Practice Pack 6 Ilse Born-Lechleitner | Sally Brunner | Ulla Fürstenberg Anna Harkamp-Krenn | Eva Holleis | Andreas Kaplan App für Audios, Videos und Lösungen New edition
way2go! 6, Arbeitsheft und E-Book Schulbuchnummer: 220348 way2go! 6, Arbeitsheft E-Book Solo Schulbuchnummer: 220352 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 denderzeit 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 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 2025 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. 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: Ferdinand Berger & Söhne Ges.m.b.H, Horn ISBN 978-3-209-12928-4 (way2go! OS AH 6 + E-Book) ISBN 978-3-209-12952-9 (way2go! OS AH 6 E-Book Solo) Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Ilse Born-Lechleitner | Sally Brunner | Ulla Fürstenberg Anna Harkamp-Krenn | Eva Holleis | Andreas Kaplan Practice Pack 6 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 eine mit gekennzeichnete Buchseite. In der App-Medienliste finden Sie alle Audio- und Videodateien sowie die Lösungen. Download für Lehrpersonen: Um alle Audios und Videos sowie die Lösungen zu diesem Arbeitsheft herunterzuladen, geben Sie 4y3z76 in das Suchfeld auf www.oebv.at ein. 4y3z76 iOS Android Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Contents Unit 01: Way to grow! ................................................................................................................... 4 Language: Describing personality; Relative clauses; Topic vocabulary; Language in use: Why a positive online identity matters (MC) Reading: Clean up your digital footprint (MM) Listening: An online friend (4W) Writing: Blog post versus other text types Unit 02: You call this art? ........................................................................................................... 12 Language: Revision: Narrative tenses; Relative clauses; Talking about music; Talking about art – word families; Language in use: The Museum of Bad Art (BGF) Reading: ‘Juvenilia’ – New York City’s first art salon for teens (MM) Listening: Listen again: Some Whitehall students talking about their art homework; Listen again: A talk about lyrics in pop music (MC); Watch again: Modern busking Unit 03: See it. Want it. Buy it. ................................................................................................... 18 Language: Reported speech; Shopping phrases; She told me to …; Talking about advertising; Topic vocabulary; Language in use: An email of complaint (OGF); Language in use: Zero-waste stores (OGF) Reading: The Gruen effect (T/F/J) Writing: Email of complaint; An article about buying shoes Listening: Listen again: A unique store; Listen again: The first part of an interview on storytelling in marketing Unit 04: It’s traditional ............................................................................................................... 26 Language: Word pairs; Word families; Revision: Gerunds; Talking about stories; Language in use: How to keep your New Year’s resolutions (OGF); Language in use: How the royals became cool (WF) Reading: Read again: New Year’s traditions around the world (MM); Read again: An alternative version of Little Red Riding Hood (T/F/J); Princess Kemang Listening: Listen again: Views on fairy tales (4W) Unit 05: Wild world ..................................................................................................................... 33 Language: Describing nature; Adverbs of degree; Talking about your interests; Talking about the environment – word families; Language in use: Cow burps matter too (OGF) Reading: The oceans are drowning in plastic (MC) Writing: Article versus blog post and blog comment Listening: A podcast about plastic pollution (4W); Listen again: Environmental problems caused by eating meat (FM4) (MC) Unit 06: The Empire? Strike back! .............................................................................................. 41 Language: Describing language use; Loanwords; Talking about films and series Reading: How English became the global language; Shakespeare’s English; Cine 5D – Calling all cinemaniacs! (T/F/J) Listening: Some people talking about Hollywood (MM); A podcast about the film Jaws (4W) Writing: Refresh your memory: Articles Die Audio- und Videodateien sowie der Key können mit Hilfe der QuickMedia-App auf Ihrem Smartphone oder Tablet abgerufen werden. Diese Linie kennzeichnet Aufgaben, die Sie mit den Formaten der standardisierten Reifeprüfung vertraut machen. 43 Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 Unit 07: Bigger, better, faster, stronger...................................................................................... 47 Language: Medical vocabulary; Topic vocabulary; AI in healthcare – word families; Revision: Reporting information; Language in use: The Matrix; Language in use: The Terminator (MC) Listening: Watch again: A news report about vehicle technology Reading: Ways technology in the classroom is changing education; Self-driving cars (T/F/J) Unit 08: Read all about it! .......................................................................................................... 55 Language: Crime; The passive; Talking about books and literature; Talking about fake news; Language in use: Famous fake news (OGF); Language in Use: Care before you share (BGF) Reading: Creating ‘no cell phone zones’; Using AI in the classroom Listening: Watch again: Using e-books at school Writing: Refresh your memory: Reports Unit 09: Make a change! ............................................................................................................ 61 Language: Talking about politics; Linking devices; The qualities of a leader; Articles; Language in use: The surprising consequences of lowering the voting age (MC) Reading: The world’s youngest mayor? (4W) Listening: Listen again: An interview with Benjamin Barber (FM4); Listen again: Starting volunteer work Unit 10: The story of my life ....................................................................................................... 67 Language: Word order/Suffixes/Topic vocabulary; Language in use: Respect for disabled athletes (WF) Reading: The laws cities use to make homelessness a crime (4W) Listening: Charity on the street (MM) Writing: PEEL Unit 11: Culture is key ................................................................................................................. 72 Language: Boost your vocabulary with Maya Angelou’s story; Talking about a country’s culture; Language in Use: Multicultural education – good or bad? (MC) Reading: How I offended an entire class through cultural ignorance (MC) Listening: What it is like to live in the UK (MC) Unit 12: Going global .................................................................................................................. 77 Language: Talking about globalisation; Talking about fair trade; Language in use: Made in the USA: How American brands rule the world (MC) Reading: Is globalisation killing seasonal eating? (MM) Listening: Listen again: Leaving Cuba (FM4) (4W); Views on global change (MM) Abbreviations: BGF Banked gap-fill MC Multiple choice MM Multiple matching T/F/J True/False/Justification WF Word formation 4W Four-word answers Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Unit 01 Way to grow! Unit 01 | Way to grow! Read the article on cleaning up your digital footprint. 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. READING 1 1 site administrator: Seitenadministrator (Betreuer/in einer Website mit erweiterten Zugriffsrechten) 2 security policy: Sicherheitsrichtlinie Clean up your digital footprint The most popular footprint to clean up nowadays is your environmental one (you’ve probably heard of your ‘carbon footprint’), but even more important for today’s technology-crazed society is your digital footprint, and what exactly it says about you. It may be time to (0) digital spring cleaning. Your digital footprint, in simple terms, is the trail of personal data you’ve left around the internet. From passwords to social media posts, everything leaves a ‘footprint’ that can be connected back to your name. Whether you mean to or not, the internet can (1) that helps search engines and social networks target you with adverts especially designed for your interests. If you want to control what’s out there, here are some tips. 1. Run a name search Cleaning up your digital footprint is, in many ways, really easy. Starting with a name search can result in many pages of your personal data. If you get onto Google and (2) that you don’t like, figure out who posted it and go straight to the source. That may be a friend on Instagram who tagged you in a picture you’d rather not have online, or a site administrator1 who published your comment without your agreement. Ask to have it taken down first, and if it doesn’t work, (3) for the platform you’re on – if there’s something you can do about it, you should. 2. Read the security agreements Making all your security settings stronger is another way to (4) and clean up your digital footprint. Security policies2 for sharing websites like Instagram, Twitter and Spotify are constantly changing, so (5) of what these companies are allowed to do and read the new changes. If you don’t like what is out there, just create new settings to make your personal details more secure. 3. Change your passwords As far as your passwords are concerned, (6) as this is another great way to keep your information private. Don’t be one of those people who have three passwords they keep using; it’s a great way to get hacked. Instead, (7) and vary the symbols, capital letters and numbers you add. 4. Post with purpose And last but not least, (8) on the internet because this has a big effect on your digital footprint. When it comes to having a good, positive reputation online, it’s just like the playground rules from primary school: “If you (9) , don’t say it” is a great rule. Instead of leaving a negative comment, just avoid it, and leave someone a nice text, or a ‘like’– not only will it make you feel better, it will make you look good too. Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 0123456789 I A update your understanding G post some of your pictures B collect lots of information about you H be conscious of how you’re posting C don’t have anything good to say I get started on a little D give everyone your phone number J make them all different E pick something you’ll remember K find things about yourself F limit what information gets out L check out the security settings You are going to listen to a conversation about getting to know someone on the internet. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, complete the sentences (1–6) 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 2 39 0 Kim is Marc’s . favourite sister 1 She has ‘met’ somebody on social media who likes . 2 Kim doesn’t have a lot of friends since her best friend . 3 Marc wants Kim to find . 4 Greg suggests that Jedrek tries to track the person . 5 When Kim meets her new friend, Greg thinks that Marc should . 6 Kim might be disappointed when she finds out that the person . An online friend Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 Unit 01 | Way to grow! Describing personality Kane is in Rachel and Harry’s class. He considers himself easy-going and thinks that he has a good sense of humour. But not all of his classmates see him that way. Complete the sentences below with the words from the box. bossy delight energetic fool look up put up sensitive sure upbeat 1 He’s always lively and , making jokes despite everything. 2 He makes a of any friend who’s having trouble. 3 I really don’t know why my friends with him! 4 I think it’s fun to be with someone who’s so of himself. 5 He always stays and cheerful, even when I’m having a problem with something. 6 He should be more sympathetic and towards other people. 7 I don’t like people who are and look down on others. 8 He’s so positive, and I really to him because of that. 9 Whenever something goes wrong, he takes great in making stupid jokes. Decide which of the things above Rachel or Harry could say to characterise Kane. Write the number of the statements into the right columns. Go back to coursebook, p. 10 if you need help. What Rachel thinks about Kane What Harry thinks about Kane I think he’s pretty arrogant. I really enjoy hanging out with Kane – he’s a great laugh! Relative clauses Make sentences by joining the phrases using a relative pronoun (who, which, whose, why). 1 The Johnsons – live next door – have pool now. The Johnsons, who live next door, have a pool now. 2 Ivan’s friend – he met him online – writes humorous poetry. 3 The man – driving the taxi – didn’t know the way. 4 Marc – his sister is Kim – a wushu champion. 5 A tree – its leaves have fallen off – still beautiful. 6 Beautiful photos – often found online – usually edited before posting. 7 Yesterday’s homework – Mr Brown gave it to us – too hard. 8 Rachel not know reason – Kane so popular. LANGUAGE 3 a b LANGUAGE 4 Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 Relative clauses – contact clauses Read what Rose, Lizzie’s mother, says about Kim’s new Facebook friend and cross out the relative pronouns you don’t need. LANGUAGE 5 Topic vocabulary: Describing personality Find eleven more personality adjectives in the word grid. Write them on the lines below. LANGUAGE 6 J QFYCHEERFULSBJ KSMCSQTYEQYODOY S O L F T J D Z A D T F L S X LDTMZEZSSGI I K S A Q C O I E A T Y Y J J T D Y N ZKURYLVMGXGGI E N FAGTMODPOAXGMZO B M H E M U S A I E V E P H Y KREWYSVTNWHROI I S E L F I S H H G D I E L J N C YVWBRMEMWZ T I E G D E N E R G E T I C R F T P R Y J I U Q L N I T Z V F E Y N ZMQCDMVCRGNDUQF P C D Y P B R I Y S R I O V R “I think I know the girl who Kim’s been chatting with online because I know her parents. She’s actually quite nice. Our boss owns the house which her parents are renting. Her father is the researcher who won the contract with our hospital. What’s the name of the bridge which you use to walk into town? That’s where they live. You can tell Marc that Kim should be OK because I know the family, which is really amazing. What a small world!” 1 tough 2 3 4 5 6 7 8 9 10 11 12 Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 Unit 01 | Way to grow! Use some of the words from the word grid in exercise 6 to complete the sentences. 1 Kane is and likes to joke around; he thinks it’s important to laugh even when life gets difficult. 2 Marc was towards his sister after her friend had moved away. 3 My friend tries to keep smiling and stay , even when he’s feeling down. 4 It’s vital to be so you don’t get upset easily by unimportant things. 5 Most people don’t like it when you are and tell them what to do all the time. 6 My older brother can be really at dinner. He leaves hardly anything for me! 7 I wish I was more , like Dad. He never gets angry or worries about things. 8 Don’t you think it’s a little of Tina that she never helps anyone in class? 7 Topic vocabulary: Describing your attitude towards people Match the pairs of sentences that go together. LANGUAGE 8 a That’s probably why they look up to him. b That’s why she doesn’t have a lot of friends. c Tell me more! d I think it’s his favourite activity. e She has a talent for getting into trouble. f But there isn’t anything she really enjoys about her work. g He can be incredibly annoying. h She probably saved their lives that day. i He would make fun of them and boast about his wealth. j They won’t want me to join their band now. k He knows everything about them and all their songs. l She promised to be more considerate of their feelings in future. 1 Yahid really takes delight in bossing his little brother around. 2 Liliya took charge of the situation and led the children out of the burning building. 3 Wow, I really made a fool of myself in there. 4 It’s difficult for her to get along with other people her age. 5 Nikola is content to do whatever the job requires. 6 Jeremy is obsessed with that South Korean band. 7 I’m curious about your new job. 8 Stepan is always kind to his students. 9 Li apologised for offending the team with her thoughtless comments. 10 Please look out for your big sister tonight. 11 Lee used to look down on people from poorer backgrounds. 12 It’s hard to put up with Ronnie in class. Nur zu Prüfzwecken – Eigentum des Verlags öbv
9 Remember what to consider when writing a blog post (BP), a blog comment (BC) an email (E) or a report (R). Read the statements below and decide which of them refer to which text type. Some of the statements are relevant to more than one text type. 1 Start a new paragraph for each content (bullet) point. BP, BC, E, R 2 Make sure you fully understand the writer’s view before commenting on it. 3 Give your text a title. 4 Write headings for each section. 5 Involve the readers. 6 State your reason(s) for writing. 7 Sign off at the end. 8 Use formal or informal language, depending on your readership. 9 Let the reader know what you expect them to do. 10 Invite readers to comment. 11 Write your text for a person in charge who has asked you to write it. 12 Refer to the contents of your text in the subject line. 13 Write to a large audience who has access to the internet. 14 Develop each of the content (bullet) points observing the function words. Read the texts below and decide which one follows the PEEL strategy best. Give reasons for your answer. WRITING 9 10 1 Being 16 is a great time for many teenagers. I just turned 16 last month and had a great party with my family and friends. The best birthday present I got was an electric scooter from my dad. I was really surprised and had no idea that I would get something like that. Of course, all my friends tried it out and we had a fantastic time. This is why being 16 is so great for many teenagers. 2 Being 16 is a great time for many teenagers. They are more independent, make their own decisions, set their own goals, and in some countries even start driving a car. This newfound independence allows them to enjoy a certain degree of freedom because they have learned to take responsibility for their actions. For this reason being 16 is a fantastic time in a young person’s life. 3 Being 16 is a great time for many teenagers. It gives them more freedom and their parents no longer feel the need to tell them what to do and who to see. For instance, they can set their own goals and seriously start thinking about their future. Do they want to take up a job right after they leave school, or do they want to go on to university? Being able to make such big decisions means being 16 is a great time. Is being 16 a happy time for teenagers? Give reasons for your answer. Nur zu Prüfzwecken – Eigentum des Verlags öbv
10 Unit 01 | Way to grow! Read the text about online identities. Some words are missing. Choose the correct answer (A, B, C or D) for each gap (1–10). Put a cross ( ) in the correct box. The first one (0) has been done for you. LANGUAGE IN USE 11 Why a positive online identity matters If someone asks you, “Who are you?”, you probably know the answer. But are you someone whose online presence (0) you in the best light? It’s important to make positive choices that represent your true self online. Having a negative online identity (1) makes you look lazy, mean, racist or selfish can be damaging. Remember that it’s easy for a quick one-liner to be taken more (2) than you meant it to be. Make sure that everything you post is something you’d be proud to represent in person. The people (3) you interact with online (and what those people do and post) also say something about you. And is the amount of time you spend online (4) other more important activities? What about postings about you by others? Talk to the friends (5) whom you spend free time regarding not making negative posts about you. Think before adding people to your network who aren’t really friends. Never share posts of others (6) making sure that they are true and align with your values. You probably have a number of social media accounts, some of (7) may be private. However, being 100% private can make you look like you have something to hide. As for your public social media profiles, the ones which your grandma could look at and smile at, make sure you post things that (8) your college or career goals. If you want to be a veterinarian and you post pictures (9) don’t show any animals, you may not seem interested enough. Finally, create a positive online identity by focusing on your personal (10) . Going the extra mile to craft an online image that answers the question “Who are you?” in the most positive way is the biggest favour you can do yourself. 0 A sees B keeps C shows D has 1 A this B which C what D always 2 A serious B wrong C seriously D hardly 3 A who B whose C which D whom 4 A excluding B creating C doing D causing 5 A about B by C of D with 6 A without B unless C despite D by 7 A that B which C who D this 8 A fit B are C mean D make 9 A them B whom C which D those 10 A self B information C likes D strengths Nur zu Prüfzwecken – Eigentum des Verlags öbv
11 Revision: Relative clauses Combine the sentences using a relative pronoun. Write them in your notebook. Sometimes more than one version is possible. 1 The teacher gave me detention for my actions. She is the head of the English department. The teacher, who is the head of the English department, gave me detention for my actions. The teacher who gave me detention for my actions is the head of the English department. 2 I borrowed my friend’s bike. It got stolen last night. 3 My friend had bought an expensive new wallet. He lost it on his way to the underground. 4 My sister took a dog to the animal shelter. The dog was badly injured. 5 I met my English teacher at the ‘Golden Lion’. She was not amused about it. 6 A friend of mine called me yesterday. I haven’t seen her in years. Decide whether the sentences below have a defining relative clause (with essential or necessary information) or a non-defining relative clause (giving additional, non-essential information). Set commas to determine which of them are non-defining. The first two sentences (0) serve as an example. 0 a Lions, which are endangered animals, shouldn’t be kept in captivity. b Lions which got hurt during the last safari need to be treated immediately. 1 a N ewspapers which have been an important source of information for centuries are being replaced by digital media. b N ewspapers which contain important information should be kept until everybody has had a look at them. 2 a 16-year-olds who are not allowed to drive a car in Austria should not have to pay for public transport. b 16-year-olds who are good at maths usually get good grades in all science subjects. 3 a T he English language assistant who worked with our teacher today is new to the school. b The new English language assistant who actually comes from Cambridge has an Irish accent. 4 a My red pullover which I bought just before Christmas is still my favourite. b The pullover which I bought in the jumble sale is a really trendy piece. Find the four sentences in which you can leave out the relative pronoun (contact clauses) and write them down. 1 The boy whose bike had got stolen turned out to be my best friend’s brother. 2 Do you have a plan that will actually work? 3 I don’t really care about the project which the new teacher has introduced. 4 Have you decided which colour you like best? 5 Can you tell me who I should talk to about my problem? 6 The book which you told me to read was really boring. 7 Why can’t you explain clearly what I need to know? 8 Is that the film which your English teacher recommended? 9 The project that we did last year was fine. 10 I suggested eating at the new Chinese restaurant, which was great. LANGUAGE 12 13 14 Nur zu Prüfzwecken – Eigentum des Verlags öbv
12 Unit 02 You call this art? UNIT 02 | You call this art? Read the article on an exhibition of young people's creative work. Some parts are missing. Choose the correct part (A–M) for each gap (1–10). 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. READING 1 ‘Juvenilia’– New York City’s first art salon for teens The word ‘juvenilia’ describes written, musical or artistic works produced by someone during their youth. It is fitting that this was also the name of a group art exhibition in New York featuring the work of over 20 adolescent artists and poets aged 13–19 from across North America and (0) the ‘Teen Art Salon’. At the opening of ‘Juvenilia’, instead of a bar, there was a lemonade stand – a coming-of-age reminder that, for most of those attending, the legal drinking age was still a while away. The founder and director of the Teen Art Salon (est. 2015) is Isabella Bustamante. Her organization (1) creative adolescents, promoting in real life what teenagers have achieved over social media. Bustamante searches Instagram for future art stars. “Bella is always on Instagram,” one of her friends says, “but not like the rest of us, as a way to pass the time. She takes it seriously and (2) .” Senna Lauer, 17, a writer and filmmaker, says, “Isabella was my old babysitter. She started babysitting me when she was my age and I was nine. The Teen Art Salon originally started as these different random projects and ideas and (3) . The work I have in the show is basically excerpts of films I’ve done as well as selections from my poetry. I’m almost 18 now. From 16 to 17, it’s (4) the bullshit I’ve been through: my friends, my family, the culture. I want to be a writer and filmmaker, like David Lynch. Or Hunter S. Thompson. Or, ideally, a mixture of both.” Jensen Foerster, 17, a photographer, says, “I’m (5) most of all. Instead of focusing on having the most professional equipment or the most high-quality production, I like to capture a person’s character. A lot of photography, nowadays, is bland because (6) . I’m also looking into film production or advertising. I really like math and would like to combine those two sides.” Megan Schaller, 17, an artist, says, “The really cool thing about art right now is that (7) the internet to share the things they create. Growing up, the first form of art I fell in love with was Microsoft Paint. I was probably around seven. I never really stopped doing it, and over time I acquired this collection of portraits of indie musicians. Music and tech are my other two passions, besides art. I like celebrating these artists. This is my way of giving back. A lot of people look at images and objects to inspire them. I just listen to the sound.” “Isabella found me on Instagram,” says Lauren Tepfer, 16, a photographer. “She mentioned she was (8) for adolescents. At first my mom was like, ‘Who is this person?’ It turned out (9) and serious. After doing some research on Teen Art Salon, I was so excited to be a part of it. It’s such a great line-up of artists and I can’t believe I’m involved. I mostly do photography, though I’m interested in film too. I’m really obsessed with the sky, especially the transition into dusk. I love the pink colors. I (10) to the night-time. It’s a comfort thing for me to capture the atmosphere.” Not surprisingly, the poster for the exhibition read “Teen Art Salon – the next generation of artists starts here!” Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
13 012345678910 E A it’s so glossy and retouched J a lot of people are using B treats it like a job K always felt a strong connection C wants to sell a picture L been an artistic reflection of D interested in portrait photography M drawing and painting all day E organized by F curating an exhibition G formed into a kind of collective H to be really legitimate I supports, develops and promotes Revision: Narrative tenses Remember the tenses you can use to talk about the past? Match the names, explanations and examples. LANGUAGE 2 a Names Explanations 1 You use the past simple to 2 You use the past continuous to 3 You use the past perfect to a talk about ongoing activities in the past. b talk about what happened before a past event. c talk about past events one after the other. Examples A We went to the museum early on Friday. First, we went to the Dutch paintings. B While we were looking at the artworks, we were listening to the museum’s audio guide. C After we had seen everything, we went upstairs to the Greek sculptures. Now complete the sentences with the verbs in the correct tense. The sculptures (1) (be) even more impressive, so I (2) (spend) a long time admiring the exhibits. My parents (3) (get) bored by that time, so they (4) (go) to the cafeteria. While they (5) (drink) their coffees, I (6) (wander) around the countless statues. After they (7) (finish) their drinks, they (8) (come) looking for me. We (9) (leave) for lunch about an hour later, but we (10) (not see) all of the museum by then. So, I really hope we’ll come back sometime soon! b Nur zu Prüfzwecken – Eigentum des Verlags öbv
14 UNIT 02 | You call this art? Listen to Lizzie, Hannah, Jedrek and Marc talking about their art homework assignment again (see coursebook, p. 24). Below, you can find parts of what they say. Complete the sentences. 1 Apart from our school trip to the Tate Modern, . 2 I think we’re only supposed . 3 I quite like those on High Street. 4 … it’s actually not real art. It’s not by . 5 … they started out with murals and now . 6 … you’re giving me lots of examples of why . 7 Last summer, we went to this I really liked. 8 Dad thought he’d like to buy . 9 Art makes us think more deeply engage more wholeheartedly. Revision: Relative clauses Read the sentences below and complete them with the correct relative pronouns. 1 William Turner, was a famous British artist, created beautiful watercolour paintings. 2 These watercolours, are Turner’s masterpieces, show his talent for capturing light and atmosphere. 3 Turner, paintings were highly sought after, revolutionised watercolour painting with his innovative techniques. 4 The subjects of his watercolours, range from landscapes to pictures of the sea, demonstrate his deep connection with nature. 5 The watercolours he produced during his travels captured the spirit of different locations. 6 Turner, was known for his experimental approach, created dynamic and vibrant pictures. 7 The watercolour paintings by Turner, some of were inspired by historical events, show his fascination with storytelling through art. 8 The use of light and colour in Turner’s watercolour paintings, is characteristic of his style, evokes a lot of emotion in their viewers. 9 Turner, watercolours continue to inspire artists today, left a lasting impact on the art world. LISTENING 3 03 LANGUAGE 4 Nur zu Prüfzwecken – Eigentum des Verlags öbv
15 Complete this transcript of the first part of the video you watched on modern busking (see coursebook, p. 33). You can watch the video as often as you need to do the task. Patterson: T his is how busking works in 2021. A (0) 30 people in the centre of Leeds (1) morning. But tens of thousands watching (2) live on TikTok. Liv Harland: Y ou can see people in the comments, like “Hi from Germany! Hi from the Philippines!” America … This, like, (3) , really. Patterson: L iv Harland is 23 and from York. At the start of the year, she (4) how she busked. Now, when she travels to London or Manchester to (5) , she also goes live online. And (6) – especially how much money she makes. Liv Harland: (7) , it’s kind of like a hundred-odd pounds an hour, (8) how long I stay out. The most I’ve made is 400 pounds in one hour. Patterson: In cash? Liv Harland: T hat was in cash. And then, my livestream which was – (9) – on TikTok, I got 1,500 pounds. The next song I’m going to sing is “Lost without you” by Freya Ridings. Patterson: I t’s also seriously helping to (10) . Liv Harland: A m I a TikToker? Yeah. Liv Harland. I’m recording now. (11) ? Patterson: While we’re there, shoppers are (12) Liv from her online busking. Fan 1: You performed in London the other day, so (13) why you were here. Patterson: Have you seen her before? Fan 2: I have. I’ve seen you on TikTok. LISTENING + VIEWING 5 02 Talking about music Match the words from the box to the four categories below. Sometimes a word can be matched more than once. album aggressive band catchy classical concert fast festival gig instruments lyrics meaningful melody orchestra performance rhythm tune video 1 You can listen to: 2 You can watch: 3 You can be a part of: 4 You can describe music as: LANGUAGE 6 0 crowd of around 7 1 8 2 9 3 10 4 11 5 12 6 13 Nur zu Prüfzwecken – Eigentum des Verlags öbv
16 UNIT 02 | You call this art? You are going to listen to Marc’s presentation again (see coursebook, p. 32). First, study the task below. Then, while listening, choose the correct answer (A, B, C or D) for each question (1–5). Put a cross ( ) in the correct box. The first one (0) has been done for you. After listening, take some time to check your answers. LISTENING 7 05 Talking about art – word families Fill in the grid with the missing art vocabulary. Noun (idea/concept) Noun (person) Verb Adjective art — — musical perform inspiration — paint creator — imaginative historian — LANGUAGE 8 0 Marc starts the presentation by A giving information on how the brain processes music. B welcoming his audience. C talking about Bob Dylan. D outlining the role of lyrics. 1 The first part of Marc’s presentation is about A Bob Dylan. B why he likes listening to lyrics. C playing some songs. D how the brain processes music. 2 The brain processes music and words A in its right half. B together. C across several nerve centres. D in its left half. 3 Marc talks about lyrics A from The Beatles’ songs. B from Taylor Swift's music. C of jazz songs in particular. D in a general sense. 4 Marc likes songs that A have interesting and enjoyable lyrics. B rank high in the charts. C are full of beat and rhythm. D were written by The Beatles. 5 Marc likes Bob Dylan because A he’s older than his granny. B he was awarded the Nobel Prize. C he only writes about love. D he makes sad things sound beautiful. A talk about lyrics in pop music Nur zu Prüfzwecken – Eigentum des Verlags öbv
17 Read the text about the Museum of Bad Art in America. Some words are missing. Choose the correct word (A–P) for each gap (1–13). 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 The Museum of Bad Art – celebrating failure since 1993 While every city in the (0) has at least one museum filled with the best art, the Museum of Bad Art in Boston is the only museum dedicated to the collection, preservation, (1) and celebration of bad art in all its forms. The museum began back in 1993, when antique dealer Scott Wilson found an oil (2) in the trash – the now famous ‘Lucy in the Field with Flowers’ (seen here). Wilson’s friends (3) him to start a collection, and he began holding meetings to look at this art in his home. So many people showed an interest that the collection had to find a permanent home in a bigger (4) . You might think MOBA takes in any old junk, but its director says there are strict standards about what will or will not be accepted. When considering new pieces, MOBA looks for artworks with that “special (5) that sets them apart”. The curator (6) looks through offers from people all around the world who offer artwork, and the staff search through flea markets and trash (7) at the side of the road to find pieces that are (8) bad enough to be exhibited in MOBA. In fact, it has become so famous that trash collection companies even call the museum with tips on where to find really bad (9) that has been thrown away. According to staff, “Nine out of ten pieces don’t get in because they’re not bad enough. What an artist considers to be bad doesn’t always meet our low standards.” Occasionally a painting may be bought (10) than donated; at one time MOBA’s policy was not to spend more than $6.50 on any piece. Not (11) when you consider that some artworks sell for tens of millions of dollars! The Museum of Bad Art has been accused of being anti-art or taking works that were meant to be serious and mocking them. However, the curator insists that a work of art (12) into MOBA is a celebration of the artist’s enthusiasm. A teacher (13) out, “Somehow MOBA frees kids to laugh and point, to have their own opinions and argue about things. Then they take the experience to a ‘serious’ museum where they might otherwise feel intimidated. Maybe the ugly frees us.” 012345678910111213 P A accepted G many M regularly B artwork H much N suggested C encouraged I painting O truly D exhibition J pointed P world E gallery K quality F left L rather Nur zu Prüfzwecken – Eigentum des Verlags öbv
18 Unit 03 See it. Want it. Buy it. Read the article about Victor Gruen. First decide whether the statements (1–7) are true (T) or false (F) and put a cross ( ) in the correct box. Then identify the sentence in the text which supports your decision. Write the first four words of this sentence in the space provided. There may be more than one correct answer; write down only one. The first one (0) has been done for you. READING 1 UNIT 03 | See it. Want it. Buy it. The Gruen effect Retail spaces are designed for impulse shopping. When you go to a store looking for socks and come out with a new shirt, it’s only partly your fault. Shops try to look so beautiful, so welcoming, the items displayed in such vast quantity, that the consumer will start buying compulsively. This is the Gruen effect. The Gruen effect is named after Victor Gruen, who was born in Vienna but moved to New York City in 1938, where he made a name for himself designing shops and retail spaces. This was a particular challenge during the late 1930s, when people had no money. They just wouldn’t go into shops. However, Gruen figured out how to get customers inside with amazing window displays. He argued that good design equalled good profits. The more beautiful the displays and surroundings, the longer consumers will want to stay in a shop. The more time shoppers spend in a store, the more they will spend. At that time, the American suburbs lacked what sociologists call ‘third places’. If home is the primary place and work is a second place, then a third place is anywhere else one goes to be around other people – to build community, to hang out, to feel connected. Victor Gruen wanted to give the American suburbs that third place. He imagined designing an indoor plaza which could be an island of connection. Gruen’s solution for America was: the shopping mall. Gruen imagined malls as mixed-use facilities, with apartments, offices, medical centers, child-care facilities and libraries. The malls were a success, but over time, Gruen saw that in erecting these malls, he was draining life from the actual cities. So then he got involved in urban renewal projects. In 1968, Gruen moved from L.A. back to Vienna, back to the greenery and plazas he had been trying to imitate. But he could not escape his own creation. A shopping mall was being built on the edge of town. In Gruen’s mind, Vienna was already perfect; it didn’t need a mall the way the broken American suburbs did. As he saw it, his original vision had been totally misunderstood. Victor Gruen, the mall maker, became the foremost mall critic. But even Victor Gruen couldn’t have predicted the changes that recent years have brought to American malls. Increased online shopping habits and the existence of too many malls have contributed to the ‘death’ of the American mall. It’s been predicted that in the next few years, 25% of malls will close down. According to experts, the malls that survive will be those in prime locations with dining, entertainment and luxury stores. Clearly, action is needed to avoid deserted shops leading to so-called ‘zombie malls’. Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
19 Statements T F First four words 0 People who buy things they don’t need have only themselves to blame. When you go to 1 In the 1930s shopping was a popular activity. 2 Gruen tempted shoppers with special offers. 3 He wanted to give people a place to meet. 4 He realised malls negatively affected the cities. 5 Gruen used his idea for shopping malls in Vienna. 6 Gruen was a lifelong fan of shopping malls. 7 Nowadays, there are not enough malls to keep up with customer demand. Reported speech Listen to Marc talking to Lizzie and Hannah about what happened when he picked up his wushu kit and complete the sentences below. 1 Marc had to explain that he his wallet in the hostel. 2 He told the staff at Hebendam’s that the hostel right across town. 3 He asked whether he after the competition. 4 Marc promised that he by bank transfer. 5 The manager said that he in the evening. 6 The note said that the staff at Hebendam’s Marc all the best for sports career. Complete the second sentence so that it has the same meaning as the first. 1 Shop assistant: “I believe these mugs still exist. You might want to try Hebendam’s.” The shop assistant assured Steve that and suggested trying Hebendam’s. 2 Lizzie: I ordered the memo sticks three weeks ago and they still haven't arrived. Lizzie was annoyed by the fact that, although she a while ago, they still . 3 Emina (the tailor): You come by when the store opens and I'll have your kit ready for you. Emina told Marc to come by when and assured him that she ready for him. LANGUAGE 2 40 3 Nur zu Prüfzwecken – Eigentum des Verlags öbv
20 UNIT 03 | See it. Want it. Buy it. 4 Fred (at a new shop): “I’ve never been here before. Do they take credit cards?” Fred mentioned that and asked . 5 Shop assistant: “I’m sure you’ve made the right choice. You can pay at the cash desk over there.” The shop assistant assured Clark that and showed him where to pay. Reported speech Remember the conversation between Marc and Greg about Marc’s little sister, Kim, in Unit 1? Read what Greg tells another friend a few days later and put the verbs in brackets into the correct tense. LANGUAGE 4 Shopping phrases Match the verbs in the box to the nouns. advertise ask for get grant promote reach target LANGUAGE 5 “I have this friend, Marc, who’s got a sister who is just twelve. The other day he told me that Kim, his sister, (1) (meet) a girl on Facebook. Marc explained that Kim (2) (be) a bit lonely lately and that he (3) (hope) that she (4) (make) new friends. He was just worried because the other girl (5) (like) whatever his sister (6) (do). So I suggested that he (7) (go) with Kim to meet her new friend. We agreed that this (8) (be) a good idea.” (4) (3) (1) (6) (7) (5) (2) consumers, people a product a discount Nur zu Prüfzwecken – Eigentum des Verlags öbv
21 She told me to … Turn these orders, questions, requests and pieces of advice into reported speech. 1 “Don’t spend so much money on video games.” My mother told me . 2 “Why don’t you return this T-shirt?” Linda wanted to know why Tom . 3 “Could you get me a smaller size?” Sue asked the shop assistant . 4 “Remember to bring your laptop tomorrow.” The teacher told us . 5 “Clean your room. You should have done that yesterday.” Dad told me . He reminded me . Talking about advertising Complete the sentences by changing a word from the box to fit the sentence. consume execute interact market place 1 My big sister works as an advertising for an international company. 2 Technology makes it possible to have ads which respond to their audience. 3 There are hardly any TV or radio shows without product these days. 4 People who work in marketing are sometimes called . 5 The an ad is aimed at are called the ‘target audience’. Topic vocabulary: Advertising Which expression is the odd one out? Cross it out and write down why it doesn’t fit. 1 marketer – executive – newspaper – consumer 2 logo – video screens – billboards – signs 3 image – slogan – copy – target audience 4 cash desk – changing room – bus stop – shop window 5 browsing – targeting – buying – looking around LANGUAGE 6 LANGUAGE 7 LANGUAGE 8 Nur zu Prüfzwecken – Eigentum des Verlags öbv
22 UNIT 03 | See it. Want it. Buy it. Read the email of complaint about a phone case. Some words are missing. Complete the text by writing one word for each gap (1–9) in the spaces provided. The first one (0) has been done for you. LANGUAGE IN USE 9 Look at the writing task in your coursebook on p. 43 again. How does the email above deal with the bullet points of the task? Which bullet point is not addressed? What does the writer complain about that is not mentioned in the notes written before? Underline phrases you could use in your own email. WRITING 10 0 with 5 1 6 2 7 3 8 4 9 Dear Mr Holmes, I am writing to express my dissatisfaction (0) the mobile phone case which I purchased recently from your company. Firstly, although the case is supposed to fit my (1) , it is too big, which is why the phone keeps falling out. The (2) is that my phone is now damaged on one corner. As you can imagine, I am extremely angry and upset about this. (3) , the colour of the mobile case comes off. I now have red and green marks all over the pocket of my new white jeans, which is very frustrating. As a result, my trousers need professional (4) to remove the marks. Lastly, the holes in the mobile case are in the (5) place. When I try to press the buttons to change the volume, it does not work as the buttons are covered by the case. This makes it very (6) to make phone calls. I really must express my disappointment about the poor quality of this item. I insist (7) a full refund for the mobile case, and I (8) also like compensation for cleaning my clothes. I can be reached by email at jnoakes@email.com and look (9) to your quick reply. Best regards, Joanna Oakes Joanna Oakes <jnoakes@email.com> Jerry Holmes <jerry_holmes@fyc.email> Mobile phone case purchased From: To: Subject: Nur zu Prüfzwecken – Eigentum des Verlags öbv
23 Study the expressions that are often used in articles. Decide if they are used to link sentences and paragraphs (L), to address the reader (R) or to express the writer’s thoughts (TH). 11 Match the titles to the different kinds of articles on ‘buying shoes’. There may be more than one correct answer. 12 a 1 Wouldn’t you agree … R 2 You really must … 3 Then, there’s the fact that … 4 I imagine that … 5 Some time later, … 6 What I remember … 7 Secondly, … 8 It was clear to me … 9 I’m telling you … 10 Finally, … 11 To begin with, … 12 Who cares about … 13 Yet, on the other hand, … 14 Did you know that … 15 One thing I love … 16 Another point … 17 On top of that, … 18 So romantic! 19 You wouldn’t believe … 20 Just keep in mind … 21 I’ll never forget … 22 You can’t imagine … 23 What’s more, … 24 Guess what … a informative article on shoes for mountain climbing b entertaining article on women’s taste in shoes c informative article about experts on sports shoes d informative article on footwear around the world e entertaining article on what can go wrong when buying shoes f persuasive article on new trends in shoes Imagine you have to write an article on buying shoes. Which title would you pick? Write the introductory paragraph for the article you have chosen. Remember to pull your readership in. Write two or three sentences. Imagine you have to write an article on the advantages or disadvantages of online shopping. Which of the titles below would you rather choose for an article on the advantages (A), and which ones for an article on the disadvantages (D)? Which ones wouldn’t you use at all because they don’t give any information on the article that follows or because they are not attractive for your readership to read (N)? b c d 1 Shoes today 2 The must-haves of the season 3 I like shoes 4 How to pick the right pair 5 It’s the colour, stupid! 6 A pair of shoes 7 Style matters, girls! 8 Are you a sneaker head? 1 Do it the easy way. Get it online. 2 Good shopping has become so easy these days 3 I like going shopping 4 Online shopping – not for everyone 5 Young people like buying good stuff 6 Ads don’t help people with their shopping 7 The environmental price of online shopping 8 The worst shopping experience I ever had 9 Prompt delivery – how important is it really? 10 Does anyone care about the delivery people? Nur zu Prüfzwecken – Eigentum des Verlags öbv
24 This radio feature deals with a small shop called “The Pull Store”, located in a suburb of Toronto, USA. The shop sells a selection of unusual items, such as human and animal bones as well as cultural artworks from around the globe. The shop’s customer, Ben Lovatt, makes sure his trade is legal, ethical and sustainable. He cooperates with international organisations to hide people who want to sell him illegal goods. The shop is so well-known that it is the second result you get when searching for “buy skulls” online. Listen to the FM4 feature about an unusual shop again. Then correct the six mistakes in the summary below. LISTENING 13 08 Listen to the beginning of the interview on storytelling in advertising again. Then complete the sentences below with the two or three missing words. They are in the order in which they come up. The act of narrating and listening to stories is a (1) . In fact, we are 22 times more likely to (2) when it’s presented within the framework of a story. Consider the (3) : a damsel in distress, trapped in a dangerous situation, is saved by a brave hero who embarks on a journey to deal with the (4) . However, these narratives provide a (5) that can be used for marketing purposes. The villain represents difficulties we (6) , and the hero symbolizes the advertised company or product that promises to (7) . Of course, this narrative strategy is effective only if the advertisement successfully (8) , only if it convinces us that we are facing a real problem we need help with. Use the expressions from 14 to complete the sentences below. 1 The of “Romeo and Juliet” is known for its tragic love story. 2 A degree in mathematics can open up career paths in various . 3 We all challenges in our lives. 4 The thought of public speaking for many people. 5 The of a good book is something that many people can relate to. 6 The in the movie gave everyone nightmares. 7 Students often use flashcards to help them for their exams. 8 The community came together to to their local school. LISTENING 14 09 15 UNIT 03 | See it. Want it. Buy it. Nur zu Prüfzwecken – Eigentum des Verlags öbv
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