■■ Let’s take a look at what we’ve just said and what it implies. ■■ Again – and I believe we must drive this message home to all teenagers – we really have to … ■■ Please allow me to recap the main points of this issue. ■■ Let me sum up my main points. ■■ I’d like to take a moment to look at what we have said thus far / so far. ■■ Let’s look at the key aspects of this matter once more. What I’d like you to remember is that … ■■ So, I hope it has become clear that there are really two fundamental principles … ■■ As I said at the beginning, the central challenge is to … ■■ To return to the original question, I believe we can now state confidently that … ■■ I want to go back to the beginning when I suggested that there was … I hope I’ve made it clear that … ■■ Well, I think we have seen that … ■■ Again, weighing the pros and cons, I am convinced that … ■■ What I’ ve tried to show in this part … ■■ What is important to remember is not only that the … but also that the … ■■ As we have just seen, the most important question is not whether … but rather whether … ■■ So what does that mean for us? Again, I think the central challenge is to find a … Giving an overview / Rephrasing Matura tasks I ■■ Using the information from this chapter, as well as your previous knowledge, do the individual long turn task below (1 4.15). (Of course, you are more than welcome to do additional research as well to prepare for this task!) ■■ Begin your talk with an overview of what you intend to talk about, using as many phrases from 1 4.3 as possible. ■■ During your presentation, use as many phrases from sections 1 4.4 and 1 4.5 as possible. ■■ Try to avoid using the exact phrases and sentences found in your task. This is known as “prompt lifting” and is generally considered improper. Rephrase the instructions in your own words, as in the example below. (See sections 1 6.3, 1 6.4, and 1 10.5 for a detailed discussion of how to rephrase and paraphrase tasks.) You could start like this: To do [B] [J] 4.6 Scan this page with the QuickMedia app to read Bill Bryson’s text “Junk Food Heaven” (go to p. 11 of the PDF file). An even better idea is to buy his book Notes from a Big Country, which contains lots of entertaining insights and anecdotes. In his text “Junk Food Heaven”, Bill Bryson relates a trip to a U.S. supermarket with his British wife in the 1990s. They had recently moved to America. She kept bringing home fresh broccoli, but Bryson, the prototypical American, simply longed for, in his own words, “artificial bacon bits, cheese in a shade of yellow unknown to nature and creamy chocolate fillings, sometimes all in the same product.” The question is, have we evolved since the 1990s, or do we still long for these things today? Ladies and gentlemen, thank you very much for giving me the opportunity to share with you our vision for improving the health of our schoolchildren here in Sacramento. Please allow me to briefly outline the structure of my presentation. I have divided it into three parts. I’d like to start by looking at the importance of good and wholesome food for our children. Why do they need and deserve better than what is being offered to them by the fast-food industry? What difference does what they eat make to them – and to us? In the second part of my talk, I would like to address some of the problems we’ve seen in this area. We will think about why, despite the recommendations of the WHO, only 25 percent of America’s children eat five servings of fruit and vegetables a day; and why 40 percent of our kids are severely overweight. Lastly, I’ll talk about what we could do to … 39 Key aspects Strategies Sample task 4 Food & health An anecdote or funny quote is a good way to begin. Asking a question is also a well-established method of connecting with your audience at or near the beginning of your presentation. The first bullet point of the instructions reads, “Outline the relevance of a healthy diet.” The underlined passage essentially says the same thing in different words. The second bullet point of the instructions reads, “Give examples of particularly alarming developments.” Again, the underlined part is a paraphrase of this part of the task. Nur zu Prüfzwecken – Eigentum des Verlags öbv
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