Coursebook 8 Ilse Born-Lechleitner | Sally Brunner | Anna Harkamp-Krenn Eva Holleis | Andreas Kaplan AUDIOS/VIDEOS www.oebv.at QuickMedia App für Audios und Videos
way2go! 8. Coursebook, Schulbuch + E-Book Schulbuchnummer: 200199 way2go! 8. Coursebook, Schulbuch und E-BOOK+ Schulbuchnummer: 205290 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 4. August 2020, GZ BMBWF5.018/0030-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 8. Klasse an allgemein bildenden höheren Schulen – Oberstufe im Unterrichtsgegenstand Englisch (erste lebende Fremdsprache) (Lehrplan 2018) 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, Sie bekommen dieses Schulbuch von der Republik Österreich für Ihre 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.“ 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. Schulbuchvergütung/Bildrechte: © Bildrecht GmbH/Wien Redaktion: Mag. Heike Böhringer, Wien Herstellung: Raphael Hamann, MSc, Wien Umschlaggestaltung: Mag. Adam Silye, Wien Layout: Mag. Adam Silye, Wien Satz: Mag. Adam Silye, Wien Druck: Ferdinand Berger & Söhne Ges.m.b.H, Horn ISBN 978-3-209-09191-8 (way2go! SB 8 + E-Book) ISBN 978-3-209-11061-9 (way2go! SB 8 + E-BOOK+) Umschlagbild: © mauritius images/Travelscape Images/Alamy Illustrationen: Mag. Adam Silye Das Urheberrecht des in diesem Buch verwendeten, vom ORF zur Verfügung gestellten Audiomaterials liegt beim ORF. The authors would like to thank everyone at öbv for their hard work producing this book. In particular, Elisabeth Partmann for initiating the project, Heike Böhringer, our dedicated and tireless editor for all her professionalism, and Adam Silye for his inspired visual interpretations. We are deeply indebted to all colleagues and students who have helped to improve the book through piloting materials and providing critical feedback. The authors would especially like to thank Elke Beder-Hubmann, Alice Gerard, Trevor Lewis, Julia Ritt, Ulrike Stocker, Waltraud Wanke and Dorit Wiener for going above and beyond in their support. We would like to dedicate this book to our families for their endless patience, understanding and support. öbv would like to thank Joanna Bostock from FM4’s Reality Check for the time and effort she put into making this collaboration possible and for enhancing the way2go! series with exciting news features. (Special thanks to Johnny Bliss, Chris Cummins, Joanna King and Kate Farmer.) N r zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Ilse Born-Lechleitner | Sally Brunner | Anna Harkamp-Krenn Eva Holleis | Andreas Kaplan Coursebook 8 Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 So arbeiten Sie mit way2go! 8 Discuss the memes below in small groups. 1 What topics do they address? 2 What messages do they send? 3 Do you think they’re accurate? Why?/Why not? SPEAKING 1 Unit 01 Healthy and happy jy9k77 In this unit you will: discuss how to look after your (mental) health learn about issues in mental healthcare find out why Australians are laid-back discover the future of food meet the meat get serious about preparing for the Matura Bring some memes, motivational posters or other similar materials on health to class and put them up on the walls. Discuss what message they’re trying to communicate, and how they do this. 2 101 Looking back: Learning goals of Unit 06 !! READinG B2+ I can understand main ideas, specific information and implicit meanings of a broad range of texts on the topic of social groups. (ex. 6a/b, 12a/b, 14, 20) LiStEninG B2+ I can understand standard spoken language on the topic of social groups. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence(s) my ability to understand. (ex. 10, 11, 23a/b) WRitinG B2+ I can evaluate different ideas or solutions to a problem. (ex. 8, 25) SPEAKinG B2+ I can express my ideas and opinions with precision, present and respond to complex lines of argument convincingly. (ex. 5, 16b, 19, 22, 26) B2+ I can give clear, systematically developed presentations on the topic of social groups, with appropriate highlighting of significant points and relevant supporting detail. (ex. 26) LAnGUAGE I can use a wide range of vocabulary to describe and argue on the topic of social groups. Topic vocabulary: Social groups Change the words in capital letters to create a meaningful word map on social groups. Look at the example. Copy the word map, then improve it by adding more details and ideas. LAnGUAGE 31 I think more men must … I think more women must … encountering DISCRIMINATE lacking positive MODEL … issues social groups can face not accepted as tenant of a flat being DISCRIMINATION against being confronted with CONCEPT being ADVANTAGE on the job market being PRESENTED in politics not permitted into bars or clubs living in DEPRIVATION areas facing JUDGE discriminated Jede der 8 Units beginnt mit einer Vorschau auf die Inhalte und einer anregenden Aufgabe, die Sie zu einer ersten Auseinandersetzung mit dem Thema motivieren soll. Die Units sind in Unterthemen gegliedert, in welchen die verschiedenen sprachlichen Kompetenzen systematisch aufgebaut werden und auf niveaurelevante Language eingegangen wird. Strategies boxes sollen Sie bei der Bearbeitung der verschiedenen Aufgabentypen und der Operatoren der Schreib- und Sprechaufträge unterstützen. Längere StrategiesAbschnitte beinhalten umfangreichere Informationen auch zu Lern- und Arbeitsstrategien. Den Abschluss der Kapitel bilden Looking back-Tabellen, die der Selbsteinschätzung Ihres Kompetenzstandes dienen. Die Beschreibungen, die Sie dort finden, entsprechen den Lernzielen bzw. Teilkompetenzen des Lehrplans. Um diese für Sie transparenter zu machen, wurden sie in way2go! möglichst kurz gehalten und mitunter auf mehrere Formulierungen aufgeteilt. In Klammern werden jene Aufgaben angeführt, die die jeweilige Teilkompetenz trainieren. Es sind immer nur die wichtigsten Teilkompetenzen des Kapitels angegeben, eine vollständige Liste finden Sie online. By the way bietet Ihnen interessante Informationen zu Aspekten des englischsprachigen Kulturkreises. 26 Unit 02 | Big bucks or no dough? What kind of word can you add each suffix to? Example: -acy to adjectives like private or accurate. Add the correct suffixes to the word stems in brackets to complete the sentences below. 1 Globalisation has also led to increased (diplomat) between nations. 2 International (partner) between companies have become more common. 3 It’s the (response) of sellers to provide a range of payment options. 4 Leaders need to have a lot of (wise) and foresight in global politics. 5 The movie was a box office (fail) internationally and didn’t get a sequel. 6 I know that is a low (probable), but people beat the odds all the time. 7 Global industry and trade need to consider (sustain) more often when making decisions. c 14 Look at your list from 8. Which of your arguments were mentioned in the radio programme? Which of the expert’s arguments strikes you as most interesting? With which one do you disagree most? Discuss your ideas in small groups. Post a comment of around 150 words to give your opinion on what Jeremy says in the radio call-in programme: I always keep a bit of cash on me for, for the poor bloke … or for a busker, … or for leaving on the table if the server’s been particularly nice, and going cashless would leave these people without this kind of income … More suffixes for making abstract nouns Underline the suffixes in the highlighted words below. Then create a table with other words from the same word family. 1 Competing in the global marketplace demands a lot of flexibility from companies. 2 Newspapers such as the New York Times have an international readership. 3 The move to a more cashless society has led to the closure of many bank branches in Europe. 4 Some South Korean singers have achieved international stardom. 5 Many people feel paying in cash is important to preserve their privacy. Use the five suffixes to turn the following words into abstract nouns. SPEAKinG 11 WRitinG 12 LAnGUAGE 13 a b Expand your vocabulary: Managing money Match expressions from box A with expressions from box B to create ‘money phrases’. You need to use some of the expressions from box B more than once. LAnGUAGE 10 1 free 2 accurate 3 leader 4 please 5 wise 6 available 7 relation 8 king 9 possible 10 expose An English magazine focusing on financial issues is trying to find out if people would actually want to give up cash. It is launching an essay competition promising to publish the best ones online. You have decided to send in an essay. WRitinG 15 1 cut down on 2 deposit 3 exceed 4 go over 5 keep to 6 overdraw 7 pay in/out 8 pay off 9 run up 10 save 11 take out 12 withdraw A a a loan b cash c debts d money e your account f your budget g your expenses h your overdraft B 129 Unit 08 | The next chapter the end of the beginning Do you still have photos from your very first school day? What were you wearing? How did you feel? Talk abo anything you can r member with a partner. How do you want to remember your last school day? Tell your partner. Read the short info text on the right. Can you think of ‘Most Likely to…’ awards for your classmates? Remember to keep it light and give reasons for your choices. Share your ideas and see if the class can agree. Here are a few to ge you started. SPEAKinG 19 a b 20 Who is most likely to … invent so thing useful? give all their money to ch rity? become a multimillionair ? do a bungee jump? win a N bel/an Ig N bel prize? be on a reality s ow? su vive a zombie apocalyp e? become a stand-up comedian? be a world traveller? be A trian Chancel or? win an Olympic Medal? write a bestseller? By the way: Ready for the prom? How will you be marking your graduation from high school? Perhaps a Maturaball? If you were in the USA, you’d be attending the world-famous American high school prom. A prom is a formal dance for high school students that usually takes place towards the end of the senior (final) year. Short for the word ‘promenade’ – a verb that means ‘to show yourself in a public place to meet or be seen by others’ – high school proms are just that: an occasion to get dressed up, socialise with best friends and dance the night away. Much of the pre-prom excitement comes in figuring out who your prom date will be, and it’s become something of a competition to come up with a unique way to ask someone out – known as a ‘promposal’. Whether it’s a group of friends going together or someone asking out their BFF, a promposal often means surprising your date with a sign, balloons, flowers or a little gift. After getting dressed in their finery, usually tuxedos for the boys, prom dresses and wrist corsages for the girls, students have photos taken, and families or groups of friends may go out for a meal. A cool ride to the venue in a fancy car such as a stretch limo takes the party-goers to the prom in the school gymnasium, a local banquet hall or other event space. Although it’s an important milestone in a student’s school life, prom is becoming an increasingly expensive event. With the costs of many of the current prom traditions like elaborate dresses and formal wear, transportation, tickets, flowers, din er, photos, etc., the price tag can really add up. One thing that won’t feature formally at the event is alcohol as the legal age for alcohol consumption in the USA is still 21. Research the history of the US prom from its rather conservative beginnings and share your findings with the cla s. Did you find out anything interesting or unexpected? In the USA, high school graduates have a yearbook filled with photos of all the students. They may ask each other to sign an write memorable messages in them. One light-hearted and fun tradition is to award ‘Most Likely to…’ titles to one another. 109 Unit 07 | For science! Becoming carbon-neutral What do you know about the effects of global warming in the colder places on earth (e.g. in the Far North or South)? Talk in pairs and make some notes in your notebook. You are going to watch a video clip about climate change in Alaska. Look at the pictures below. What could the clip be about? Discuss with a partner and share your ideas with the class. LiStEninG + ViEWinG 14 a 07 b Now watch the video. Did you guess correctly what it was about? Were any of the points you wrote down in your notebook mentioned? Read the following questions before watching the video again. Discuss them in class afterwards. 1 Why are the villagers forced to rebury their ancestors? Why do you think they need metal coffins? 2 What is Walter Nelson keeping a record of? What are his findings? 3 At what rate is global warming occurring in Alaska? What are some of the effects of this? 4 What contrast does the woman interviewed point out? What can we learn from this evidence? 5 What practical measures are being taken to try to slow the erosion? 6 What could potentially happen to the village in the future? Expand your vocabulary: Word partners Combine one expression from box A with one from box B to match to definitions 1–8. All expressions are from the climate change video. In each box there is one expression you won’t need. c SPEAKinG 15 LAnGUAGE 16 1 : the mean for the whole world 2 : to try in vain to succeed 3 : to fight without fear 4 : so fast it’s worrying 5 : ever more frequent overflow of water 6 : dwellings moved to a different place 7 : subsiding building 8 : the rate at which land is disappearing Now summarise the content of the video in a paragraph of around 120 words. Use at least three of the expressions above in your paragraph. WRitinG 17 at an alarming increased global to face falling to fight relocated sinking speed of average erosion flooding head-on house a losing battle rate village water A B 110 Unit 07 | For science! Whil the co seque ces of global wa ming can already be felt quite noticeably in many parts of the world, there are still people who deny that it is taking place or refuse to accept that climate change is man-made. One myth of global warming is that more energy from the sun reaches the earth, thus increasing it temperature. But science can usually prove such assumptions wrong. Read the statements below. With the help of the chart, change the underlined expressions and write the correct version of the statements into your notebook. 1 In he firs half of the 20th century, there were insignificant fluctuations in solar activity, in this chart represented by the red line. 2 A noticeable decline in solar activity took place in the 1960s, correlating with a decrease in global temperatures. 3 A possible explanation for the fact that global temperatures have remained stable since 1980 would be human activity. 4 Global temperatures have risen dramatically since the 1940s, while solar activity has shown a constantly decreasing trend. 5 After a sligh fall in the 1980s, solar activity increased again between 2000 and 2008, while t mperatures on ea th remained constant overall. If we mpare the grap s, w can s e th t solar activity has increased, while temperatures on earth have risen sharply, leading us to conclude that solar activity has a direct influence on global temperat es. Compare your results with a partner. Did you find the same mistakes? RE Di G 18 b Strategies box Note the difference between describ g and analysing a chart: Describing: What you can actually see in the chart, what the chart shows. Give some information on the title (if there is one) and the type of chart (bar chart, pie chart, line graph). Then explain what the axes, labels or sectors tell you, and what major changes or differences you can see. Analysing: How you can interpret what the chart shows. Explain briefly what the chart is about and give possible reasons for the changes and differences. Focus on the main points or aspects shown in the chart. Then explain what the results could tell you about the topic and draw conclusions. Temperature vs solar activity –0.5 –1.0 0.0 1362 1363 1361 1360 1880 1900 1920 1940 1960 Solar irradiance4 11-year average Temperature 11-year average Year 1980 2000 2020 0.5 Temperature change (° C) Total solar irradiance (W m—2) 1.0 Which of the sentences in 18a describe and which of them analyse the chart? Together with a partner, find a chart about climate change. Write five sentences about it; at least one of them needs to be analytic. Get together with another pair and compare your results. c WRitinG 19 a b 4 solar irradiance: Sonnenhelligkeit (Energieeinstrahlung der Sonne pro Quadratmeter auf der Erde) Language-Abschnitte greifen aus dem Kontext wichtige Sprache heraus, die wiederholt oder gelernt werden soll. Am Ende jeder Unit sammeln und erweitern Topic vocabularyFelder das für das angestrebte Sprachniveau relevante Themenvokabular. Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 82 SEMESTER CHECK Semester check !! LESEN B2+ Ich kann ein breites Spektrum an Texten (auch literarischen) auch zu weniger vertrauten Themen verstehen und die Hauptaussagen sowie spezifische Informationen und implizite Bedeutungen erfassen. Read the text about efforts against teenage alcohol abuse in Iceland. First decide whether the statements (1–8) are true (T) or false (F) and put a cross ( ) in the correct box. Then identify the sentence in the text which supports your decision. Write the first 4 words of this sentence in the space provided. There may be more than one correct answer; write down only one. The first one (0) has been done for you. READING 1 Iceland cuts teen drinking with curfews, youth centers by Egill Bjarnason REYKJAVIK, Iceland (AP) – The clock strikes 10 p.m. on a Friday night when the ‘Parent Patrol’ enters a popular playground in suburban Reykjavik. The teens turn down the music and reach for their phones to check the time: It’s ticking into curfew. Every weekend, parents all over the Icelandic capital embark on a two-hour evening walk around their neighborhood, checking on youth hangouts. The walk is one step toward Iceland’s success into turning around a crisis in teenage drinking. Focusing on local participation and promoting more music and sports options for students, the island nation in the North Atlantic has dried up a teenage culture of drinking and smoking. Icelandic teens now have one of the lowest rates of substance abuse in Europe. Other countries are taking notice: The Icelandic Centre for Social Research and Analysis, the institute pioneering the project for the past two decades, says it currently advises 100 communities in 23 countries, from Finland to Chile, on cutting teen substance abuse. “The key to success is to create healthy communities, and by that get healthy individuals,” said Inga Dora Sigfusdottir, a sociology professor who founded the ‘Youth of Iceland’ program, which now has rebranded as ‘Planet Youth’. The secret, she says, is to keep young people busy and parents engaged without talking much about drugs or alcohol. That stands in sharp contrast to other anti-abuse programs, which try to sway teenagers with school lectures and scary, disgusting ads showing smokers’ rotten lungs or eggs in a frying pan to represent an intoxicated brain. “Telling teenagers not to use drugs can backlash and actually get them curious to try them,” Sigfusdottir said. In 1999, when thousands of teenagers would gather in downtown Reykjavik every weekend, surveys showed 56% of Icelandic 16-year-olds drank alcohol and about as many had tried smoking. Years later, Iceland has the lowest rates for drinking and smoking among the 35 countries measured in the 2015 European School Survey Project on Alcohol and Other Drugs. On average, 80% of European 16-year-olds have tasted alcohol at least once, compared with 35% in Iceland, the only country where more than half of those students completely abstains from alcohol. Denmark – another wealthy Nordic country – has the highest rates of teen drinking, along with Greece, Hungary and the Czech Republic, where 92% to 96% have consumed alcohol. 164 WRITING COACH Writing coach Read the task carefully and make sure you fully understand what to do before you start writing. It will give you clear information on: the text type: article, blog post, blog comment, email, essay or report the readership: (online) readers, the manager of a company, an international jury, etc. the topic: sports, traffic, health, e-scooters, etc. details of the topic: content points framed in the bullet points 1 the purpose of writing: give or ask for information, discuss an issue, give an answer to a question, argue in favour of or against a cause, share experiences, give your opinion, entertain or persuade the reader(s), make suggestions, report on facts or offer a solution to a problem, etc. The information below will give you an idea of how to structure your text and how formal/informal it should be. Formal text types: essay, report, formal email Formal, semi-formal/neutral, personal text types (depending on the task and the readership): blog post, blog comment, article, more personal email An international youth magazine is launching a series of articles on interesting trends. Next month’s issue will feature e-scooters. They are asking young people to send in articles and promise a free e-scooter to the writer of the best article. You have decided to send one in. In your article you should: explain what makes riding e-scooters attractive comment on possible disadvantages of e-scooters advise people riding e-scooters on how to act responsibly Give your article a title. Write around 250 words. Readership: readers of a youth magazine attracted by articles on interesting trends Topic: interesting trends – e-scooters Text type: article Purpose: giving advice/ information/your opinion Additional information: title, required number of words: 250 words Six tips for writing a good text 178 VOCABULARY mental (health) disorder psychische Störung/ Krankheit resilience [rI*zIljEns] Widerstandsfähigkeit, Durchhaltevermögen psychosomatic [+saIkEUsE*mxtIk] If an illness is caused by mental problems, it’s called psychosomatic. psychosomatisch bulimia [bU*lImiE] Bulimie to recover from sth. sich von etw. erholen setback The team has suffered several setbacks this year. Rückschlag, Rückschritt to be associated with sth. mit etw. assoziiert/ verbunden werden 10 tax-funded aus Steuereinnahmen finanziert healthcare system Gesundheitswesen 11 to raise sb.’s spirits Let’s go for a walk in the sun to raise your spirits. jmdn. aufheitern self-consciousness Verlegenheit, Gehemmtheit nutrition [*nju"*trISEn] Ernährung to educate sb. about sth. jmdn. über etw. aufklären state of mind Gemütsverfassung 14 to seek private care sich in privatärztliche Versorgung begeben self-harm Selbstverletzung eating disorder Essstörung to seek/get treatment sich behandeln lassen inability Unvermögen, Unfähigkeit to undertake sth. This is the largest project we have undertaken so far. etw. durchführen to refer [rI*f3"] sb. The patient should be referred to a lung specialist. jmdn. überweisen psychiatrist [saI*kaIEtrIst] Psychiater/in primary Our primary concern must be the environment. Haupt-… rejection [rI*dZekSEn] I’ve applied for 15 jobs, but I’ve only received rejections. Absage, Ablehnung assessment Einschätzung, Beurteilung self-help Selbsthilfe to consult sb. I think you should consult a specialist. jmdn. konsultieren/ um Rat fragen/aufsuchen social divide soziale Kluft 19 bugs Insekten; Ungeziefer AE American English BE British English fml. formal infml. informal opp. opposite abbr. abbreviation sb. somebody sth. something etw. etwas jmdm. jemandem jmdn. jemanden jmds. jemandes Unit 01 mental healthcare psychische Gesundheitsfürsorge 1 mental illness psychische Erkrankung health insurance Our company provides health insurance for employees and their families. Krankenversicherung 3 healthcare professionals Fachpersonal im Gesundheitswesen 4 to nourish [*n0rIS] The children were well nourished and in good physical health. (er)nähren balanced diet It’s important to have a balanced diet. ausgewogene Ernährung essential fatty acids lebenswichtige Fettsäuren wholemeal bread Vollkornbrot a stodgy dish hier: schwer verdauliches Essen fizzy drink Limonade, kohlensäurehaltiges Getränk heart-pumping Doing heart-pumping exercises will keep you fit. die Frequenz des Herzschlags anregend brisk jog flotter Lauf extended walk ausgiebiger Spaziergang anxiety [xN*zaIEti] hier: innere Unruhe, Beklemmungen insomnia I’ve been suffering from insomnia for a week now. Schlaflosigkeit migraine [*mi"greIn] A lack of sleep is known to trigger migraines. Migräne stomach cramp Magenkrampf mindfulness Achtsamkeit to minimise sth. etw. minimieren/ vermindern GP: (abbr. for) general practitioner Hausarzt/Hausärztin STD: (abbr. for) sexually transmitted disease Geschlechtskrankheit birth control method Verhütungsmittel 5 to resist the temptation der Versuchung widerstehen tobacco products Tabakwaren 7 demanding anspruchsvoll, fordernd 8 to go undiagnosed unentdeckt bleiben (Krankheit) 9 to detect warning signs Warnsignale erkennen Vocabulary 116 LITERATURE Literature along the way The Handmaid’s Tale by Margaret Atwood In her famous dystopian novel1 The Handmaid’s Tale, first published in 1985, Canadian author Margaret Atwood describes the Republic of Gilead, which has replaced parts of the United States. There, life has to be lived according to the principles of the Puritans and other conservative religious fundamentalists. The story has been adapted to several formats, such as a TV series and a graphic novel, and Atwood has written a sequel to it called The Testaments, which was published in 2019. 1 The imaginary society portrayed in The Handmaid’s Tale is set in the near future. It has problems with human reproduction as most men are infertile due to environmental pollution. For this reason, women who have already given birth to children are trained to be surrogate mothers for high-ranking officials. As ‘Handmaids’, these women are ‘walking wombs’, losing their identity so completely that they even carry the names of their ‘Commanders’, e.g. Offred (= of Fred). In monthly ceremonies, the Handmaids are subjected to sexual intercourse with the Commanders – in the presence of and as surrogate for their wives. Any children they conceive are raised by the Commander’s wife while the Handmaids are sent to another household to boost the birthrate once again. Before you start reading, discuss these questions with a partner. Share your ideas with the class. 1 What do you think such a state could look like in general? How could society be different from today? 2 What could a resistance movement in Gilead look like? Now read parts of the novel and answer the question below. 2 The narrator of the story, called Offred as a Handmaid (we are never given her real name), describes her room and clothes. A chair, a table, a lamp. Above, on the white ceiling, a relief ornament in the shape of a wreath2, and in the centre of it a blank space, plastered over, like the place in a face where the eye has been taken out. There must have been a chandelier3, once. They’ve removed anything you could tie a rope to. A window, two white curtains. Under the window, a window seat with a little cushion. When the window is partly open – it only opens partly – the air can come in and make the curtains move. I can sit in the chair, or on the window seat, hands folded, and watch this. Sunlight comes in through the window too, and falls on the floor, which is made of wood, in narrow strips, highly polished. I can smell the polish. There’s a rug on the floor, oval, of braided rags. This is the kind of touch they like: folk art, archaic, made by women, in their spare time, from things that have no further use. A return to traditional values. Waste not want not. I am not being wasted. Why do I want? 1 1 Dystopian novels portray negative aspects of present-day society, like poverty or oppression, as a political warning. They present worst-case scenarios of already existing threats to humanity. Atwood famously claims that everything she wrote about in The Handmaid’s Tale had happened in the real world at some point in time. 2 wreath: Kranz 3 chandelier: Kronleuchter 136 EXAM PRACTICE Exam practice Read the text about Lavasa, a new city in India. Answer the questions (1–8) using a maximum of four words. Write your answers in the spaces provided. The first one (0) has been done for you. READING 1 India invents a city At first glance this could be Italy – the promenade, the cafés and ice-cream parlours, the terraces of little apartment houses. Even the name of the place, Lavasa, sounds vaguely Italian. But look again and it clearly isn’t Italy. It’s too clean, too new. And there are hardly any people. What makes it all the more improbable is that Lavasa is in India, the land of autorickshaws and slum dogs, of sweat and dust and litter. With only a handful of residents, Lavasa is a city-in-waiting. But its corporate backers believe it will soon represent a new model of urban development and governance in India – a country where the term ‘city planning’ has long been a contradiction in terms. Lavasa lies in the mountains some 130 miles southeast of Mumbai, India’s financial and entertainment capital, and 40 miles west of Pune, a growing hub of software programming and computer animation. If all goes according to plan, Lavasa will eventually house more than 300,000 people. It will have a worldclass medical campus, luxury hotels, boarding schools, sports academies, a space camp, and, its developers hope, animation and film studios, software development companies, biotech labs and law and architectural firms – all of the knowledge industries at the heart of the ‘new India’. Lavasa is the brainchild of Ajit Gulabchand, a high-profile billionaire industrialist and the chairman of a conglomerate known for megaprojects like bridges and dams. It’s the first city in India to be planned according to the principles of ‘New Urbanism’, which advocate walkable cities that mix business and residential development, offer mixedincome housing and preserve green space. Lavasa will provide centrally pressurised running water, reliable electricity, sewage treatment, garbage collection and even fiberoptic connections in every home. These things are so alien in India that when prospective house buyers first saw Lavasa, many asked why they couldn’t see water tanks on the roofs and whether the price included a septic tank. Perhaps the most radical thing about Lavasa is the fact that it is built and governed by a private corporation. Most Indian cities are run largely by regional states, so urban development falls to overstretched bureaucrats or state politicians chiefly interested in winning over rural voters. The Lavasa Corporation has hired LESEN B2+ Ich kann ein breites Spektrum an Texten (auch literarischen) auch zu weniger vertrauten Themen verstehen und die Hauptaussagen sowie spezifische Informationen und implizite Bedeutungen erfassen. !! Reading You can find the answer key to the following tasks online. Go to www.oebv.at and type in this code: vv66cd. Mit dem Semester check und dem dazugehörigen Lösungsschlüssel am Ende des Buches können Sie sich selbstständig 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 in den Units: Um eine flexible Handhabung im Unterricht (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 FM4Beitrag. Verweis auf die DVD Ihrer Lehrkraft mit Videobeiträgen (u. a. von der BBC) Kennzeichnung von Aufgaben, die die Formate der standardisierten Reifeprüfung üben Hinweis auf eine sprachliche Besonderheit 03 01 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. Der Abschnitt Exam practice bietet zahlreiche weitere Aufgaben zu den Formaten der standardisierten Reifeprüfung – begleitet von passgenauen Tipps. Ihre Antworten können Sie im Anschluss mit den online verfügbaren Lösungen vergleichen. 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4 Contents 8 Unit 01: Healthy and happy Topics Language Reading Looking after body and mind Food for thought Expand your vocabulary: Health; Mental health; Food and health; Expressive writing Topic vocabulary: Looking after yourself Getting A-level health Four in 10 GPs suggest seeking private care for mentally ill children (MC) The future of food Meet the meat by Douglas Adams 22 Unit 02: Big bucks or no dough? Topics Language Reading Global money trends The other side of the coin Expand your vocabulary: Money matters; Managing money; More suffixes for making abstract nouns; Globalisation Language in use: How Kenya became a leader in mobile money (BGF) Topic vocabulary: Money matters/Globalisation Quiz: Trivia from the world of money Opinions on globalisation Globalisation: A bitter-sweet story (4W) 36 Literature along the way 40 Unit 03: Up to the job Topics Language Reading Presenting yourself The future of work Expand your vocabulary: Jobs and working life; Personal skills and qualities; Work and money; The future of work; False friends Language in use: Composing your CV (OGF) Topic vocabulary: The future of work/Working life Job ads How to write an email of application Learning in the age of automation (T/F/J) 54 Unit 04: Checks and balances Topics Language Reading Every vote matters Standing up for human rights Expand your vocabulary: Politics; UK and US politics; Suffixes for making verbs; Human rights and civil society Punctuation Language in use: Politics trivia (MC) Topic vocabulary: Human rights/Politics The political systems of the UK and the US Why we need NGOs A blog post on creative protest 68 Unit 05: Caring for our world Topics Language Reading Bear with me Plastic planet Expand your vocabulary: Conservation; Adjective connotations; Prefixes for changing word meaning; Avoiding plastic pollution Tense revision Language in use: Plastic fantastic! (WF); Three cheers for glass! (BGF) Topic vocabulary: Plastic and its alternatives/ Conservation Rent a panda (MC) 82 Semester check Semester 07 Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 Listening Writing Speaking Way more World Mental Health Day (FM4) Young people and mental health (MM) … and viewing: Bugs on our future plates? An email about a ‘Mental Health Day’ at school A blog comment about online advice on anxiety Your opinion on future foods A scene at the Restaurant at the End of the Universe A healthy lifestyle Challenges in the last school year Mental health and our public health- care system Plan a ‘Mental Health Day’ ILT1: Fighting stress The future of food Ethical veganism Strategies: Comparing and contrasting pictures; Preparing for the Matura By the way: Stress-free life lessons from the Australians Listening Writing Speaking Way more How do you manage your money? A cashless society? (4W) … and viewing: The Kenyan flower industry An essay on “Do we want to live without cash?” A PEEL paragraph on an aspect of globalisation How do you manage your money? Pros and cons of mobile payment A cashless society Pros and cons of globalisation Where do cut flowers come from? Trade agreements ILT1: Globalisation Strategies: Tips for writing an essay; Analysing a chart; Commenting on a blog post Listening Writing Speaking Way more Quiz: What do I do for a living? A disastrous job interview (4W) … and viewing: Radical salary transparency The future of work (FM4) (MC) A job ad for an unusual job An email of application A CV A PEEL paragraph on lifelong learning An article on jobs of the future Jobs: Responsibilities, skills, qualifications What’s important for you in a job? Practising a job interview ILT1: Deciding on a career Lifelong learning Strategies: How to analyse a cartoon Listening Writing Speaking Way more Young campaign workers A human rights activist from Amnesty International (FM4) (4W) PEEL paragraphs A blog comment on creative protest A report on main sources of information on politics Political campaign work Information gaps: The UK vs the US political system A political office – requirements NGOs; Amnesty International PA2: Volunteer work Strategies: It’s OK to agree to disagree By the way: To vote, or not to vote? That is not necessarily the question. Listening Writing Speaking Way more Environmental organisations … and viewing: Brown bear conservation in Slovenia … and viewing: A clean-up at the River Thames PEEL paragraphs An article on endangered species in Austria A flyer for a clean-up project Tips on avoiding synthetic clothing A summary of a text An email complaining about a clean-up project A dice game Conservation organisations Austrian zoos/Wolves in Austria Plastic waste Clean-up projects PA2: How to reduce waste in schools Strategies: Tips for writing an article; Tips for doing a paired activity; The function word ‘exemplify’ 1 ILT: individual long turn 2 PA: paired activity Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 Contents 88 Unit 06: All men are created equal Topics Language Reading Everyday discrimination I’m just a girl Expand your vocabulary: Discrimination against social groups; Gender stereotypes; Nouns Language in use: Politically correct language (ED) Topic vocabulary: Social groups Everyday discrimination There is no pride in prejudice An extract from Trevor Noah’s Born a Crime Poem: The British by Benjamin Zephaniah Utopian thinking: How to build a truly feminist society (MM) 102 Unit 07: For science! Topics Language Reading Powering our lives Becoming carbon-neutral Expand your vocabulary: Energy use; Energy production; Word partners; Verb phrases; Solutions to climate change Topic vocabulary: Energy/Climate change Quiz: How can you save energy in your home? The energy dilemma (4W) Reading a chart to refute a climate myth Solutions to climate change (MM) 116 Literature along the way 122 Unit 08: The next chapter Topics Language Reading Becoming who you are The end of the beginning Expand your vocabulary: Personal growth; Changing your looks; Celebrating a big moment Language in use: Accept yourself, and your life will change (OGF) Topic vocabulary: Mixed crossword; Evolving as a person Poem: Growing up Teenagers, social media and plastic surgery (T/F/J) Graduation around the world (4W) 136 Exam practice Reading Listening Language in use India invents a city (4W) Computer criminals (MM) The discovery of Homo naledi (MC) Words shaping realities (T/F/J) Media and politics (FM4) (MM) The importance of reading literature (MM) The Dark Snow Project (FM4) (4W) Youth employability (4W) The Noah’s Ark Project (FM4) (MC) Facing facts (MC) Chile’s protest street art (BGF) Learning styles (OGF) The European Parliament (WF) The British National Health Service (ED) 164 Writing coach 178 Vocabulary 190 Key Semester check Semester 08 Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 Listening Writing Speaking Way more A lecture about apartheid (4W) … and viewing: British schoolgirls’ future prospects in science A diary entry about being treated without respect A blog post about an unpleasant scene you witnessed A poem about Austria A PEEL paragraph about a gender stereotype A politically correct fairy tale Cartoons about social issues Social discrimination South Africa and its history Gender stereotypes Gender equality ILT1: Raising children in a ‘gender-neutral’ way PA2: Politically correct language Strategies: The function word ‘report’; Tips for doing an individual long turn Listening Writing Speaking Way more A science class on domestic electricity use … and viewing: Climate change in Alaska … and viewing: Carbon capture and storage (BBC) (MM) Unique tips on how to save energy An essay or an article on water power plants Summarising a video clip Analysing a chart A report on people’s worries What questions should science answer in the future? Three paired activities Climate change in Alaska Solutions to climate change ILT1: The effects of climate change Strategies: Describing vs analysing a chart Listening Writing Speaking Way more A podcast episode about people who change their names … and viewing: Skin bleaching in Africa To the graduation class (MM) A blog comment on plastic surgery A PEEL paragraph on “Why harm yourself to improve your looks?” An email inviting a guest speaker to your graduation Self-improvement and self-acceptance Would you change your name? ILT1: Identity crisis Your first and your last school day PA2: Organising a graduation ceremony Strategies: The function words ‘assess’ and ‘evaluate’ By the way: Ready for the prom? Writing Speaking Email: A literature course in the UK Essay: Two or more foreign languages at school? Report: What kind of sportswear for your school? Blog post: The impact of cruise tourism on the environment Blog comment: Listening to music while doing homework Article: Robots in shops ILT1: Work – Summer jobs ILT: Communication – Use of wi-fi ILT: Consumerism – Shopping behaviour ILT: Health issues – Healthy food ILT: Education – Learning ILT: The world of fiction – Reading preferences PA2: Domestic environment – Urban development PA: Tradition and change – Future life PA: Education – Ideas for an English magazine 1 ILT: individual long turn 2 PA: paired activity Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 Discuss the memes below in small groups. 1 What topics do they address? 2 What messages do they send? 3 Do you think they’re accurate? Why?/Why not? SPEAKING 1 Unit 01 Healthy and happy jy9k77 In this unit you will: discuss how to look after your (mental) health learn about issues in mental healthcare find out why Australians are laid-back discover the future of food meet the meat get serious about preparing for the Matura Bring some memes, motivational posters or other similar materials on health to class and put them up on the walls. Discuss what message they’re trying to communicate, and how they do this. 2 Nur zu Prüfzwecken – Eigentum des Verlags öbv
9 How can the aspects below contribute to a healthy lifestyle? Support your answers with reasons and examples. food physical exercise meditation healthcare professionals Read the online article below and write down its main ideas in your own words. SPEAKING 3 Looking after body and mind READING 4 a Getting A-level health In your final year of school? Find out how to maintain your health and keep up with the demands of studying! Feed your brain Make sure to nourish your body with a balanced diet containing the right amount of nutrients, such as protein, vitamins and essential fatty acids. Stay away from too much junk food or processed food as it’s been proven not to be good for your health. Take the time to prepare a light meal such as a salad with wholemeal bread instead of going for a stodgy dish or falling for a sugary treat and fizzy drinks, and you’ll see you’ll have a much easier time studying. Move that body According to the WHO, teenagers should get around sixty minutes of heart-pumping exercise per day, with a mix of strength, flexibility and aerobic training. But really, any kind of movement will help you to maintain a good level of fitness, even if it’s just a brisk jog around the block in between two study sessions. Or invite a friend and quiz each other on exam questions on an extended walk. Remember, exercise is also important for mental health: healthy body, healthy mind! Care for your mind Being under a lot of school stress can cause a variety of health problems, such as anxiety, insomnia, migraines or stomach cramps. Relaxation techniques like meditation or mindfulness exercises can help, but you also need to manage your time carefully and avoid procrastination. Actively try to minimise stressful situations and attempt to calmly accept those you can’t change. Get checked out You don’t have to look after your body all by yourself. Go to the dentist regularly, there’s nothing worse than having to study with a toothache. Make an appointment with your GP, have a check-up and ask any questions you might have regarding your state of health. Get professional advice on STDs and birth control methods, don’t solely rely on second-hand information from your friends or the internet. Compare your notes with a partner, then discuss which advice you follow already and what else you could do to promote your health. Write a paragraph giving advice on drugs similar to the ones in the text above. Use the following expressions: alcohol, become a habit, drugs, peer-pressure, resist the temptation, tobacco products. Expand your vocabulary: Health Use the highlighted expressions to start your vocabulary page on ‘health’. You could write example sentences, add translations or arrange the expressions in a word map. b WRITING 5 LANGUAGE 6 Nur zu Prüfzwecken – Eigentum des Verlags öbv
10 Unit 01 | Healthy and happy This is your final year of school, and academically it will be the most demanding yet. Work with a partner and discuss the specific challenges you expect to face this year, such as oral exams, cramming material for maths or science exams, applying for jobs/universities, etc. Working with the same partner, each of you should now make a list of five major personal challenges and rank them from 1 to 5, with 1 being the biggest challenge you’ll face. Share your list with your partner and discuss similarities/differences. SPEAKING 7 a b You already know a lot about how to stay physically healthy, but what about your mental health? Look at the statements below. Put a tick next to the ones you think are true. Then listen to the information about World Mental Health Day and check if you were right. 1 Stressful events such as changing school or leaving home can cause mental health problems. 2 Half of mental illness starts by age 14. 3 Unfortunately, most cases of poor mental health go undiagnosed. 4 It isn’t helpful to talk too much about mental health. 5 In 15- to 29-year-olds, suicide is the second-most frequent cause of death. 6 Mental illness is a problem that schools can’t help with. 7 Young people should work independently to improve their own mental health. 8 Mental health should be discussed much more openly. LISTENING 8 01 Expand your vocabulary: Mental health Make sure you understand the expressions in the box, then use them to complete the sentences below. LANGUAGE 9 a stigma b detect early warning signs c mental health disorder d mental resilience e psychosomatic f psychological support g mindful of their feelings 1 Bulimia, depression, anxiety and OCD1 are all forms of . 2 Young people need to learn to be . 3 means being able to cope with life’s challenges and having the ability to recover positively from setbacks. 4 Health workers should be trained to in young people. 5 A physical illness that is caused or made worse by mental stress is known as a illness. 6 It is vital that schools and communities provide for young people. 7 In order to remove the associated with mental illnesses, they should be openly addressed. 1 OCD: (abbr. for) obsessive compulsive disorder: Zwangsstörung Nur zu Prüfzwecken – Eigentum des Verlags öbv
11 Sometimes even young people need professional help for their mental health. Both Austria and the UK have a tax-funded healthcare system intended to look after the medical needs of people of all ages. Talk about the following questions in pairs, then share your ideas in class. 1 Should mental health problems also be covered by the public healthcare system? Why?/Why not? 2 Do you think young people have more or fewer mental health problems today than in the past? What might be the reasons for that? 3 Why do you think do mental health issues still have a social stigma attached to them? SPEAKING 10 You are going to listen to four experts talking about what can be done about mental health problems of young people. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, match the speakers with their statements (A–J). There are two extra statements that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. After the second listening, you will have 45 seconds to check your answers. LISTENING 11 02 Speaker 1 – Helen McCann 0 1 Speaker 2 – Albert Enright 2 3 Speaker 3 – Roger Slomani 4 5 Speaker 4 – Julia Lewis 6 7 A A more active lifestyle can raise your spirits. F Being online can negatively affect your state of mind. B There should be courses on how to cope with self-consciousness. G Mental health problems are becoming more common. C Healthy nutrition solves many mental health problems. H It’s wrong to assume you can overcome your issues all by yourself. D It’s important to educate everyone about teenage mental health. I There are activities that help you become more conscious of your emotions. E Mental illnesses should be given the same priority as physical conditions. J Peer support can be of value when dealing with mental health problems. 0 1 2 3 4 5 6 7 F You are a student at an international school. Your school wants to hold a ‘Mental Health Day’. Write an email to parents explaining why you think this is a good idea. Include some tips for parents on how they can help their children improve their mental well-being. Write around 250 words. Make sure you include some of the expressions from the previous pages. WRITING 12 Nur zu Prüfzwecken – Eigentum des Verlags öbv
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