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
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