender Geschlecht 4 todefine yourself ina certainway sichüberetw.definieren surroundings (pl. only ) Umfeld,Lebensumstände todistinguish sb./sth. from sb./sth. Ifind itdifficult todistinguish Spanish fromPortuguese. jmdn./etw.von jmdm./etw. unterscheiden 5 accurate [ *xkjErEt ] korrekt;genau,akkurat 6 generally Igenerallywakeup twiceduring thenight. imAllgemeinen,generell cheerful soul Frohnatur to jokearound herumblödeln witty witzig,geistreich tomake sb. laugh jmdn. zum Lachenbringen easy-going gelassen, locker togetemotionalabout sth. hier : sichüberetw.aufregen foodie (infml.) Essensliebhaber/in tobeobsessedwith sth. vonetw.besessen sein content [ kEn*tent ] zufrieden tobe content todo sth. etw.gerne tun, zuetw.bereit sein tough [ t0f ] Youneed tobe tough if youwant tobeapoliceofficer. hart imNehmen, zäh pretty Tom isaprettyniceguy. ziemlich to takedelight indoing sth. Freude/Spaßdaranhaben, etw. zu tun mean gemein Vocabulary 46 Literature Literaturealong theway The Life and Times of the Thunderbolt Kid byBillBryson In TheLifeandTimesof theThunderboltKid BillBryson describes theeventsand feelingshehadgrowingup inDesMoines, Iowa, in theearly 1950s.Locate Iowaon amapof theUSA.Whatmighteveryday lifehavebeen like inDesMoines in the 1950s? Asa youngboyBryson imaginedbeinga superhero (‘ThunderboltKid’)with theability to vaporisepeople whoannoyedhim.Whydo you thinkhe invented this persona forhimself? Inextract 1,Brysondescribeshis childhood shopping experiences inDesMoines.Before reading the text, discuss the followingquestions: 1 Whatdo you rememberabout the shops in your areawhen youwere still inprimary school? 2 Did youenjoy shoppingasa kid? 3 Howhave shops changed in recent years? Now read theextract. 1 a b 2 a b Dahl’s,ourneighborhood supermarket,had a featureof inspiredbrilliance called theKiddieCorral 1 . Thiswas a snug enclosure,built in the styleof a cowboy corral andfilledwith comicbooks,where moms couldpark theirkidswhile they shopped.Comicswereproduced inmassivenumbers in America in the1950s–onebillionof them in1953 alone– andmostof them endedup in theKiddie Corral. Itwas filled with comicbooks.To enter theKiddieCorralyou climbedonto the top rail and dove in, then swam to the center.Youdidn’t carehow longyourmom took shoppingbecauseyouhad an infinite 2 supplyof comics tooccupyyou. Ibelieve therewerekidswho lived in theKiddieCorral. Sometimeswhen searching for the latest issueofRubberMan,youwouldfind a childburiedunder a footor soof comics fast asleeporperhaps just enjoying their lovelypapery smell.No institutionhas ever done amore thoughtful thing for children.Whoeverdreamedup 3 theKiddieCorral isunquestionably inheavennow;he shouldhavebeen awarded aNobelPrize. Inourmemory, thingsareoftenbetter than theywere in reality.Read through this sectionagainand underlineall the instanceswhereBrysonpaintsa rosypicture.Do thesedescriptionsmake the text moreappealing to youorare theyexaggerated? 1 corral:eingezäuntesAreal 2 in5nite:unendlich 3 todreamup sth.: sichetw.einfallen lassen 1 169 1 Clausesgivingessential information (=defining relative clauses) Inadefining relative clause,youadd information that isessential for the sentence tomake sense. Youwant todescribewhat somebody/ somethingdoesor is. ( Who / which is the subjectof the relative clause.) Youwant todescribewhat somebody/ somethingELSEdoesor is. ( Who / which is theobjectof the relative clause.) In this typeof relative clause, you can leaveout the relativepronoun (= contact clause). I’m the kindofperson who likes to jokearoundwith others./ Anonlinepresence which makes you look lazy is bad for you. (= theonlinepresencemakesyou look lazy) I saw thepicture which Oliveruploaded to the school website. (=Oliveruploaded thepicture) I saw thepictureOliveruploaded to the schoolwebsite. Note: Inboth typesofdefining relative clausesabove, you can replace who and which with that , especially in informal contexts: I’m the kindofperson that likes to jokearoundwithothers. Anonlinepresence that makes you look lazy isbad for you. You cannotuse who or which after all , everything , nothing , theonly and superlatives: I’ve told youall (that) I know./Is this thebest (that) you cando? Youwant todescribewhoorwhat somethingbelongs to. Youwant to talkaboutwhenand where something takesplace,andwhy somethinghashappened. Theman whose carhasbeen stolen isover there. This is the car whose painthasbeen scratched. Thatwas themoment ( when ) I knew Iwaswrong. He cameback to theplace ( where )hehadbeenborn. Maybe this is the reason ( why )healways looksgrumpy. 2 Clausesgivingadditional information (=non-defining relative clauses) Inanon-defining relative clause, youadd (interesting) information that isnotessential. As it isnotessential, youput this informationbetween commas.Also, you cannotuse that asa relativepronounand you cannot leaveout the relativepronoun. Youwant toadd informationabout somebody/something. Youwant toadd informationaboutan action. OurEnglish languageassistant, who is fromNewcastle, speakswitha really strongaccent. I likeourareabest inSeptember, when it’snot sohot anymoreandall the leavesare turning red. Tom eatshisownpizzaandany leftovers, which is really gross./Steve left the room, which didn’t surpriseme. Grammar revisited Relative clauses Youuse relative clauses toadd informationordetail tonouns,nounphrasesorevenwhole clauses. Relative clausesareusually connected to themain clauseofa sentencebya relativepronoun. You canuse these relativepronouns: who – forpeople which – for things whose – to saywhoorwhat somethingbelongs to where – forplaces when – for time why – for reasons Mit den beiden Semester checks und dem dazugehörigen Lösungsschlüssel am Ende des Buches können Sie sich selbständig eine Rückmeldung zur Erreichung der Lernziele 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. 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. 12 Symbole 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 Seiten 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. Nur zu Prüfzwecken – Eigentum des Verlags öbv