Prime Time 6, Coursebook mit Audio-CD und DVD

Goals • Talkaboutchangeswhengrowingup. • Describeandcommentonfriendship. • Characteriseliteraryfigures. • Improveyourwritingstyle. Growingup Lookat thephotoson these twopagesand talkabout the followingpoints: a) Inwhataspectsdoes life changewhen youare growingup? b) Whichof these changesdo youfind exciting,which might frighten you? Apresentation in class Bringaphoto to class that you feelbest illustrates the topic “Growingup”.Present thephotowith your interpretationof it. 1 Fact file Growingup • Theageofconsent(AOC)referstowhenpeoplecan legallyhavesex.InGreatBritaintheageofconsent is16.InAustriaitisbasically14,butitisillegalto havesexwithsomeoneunder16bytaking advantageoftheir“lackofmaturity“. • Theageofcriminalresponsibilityistheagewhen childrencanbetakentocourtforacrime. • Theminimumpurchasingage(MPA)referstothe purchaseofalcohol.Thismaynotbethesameas theminimumdrinkingage(MDA)fordrinking alcoholinbars.China,forexample,hasanMPAof 18butnoMDA. F 2 Age limits Lookat the tableabove,whichpresentsminimumage limits in different countries,anddiscuss the followingquestionswith the helpof thewordbankon the right: a) Whatdo you thinkabout thedifferentage limits in the countriesgiven? b) Do you feeladultsactmore responsibly thanunder-18s? Give examples. c) Whichage limits shouldbe changed inAustria?What should thenewage limitsbe?Explainandgive reasons. 3 Usefulphrases Reactingand commenting Iwassurprisedtoseethat…. • Inever knewthat…. • Itdependson…. • Inmy opinion…. • Ontheonehand…,buton theotherhand…. • Ithinkthereasonfor thisis…. • Ithink/don’tthink18isan appropriateageto…. • Ithinkitshouldbe upto…todecidetheagelimitfor…. • Irespectyouropinion,but…. • Youmakeit soundlike…. • CorrectmeifI’mwrong, but…. • …couldbedangerous. • … shouldbeprotected. P USA UK Austria Peru Pakistan Leaving school 16–18 16 15 18 atany time Employment 14 13 15 12 14 Ageof consent (AOC) 14–18 16 14 14 only in marriage Marriage 18 16 (with parental consent) 16*/18 14 females 16males 16 females 18males Drivinga car 14–17 17 17**/18 18 18 Buyingalcohol (MPA) 21 18 16/18*** 18 illegal forall Smoking 18–19 18 16 12 18 Voting inan election 18 18 16 18 18 Criminal responsibility 6–10 10 14 12 7 *courtdecision **undercertainconditions ***18forspirits 8 9 Unit Internet resources e6vn4r Growing up 1 2 Listening: InterviewwithMaryDouglas Youaregoing to listen toMaryDouglas,a teacherand community socialworker fromBirmingham,whose fatherwasan immigrant from Jamaica.First youwillhave 45 seconds to study the taskbelow, then youwill hear the recording twice.While listening, choose the correctanswer (A,B,CorD) forquestions 1–5.Puta ✘ in the correctbox.Thefirstone (0)hasbeendone for you. 0 MaryDouglas a) is fromBirmingham,but shewasborn in Jamaica. b) isof Jamaicanbackground,but she regardsherselfasBritish. c) wasborn in Jamaica,butherparentsare fromBirmingham. d)was,asherparents,born in Jamaica. ✘ Q1 MaryDouglas says that a) shehelps keeping trackofproblem childrenata comprehensive school. b) herowndaughter isaproblem child. c) she isa singlemotherandhasa 10-year-olddaughter. d) she supports children fromdifficultbackgrounds. Q2 MaryDouglas thinks that a) youngblackpeople fromBirmingham knowenoughaboutCaribbean culture. b) Caribbean cooking is important forherdaughter. c) themain traditions (e.g. cooking)arepassedonbyalmosteveryone in theblack community fromonegeneration to thenext. d) cookingalone isbetter than cooking ina team. Q3 MaryDouglas saysabout rolemodels a) that therearenot toomanyaround. b) thatNelsonMandelawasheronly rolemodel. c) thatgreatpeople fail todo something forotherpeople. d) that thereareenough rolemodels forblack teenagers. Q4 MaryDouglas thinks that a) lawsneed tobe changed to improve the situationofblackpeople. b) nothingneeds tobedone,because therehasbeenenoughprogress. c) the situationofblackpeople is stillawful. d) progresshasbeenmade through lawsandeducation,butmoreneeds tobedone. Q5 MaryDouglas says a) thathergrandmother thinks shehasbecome too Jamaican. b) shewants togoback to Jamaicaand live there. c) she feelsathome in Jamaica. d) she lovesBirminghambut feelsdifferent. 6 1.3 24 Multi-ethnicBritain Jede der zehn Units startet mit einer ansprechenden Auftaktdoppelseite . Anhand von Bild- und Textimpulsen steigen Sie in das Thema der Unit ein, unterstützt wird dies durch Kästen mit Redemitteln ( Word banks , Useful phrases ) sowie Hintergrundwissen ( Fact files ). In den Units regen authentische Hörübungen und Texte zur Auseinandersetzung mit den Themen an. Dabei nehmen interkulturelle Begegnungen einen hohen Stellenwert ein. Auf einigen Seiten im Buch finden Sie Online-Codes . Diese führen Sie zu weiteren Materialien. Geben Sie den Code einfach in das Suchfeld auf www.oebv.at ein. 2 Speaking:Britain –amulti-ethnic society Preparea statementaboutBritainasamulti-ethnic society.Discuss the followingpoints: • What is the situation inBritain likewith respect to itsmulti-ethnicpopulation? • Wheredomembersofethnic communities live? • Howhave theseethnic communitiesdeveloped? • WheredomostBritish immigrants come from? • Whatare theirmajorproblems? • What is your view? 1 Hasenough language togetby,with sufficient vocabulary toexpresshim/herselfwith somehesitationand circumlocutionson topics suchas family,hobbiesand interests,work, travel,and currentevents. (B1) Writing:Ablog comment Youhave read the followingblogpostbyagirl from London. by Jamila 9March,7:03p.m. Hieverybody! I’m fromSouth London.Myparents come from India,but Iwasbornhereand I’ve spentnearlyallmy life inBritain. Ienjoy theWestern lifestyle inwhichagirl can makeherowndecisions, forexamplewhich job to takeorwho tomarry.Well, the problem is thatmyparentsare still very traditional.Especiallymy father –he believes that the Indianwayof life is thebest forallofus.Sohedecided to arrangeamarriage formewith someone from India I’veneverevenmetbefore! He really thinks thatbeingahousewifeandmotherwouldbe thebest forme!!! I saidno tohisplansandnowhewon’t talk tomeanymore!Well, if that’shisway to forceme togive in to themarriage-idea, then I reallydon’t knowwhat todo. Idon’twant tohurtmy father,but I can’tagree tomarry that Indianguy… Whatdo you think I shoulddo??? Youhavedecided to commenton thisblogpost. In your blog comment you should: • explainwho youareandwhat yourbackground is • pointoutwhat you thinkwouldbe the right thing todo • suggestwhat Jamila coulddo inher situation Writearound 200words . 2 Canproduce simple connected texton topicswhichare familiarorofpersonal interest. (B1) 34 Multi-ethnicBritain Check-out Now you can • Talkaboutethnicdiversity in theUK. • Writea summary. • Present informationaboutethnicgroups inBritain. • Speakaboutaperson’sbiography. • Useparticiple constructions to improve the stylisticqualityofa text. • Structure ideasandparagraphswhenwritinganessay. S Semester self-checks Tip • This sectionhelps you tofindout if youhaveacquired the competenceswhich you shouldhave learned ina specific unit. • Inorder todo the tasks successfully youhave to combine the four skills (listening, reading, speaking,writing). • Take your time. It is important that youfindoutwhat youareable todoandwhat youneed toworkon. • Useful tips, the keysand theaudio scripts canbe foundon theCD-ROM in your textbook. T Unit 1:Growingup Reading–writing:Growingupon socialmedia (B1+) a) First, read the followingblogpost fromaparentingblog. byWorriedMom21 8September,7:33p.m. Growingupon socialmedia… thehardway Facebook.Twitter. Instagram.Pinterest.Flickr.Google+.Thismorning,anotherTimehopupdatepopped uponmyphone,and I realised thatmy kidsaregrowinguponline.Notbecause theymade that choice, butbecause Iamposting theirpictures, their cute sayings,parentingand kidmoments,andour lives in general. Our childrenwillbe thefirstgeneration inhistory tohave theirwhole livespresentedonline.This is something completelynew,andouractionsasparents couldhave far-reachingeffects,positiveor negative, forour children. Atage 13,our kidswill legallybeable to signup for socialmediaaccounts,according to theChildren’s OnlinePrivacyProtectionAct.Sadly,however, thisnewgenerationof tech-addicted teens, tweensand elementary school kidsdoesnothave the luxuryofgoingoutandmaking typical teenagermistakes without theworld knowingwithin seconds. It just takes seconds tophotographor video something stupid,upload it to socialmedia,and tageveryone theoffenderhasever known… froma smartphone. Mistakesare importantbecause theygiveusbattle scarsandbuild character.The scarydifference is that in today’sworld, thosemistakesandbattle scarsdon’t remainprivate; theyget theirownhashtag. I canhonestly say thatnoneofmybattle scars frompastmistakeswould costmea job.But formy kids, it could.Asa rule, colleges,graduate schoolsand companiesgo straight to socialmedia tofindout the real storyon theirpotential candidates,and “friend”ornot,whatwe choose toposton socialmedia isa matterofpublic record. b) Now rephrase the sentences taken from theblogpost in yourownwords. 1. Our childrenwillbe thefirstgeneration inhistory tohave theirwhole livespresentedonline. 2. …, thisnewgeneration…doesnothave the luxuryofgoingoutandmaking typical teenagermistakes without theworld knowingwithin seconds. 3. Mistakesare importantbecause theygiveusbattle scarsandbuild character. 4. The scarydifference is that… thosemistakesandbattle scarsdon’t remainprivate; theyget theirown hashtag. 5. …,whatwe choose toposton socialmedia isamatterofpublic record. 1 142 Semester self-checks 7 Telephoning at work Listening:Usefulphrases a) Read the telephone expressionsand choose the correctheadings. Takingamessage Getting theanswerphone Trying to connect Introducing yourself/Sayingwhat youwant If you can’t reach theperson youwant to speakwith Usefulphrases What youmayhearwhen calling What youmight saywhen calling Answering thephone • BrownandWilsonCarRentals, can Ihelp you? • Hello,Clare speaking.How can Ihelp you? • Can Iask you the reason for your call? 2) • I’ll just fetchher.Hangonamoment,please. • I’llgive youherextension. It’s… . • I’llput you through to… . • I’ll connect you.Pleasehold the line. If you can’t connect the caller • I’m sorry,but… isn’there/isoutof theoffice. • I’mafraid she’snotavailable/she’s inameeting. • The line’sengagedat themoment. • Could you callback later? 4) • Can I takeamessage? • Sorry,whatwas yournameagain? • Could you spell that forme? • Could you say thatagain/repeat that,please? • I’ll tellheras soonas she returns. 5) • Theperson you’re calling isn’tavailableat the moment. • Please leaveamessageafter the tone. Ending the call • Thank you for calling.Haveagoodday. 1) • This is… . I’m calling from… . • Hello,… speaking. • Can I speak to… ,please? • I’m callingabout… . • I’d like toenquireabout… . • I’vegota fewquestions/a complaintabout… . 3) • Shall I ringback later? • What timewouldbemost convenient? • Could you takeamessage/giveheramessage, please? • Could shephoneme? If thereareproblemsof somekind • I’mafraid the line’s/the reception’s reallybad. • Mybattery’sabout to runout. • Can youhearmenow? Ending the call • Thanks for yourhelp.Goodbye. P b) Listen to the threedialoguesand takenotes.Chooseone telephone conversationandpractise itwithapartner. Wordpower Lookat theseexpressionsand explainwhat theymean in yourownwords: • Wewere cutoff. • Could you speakupabit? • I’llput you through. • It’s stillengaged. • Could youbearwithme foramoment? • OK,fireaway. 1 3.2–3.4 2 96 Theworldofwork Speaking skills Auf den Check-out -Seiten jeder Unit können Sie Ihre Lernleistung in der jeweiligen Unit selbst einschätzen. GERS-Deskriptoren dienen Ihnen dabei als Anhalt- spunkte, nach welchen Kriterien Ihre Leistungen beurteilt werden können. Semester self-checks bieten Skills-integrated tasks zur selbst- ständigen Überprüfung der in einer Unit zu erwerbenden Kompeten- zen. Skills -Seiten unterstützen bei der Erarbeitung und dem Training der verschiedenen Fertigkeiten. 2 So arbeiten Sie mit Prime Time Internet resources e6vn4r Nur zu Prüfzwecken – Eigentum des Verlags öbv