Writing & Language (in use) B2 | B2+ Elke Beder-Hubmann | Ulla Fürstenberg QuickMedia App für Lösungen und Modelltexte
way2go! Kompetenztraining Writing & Language in use B2 Schulbuchnummer: 215549 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 26. September 2023, BMBWF-GZ 20220.740.408, gemäß § 14 Absatz 2 und 5 des Schulunterrichtsgesetzes, BGBl. Nr. 472/86, und gemäß den derzeit geltenden Lehrplänen als für den Unterrichtsgebrauch für die 7.–8. Klasse an allgemein bildenden höheren Schulen – Oberstufe im Unterrichtsgegenstand Englisch (erste lebende Fremdsprache) geeignet erklärt (Lehrplan 2018). 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 0001) © Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, Wien 2023 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Schulbuchvergütung/Bildrechte: © Bildrecht GmbH/Wien Redaktion: Mag. Anahita Abrahamian, 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 978-3-209-12216-2 (way2go! Writing & Language in use B2) 1. Den QR-Code scannen und die App aufs Smartphone oder Tablet laden 2. Buchumschlag scannen oder das Schulbuch in der App-Medienliste auswählen 3. Eine mit gekennzeichnete Buchseite scannen oder eine Datei aus der Medienliste wählen und öffnen QuickMedia App Android iOS Ihr Weg zu den Lösungen und Modelltexten: mit der QuickMedia App direkt am Smartphone, oder auf www.oebv.at mit dem Code ew46qz (für B2) oder ew4rw8 (für B2+) abrufen Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Elke Beder-Hubmann | Ulla Fürstenberg Writing & Language (in use) B2 | B2+ Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Contents B2 | 7. Klasse Unit 01: Ready to rumble...................................................................................................................................................................................... 4 Language: Phrasal verbs | Linking devices | Synonyms Language in use: Shorts or bikini bottoms? (WF) Writing: Blog comment Unit 02: It’s all relative ....................................................................................................................................................................................... 10 Language: Synonyms | Register | Future perfect and continuous Language in use: A good place for children? (BGF) Writing: PEEL structure Unit 03: Coming home ......................................................................................................................................................................................... 15 Language: Describing graphs | Phrasal verbs Writing: Report Unit 04: On the move . ......................................................................................................................................................................................... 20 Language: Phrasal verbs with ‘get’ | Infinitive constructions: Reporting verbs | Gerund or infinitive? Language in use: A customer complaint (BGF) Writing: Email of complaint Unit 05: Live and learn ....................................................................................................................................................................................... 25 Language in use: What (not) to read (MC) Language: Modal verbs | Suffixes Writing: Email of application Unit 06: The choice is yours .............................................................................................................................................................................. 31 Language: The suffix -ous Language in use: Save Bobby’s Nose (OGF) Writing: Essay Unit 07: You be the judge .................................................................................................................................................................................. 35 Language: Conditionals Language in use: Inspector Gadget (MC) | Escape from gang life (WF) Writing: Article Unit 08: Culture vulture ...................................................................................................................................................................................... 41 Language in use: Street art with a message (WF) | Banksy (BGF) Language: Register Writing: Article Unit 09: Someone’s watching .......................................................................................................................................................................... 47 Language: Communicating figures Writing: Report Unit 10: Iceberg and outback ........................................................................................................................................................................... 51 Language in use: Don’t climb the rock (WF) | Are Austrians really so unfriendly? (OGF) Writing: Essay – Presenting arguments and supporting your opinion Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 B2+ | 8. Klasse Unit 01: Healthy and happy .............................................................................................................................................................................. 55 Language in use: Take a test and don’t worry (BGF) | A lost COVID generation? (MC) Language: Passive constructions Writing: Blog post Unit 02: Big bucks or no dough? . ................................................................................................................................................................... 60 Language in use: Like throwing raindrops on a forest fire (OGF) | Financial education in schools: the absolute state of it! (WF) Writing: Essay Unit 03: Up to the job ......................................................................................................................................................................................... 65 Language in use: Wanted: Barefoot bookseller (BGF) | Tips for teens: Applying for a summer job (WF) Writing: Email of application Unit 04: Checks and balances .......................................................................................................................................................................... 71 Language in use: Demonstrating is good for you (WF) | Why you should work for an NGO (MC) Language: Punctuation Writing: PEEL paragraph | Report Unit 05: Caring for our world ............................................................................................................................................................................ 76 Language in use: David Attenborough (BGF) | A Gen Z climate activist (MC) | Put to the test (WF) Writing: Formal email Unit 06: All men are created equal ................................................................................................................................................................ 81 Language in use: An immigrant to Canada explains why you shouldn’t say ‘Indian summer’ (MC) | This is personal (OGF) Writing: Using anecdotes and stories to support your arguments Unit 07: For science! ............................................................................................................................................................................................. 85 Language in use: What you need to know about the science of bilingualism (WF) | Pavel’s final project paper story (MC) | Marie’s final project paper story (OGF) Writing: Abstract Unit 08: The next chapter .................................................................................................................................................................................. 92 Language in use: Model sues company behind cosmetic procedure (BGF) | Men turn to plastic surgery to be ‘Zoom ready’ (MC) Writing: Coherence | Essay Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Unit 01 Ready to rumble Expand your vocabulary: Collocations Find collocations for the following words. Use a collocations dictionary to help you. There are several possible answers; write down only three on the lines. 1 three adjectives that go with career, e.g. a glittering career 2 three verbs that go with health, e.g. to affect your health 3 three adjectives that go with injury, e.g. a severe injury 4 three adjectives that go with talent, e.g. an amazing talent 5 three verbs that go with effort, e.g. to make an effort 6 three adjectives that go with popularity, e.g. enormous popularity Expand your vocabulary: Synonyms Complete the following text with synonyms of the words in brackets. It is impossible to predict if a (1) talented (gifted) young athlete will have a career in professional sports because of the constant risk of (2) (broken bones, sprains, etc.). A few years ago, I was competing in downhill skiing at the national level. Winning big races gave me enormous (3) (fulfilment and pleasure), and, of course, the idea of becoming a professional skier was very (4) (attractive). But shortly before my 17th birthday, I fell in a race and (5) (injured) my knee so badly that my career in professional sports was over before it had begun. I often (6) (ask myself, think about) if I would have been successful as a professional athlete, but I have accepted that skiing is only a hobby for me now, and I (7) (value) all the joy it gives me. It will always be my favourite (8) (hobby). LANGUAGE 1 LANGUAGE 2 Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 B2 | 7. Klasse | Unit 01: Ready to rumble Read the text about female athletes’ uniforms. Some words are missing. Change the word in brackets to form the missing word for each gap (1–13). Write your answers in the spaces provided. The first one (0) has been done for you. LANGUAGE IN USE 3 Shorts or bikini bottoms? Team sports are immensely popular. Some athletes are among the world’s biggest celebrities, with countless (0) (follow) on social media. However, people usually don’t give a lot of (1) (think) to professional athletes’ uniforms – if the athletes are male, that is. In July 2021, women’s uniforms suddenly became a hot topic when the Norwegian women’s beach handball team made a public (2) (announce) which created a lot of (3) (controversial). They said that instead of the bikini bottoms that women (4) (tradition) wear to play beach handball, they were going to wear shorts. This turned out to be quite an expensive decision. At their next match, the team had to pay a fine of € 1.500 for being ‘(5) (appropriate) dressed.’ The story was widely discussed in the international media, and the team got a lot of (6) (encourage) from people, especially women, worldwide. Their most famous supporter was the singer Pink, who tweeted that she approved of the team’s (7) (choose) of kit and even offered to cover the (8) (expend). This turned out to be (9) (necessary), however, as the fine was then paid by the Norwegian Handball Federation, which agreed that athletes should have the (10) (free) to choose their own uniforms (within certain limits). Several former and active athletes also voiced (11) (critical) of uniform rules for women, pointing out that the rules were sexist and that nobody should feel (12) (comfort) when they play a sport they love. It remains to be seen if other teams will follow the example of the Norwegian beach handballers and their (13) (support) federation. Let’s hope so. 0 followers 7 1 8 2 9 3 10 4 11 5 12 6 13 Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 B2 | 7. Klasse | Unit 01: Ready to rumble Expand your vocabulary: Phrasal verbs Sue blogs about her experiences as a girls’ football coach. Read her blog post carefully, then do tasks a and b. Complete the gaps (1–6) with the following phrasal verbs. Make sure to use the correct tenses. carry on figure out point out take up turn out switch off Linking devices In Sue’s blog post, the linking devices in italics (a–g) are not used correctly. Cross them out and replace them with the following expressions. actually as well as because but no matter what of course though LANGUAGE 4 a b posted by Sue We’ve won! And now? As you can imagine, I’m pretty happy that England’s women’s team, the Lionesses, have won the Euro 2022. (a) In addition , I’m not just happy, I’m over the moon! I have been a girls’ football coach (b) as much as a women’s football fan for a long time, and I have always said that women’s football is as exciting as men’s. Hey, it just took people a long time to (1) that ! It’s really cool to see how enthusiastic people have become about women’s football. It’s a sport which many young girls are inspired to (2) now, and I hope they’ll (3) playing it when they grow up, maybe even professionally. This might never happen, (c) actually . Unfortunately, as many recent articles (4) , girls who want to play football face many obstacles, especially if they are from poor or minority backgrounds. Let me explain. As many of you know, the training ground where I coach my girls was moved from the city centre to the outskirts last summer. This (5) to be a problem for some of my players who live in the city and whose parents are not well off. I have worked with these girls for a long time and know them well. They used to walk to the old training ground after school, (d) until now it’s too far for them. Their parents don’t have time to drive them to practice, and some of the families don’t even own a car. The girls used to come to every team practice, but now they often miss training (e) and they Writing tip A blog post is not the same as a blog comment! Read the prompt carefully to make sure you are writing the correct text type. Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 B2 | 7. Klasse | Unit 01: Ready to rumble simply can’t get there. (f) Though , this is very problematic for our team, and it makes me sad because the girls used to be so enthusiastic. Now they seem stressed about football, and that’s just wrong. A hobby should allow you to (6) and let everything go, not add to your stress. If we want diverse teams in the future, we will have to give more support to young players, (g) whether their background is. If you have an idea how we could do that, let me know in the comments! Writing your own blog comment In the following tasks, you will prepare to write your own blog comment. Revise what you already know about writing a blog post and a blog comment. Use the information in the box to get you started. WRITING 5 Read the text below and choose the correct word. The information in this text will be useful for writing your own blog comment later. In an internationally acclaimed TED Talk, internet writer Tim Urban explains what happens in the mind of a (1) procrastinate / procrastinator / procrastination and why putting things (2) on / off / of leaves a lot of people feeling unfulfilled. Everybody’s brain has the ability to make rational decisions, he says. It’s just that procrastinators tend to choose fun tasks over productive and (3) sensible / sensitive / senseless ones. Of course, rational (4) decisions / decides / decisive and fun are both needed – just at the right times. When we feel that we should be doing things that are more challenging and less (5) pleasing / pleasant / pleased instead of having fun, we experience an inner conflict. When a deadline approaches and we are still wasting time having fun, we panic. According to Tim Urban, it is (6) long-form / long-term / long-period procrastination that is the central problem. “It makes people feel like a (7) speculator / audience / spectator in their own lives,” Urban says. “The (8) disappointment / frustration / demotivation is not that they couldn’t achieve their dreams; it’s that they weren’t even able to start chasing them.” 6 A blog post is a text a writer posts on their own blog about a topic that they are interested in or care about. A blog comment is somebody’s reaction to a post on a blog. It always refers to the original post and contains the commenter’s thoughts on it. It often develops the ideas in the original post further. Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 Complete the text below with a synonym of the word in brackets. Match the paragraphs with bullet points A, B and C and circle the correct function word. There is one extra paragraph that can’t be matched. 1 I think that students need a lot of (1) encou (support) to avoid procrastination because many young people do not understand why procrastination is (2) prob (likely to cause difficulties). If teachers explained to us how procrastination can (3) interf (affect negatively) with our learning, this would be really helpful. Of course, it would also be great if they gave us less homework in the first place! Bullet point: Function word: analyse / describe / speculate 2 Students are always told that they should procrastinate less. Everybody should set (4) g (target) for themselves and draw on their strengths. You can achieve anything you want if you stop procrastinating and increase your (5) product (efficiency). This will also be good for your (6) well-b (feeling of being happy and content) and self-confidence. Your parents and teachers can help you with all of this. Bullet point: Function word: analyse / describe / speculate 3 I used to be what Tim Urban calls a ‘master procrastinator’, but now I try to (7) av (prevent) last-minute panic by organising my work for school. For example, I have a planner and I write down what I have to do every day. When I get home from school, I make a to-do list for the rest of the day. This puts me in the right (8) minds (attitude) to get things done and helps me to avoid a b B2 | 7. Klasse | Unit 01: Ready to rumble The following tasks will help you to understand function words better. They will show you how to write a text that addresses all the bullet points in a prompt. Study this prompt carefully, then do tasks a and b below. WRITING 7 Gerry P Some thoughts on Tim Urban’s TED Talk I just watched Tim Urban’s talk on procrastination and it is seriously mind-blowing. Been there – done that. And he is hilarious – everything he says is soooo true. Makes me feel less guilty. Gerry the procrastinator You have read this blog post and decided to comment on it. In your comment, you should: (A) analyse why students procrastinate (B) describe how you organise your work (C) speculate on what could improve students’ attitude to work. Write around 250 words. Nur zu Prüfzwecken – Eigentum des Verlags öbv
9 B2 | 7. Klasse | Unit 01: Ready to rumble getting (9) dist (inattentive) the way I used to before I learned to do this: once I make up my mind to do something now, I also finish it. Bullet point: Function word: analyse / describe / speculate 4 I think lots of students procrastinate because their workload is (10) overw (too much): there is always homework to do, there are presentations to prepare and tests to study for. When you feel as if you aren’t in (11) con (in charge) and you’ll never get everything done anyway, sometimes you don’t even want to start. So, you do something fun like playing games on your phone and (12) p (postpone) the hard work until later. Of course, that means that you panic later on when you run out of time. Bullet point: Function word: analyse / describe / speculate Writing tip Pay attention to the function words in the prompt. They tell you how you should organise your thoughts in your text, for example: analyse – you should explain something in a logical way describe – you should give details that show your reader what you mean speculate – you should share your thoughts and theories about something In addition to three content paragraphs (one for each bullet point), a blog post or comment needs an introduction and a conclusion. Which of these introductory paragraphs and closing statements work better for a blog? Why? Introduction: (1) I love your post, Gerry, and I totally agree with you! I feel better because I am not the only procrastinator here. Of course, lots of students procrastinate … (2) In the following text, I would like to state my opinion on the topic of procrastination among secondary school students and offer several solutions for this problem. Closing statements: (1) I’m sure that with a little bit of help and encouragement, we could all stop procrastinating. Fingers crossed! (2) It should be mentioned that meditation and mindfulness often work for students. 8 Put together the complete blog posts from the different elements (three content paragraphs, introduction, conclusion) in tasks 7 and 8. You can download the full text to check if you have done it correctly. Then write your own version based on your personal opinion and experiences, using the text as a model (but without copying it!). All (complete) sample texts and the key for every exercise can be downloaded via the internet. Either go to www.oebv.at and type in the code ew46qz (for B2) / ew4rw8 (for B2+) or use your smartphone and install our QuickMedia app. To do this, scan the QR code on the inside front cover and download the app. Then scan the cover of this practice book. To access a file, scan the page or select the file from the list of files shown in the app. Nur zu Prüfzwecken – Eigentum des Verlags öbv
10 Unit 02 It’s all relative Expand your vocabulary: Types of families Which words would you use to describe these families? A family … 1 with close ties among its members who do many activities together, help and support each other: a family 2 in which one or both parents have children from previous relationships: a family 3 which consists only of the parents and their children: a family 4 which includes grandparents, aunts, cousins etc. in addition to the parents and their children, often even in the same household: an family 5 which is characterised by unhealthy, problematic relationships between the family members: a family 6 which consists of one parent and their child or children: a family LANGUAGE 1 Synonyms Replace the phrases in brackets with a single word that has the same meaning. LANGUAGE 2 And baby makes three My brother and his husband have just adopted a baby girl, so I’m an uncle now – hooray! My whole family is really happy about the new family member, and my brother is already talking about a (1) (brother or sister) for her. I am very happy that nowadays society’s (2) (ideas and feelings) towards families which are (3) (different from what they used to be in the past) are quite positive. People are rather open nowadays when it comes to families with same-sex parents, there are hardly any (4) (irrational, negative feelings). I can understand why my brother is over the moon about this, and I’m convinced that my niece will be absolutely fine. She will be (5) (looked after until she is grown) by two dads who want the best for her and who are (6) (willing to devote a lot of time and effort) to being good parents. I think she is a lucky little girl. Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
11 B2 | 7. Klasse | Unit 02: It’s all relative Describing families Fill in the gaps with words from the box. blood bond diversity harmony household stick ties LANGUAGE 3 The best movie families – have you heard of any of them? Plenty of movies centre around families, and show that they can come in all shapes and sizes, including everything from (1) relatives to those created by adoption, and many other types. Some movie families leave a lasting impression on viewers. Here are my three favourites. Which are yours? The McFly family from the Back to the Future films There are close (2) between all members of the McFly (3) , and their interactions are the driving force of the trilogy. The Addams Family They are one of the oldest cinematic families. All members of the family are weird, but they (4) together and manage to live in almost perfect (5) . And now that there is Wednesday on Netflix, everybody knows them. The Udaku family from Black Panther The Ukadus are the first black family to play an important role in the Marvel universe and add some much-needed (6) . All the members of this family are assertive and confident, and they share a strong (7) with each other. Register – part 1 We express ourselves differently depending on who we talk to. This is what some teenagers said to their friends about movies they had watched. What would they write in a review? Rewrite the sentences in more formal language by using the words given. Example: It was crap! – It was hardly inspiring. LANGUAGE 4 “It was a real drag, I thought it would never end!” “It was dead boring, I couldn’t stand it!” (tedious, long) (exciting, unpleasant) Nur zu Prüfzwecken – Eigentum des Verlags öbv
12 B2 | 7. Klasse | Unit 02: It’s all relative “Ugh, I hated every minute!” “Totally childish!” (enjoyable) (suitable) Register – part 2 An Austrian school class was invited to attend a free screening of a film at the local cinema, in exchange for their honest feedback on the film afterwards. Text A is what the students said. Text B is how their teacher rephrased their feedback in his/her note to the cinema. Fill in the gaps in Text A with words from the first box, then complete Text B with words from the second box. LANGUAGE 5 a Text B: FORMAL It was not exactly (1) . In fact, a considerable part of it was rather (2) . In addition, there was one scene near the end that was quite (3) . Moreover, it was hardly (4) . All in all, it was not an especially good (5) of my time. However, it might be (6) for younger children who might find it exciting. Text A: INFORMAL It really (1) . Most of it was (2) boring. Oh, and that one scene with the zombies at the end? Eww, (3) ! I couldn’t stand it. Plus, I’ve seen (4) like this a million times before. It was a (5) waste of time. Maybe first graders would get a (6) out of it because of the shock factor. disgusting inspiring original suitable tedious use complete dead gross kick sucked stuff Nur zu Prüfzwecken – Eigentum des Verlags öbv
13 B2 | 7. Klasse | Unit 02: It’s all relative Which of these adjectives would you use to describe the language used in the texts? (a bit) rude appropriate colloquial emotional euphemistic formal polite proper Text A: Text B: b Writing tip In addition to more formal vocabulary (e.g. disgusting instead of gross), we often avoid being too direct in formal texts because we do not want to offend the reader. For example, instead of saying the film sucked, the teacher might describe it as not exactly inspiring. The phrase hardly original can be used to avoid a negative statement such as I’ve seen this stuff before, and instead of calling the film boring, it could be described as rather tedious or not especially enjoyable. Another way of being polite in formal writing is to soften any negative adjectives you use, for example, a bit rude, rather tedious, quite disgusting. Read the article about a young woman’s decision not to have children. Some words are missing. Choose the correct word (A–R) for each gap (1–15). There are two extra words that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. LANGUAGE IN USE 6 A good place for children? After careful consideration, I have decided that I am not going to have children. The future is simply not looking good for children who are (0) today. If we look at scientific predictions, we have to worry what our world will look like. Scientists (1) that 25% of the world’s insects will have become (2) by the time babies born today are 10 years old. By 2025, 100 million children will be suffering from severe (3) scarcity. By the time today’s newborns are 23 years old, 99% of the world’s coral will have been (4) by bleaching and will be dying. When they are 30 years old, 200 million climate (5) will be looking for somewhere to live because their homes will have become unliveable due to flooding or (6) heat. By then, 50% of animal (7) will have died out. When today’s babies are 80 years old, parts of Europe and the US will be suffering from extreme climate (8) . Maybe these areas will even have become (9) . Our future simply seems like no place for a child. Women who decide to (10) child-free are often unfairly considered cold and selfish. In reality, I am just worried. I (11) believe that this is an outdated (12) . I do like children, but it is a fact that there are already too many human beings on the planet, and the biggest (13) we can make to a better future is not to have children, especially if you live in an (14) country such as most countries in the European Union. I respect the (15) of women who decide to have children; they should respect mine. In my opinion, it is simply a rational decision. 0 1 2 3 4 5 6 7 8 9 101112131415 C A affected E choices I extinct M prejudice Q still B affluent F conditions J extreme N refugees R uninhabitable C born G contribution K firmly O remain D campaigners H estimate L food P species Nur zu Prüfzwecken – Eigentum des Verlags öbv
14 B2 | 7. Klasse | Unit 02: It’s all relative Future perfect and continuous LANGUAGE 7 Grammar reminder When you imagine yourself in the future and look back at what has happened, you use the future perfect, often in combination with a time expression that includes the preposition by: By the time I am 75, many coastal areas will have become uninhabitable. When you predict what will be going on at a certain point in the future, you use the future continuous: 80 years from now, millions of people will be experiencing poverty and hunger because of climate change. Writing tip Writing in a clearly structured, logical way is important for every text type. The PEEL structure (Point – Explanation – Example – Link) can help you to organise your ideas in a text. Find examples of these tenses in the text. Complete the sentences and choose the correct tense. By the time today’s newborns are future future perfect continuous 1 … 10 years old, … 2 … 23 years old, … 3 … 30 years old, … 4 … 80 years old, … PEEL structure The article in task 6 follows the PEEL structure: P (decision not to have children) E (why is not having children the responsible thing to do?) E (specific examples to illustrate the explanation) L (connection between not having children and the future of the planet) Mark the four parts of the PEEL structure in the text. WRITING 8 Now write an article for a teenage magazine about a topic which is connected to family life, using the PEEL structure. Here are a few ideas: Traditional families are best for children. Good friends are more important than blood relatives. Men are not the main breadwinners nowadays. Fathers should take time off after the birth of their child. Write around 400 words. Give your article a title. Download a sample text if you need help. Nur zu Prüfzwecken – Eigentum des Verlags öbv
15 Unit 03 Coming home Expand your vocabulary: Living arrangements This is the story of Marie, a student who had a hard time finding a place to stay after school. Find the words that are not used correctly in this paragraph. Underline them and replace them with the correct words from the box. You can write the words between the lines of the text. allowance communal decent messy privacy rent residential share LANGUAGE 1a When I started university, I moved into a flat with two friends. We all got a monthly salary from our parents, so we were able to afford the fees, although it wasn’t cheap, as our flat was in a nice industrial area near the university campus. The flat had disappointing facilities, for example, a dishwasher and a washing machine, and there was a nice individual kitchen where we could all hang out together. However, I soon realised that I don’t enjoy living with other people. I didn’t have any entertainment, which is really important to me. Besides, I am a very tidy person, and I soon got very irritated by how thankless my flatmates were. I was constantly cleaning and vacuuming the place, and they didn’t do their division of the work. So, I decided to move out after a few months. This is the second part of Marie’s story. Fill in the gaps (1–11) with a word from the box and replace the highlighted words (letters a–e) with their opposite. air-conditioning amenities bills budget dorm en-suite heating insurance lift neighbourhood plumber b My parents suggested that I should move into a (1) on campus, but the idea of sharing my space and the facilities with many students who I didn’t know didn’t appeal to me. I wanted to have my own place and live there by myself. This is not easy to do on a student (2) ! As well as rent, there are utility (3) and home (4) to consider. However, after a few weeks, I managed to find (a) expensive accommodation which I was able to afford: a tiny apartment that came (b) unfurnished, which was lucky as I didn’t have any money to buy new furniture. Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
16 B2 | 7. Klasse | Unit 03: Coming home Unfortunately, the place turned out to be a disaster. I moved in in November, and the central (5) broke down just as the weather was getting colder. It was freezing in the apartment! The landlady promised to send a (6) to fix it, but somehow, he never showed up although I called her almost daily. Most of the time, there wasn’t any hot water either. The flat was on the (c) bottom floor of an old building (right under the roof!), and when I had been there a few weeks, the (7) stopped working. I soon got tired of climbing all those stairs. It was awful. I really wanted to move out, but I didn’t want to live with other students, and I couldn’t afford a nice flat by myself, so I didn’t know what to do. Fortunately, a friend told me that her aunt Agatha was looking for somebody to share her flat. Agatha is in her seventies and was willing to offer very reasonable rent in exchange for a bit of help around the house. I fell in love with her flat immediately when she showed me around and moved in the next day. Unlike my tiny apartment, Agatha’s flat is quite (d) small. It is situated in a nice (e) noisy (8) with lots of shops, and it has all the (9) anyone could want, including (10) , which is brilliant in hot summer weather. My room has its own (11) bathroom right next to it, which means I don’t have to share with Agatha. I do the shopping for both of us and help with the cleaning, but that’s a small price to pay for living in such a great place. I hope I can stay here for a long time. Expand your vocabulary: Describing graphs Fill in the gaps with words from the box. a quarter compares decline difference dramatically fell illustrates in increase just over a third majority peak proportion remarkable rising stable LANGUAGE 2 (A) This graph (1) the development of the numbers of young people living with their parents. Between 2008 and 2015, there was a dramatic (2) in the number of young adults between the ages of 20 and 34 who were living at home. While one (3) five young adults were living at their family home in 2008 (20%), as many as (4) (25%) were doing so in 2015. This was a (4) change in a short period of time. 1 in 5 young adults were living at home in 2008 1 in 4 young adults were living at home in 2015 Econocmic downturn 2008/09 2004 2.0 2.2 2.4 2.6 2.8 3.0 3.2 3.4 3.6 Millions Source: Labour Force Survey, Office for National Statistics, 2015 2005 2006 2007 Number of young adults aged 20 to 34 with their parents, UK, 2004 to 2015 2008 2009 2010 2011 2012 2013 2014 2015 Nur zu Prüfzwecken – Eigentum des Verlags öbv
17 B2 | 7. Klasse | Unit 03: Coming home (B) This graph (1) the home ownership rates of different age groups. There is a considerable (2) between younger and older generations: in 2019, (3) of 25–34 year-olds (34%) owned their homes, but a much larger (4) of people over 65 (82%) were home owners. Interestingly, the rate of homeownership in the 25–34 age group has been (5) since 2014 and it has remained (6) for the 65+ age group, while it has been in (7) for everybody else (ages 35 to 64). (C) This graph shows that rates of homeownership fell (1) between 2004 and 2015. In 2015, a significant (2) of 25 to 29-year-olds (70%) did not own their home, but rented it, which was a (3) of renters which had never been seen in this age group before. The number of 25 to 29-year-olds who own their homes (4) from 50% to 30% in the same time period (2004–2015). 2004 85% 70% 65% 60% 45% 40% 35% 55% 50% 80% 75% Source: MHCLG Home ownership by age group (England) 65+ 55-64 45-54 35-44 25-34 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Renting began to be more common than ownership for 25 to 29 yr olds in 2004 and more common for 30 to 34 yr olds in 2011 75% 70% 65% 60% 55% 50% 45% 40% 35% 30% 25% 25 to 29 yr old owner occupiers 30 to 34 yr old renting 25 to 29 yr old renting 30 to 34 yr old owner occupiers Source: Labour Force Survey, Office for National Statistics, 2015 Percentage of 25 to 34-year-old householders owning or renting, UK, 2004 to 2015 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Phrasal verbs Circle the correct preposition to make meaningful sentences. 1 Let me just clear out / away all these papers, then we can sit down on the sofa. 2 I need to clear out / away my closet, there are too many clothes in there that don’t fit me anyway. 3 My father’s family moved out / around a lot when he was a child. He lived in seven places before his fifth birthday. 4 When Gina moved out / around, we were all relieved because she was so untidy. 5 While you were out, Sam came by / out and left some homemade pie for you. 6 Zarah is not very sociable, but I hope she’ll come by / out with me and my friends on my birthday. 7 I didn’t hang out / around once I’d packed my stuff. I said goodbye quickly and left. 8 In all the shared flats I’ve ever been to, everybody hangs out / around in the kitchen together. 9 I’m not so sure if I should sign the lease. I need to sleep over / on it. 10 My first class doesn’t start until 10 on Thursday, so I can sleep in / on a bit. LANGUAGE 3 Nur zu Prüfzwecken – Eigentum des Verlags öbv
18 B2 | 7. Klasse | Unit 03: Coming home Writing your own report: Reporting figures The next few tasks will help you to prepare for writing a report on the living situation of young people between the ages of 20 and 34. Study the prompt, then do the tasks. WRITING 4 More and more people in between the ages of 20 and 34 are living with their parents. Ms Ana Divjak, a member of your local council who is responsible for housing, has asked you to write a report about this development. She has also provided some statistic to help you: Reasons for living with parents Money 73.5% Emotional closeness 59.7% Convenience 25% Helping the parents out 14% Home ownership, 20–34 age group 2004 2015 2023 50% 30% 32% In your report, you should describe why young adults live with their parents explain the development of home ownership in this age group since 2004 suggest alternative forms of living for young people Write around 400 words. Divide your report into sections and give them headings. Find headings for sections A–E of the report below. Choose the correct words to complete paragraph B. Complete paragraph C with a synonym of the word in brackets. a b c Ms Ana Divjak Housing arrangements, 20–34 age group To: Subject: A: The following report outlines the housing situation of 20 to 34-year-olds in our local area. Currently, about 25% of adults between the ages of 20 and 34 are living with their parents. This report analyses the living situation of the 20-34 age group in our community and suggests alternatives to owning one’s own flat or house. B: Money is the most important (1) reason/factor why young people continue to share the family home. Almost three (2) quarter/quarters say that they could not (3) effort/afford to live on their own because rent and (4) convenience/utility bills are too expensive for them. For more than half of the young people surveyed, family life is very important: about 60% do not want to move out because they are very close to their parents (5) emotions/emotionally. Standard of living also plays a role – one in four young adults say that they appreciate the (6) facility/amenities of living at home, for example, not having to do their own laundry. Finally, caring for family members is also a factor. A significant (7) majority/minority (14%) live at home so that they can help their parents out. Nur zu Prüfzwecken – Eigentum des Verlags öbv
19 B2 | 7. Klasse | Unit 03: Coming home C: The rate of home ownership reached a (a) (the highest point) in 2004, when 50% of people between the ages of 20 and 34 owned a house. It fell (b) (very fast) between 2004 and 2015, when only 30% of 20 to 34-year-olds were homeowners. The home ownership rate has since (c) (gone up) (d) (a bit) to 32%, and it can be expected to remain (e) (unchanged) in the foreseeable future as house prices are still high in our area. D: At the moment, it is difficult for young adults to rent or buy a home of their own. However, there are alternatives for people who do not want to live with their parents. They can move into a shared flat with other young people or move in with an older person in exchange for some help with daily chores such as shopping and cleaning. E: As alternative living arrangements might be attractive for many people in our community, the local council should carry out a survey to find out what people in the 20 to 34 age range think about them and how they can be supported in finding a living situation that suits them. Ms Divjak has decided to follow your recommendation to learn more about alternative living arrangements. She is particularly interested in inter-generational living, i.e., young people sharing living space with older people. Study this diagram: Write a report in which you explain why inter-generational living is a good option for young people discuss the benefits of inter-generational living for the whole community suggest some practical ideas for creating more opportunities for inter-generational living Write around 400 words. Divide your report into sections and give them headings. Download a sample text if you need help. Sharing a house with an older person amenities location learning from the older generation being helpful saving money 12 % 17 % 31 % 25 % 15 % Nur zu Prüfzwecken – Eigentum des Verlags öbv
20 Unit 04 On the move Phrasal verbs with ‘get’ Complete the sentences below with phrasal verbs from this diagram. Use the dictionary to check the meaning of the phrasal verbs if you are not sure. 1 Zoe has just come back from Greece, and when I called her just now, she told me that she’s on her way to the airport for a flight to New York. She really these days! 2 I don’t speak any Mandarin, but my friend speaks enough of the language to , so I’m not worried about our trip to China. 3 I went to the Louvre in Paris to see the Mona Lisa, but when I got there, the painting had been removed for conservation work. It will take me a while to the disappointment. 4 When my uncle was young, he hitchhiked through Northern Africa and all sorts of tricky situations, but he made it home safe and sound. 5 It’s good to see you again! What did you on your holiday? All sorts of shenanigans, probably. 6 My cousin is a terrible fare dodger. I can’t believe he it all the time without paying a fine. 7 Do you know where we have to this bus? I think it’s the next stop, but I’m not sure. LANGUAGE 1 Expand your vocabulary: A love of travelling Nasreen is a travel writer. This is a paragraph from the introduction to her latest book about the joy of travelling. Complete the text with words from the box. affluent awe boost broadens day-to-day enjoyable fails liberating little mood off poverty reflective spoiled tempting tension I love travelling more than anything else in the world. It never (1) to lift my (2) . Taking some time (3) and getting on a train or plane is (4) : it allows you to take a break from your (5) problems, let go of all the stress and (6) you carry and experience something new and (7) . LANGUAGE 2 Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
21 B2 | 7. Klasse | Unit 04: On the move Over the years, travelling has given me many moments of (8) and taught me to appreciate the (9) things in life. Sometimes travelling puts me in a (10) mood as well and makes me think about how lucky I am. It’s (11) to focus only on fun and the beauty of other countries when you travel, but when I see (12) and injustice on my travels, I realise how (13) I am because I live in an (14) country and can take so many things for granted. This is why I believe that travelling not only gives a (15) to your well-being, it also (16) your mind and lets you see the world through different eyes. Infinitive constructions: Reporting verbs In the summer of 2022, more luggage than ever before was lost in airports. Ms Bucher, the head of an important German airport, gave the following speech appealing to travellers for help in resolving this crisis: LANGUAGE 3 You’ve listened to the speech. Tell your friend what Ms Bucher said to the travellers, using the reporting verbs in brackets for the passages in italics. The first example has been done for you. (1) tell: Ms Bucher told travellers to avoid air travel if they can. (2) advise: (3) warn: (4) encourage: (5) remind: (6) promise: “Ladies and gentlemen, there is a global luggage crisis at the moment, and (1) you should avoid air travel if you can. If you do have to travel by plane right now, my advice to you is this: if possible, (2) travel with hand luggage only. If you have to check in luggage, please (3) don’t arrive at the airport late and (4) bring colourful, eye-catching bags because most people own black suitcases with wheels that all look the same. Oh, and remember to (5) put nametags on your bags. If your suitcase is lost, it will be easier to locate it if it looks different from the rest and has your name on it, and I assure you that we will (6) get your luggage back to you very soon. Thank you.” Nur zu Prüfzwecken – Eigentum des Verlags öbv
22 B2 | 7. Klasse | Unit 04: On the move Gerund or infinitive? With some verbs, the meaning changes depending on whether they are followed by a gerund or an infinitive. Choose the correct verb form to make a meaningful sentence: 1 Have you tried to travel / travelling by train instead of flying? I actually prefer it. 2 I’ll always remember to lose / losing my luggage on a flight to an important job interview. 3 I have stopped to bring / bringing checked luggage on my trips, it’s just too stressful. 4 Ms Bucher started by warning travellers about the luggage crisis and went on to explain / explaining all the reasons for it. 5 I regretted to forget / forgetting about the name tags on my luggage. 6 Remember to arrive / arriving at the airport early if you have luggage to check in. 7 I tried to contact / contacting the airline about my bag, but the line was always engaged. 8 I stopped to check / checking if I had my passport on the way to the airport. 9 The letter from the airline started with, “We regret to inform / informing you that we have been unable to locate your luggage…” 10 I can’t go on to travel / travelling by plane all the time, the stress is killing me. LANGUAGE 4 Read the email from a dissatisfied customer of Caledonian Rail. Some words are missing. Choose the correct word (A–O) for each gap (1–12). There are two extra words that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. LANGUAGE IN USE 5 A customer complaint Dear Sir / Madam, I am writing to complain about the experience I had on the Caledonian Sleeper from Glasgow to London last week. Actually, this is not an (0) description of my journey, as the train never left Glasgow. When I arrived on the (1) in the evening, half an hour (2) to the train’s departure, a (3) approached me to check if I had a (4) ticket and allowed me to board the train. I found my (5) and went to sleep almost immediately. When I woke up in the morning, I found that I was still in Glasgow, which meant missing two important meetings (6) for that day in London. This is simply not (7) . I have been a loyal customer for 15 years, and despite the Caledonian Sleeper’s (8) to accumulate considerable delays between Scotland and its destination, the (9) of a night train ride has always outweighed the lack of (10) for me. However, if you cannot even (11) that I ever arrive at my destination at all, I can no longer use your service. I demand a full refund of my train (12) . Yours faithfully, Brynn Davies Nur zu Prüfzwecken – Eigentum des Verlags öbv
23 B2 | 7. Klasse | Unit 04: On the move 0123456789101112 B A acceptable E compartment I insure M scheduled B accurate F encounter J platform N tendency C conductor G ensure K prior O valid D comfort H fare L punctuality Writing your own email of complaint The following tasks will help you to prepare to write your own email of complaint. Study the prompt and read the email of complaint about an airline’s customer service, then do the tasks. WRITING 6 You work as a group leader for an organisation that organises youth camps abroad for Austrian students. When you returned to Austria with a group of teenagers last week, your flight was delayed by three days. Write an email of complaint to the airline in which you describe your experience with the airline illustrate what the delay meant for you financially explain what the airline should do for you now Write around 250 words. Olga Dimcová <oldim@cyac.org> Budget Air Customer Services <customers@budgetair.com> Compensation for flight delay From: To: Subject: Dear Sir or Madam, I am writing to (1) complain / explain about the way Budget Air handled a flight delay when I was returning to Austria from a summer language week in Malta with a group of 19 teenagers. I am afraid I had a very negative experience with Budget Air, and I regret to inform you that your staff at Valletta airport were (2) inhospitable / unhelpful throughout. When I arrived at the airport with my students, we were told that the flight had been (3) cancelled / abolished. I went to the Budget Air (4) shop / counter immediately and asked the agent there if the airline would at least provide (5) amenities / accommodation for the night. She told me to find a hotel myself. When I managed to find a hotel that had enough beds (6) empty / available for all of us, I had to pay with my personal credit card. I also had to purchase food for my students, who are too young to have credit cards and had run out of cash. All in all, I spent a (7) considerable / consistent amount of money. Nur zu Prüfzwecken – Eigentum des Verlags öbv
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