Coursebook 6 Ilse Born-Lechleitner | Sally Brunner | Ulla Fürstenberg Anna Harkamp-Krenn | Eva Holleis | Andreas Kaplan App für Medien, Task hacks und Deep dives New edition
way2go! 6, Schulbuch und E-Book Schulbuchnummer: 220347 way2go! 6, Schulbuch und E-BOOK+ Schulbuchnummer: 220350 way2go! 6, Schulbuch E-Book Solo Schulbuchnummer: 220349 way2go! 6, Schulbuch E-BOOK+ Solo Schulbuchnummer: 220351 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 7. Oktober 2024, GZ BMBWF-2023-0.757.091, gemäß § 14 Absatz 2 und 5 des Schulunterrichtsgesetzes, BGBl. Nr. 472/86, und gemäß den derzeit geltenden Lehrplänen als für den Unterrichtsgebrauch für die 6. 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 Urheberechtsgesetz: „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 2025 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Schulbuchvergütung/Bildrechte: © Bildrecht GmbH/Wien Das Urheberrecht des in diesem Buch verwendet, vom ORF zur Verfügung gestellten Audiomaterials liegt beim ORF. Redaktion: Mag. Heike Böhringer, Wien Herstellung: Magdalena Hufnagl, Wien Umschlaggestaltung, Illustrationen, Layout und Satz: Mag. Adam Silye, Wien Umschlagbild: © ferrantraite / Getty Images / Magdalena Hufnagl, Wien Druck: Gerin Druck GmbH, Wolkersdorf ISBN 978-3-209-12924-6 (way2go! OS SB 6 + E-Book) ISBN 978-3-209-12936-9 (way2go! OS SB 6 + E-BOOK+) ISBN 978-3-209-12948-2 (way2go! OS SB 6 E-Book Solo) ISBN 978-3-209-12944-4 (way2go! OS SB 6 E-BOOK+ Solo) We are grateful for all the positive and productive feedback we have received on the first edition. We hope our efforts to improve will help you conduct even more impactful lessons for your students. 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, Trevor Lewis, Ulrike Stocker, Lisa Stücklschweiger, Waltraud Wanke and Dorit Wiener for going above and beyond in their support. We would also like to thank Andreas Schuch for providing expert knowledge on digital storytelling. 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, Christian Cummins, Riem Higazi, Joanna King and Kate Farmer.) During the work on this volume, we, the authors of way2go! and öbv, lost our dear friend and co-author Eva Holleis. Her positivity, expertise and meticulousness were a constant inspiration to us for over a decade. She is sorely missed. Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Ilse Born-Lechleitner | Sally Brunner | Ulla Fürstenberg Anna Harkamp-Krenn | Eva Holleis | Andreas Kaplan Coursebook 6 iOS QuickMedia App 1. Scannen Sie den QR-Code und laden Sie die App auf Ihr Smartphone oder Tablet. 2. Scannen Sie den Buchumschlag oder wählen Sie Ihr Schulbuch in der App-Medienliste aus. 3. Scannen Sie die Seite, auf der sich mit markierte Aufgaben befinden. In der App-Medienliste finden Sie alle Audio- und Videodateien sowie sämtliche Task hacks, Deep dives als auch die Lösungen für die Semester checks. Android Download für Lehrpersonen: Um alle Audios, Videos und weitere Materialien wie Task hacks, Deep dives oder Lösungen zu den Semester checks herunterzuladen, geben Sie 4w79r8 in das Suchfeld auf www.oebv.at ein. 4w79r8 Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 So arbeiten Sie mit way2go! Jede der 12 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 (Grammatik und Vokabular) eingegangen wird. Den Abschluss der Kapitel bildet das way2go! learning portfolio, das von der Website des öbv heruntergeladen werden kann. Mithilfe von zielgerichteten Fragen können Sie dort Ihren Lernfortschritt reflektieren, Sprachprodukte wie Texte oder Audios sammeln und Lernstrategien (weiter)entwickeln. Das Portfolio ist eng mit dem Lehrplan und den Unit-Inhalten abgestimmt. Am Ende jedes Kapitels finden Sie außerdem Leseempfehlungen sowie Tipps zu Filmen und Serien aus dem englischsprachigen Raum, die Sie über die QuickMedia-App abrufen können. Am Ende jeder Unit wird im Topic vocabulary das für das angestrebte Sprachniveau relevante Themenvokabular gesammelt. Ebenfalls dort zu finden sind zahlreiche Wiederholungsaufgaben zu jenen grammatikalischen Strukturen, die erfahrungsgemäß die größten Schwierigkeiten bereiten. Strategies boxes sollen Ihnen dabei helfen, mit verschiedenen Aufgabentypen und den Operatoren standardisierter Schreib- und Sprechaufträge vertraut zu werden. Längere Strategies-Abschnitte beinhalten umfangreichere Informationen auch zu Lern- und Arbeitsstrategien. Ein Strategies overview im Anhang fasst die wichtigsten Strategies-Inhalte aus way2go! 5 und 6 zusammen. By the way bietet Ihnen interessante Informationen zu Aspekten des englischsprachigen Kulturkreises. Language boxes und längere Language-Abschnitte greifen aus dem Kontext wichtige grammatische Strukturen heraus, die wiederholt oder gelernt werden sollten. Auch Vokabel-Schwerpunkte werden so gekennzeichnet. Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 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: 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. 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. Grammar revisited wiederholt und erklärt die wichtigsten GrammatikThemen. Mit den beiden Semester checks und dem online verfügbaren Lösungsschlüssel können Sie sich selbständig eine Rückmeldung zur Erreichung der Lernziele einholen. Die Abschnitte Literature along the way möchten Ihnen Lust auf die Beschäftigung mit klassischer und moderner englischsprachiger Literatur machen. Verweis auf eine Audio-Datei Verweis auf eine Video-Datei Alle Audio- und Video- dateien sowie Task hacks und Deep dives können mit der QuickMedia-App auf Ihrem Smartphone oder Tablet abgerufen werden. Task hacks unterstützen Sie bei der Bearbeitung von Aufgaben, Deep dives bieten Anregungen zur weiteren Vertiefung eines Themas. Check them out! Hierbei handelt es sich um einen original FM4-Beitrag. Verweis auf weiterführende Übungen im Practice Pack Aufgaben, die Sie mit den Formaten der standardisierten Reifeprüfung vertraut machen Hinweis auf eine sprachliche Besonderheit 03 M Symbole 01 Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Contents Semester 03 8 Unit 01: Way to grow! Topics Language Reading Who am I? Our virtual selves Happy 16? Defining your identity Describing personality Language in use: How to write an acrostic (BGF) Topic vocabulary: Personality and attitude Revision: Relative clauses How other people see Kane Why TikTok isn’t all that bad (MM) 22 Unit 02: You call this art? Topics Language Reading What is art? A visit to the museum That’s my kind of music Talking about art Language in use: What is art? (BGF) Talking about pictures Museums and exhibitions; Talking about music Topic vocabulary: Music and museums Revision: Relative clauses America’s finest: Visit an exhibition in Washington, DC (MM) Song lyrics 36 Unit 03: See it. Want it. Buy it. Topics Language Reading “What would you like?” Shopping experiences The power of advertising Shopping phrases Reported speech; Reporting verbs Language in use: What teenagers buy (OGF) Speculating and giving your opinion Talking about advertising; Word families Topic vocabulary: Shopping and advertising Revision: Reported speech Quiz: Are you a natural born shopper? Ads as far as the eye can see! Why companies spend millions on Super Bowl ads (T/F/J) Oreo’s Proud Parent ad 50 Literature along the way If I Was Your Girl 54 Unit 04: It’s traditional Topics Language Reading Happy New Year! Once upon a time … Talking about customs and traditions Talking about stories Gerunds; Talking about habits in the past Language in use: Krampus is coming! (OGF); Once upon a stereotype (WF) Adjective suffixes -ed and -ing Topic vocabulary: Traditional festivals and stories Revision: Gerund and infinitive New Year’s celebrations around the world Traditional stories Freytag’s Pyramid The Tortoise and the Hare An alternative version of Little Red Riding Hood 68 Unit 05: Wild world Topics Language Reading Natural beauty Saving the planet Talking about nature and the environment Adverbs of degree Talking about your interests Talking about cause and effect Language in use: Caring for our relatives (OGF) Topic vocabulary: Nature and the environment Revision: Adverbs of degree Haiku poems Preserving the precious rainforests (MC) 80 Unit 06: The Empire? Strike back! Topics Language Reading English as a world language Can Hollywood strike back? Describing language use Language in use: Can we have a word? (OGF) Topic vocabulary: Talking about films and series Revision: Relative pronouns Do you speak English? The (re)making of Hollywood Some well-known TV series and films 90 Semester check 01 Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 Listening Writing Speaking Way more How to behave online (4W) A conversation about family and friends A meme about an aspect of your life An acrostic about a classmate An informal email about nasty postings A blog comment about life at 16 What defines you? What do you have in common with …? Your first digital story How to have a healthy TikTok experience How times have changed Strategies: The function word ‘to comment on sth.’; Function words revisited; Digital storytelling; Learning a language Listening Writing Speaking Way more Some students discussing their art homework assignment A presentation about lyrics in pop music (4W) … and viewing: Modern busking (BBC) (MC) A paragraph about a museum A formal email giving feedback on the Air and Space Museum A blog post about your favourite singer/band Talking about art Paired activity: What kind of art club? Individual long turn: Street art A museum you’d like to visit Presenting your favourite music/bands Strategies: Refresh your memory: Paired activity, Individual long turn, Formal email; Comparing pictures; Reading – Multiple matching (MM) Listening Writing Speaking Way more Shopping conversations Whodunnit? An unusual shop (FM4) (MM) Storytelling in advertising (4W) Different situations – different texts A formal email complaining about a phone case An article about an ad you like What’s your shopping behaviour? Shopping conversations Your favourite shop Individual long turn: Shopping experiences/Shopping items A digital story about a product Presenting a Super Bowl ad Strategies: Email of complaint; Article; The function word ‘to specify sth.’; Language in use – Open gap fill (OGF) Listening Writing Speaking Way more A conversation about plans for New Year’s Eve (4W) A lecture about the importance of traditions A radio phone-in show about traditional stories An article about a popular Austrian custom A PEEL paragraph about reading stories to kids What do you think about gender stereotypes in fairy tales? A new ending for a fairy tale Describing pictures showing traditions Paired activity: How would you like to spend New Year’s Eve? Presenting customs Individual long turn: Reading to kids A digital story about your idea of a modern fairy tale Strategies: Main ideas and supporting details; ‘Advise’ versus ‘persuade’ – what’s the difference? Listening Writing Speaking Way more Nature sounds Some people talking about what they enjoy doing in nature (MM) Environmental problems caused by eating meat (FM4) Haiku poems A blog post about an environmental problem A fact sheet about an animal rescue centre A blog comment about eating meat Describing environments Individual long turn: Beautiful places Environmental issues Discussing cartoons Presenting ads for/against eating meat Strategies: The function words ‘to outline sth.’ and ‘to point out sth.’ Listening Writing Speaking Way more Different varieties of English In the age of AI, why learn a foreign language? The effects of streaming on the film industry (4W) An article about English as a world language A film review English in our daily lives Using AI for language learning The British Empire; Loanwords Individual long turn: Watching films at home or at the cinema? Paired activity: A film project Strategies: The importance of situational context; How to write a film review Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 Contents Semester 04 94 Unit 07: Bigger, better, faster, stronger Topics Language Reading Ouch! Smart technology changing the world Body parts; Medical/Health problems Talking about inventions Opposites Language in use: The robots are coming?! (MC) Topic vocabulary: Health and medicine Revision: Reporting information How your body works Pros and cons of self-driving cars 108 Unit 08: Read all about it! Topics Language Reading It’s in the news Media use among young people Pages vs. pixels News and the media; Crime The passive Reading statistics Talking about fake news Talking about books and literature Topic vocabulary: Media and crime Revision: The passive News stories about people who had a lucky escape (MM) An interview with a fact-checker 122 Unit 09: Make a change! Topics Language Reading Who should lead us? Being a leader Volunteering Talking about politics Language in use: Why the subject ‘government and politics’? (MC) Linking devices The qualities of a leader Articles – and when not to use them Topic vocabulary: Politics and leaders Revision: Articles Fun facts about politics Extracts from Lord of the Flies 134 Literature along the way The Lottery 138 Unit 10: The story of my life Topics Language Reading Young living Living with a disability Living on the street Talking about youth culture Disabilities Word order Adjectives ending in -ful, -able and -less Language in use: The Paralympics (WF) Topic vocabulary: Social groups Revision: Word order Youth culture What you should know about living with a disability (4W) Extracts from A Street Cat Named Bob 150 Unit 11: Culture is key Topics Language Reading Misunderstandings How they see us Describing intercultural experiences Talking about a country’s culture Language in use: Good intercultural practice at school (BGF) Topic vocabulary: Intercultural issues Revision: Passives Forum posts about a German practice/custom A text by Maya Angelou (T/F/J) 160 Unit 12: Going global Topics Language Reading What’s globalisation (to you)? For more fairness in global trade Talking about globalisation Talking about fair trade Topic vocabulary: Globalisation and fair trade Revision: Adverbs of frequency/Word order Globalisation defined Shrinking the world What is fair trade really about? Why Fairtrade coffee? (MM) 170 Semester check 02 175 Grammar revisited 182 Writing coach 190 Strategies overview 193 Vocabulary Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 Listening Writing Speaking Way more People who need medical help How smartphones have changed our lives … and viewing: A news report about vehicle technology (MM) How AI can help in medicine Describing health problems A fact sheet about an invention An article about driverless taxis Reviewing a sci-fi book/film A PEEL paragraph about using an AI chatbot for homework Inventions A digital story about a life-changing invention AI in medicine Paired activity: Fascinating new inventions Strategies: The PEEL strategy revisited; convince, persuade, advise, recommend and suggest; Advantages and disadvantages By the way: Take your medicine Listening Writing Speaking Way more News stories A conversation about fake news … and viewing: Using e-books at school (BBC) (MM) Memes A news report A report about online activities A report about how to read If I Was Your Girl in class The role of the news media Describing charts; Social media use Talking about fake news Your favourite book A digital story about reading in your life Paired activity: Choosing books for class Strategies: Writing a report; Taking into account other people’s views Listening Writing Speaking Way more Should cities and their mayors get more power? (FM4) (4W) Different people talking about their experiences with volunteering (MM) A blog comment about young people and voting A PEEL paragraph about giving cities and their mayors more power Continuing Lord of the Flies A report about motivating students to volunteer Young people and politics Would you like to have the subject ‘politics’ at school? If you were the mayor, … Presenting a female leader Individual long turn: Good leaders Charities and volunteering Strategies: The function word ‘to discuss’; Authentic recordings – no need to panic! Listening Writing Speaking Way more A podcast about older people criticising younger generations An interview with a blind judge from a US Supreme Court (FM4) (MC) An inner monologue about a sign Continuing a podcast conversation A diary entry from the perspective of Bob, the cat A report about a fundraising event for the homeless Talking about youth (cultures) Talking about disability and homelessness Talking about A Street Cat Named Bob Discussing a bar chart Paired activity: Raising money for a project Strategies: Inner monologues; ‘Explain the results’ Listening Writing Speaking Way more Some language assistants talking about what they found surprising in Austria (MM) The Sound of Music An email about cultural practices in Austria A tour description An article about intercultural understanding in school Cultural practices Stereotypes about Austria Learning about culture through films? A tour of your area Good intercultural practice at school By the way: Maya Angelou; How the world sees the Austrians Listening Writing Speaking Way more Five people talking about what globalisation means to them (MM) Tony Lloyd and Cuba (FM4) A conversation about Fairtrade coffee (4W) How to pick coffee A blog comment about globalisation Tony Lloyd’s story from the immigration officer’s point of view Persuading a friend to only drink fair trade coffee What does globalisation mean to you? Events that shrank the world Cuba Fair trade products Individual long turn: The globalisation of fast food Strategies: Talking about advantages/disadvantages Abbreviations: BGF Banked gap-fill WF Word formation T/F/J True/False/Justification MM Multiple matching MC Multiple choice 4W Four-word answers Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 Unit 01 Way to grow! Read the statements below. They all have something to do with growing up and personal identity. What aspects do they deal with? Come up with headings for 2 to 6. Work in pairs and decide which statements you think are true and which ones are made up. (One is false in each group.) READING + SPEAKING 1 a b In this unit you will: talk about who you are read about TikTok talents improve your social media habits discuss teen issues tell your first digital story revise how to deal with writing tasks 1 C is false (they never stop growing); 2 A is false (‘Beyoncé’ was her mother’s family name before she married and became ‘Knowles-Lawson’); 3 C is false (the most common letter in English is ‘e’; 4 C is false (she has over 15,000 piercings; 5 B is false (UK passports have been blue since 2020); 6 A is false (it’s 16 billion km!) 1 Body A Babies have over 90 bones more than adults. B Teenagers hear high frequency sounds that adults can’t hear. C Your ears stop growing when you reach the age of 18. 2 A Beyoncé has the same first name as her mother. B Singer Ed Sheeran and Cherry Seaborn called their first child Lyra Antarctica. C Actor Anne Hathaway has the same name as Shakespeare’s wife. 3 A The average eight-year-old native speaker of English already knows 10,000 words. B Cows can have regional accents. C The most common letter in English is ‘i’. 4 A Lady Gaga has a poem in German by Rilke tattooed on her arm. B Harry Styles has a tattoo of a biscuit in honour of his older sister, Gemma. C Elaine Davidson, the world’s most pierced woman, has over 9,000 piercings. 5 A Less than 50% of Americans have a passport. B UK passports have been purple since 2020 after the UK left the EU. C The only UK citizen who doesn’t need a passport to travel abroad is the monarch (the King or Queen). 6 A If you stretched out all the DNA in your cells, it would measure 16 million kilometres. B Like fingerprints, everyone has a unique tongue print. C Human hair contains tiny particles of gold. Make statements about yourself (your hobbies, family, likes and dislikes, your summer holidays, etc.). Let your classmates guess which ones are true and which ones are made up. Example: I can play the trumpet, I am terrified of spiders, and I once won a burger-eating contest. SPEAKING 2 Nur zu Prüfzwecken – Eigentum des Verlags öbv
9 Look at the meme below and talk in pairs: 1 What does this meme say about being a secondary school student? 2 Are the pictures an accurate description of your life? 3 Which pictures would you change to better reflect your idea of being a student? Create your own meme and present it to your classmates. Your meme should show one aspect of your life – but from two different perspectives. Include headings, such as “What my teacher thinks I do” or “What I think I do.” SPEAKING + WRITING 5 a Struggling for words? Use a Task hack! b Who am I? Defining identity Copy the elements of what can define a person’s identity into your notebook. Then match the correct example to each category. LANGUAGE 3 a Discuss the following questions with a partner: 1 Which of the expressions would you use to describe yourself? 2 A re there any parts of your identity you feel don’t fit together? Why? Example: I love animals, but I’m not a vegetarian. Work alone. Try to come up with a ranking of these categories, considering which are the most important to you. (For example, is your school career the most important thing people should know about you? What would you say first if someone asked you where you come from? Which aspects of your life make you unique?) SPEAKING 4 a Need inspiration? Try a Deep dive! b Compare your ranking in class. Does anyone else define themselves in a way similar to yours? Why might someone else define themselves differently? How could your environment influence the way you see yourself? c I see myself as (a) … (person). The most important thing in my life right now is … Most people would describe me as … My pronouns are … One thing that distinguishes me from others is … One aspect I share with many people in this room is … Add more examples to each category. Then collect examples from your classmates as well. b Categories 1 beliefs 2 (eating) habits 3 genders 4 interests 5 nationalities 6 styles Examples a beekeeping b Buddhist c Dutch d dyed hair e non-binary f flexitarian Nur zu Prüfzwecken – Eigentum des Verlags öbv
10 Unit 01 | Way to grow! Read the statements below describing a person from three different perspectives. Are they positive or negative about the person? Underline the words and phrases in the text that tell you. READING 6 a Describing personality Start a table of positive and negative adjectives you can use to describe what someone is like. Add all suitable words from the texts above. Finding opposites will add even more words to your list. LANGUAGE 7 a Compare your table with a partner. Look up the meaning of all the words you can’t guess. b How would different people describe you? How would that be different from how you’d describe yourself? Discuss your ideas with a partner. b Positive Negative polite impolite Kane’s description of himself Hi, I’m Kane. I’m generally a cheerful soul, and I’m the kind of person who likes to joke around with others. I have a very good sense of humour and always try to see the funny side of every situation. When my friends get into trouble or have a problem, I usually try to be witty and make them laugh. I’m easy-going, and I don’t believe in getting too emotional about things. I’m a real foodie and I’m obsessed with pizza! I’d be content to eat pizza every day of the week if I could. I’m quite tough and don’t worry too much about what people think of me. Rachel I’ve known Kane for five years, and I think he’s pretty arrogant. Whenever something goes wrong, he takes great delight in making stupid jokes, which I find really mean and annoying. He makes a fool of any friend who’s having trouble. I think he should be more sympathetic and sensitive to other people. I really don’t know why Harry puts up with him! He’s also extremely greedy and rarely shares his food. He will eat his own pizza and half of someone else’s, which is just plain rude and selfish. I don’t like people who are bossy and look down on others. Harry I really enjoy hanging out with Kane – he’s a great laugh! I’m pretty quiet and shy myself, so it’s fun to be with someone who’s so sure of himself. Kane is always lively and energetic, making jokes even when things are difficult. He stays upbeat and cheerful when something bothers me. He’s just so positive, and I really look up to him because of that. Kane lives for pizza and even eats my leftovers when I can’t finish my meal. I know Rachel thinks he’s impolite, but she’s probably just jealous because he’s so self-confident! Nur zu Prüfzwecken – Eigentum des Verlags öbv
11 Find someone you don’t talk to very often. Tell them five positive things that you have noticed about them. For example, “I think it’s great that you’re rarely late for class” or “What I like about you is that you always help out other people when they don’t understand something in class.” Spend around five minutes discussing a range of everyday topics, such as your likes and dislikes, as well as aspects of your personality. Then copy the Venn diagram below into your notebook. In the main part of each circle, write at least five things where you and your partner differ. In the overlapping part of the circles, list at least five things you have in common with your partner. Try to use some of the new adjectives from exercise 7. SPEAKING 8 a b Now follow the instructions to write an acrostic yourself. WRITING 10 Read the instructions for writing an acrostic. Some words are missing. Choose the correct word (A–N) for each gap (1–11). 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 9 How to write an acrostic Think you know a little more about your partner now? Make a list of (0) that you think describe them accurately and (1) . Include words that describe their personality, outlook on life and some of their hobbies, interests and (2) . Come up with around 10 to 15 words. Using these words, you will now create a special poem about your partner called an ‘acrostic’. First, write the letters of your partner’s name down the page of your notebook so that each letter is on a new (3) . Once you have done this, think of short (4) starting with each letter of their name that describe your partner. Choose words from the list you have made. Make sure you use a (5) of interesting adjectives, and try to (6) your sentences upbeat. You want to make your partner feel good about (7) ! Try to limit each sentence to around 10 words, and make each one about a (8) topic. If you’re a real acrostic (9) , you could try to make the lines rhyme. To keep things interesting, if your partner has a short first name, use their family name too. When you and your classmates are (10) that your acrostics are good descriptions of each other, (11) them on the classroom walls. Read out some examples. 01234567891011 A A adjectives D display G keep J range M themselves B confident E expert H line K sentences N yourselves C different F interesting I positively L skills Person A Person B enjoy reading love horse-riding fun-loving Nur zu Prüfzwecken – Eigentum des Verlags öbv
12 Unit 01 | Way to grow! There is a huge range of online platforms available for sharing videos. Discuss the following questions in pairs: 1 What online video-sharing platforms do you know? 2 Which ones do you use regularly and how? (For example, do you share your own tutorials?) 3 How do you think these platforms can be used in positive or negative ways? READING 11 Our virtual selves Read the article on a popular video-sharing platform. Some parts are missing. Choose the correct part (A–L) for each gap (1–9). There are two extra parts that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. 12 a Why TikTok isn’t all that bad TikTok has become a worldwide phenomenon. The social media app for short-form videos has been installed more than 3.5 billion times. But is this a good thing? Worried digital safety professionals who have issued warnings about TikTok’s potential risks and given reasons why it’s not safe for young users may have a point. The content creation tool has been shown to (0) . But the good news is: TikTok isn’t all that bad. Here are 5 productive and positive ways in which you can use the platform: 1 Find a creative outlet TikTok, whose features include video clip editing tools, AR, music, text and sound effects, gives anyone the chance to be a content creator. You can showcase your singing, designs, musical instruments, make-up art, cake decorating – and so much more. TikTok has become a hub for talented young people to explore and (1) , thereby helping to build confidence in their creativity. 2 Start your own business Many teens and young adults decide to (2) and turn it into profits and careers using TikTok. And watching others fulfil their dreams is inspiring even more teens to do the same. With its huge audience, the Chinese app has become the centre of social media marketing. Young people are seeing this potential and are using TikTok to promote their business, attract costumers and make sales. This sets them up for the next stage in their life and can (3) . One teen digital creator says, “Social media has always been a marketing tool. It’s a place where you can build your brand. With the power of your phone and internet connection, you can travel the world and do what you want!” 3 Learn how to market other businesses A lot of business owners haven’t yet mastered the art of TikTok – but many teens have. They (4) and can transform their extensive experience from hours of scrolling and engaging with content into something productive and positive. It’s not surprising that teens are starting digital marketing agencies to help businesses boom on TikTok. There’s a huge demand for experts to guide the way, and many young people are perfect for the job! 4 Gain awareness of the world With the huge amount of content available, teens (5) – the good and the bad. But social media, especially TikTok, has also been instrumental in spreading awareness of relevant topics such as mental health, sexuality, equality, racism, disability and more – all because people have had a platform to share their stories firsthand. This not only introduces users to Nur zu Prüfzwecken – Eigentum des Verlags öbv
13 perspectives they would never have encountered otherwise, but it can (6) . For instance, one young TikToker uses the app to share the experiences she had during a difficult time when she was dealing with autism and ADHD. In doing so, she not only destigmatises autism and ADHD, but also helps to raise awareness among young people and adults. 5 Have a good laugh What else draws over 1 billion users to TikTok monthly? Most people are just looking for a good laugh to bring some brightness to their day in a world that can sometimes (7) . We’ve all seen how quickly 5 minutes can slip into 5 hours in the TikTok black hole, but add some screen time limits and a carefully personalised feed, and you can still (8) with content that’s educational, clever, or simply just adorable. Watching cute animal videos has even been shown to have some real positive effects on the brain and emotions. If you (9) , like good privacy setting practices, critical thinking, reporting inappropriate content and fact-checking, TikTok can hold a world of opportunities for you to grow, explore and excel online. And that’s a good thing, right? A teach them essential life skills about hard work, growth and success G be incredibly powerful in encouraging empathy B learn healthy social media habits H just not need this job C get exposed to a wide range of content on TikTok I closely focus on their talent D negatively affect adolescents’ mental health J have a deep understanding of the platform’s nuances E use their mobile phones instead K get some great entertainment F share their passions with the world L be a bit too intense 0123456789 D What do you think is the aim of the text? Do you agree with it? Why?/Why not? Talking about online activities Match the expressions to the definitions. b LANGUAGE 13 1 to personalise your feed 2 online identity 3 digital marketing 4 doomscrolling 5 to browse the internet 6 to repost sth. 7 to comment on a post 8 to create content 9 to manage your screen time a to share a message on social media which was posted by another user b to produce videos, articles etc. for the internet and social media c how you present yourself online and what you post/don’t post d to limit the time spent on social media apps e to look at and read a lot of different websites f to set your social media account to only receive information that is relevant to you g to add your opinion to sb.’s post on social media h constantly looking at depressing news online i promoting products and services through social media The last paragraph of the article in 12 mentions ways to ensure a healthy TikTok experience. Working in pairs, choose one or two of these points (or any other topic you feel is important) and create a short ‘how to’ presentation about it. This could also take the form of a TikTok video. SPEAKING 14 Nur zu Prüfzwecken – Eigentum des Verlags öbv
14 Unit 01 | Way to grow! Read the sentences again. What could be the rule for when to use a comma and when not to? Complete the sentences with the correct relative pronouns and add a comma where necessary. 1 Everyone posted photos of the sports event except for Marc was ill on the day. 2 I loved the videos of her kitten my friend had uploaded. 3 I got sucked into a TikTok black hole. That’s the reason I’m late. 4 Are you a person online presence is always up to date? 5 Kane makes a fool of any friend posts an unflattering picture. 6 You need to choose the people you interact with online carefully. 7 Kane often leaves rude comments on posts I think is really mean. 8 Can you recommend a café in the area I can get free WiFi? 9 Do you remember the time Jedrek spent the whole afternoon trying to come up with the perfect title for his photo? If the relative pronoun is the object of the relative clause, you can leave it out. This only works when giving essential information. This is often called ‘contact clause’. Look at the example below, then decide if you can leave out the relative pronouns in sentences 1–8. Margot Robbie is the actor who played the title role in the film Barbie. NOT: Margot Robbie is the actor played the title role in the film Barbie. Suicide Squad is another film which she starred in. OR: Suicide Squad is another film she starred in. c 16 17 Read the sentences in the table and circle the correct relative pronouns. b Relative clauses Relative clauses can be used to give more information about people and things. They are usually connected to the main clause of a sentence by a relative pronoun. Read the article in 12 again and find seven relative clauses introduced by the following relative pronouns: who, whose, where, why, when, which, that. See Grammar revisited, Relative clauses, p. 175. LANGUAGE 15 a Giving essential information ( you can’t understand the sentence without this information) 1 An online presence whose / which makes you look lazy is bad for you. 2 I saw the picture that / who Otis uploaded to the school website. 3 The artist whose / that music blog Hannah’s been following will play a concert soon. 4 Hannah’s never been to the café in which / whose the concert is taking place. 5 This is the website where / which you can find all the information you need. 6 It started to rain the moment where / when Hannah was finally ready to film herself. 7 I don’t know the reason why / when Kane is making stupid jokes online. Giving additional information ( you can understand the sentence without this information) 8 My youngest sister, that / who is only 9 years old, is already obsessed with TikTok. 9 Posting on TikTok teaches young people digital skills, which / that is really cool. 10 The author of the book, which / who you can download for free, lives in South Africa. 11 Cindy, why / whose videos are always brilliant, would like to work in marketing one day. Nur zu Prüfzwecken – Eigentum des Verlags öbv
15 What could creating a ‘positive online identity’ mean? Talk in pairs. You are going to listen to an interview with a youth counsellor on how to behave online. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, complete the sentences (1–8) using a maximum of four words. Write your answers in the spaces provided. The first one (0) has been done for you. After the second listening, you will have 45 seconds to check your answers. LISTENING 18a 01 b 1 The online tutorial which I watched yesterday was really interesting. 2 I admire people who are good at editing videos. 3 A guy who Marc knows has just got an internship in social media marketing. 4 Aaron created the make-up tutorial with Mr Bloom, who had helped him with projects before. 5 Have you got a phone charger that I can borrow? 6 Have you thought of anything that could improve our school website? 7 Is that all that you have to say about this post? Do you agree with the advice you’ve heard? What are positive things you could post? Read part of the email that Kane from Cambridge sent you. 19 WRITING 20 Strategies box When you comment on something, you react to it by expressing your opinion or attitude towards it. This might also involve voicing criticism if this is what you think. You have decided to reply to his email. In your email you should: say what you think about people who post nasty things suggest what Kane could do about the situation comment on the importance of a positive online identity Write around 250 words. … and Rachel took these ugly pictures of me and posted them so that everybody could see them. They all laughed and posted nasty comments. I was so angry with her. She did say she was sorry in the end, but the damage had already been done … 0 Dr Phillips chose his field of study because it is . central to people’s lives 1 Dr Phillips says it’s unrealistic to ask people to . 2 Make sure not to come across as . 3 Good behaviour is especially important online because . 4 Your online identity should reflect how you . 5 You should post about an activity like . 6 When others share something positive online, you should . 7 Sharing positive content also leads to social media . 8 If you see worrying activities online, you should . Creating your digital identity Nur zu Prüfzwecken – Eigentum des Verlags öbv
16 Unit 01 | Way to grow! Happy 16? Below you will find a list of activities that people from an older generation remember doing when they were teenagers. Read through the list with a partner. Which of these things are you glad teenagers no longer do? Agree on one. 1 Talking to your friend’s parents on the landline before getting to talk to your friend. 2 Finding a payphone and spare change to call your parents to ask them to pick you up. 3 Recording your favourite song from the radio on tape (with the DJ talking in the last 20 seconds of it). 4 Doing maths without a calculator because they are banned. 5 Flipping through card catalogues to find books in a library. Can you think of other things your parents or grandparents (had to) do that you no longer do? Work in small groups and create a list to share with the rest of your class. Now think of three activities that you (have to) do today and that you don’t think your children or grandchildren will recognise. Discuss what the next generations might do instead and come up with creative solutions. Example: They won’t have to pay in cash because their avatars will do it for them with digital money. Here’s a list of issues that some people think will always be problematic for teenagers, no matter when. Do you agree? Give reasons for your answers. SPEAKING 21a b c 22 a feeling good about your changing body b coping with bullying in any form c finding a boyfriend/girlfriend d scheduling enough time for studying and for hanging out with friends e living up to your parents’ expectations f giving in to peer pressure g being recognised and respected by your peers h finding good role models i living up to the images of teenagers that the media make popular j doing recreational drugs k your ideas: Listen to Hannah and Lizzie talking about their family and friends. Which of the topics in 22 do they talk about? Tick them off. Now listen again. Take notes on the details of the issues mentioned. Is it always bad if parents want their kids to get good grades? Come up with three reasons why Emily’s mum and dad act the way they do. Work in pairs or groups of three. Write a dialogue between Emily and her mother (pair work) or Emily and her parents (group work). Then roleplay it and record yourselves with your phone. Here are some ideas: Because she’s grounded, Emily tries to persuade her mother/her parents to let Lizzie and Steve visit. Emily received a bad grade on the test and tells her mother/her parents. Emily tells her mother/her parents about Steve being her boyfriend. Play your recordings in class and vote on which one sounds the most realistic. Some people say your teenage years are the best years of your life. Considering all the aspects of teenage life you have discussed in this unit, do you think this is true? Make lists of what you like/dislike about being a teenager and compare with a partner. LISTENING 23a 02 b WRITING + SPEAKING 24 a b c WRITING 25 Nur zu Prüfzwecken – Eigentum des Verlags öbv
17 Digital storytelling Do you watch short videos shared on social media? What are they like? Would you say some of them tell stories? Talk to a partner, then compare your ideas in class. Watch a digital story told by a student explaining how some experiences have shaped her. How is her video similar to others you know? How is it different? With the help of technology, it’s not difficult to make videos like this to express your own thoughts and improve your English at the same time. Here are some steps you could follow: STRATEGIES 26 a b 01 c 1 to give your opinion c 2 to comment 3 to describe 4 to explain 5 to inform 6 to present 7 to recommend 8 to suggest 9 to summarise a You say what people can/could do in a particular situation or what they could think about. You try to give readers good reasons to do something. b You introduce something (an idea, a project, etc.), and you say what makes it special and interesting for the reader. c You say what you think about something. You express your attitude towards something. d You say what something is like. You can give facts and details to make it clear and specific. e You make something clear and easy to understand. You give examples and offer good reasons. f You present something as desirable and attractive. You say why a certain choice is the best one, often based on personal experience. g You express your opinion or reaction to something. You want to criticise something. h You give objective facts about something. Choose one of the topics below to tell your first digital story. Share your finished products in class. how your life now is different to your (grand-)parents’ life/lives when they were your age an aspect of your identity you are proud of how you shape your online identity Refresh your memory: Function words Match the functions words to the definitions below. Some of them are very similar in meaning. There is one extra function word that does not fit any of the definitions. SPEAKING 27 STRATEGIES 28 1 Come up with an authentic and relatable story to tell. 2 Write your story in a personal style, as if you were talking to a friend. Aim for around 250 words. 3 Get feedback on your story and revise it. 4 Choose some pictures to illustrate your story (but not too many). Decide when to show which picture. 5 Practise reading your story so you can tell it in an engaging way. 6 Record your digital story using a program like PowerPoint or one of the many apps available for mobile devices. Nur zu Prüfzwecken – Eigentum des Verlags öbv
18 Unit 01 | Way to grow! Read the blog post and look at the bullet points with the function words. Discuss with a partner what each bullet point asks you to do. explain why something might be a problem for 16-year-olds describe what life for a 16-year-old is like comment on the opinion of the blogger’s parents suggest what a 16-year-old could do about a problem recommend a person who could help a 16-year-old with a problem present the advantages of being 16 READING + WRITING 29 a Match the bullet points above to the text parts below. The underlined sentence parts should help you. b Many 16-year-olds want to have more freedom to choose their friends. They want to hang out with whoever they like and spend as much time with them as they want. Unfortunately, they can’t always do this because their parents think that they’re not responsible enough and treat them like kids. Parents and teachers can be helpful in many situations. But if you have a real problem, it’s probably best to talk to a good friend who is the same age as you. Believe me, only a friend can fully understand you and your problems. When young people are struggling with a new subject at school, it’s often a good idea to talk to the teacher responsible for that subject. A good way to do this is for the student to first work out what the problem is and then ask the teacher to help them to solve it. Being 16 is often seen as a carefree time for young people. They are usually given the freedom to meet whomever they want for as long as they want. But it’s not the same for everyone. While some teenagers enjoy their independence, others are happy if their families continue to take care of them and help them with their problems. I agree that parents don’t always understand that being 16 might be difficult. While it can indeed be the happiest time for some young people, it’s important to acknowledge that it’s not the same for everyone. Some parents may struggle with the idea of their children becoming independent and may find it hard to let go. Being 16 is just great. It can indeed be the most exciting time for many young people. At this age, some parents start to allow their children more freedom, giving them the opportunity to spend time with their friends as long as they stay out of trouble. It’s also a time when many teenagers can choose their own friends without constant inquiries about their friends’ backgrounds or families. A B C D E F Now write your own blog comment on Capricorn’s post using some of the ideas you collected in 25. Follow the bullet points below: comment on the opinion of the writer’s parents describe what life for a 16-year-old should be like suggest what Capricorn can do about their problem Write around 250 words. See Writing coach, Blog comment, p. 189. WRITING 30 Capricorn Happy 16? My mum and dad always say that being 16 is the happiest time of your life, but I’m not sure that’s true. They have no clue what life is really like for 16-year-olds … Nur zu Prüfzwecken – Eigentum des Verlags öbv
19 brave lively charming sympathetic curious patient annoying to take to look to be describing personality describing your attitude towards people and things cruel rude considerate of sb’s feelings childish selfish clumsy Topic vocabulary: Describing personality and attitude Unscramble the words in the box and use them to complete the word map. Then add more words from this unit and find as many opposites as you can. cerehulf bysos eyas-gngio gyered jlaesou mnae qtiue snestivie LANGUAGE 31 a To help you remember so many different adjectives, you could try putting them into different groups. Here are some suggestions. Pick two and add as many words as you can, then compare. meaning similar to German words: childish, charming, … looking similar to German words, but with different meaning: e.g. brave, sensible, sympathetic, … describing emotions: emotional, cheerful, jealous, … Complete the word map with the missing prepositions. Then look the expressions up and add translations. b 32 content (1) do sth. curious (3) sth. delight (12) doing sth. kind (4) sb. to get along (9) sb. up (6) sb. down (7) sb. to make a fool (10) sb. obsessed (2) sb./sth. charge (11) sth. out (5) sb./sth. to put up (8) sb./sth. Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.atRkJQdWJsaXNoZXIy MjU2NDQ5MQ==