Georg Hellmayr Stephan Waba Heike Mlakar Prime Time 5 Prime Time Coursebook Auch mit E-Book+ erhältlich
Prime Time 5, Schulbuch + E-Book Schulbuchnummer: 215523 Prime Time 5, Schulbuch mit E-BOOK+ Schulbuchnummer: 215524 Prime Time 5, Schulbuch E-Book Solo Schulbuchnummer: 215525 Prime Time 5, Schulbuch E-BOOK+ Solo Schulbuchnummer: 215526 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 13. Dezember 2023, GZ 2022-0.744.243, gemäß § 14 Absatz 2 und 5 des Schulunterrichtsgesetzes, BGBl. Nr. 472/86, und gemäß dem Lehrplan 2017 als für den Unterrichtsgebrauch an allgemein bildenden höheren Schulen für die 5. Klasse im Unterrichtsgegenstand Englisch geeignet erklärt. Dieses Werk wurde auf der Grundlage eines zielorientierten Lehrplans verfasst. Konkretisierung, Gewichtung und Umsetzung der Inhalte erfolgen durch die Lehrerinnen und Lehrer. Die Bearbeitung erfolgte auf der Grundlage von: Green Line 5, Ernst Klett Verlag, 1. Auflage 2009, ISBN 978-3-12-547160-3 (Herausgeber: Harald Weisshaar unter besonderer Mitwirkung von Frank Haß; Autorinnen und Autoren: Marion Horner M. A., Jennifer Baer-Engel, Elizabeth Daymond M. A., Peter Lampater unter Mitwirkung von Michael Mattison sowie Rosemary Hellyer-Jones M. A.; Beratung: Paul Dennis M. A., Hartmut Klose, Antje Körber, Axel Plitsch, Elisabeth Renner; Grafiken: David Norman, Christian Dekelever, Lorna Egan) und Green Line 5 Workbook mit Audio-CDs, Ernst Klett Verlag, 1. Auflage 2009, ISBN 978-3-12-547165-8 (Herausgeber: Harald Weisshaar; Autorinnen: Marion Horner M. A., Elizabeth Daymond M. A. sowie Elin Arbin M. A.; Beratung: Angelika Winkelmann; Grafiken: Lars Benecke sowie Naomi Fearn, Christian Dekelever, David Norman). 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) © Ernst Klett Verlag GmbH, Stuttgart, Bundesrepublik Deutschland, 2009 © der Lizenzausgabe: Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, Wien 2024 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Schulbuchvergütung/Bildrechte © Bildrecht GmbH/Wien Redaktion: Mag. Monika Rusch, Wien; Dr. Johanna Sieber-Warlischek, Wien Herstellung: Daniela Hochmayer, Wien Umschlaggestaltung: Petra Michel, Amberg Umschlagbild: Masterfile (Royalty-Free Div.) Layout: Petra Michel, Amberg Sprachliche Durchsicht: Richard Bartle-Tubbs, Graz Audio-Aufnahmen: Redaktion: Dr. Johanna Sieber-Warlischek, Wien; Tontechnik: Fabian Wessely, Tonstudio Soundborn, Wien Sprecherinnen und Sprecher: Peter Brooke, Gordon Catlin, Elaine Claxton, Jane Collingwood, DeNica Fairman, Elly Fairman, Rupert Farley, Amy Finegan, Wayne Forrester, James Goode, Nigel Greaves, Nicola Hornet, Harriet Kershaw, Anne Kozeluh, Sophie Kozeluh, Walter Lewis, Allan Lidkey, Bronwynn Mertz-Penzinger, Rhonda Millar, Kristopher Milnes, Howard Nightingall, Nigel Pilkington, Juliet Prague, Melanie Preston, Julie Rogers, Chris Rowe, Amit Shah, Michael Smulik, Steven Webb, Jane Whittenshaw, James Daniel Wilson, Jennifer Wooward, Rufus Wright Videos: Siehe Abspann im jeweiligen Video Satz: PER Medien&Marketing GmbH, Braunschweig Druck: Ferdinand Berger & Söhne Ges.m.b.H., Horn ISBN 978-3-209-12979-6 (Das Prime Time SB 5 + E-Book) ISBN 978-3-209-12987-1 (Das Prime Time SB 5 mit E-BOOK+) ISBN 978-3-209-13009-9 (Das Prime Time SB 5 E-Book Solo) ISBN 978-3-209-13005-1 (Das Prime Time SB 5 E-BOOK+ Solo) Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at If you see this icon next to the page number in your book, you can listen to audios, watch videos or read texts on your smartphone or tablet or access additional material. Scan the QR code and download the app. Then scan the cover of your coursebook. To play an audio, watch a video or read a text scan the page or select the audio or other material from the list shown in the app. QuickMedia App Android iOS Prime Time Coursebook 5 Georg Hellmayr Stephan Waba Heike Mlakar Nur zu Prüfzwecken – Eigentum des Verlags öbv
Texts Skills practice Listening Speaking Unit 1 p. 6 The world speaks English • A quiz • How to learn English • English as a world language • Listening for specific information • Talking about language use • Commenting on a text • Commenting on diagrams Unit 2 p. 18 It’s my life • How I see myself • Insta – can that be true? • M. Doyle: “Now that’s what I call living!” • Book review The Giver • Listening to questions • Listening for specific information • Commenting on pictures • Talking about personal qualities • Presenting yourself/ others • Talking about plans Unit 3 p. 32 Travelling the world • A night to remember • Five unusual places to eat out • How to buy souvenirs • Listening for specific information • Talking about pictures • Discussing holidays • Talking about eating habits • Role play: Making an emergency call • Buying a travel pass Unit 4 p. 46 Free-time activities • Top six of the weirdest hobbies • Go geocaching • Disc golf is set up for success • Listening for gist • Listening for specific information • Talking about pictures and graphs • Giving a presentation about sports • Role play: An interview Unit 5 p. 58 Fifteen minutes of fame • Fake news • The Baby Borrowers • Docusoaps • A movie review • Teenagers prefer social media to TV • Identifying discussion strategies • Listening for specific information • Talking about experiences • Talking about your (least) favourite TV programme • Role play: Views on a TV series • Expressing facts and opinions • Arguing politely • A class debate Internet resources 7xu394 Internet resources y8p43v Internet resources wy92h2 Internet resources u6k37p Internet resources a5h8bm Audio-file c Video-file v You will need internet access to complete this task. t Use your learning journal for this task. j This type of exercise introduces the formats of the Standardisierte Reifeprüfung and other standardised tests. 2 Table of contents Nur zu Prüfzwecken – Eigentum des Verlags öbv
Focus on language Reading Writing Vocabulary Grammar • Reading for gist • Reading for detail • A poster • A text for a website • Countries and languages • Language skills • Language biography • Diagrams • Present forms • A questionnaire • Reading for detail • Reading a story • Finding conjunctions • A formal e-mail (presenting yourself) • A webpage (presenting yourself) • An answer to a posting • Networking • Conjunctions • Future forms • Reading for detail • Reading for gist • A recommendation for a restaurant • An e-mail of complaint • Travelling • Food and menus • Ordering take-away food • Emergencies • Shopping • Past forms • Past vs. present perfect forms • Present perfect progressive + since/for • Past vs. past perfect forms • Reading for detail • Reading for gist • A poster: Working for charity • A blog comment on doing charity work • A text for a website • Spare time activities • Sports • Unusual hobbies • Comparison of adjectives • Modifying comparatives and superlatives • Reading for detail • Skills training: Skimming and scanning • Predicting • Skimming for information • Scanning for detail • Dealing with information from the internet • A poster: How to deal with fake news • A blog comment on a TV show • A text about taking part in a strange reality TV show • A blog comment on the future of education • The media • Fake news • Expressions for TV shows • Agreeing and disagreeing • Modal verbs How to use a learning journal For some tasks you will need a learning journal. A learning journal can be a notebook or a set of index cards, but don’t just copy and paste on the computer. It should help you to memorise what you want to remember. You can add any items you want – also things which you have come across during your spare time activities, e.g. when you surf the net or when you read something interesting. Design your learning journal as you wish – whatever you think appropriate is right. 3 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Texts Skills practice Listening Speaking Unit 6 p. 72 Music • How to make music in your bedroom • Protest songs • Rap and hip hop • Listening for gist • Listening for detail • Listening to songs • Talking about music • Talking about publishing music on the internet • Dialogue with a partner Unit 7 p. 84 Jobs • Job descriptions • Working environments • Listening for detail • Listening for gist • Taking notes • Commenting on jobs • Skills training: Making a good impression at a job interview • Expressing questions politely • Talking about jobs • Commenting on the way people express themselves Unit 8 p. 98 Crime and suspense • B. Nelson: Paranoid Park • L. Fondation: “Deportation at breakfast” • Listening for gist • Listening for detail • Talking about pictures • Predicting • Comparing and contrasting Unit 9 p. 114 Australia • J. Maloney: Angela • J. V. Marshall: Walkabout • The Stolen Generations • First time in “Oz” • G’day from down under • Surviving the outback • Listening for gist • Listening for detail • Identifying roles • Skills training: Taking notes • Making suggestions • Commenting on a text/ pictures • Giving a talk about a country Unit 10 p. 130 Books • Blurbs • A Book review about Holes by L. Sachar • B. Collins: “Introduction to poetry” • F. Thomas: “Down in the greenhouse” • Publishing one’s own writing • Listening for detail • Listening for gist • Taking notes • Talking about books • Role play: Talking about a book you have read • A presentation Internet resources u3gc5x Internet resources cv96za Internet resources ri4ka7 Internet resources ef348h Internet resources 27hg87 p. 191 Solutions to the Check-out pages 4 Table of contents Nur zu Prüfzwecken – Eigentum des Verlags öbv
Focus on language Reading Writing Vocabulary Grammar • Reading for gist • Reading for detail • Analysing songs • Dealing with information from the internet • A rap about your life • A blog comment on file-sharing • Producing music • Describing music • Rap and hip hop • Modifying with adjectives and adverbs of manner and degree • An e-mail/A letter of application • A curriculum vitae (CV) • Reading for detail (job adverts) • Reading for gist (job descriptions • A report about work experience • An e-mail/A letter of application • A curriculum vitae (CV) • Personal skills • Jobs • Being polite • Interviews • Indirect speech • Reporting questions • Verbs of perception • Narrative technique • Reading for gist • Reading for detail • Skills training: Story writing • Developing a storyline • A short story • Crime and suspense • Verbs of movement • Verbs of perception • The passive voice • Adverbial clauses • Reading for gist • Guessing new words • Understanding relative pronouns • A summary • A letter to an agony aunt • An e-mail about your holiday • Expressing opinion • Geography and climate • Animals in Australia • Travelling • Let, make or have • Defining and non- defining relative clauses • Contact clauses • A book review • Reading for detail • Reading poetry • A book review • A poem • An e-mail to a newspaper • An e-mail to your school librarian • Books • Literary genres • Reviewing books • Describing the quality of books • Poetry • Publishing • E-book readers • Conditional clauses p. 154 Grammar p. 166 p. 144 Vocabulary Writing guide 5 Nur zu Prüfzwecken – Eigentum des Verlags öbv
About 1.5 billion people speak English. More than 370 million of them are native speakers. English is the most widely used language on the internet, closely followed by Chinese. English is the language of international organisations. Speaking: The role of English today a) In pairs, study the pictures and the texts above and make a list of areas where English is used every day. Use a dictionary or the internet to find words you don’t know. b) Do the quiz below and find out more about the English language. c) Focus on three aspects and present your findings in the group. 1. How many people in the world use English for communication? a sixth (1⁄ 6) of the world population a third (1⁄ 3) of the world population three quarters (3⁄ 4) of the world population 2. Which language has the highest number of native speakers? Mandarin (a form of Chinese) Hindi (a language from India) Spanish 1 t 6 Unit The world speaks English 1 Internet resources 7xu394 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Goals • Describe the languages you speak and learn. • Discuss reasons for learning languages. • Comment on English as a global language. • Give recommendations for learning a language efficiently. English is the most common lingua franca worldwide. The English language grows by about 25,000 new words a year – a world record. The English language (ca. 700,000 words) has more words than German (ca. 175,000 words) or French (ca. 100,000). 3. Which language is the top language on the internet? Mandarin English German 4. Which of these languages has the most words (currently about 700,000)? French English German 5. How many words do you need for everyday communication? about 500–800 about 1,200–2,000 about 2,500–3,000 6. Where do most English words come from? L atin and Romance languages (Latin, French, Italian, Spanish, Portuguese) G ermanic languages (German, Dutch, Danish, Norwegian, Swedish) Asian and African languages 7 Nur zu Prüfzwecken – Eigentum des Verlags öbv
1 Languages in use How do you use English in everyday life? a) Which English words do you use every day? Make a list. b) Write down a German word for each of them. c) Which words do you use more often – the English or the German ones? Why? d) Where do you need English now, and where do you think you will use it in the future? Which languages do you know? a) Fill the gaps in the grid. Country (He is from … .) People (I am … .) Language (She speaks … .) Food (I like … food.) Belgium Flemish (Dutch)/French Belgian Bosnia and Herzegovina Bosnian, Serbian, Croatian Bosnian Bulgarian Bulgarian Bulgarian China Chinese Chinese (Mandarin, Cantonese, …) Croatia Croatian Croatian the Czech Republic Czech Czech Danish Danish Danish Finland Finnish Finnish Greece Greek Greek Hungarian Hungarian Hungarian Indian Hindi/English Indian Ireland English/Irish (Gaelic) Irish Italy Italian Italian Japanese Japanese Japanese Macedonia Macedonian Macedonian/Albanian Macedonian Montenegro Serbo-Croatian Montenegrin the Netherlands Dutch Dutch Norway Norwegian Norwegian Polish Polish Polish Portugal Portuguese Portuguese Romania Romanian Romanian Romanian Russian Russian Russian Scotland Scottish English/Scots (Gaelic) Serbia Serbo-Croatian (Serbian) Serbian Slovakia Slovak Slovak Slovene (Slovenian) Slovenian Slovenian Spanish Spanish Spanish Sweden Swedish Swedish Switzerland Swiss Turkish Turkish Turkish Ukraine Ukrainian Ukrainian/Russian Wales English/Welsh Welsh 1 2 8 The world speaks English Nur zu Prüfzwecken – Eigentum des Verlags öbv
b) Talk about your family and the languages your relatives (parents, grandparents, brothers, sisters, aunts, uncles, …) speak. • Where do they come from? • What languages do they speak? • Which language/dialect is the one you use at home? c) Describe your own language skills. Language 1 Language 2 Language 3 Which languages do you speak? How long have you been learning these languages? Where have you been learning these languages? Have you stayed in a country where these languages are widely used? Are you a native speaker of one of these languages? How well do you know these languages? beginner intermediate advanced beginner intermediate advanced beginner intermediate advanced d) In pairs, talk to each other about the languages you know and how, where and why you learned them. e) Explain to your partner how well you can understand/speak/read/write these languages. f) Look at the map below and describe to which language group these languages belong. g) Present each other to your classmates. Talk about the languages your partner knows and explain why he/she has learned a foreign language. Useful phrases Language I can speak … fluently. • My first language is … . • I am a native speaker of … . • I can understand simple statements. I have been learning … for … years. • I have been learning … at home/in school/ from my parents/ from my grandmother … . • I have just started learning … . I have never stayed in … . • I went to … in 20.. . • I have been to … three times. • I visited my family in … . I can (hardly) answer questions spontaneously. • I can talk about familiar topics. • I can talk about personal details. • I can make myself understood in most situations. • I can cope with most everyday situations. I can chat with people in … . • I can explain my problems in … . I think complex sentences are difficult/hard to understand. • I can take part in discussions on complex topics. P England Island Dänemark Griechenland Türkei Slow. Kroatien Österreich Estland Lettland Litauen Polen Mazedonien Schweiz Ungarn Bulgarien Deutschland Alban. Tschech. Rep. Slowak. Rep. Rumänien Moldau Spanien Frankreich Weißrussland Ukraine Serbien Bosn. Herzeg. Italien Russland Norwegen Schweden Finnland Irland Portugal Niederlande FL Belgien L Albanian Baltic languages Germanic languages Greek Romance languages Slavic languages Turkish Uralic languages (Estonian, Finnish, Hungarian) Indo-European languages Other languages FIN SLO EST IS UK S DK D IRL N AL LV PL P RO MD LT SK BG CZ RUS TR I A CH E H HR BY UA MK BIH GR NL SRB B F 9 Nur zu Prüfzwecken – Eigentum des Verlags öbv
1 Listening: Just another pizza order in Manhattan a) You are going to listen to a recording from a US radio show. First you will have 45 seconds to study the task below, then you will hear the recording twice. 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. 3 c01 0 What is the name of the radio show? a) Believe It Show b) Our Believe It Show c) Believe It d) Believe It or Not ✘ 1 What does Dale order? a) a salami pizza and three beers b) two salami pizzas and one beer c) one salami pizza and two beers d) one salami pizza and one beer 2 How long will Dale have to wait? a) twenty minutes b) two to three minutes c) more than twenty minutes d) thirty minutes or more 3 When Dale does not get what he wants, he wants to a) call the manager and complain. b) walk over and talk to the manager only. c) talk to Steve alone. d) go to the pizza service and talk to both Steve and the manager. 4 Why can’t Dale go over and talk to Steve? a) Because he does not know where Steve is in Manhattan. b) Because Steve is in a call centre in Manhattan three blocks down from where Dale lives. c) Because the call centre is in Asia. d) Because Steve would lose his job. 5 The call centre is in Bangalore because a) people there can use English names. b) they use computer systems and no telephones. c) it is not as expensive to run a call centre there as in the US. d) Steve is a good business man. b) Explain why this is a story about “languages in use”. c) Comment on what you have heard. Is this situation realistic? Explain. Tip • Read the questions and all the options carefully. • To find the right option, first rule out the one you know is wrong. Then choose the best remaining answer. • If you have to guess the answer, tick the one which is most logical. • If you have no idea which answer is correct, tick any answer. You should not leave a single question unanswered. T 10 The world speaks English Nur zu Prüfzwecken – Eigentum des Verlags öbv
Learning English Why learn English? a) Match the two cards that go together and copy the sentences into your notebook. 1 b) Write a second sentence as an explanation (like A–F). c) Discuss with your neighbour: • Which reasons for learning English do you find best? • Which other reasons for learning English come to your mind? A poster for a language school a) Make a poster for a language school to attract new students. • Go online and search for language schools in an English-speaking country. Read the texts and look for phrases you can use for your poster. • Explain why people should learn foreign languages. Give examples and use pictures. • Find a catchy title. • Provide course information and contact details. b) Scan this page with the QuickMedia app and watch the video. Then do the extra tasks. 2 t Word bank Providing information and details level • elementary • intermediate • advanced • course duration • starting date • hours • placement/final test • materials • textbook • audio-visual materials • authentic texts • small groups • project work • certificate • newspapers • office hours • phone number • e-mail address • public transport • nearest tube station • bus stop • free WiFi access • spare time activities • homestay • qualified teachers • helpful staff W Useful phrases Making suggestions/Giving advice You should … . • If I were you, I would … . • Let’s … . • What about … ? • How about … ? • Why don’t you … ? • Couldn’t you … ? • What would you say to … ? • Don’t you think it is a good idea to … ? • You need to/ must/should … . • Have you tried … ? • In my experience, … works really well. • You’d better … . • Have you thought about … ? • … is worth a try. • In your situation/case I would … . • It might be a good idea to … . • Perhaps you could … . P v01 1) Most pages on the internet are in English: 4) English is one of the easiest languages to learn and to use: A) Ask for the way, have a conversation or get help in an emergency. E) Music is much better if you can understand the words. 2) If you know English, you can get in touch with people from all over the world: 3) Watch American and British films in English or read popular books in the original: C) It has a simple alphabet and mostly easy and short words. 6) Enjoy English pop songs more: B) Learning just one language lets you read almost everything you find online. D) Once you have tried it, you’ll never go back to translated versions! 5) Nowadays in the job market it is important to speak English: F) If you learn English, you will have a greater chance of getting a better job. 11 Nur zu Prüfzwecken – Eigentum des Verlags öbv
1 How to learn English a) In the following text the subheadings are missing. Choose the right ones from the headlines below and write them in the spaces provided. There is one headline you should not use. Play English games with friends or online Quickly review important new information shortly before going to bed Underline sentences Read English books for your level Organise your materials Watch English language films with English subtitles Make a plan of what you want to learn every week Record your own voice Use computer dictation to improve your pronunciation Here are a number of English study tips by other learners to help you improve your English. Choose a few of them to get started today! 1. Akilah from Egypt asks herself every week what she wants to learn. That way she stops and thinks for a moment about what is most important to her at that point. “If you take a moment to stop and set a goal for yourself every week, you will notice the progress you are making,” Akilah says. To keep a record of her progress she has started a learning diary where she collects all her plans and ideas. 2. For Andrus from Estonia being organised is one of his priorities. “I keep everything in folders,” he explains. “That way I can find things quickly. I even have a folder on my computer where I keep all the texts I have read on the internet.” He regularly goes through his materials before he starts working on a project. Right now he is browsing through his folders to prepare a presentation on backpacking. 3. Ricarda from Switzerland regularly goes over a grammar topic or reading exercise shortly before she goes to sleep. She tells us, “At the moment I’m thinking about the topic I’ll review today. I think I’ll have a look at the tenses. This learning method is really effective because scientists have found out that our brains work on information that is fresh while we sleep.” 4. Matti from Finland has a lot of opportunities to listen to English in his free time because English films are usually not dubbed there. That means you hear the voices of the original actors. Matti is quite happy about that. “I love to hear the actors’ original voices like in that movie I’m watching right now. I also pick up a lot of English that way. Subtitles help me to understand the bits that are too difficult for me.” 5. Sveta from Bosnia loves reading. Recently, she has started reading English books. She knows very well how to pick the books that are appropriate for her level of English. “There are many publishers which produce books for English learners. Take this website, for example. I’m browsing through books for level B1 at the moment. Some books are original, others are made a bit simpler. That way, reading English books is fun because I understand almost everything! And I can read much faster.” 6. Jean from Luxembourg reads a lot – in books or online. His study tip is, “Whenever I come across a new word or phrase I underline or write down the whole sentence and try to remember it that way. After a few days I go back to the texts I have read and look through my notes again. Just now I am going through a text about the Paralympics, which I read three days ago.” 3 12 The world speaks English Nur zu Prüfzwecken – Eigentum des Verlags öbv
7. Wanyanga from Kenya wants to work on her pronunciation. For her it is not only important to speak good English, she also wants to sound like a person from the US. But it’s not easy to concentrate on your pronunciation while speaking. So she often records her own voice. “I have an app on my smartphone to do that. See, it’s really easy. I’m actually recording this right now. Just press the red button and you’re ready to go.” 8. Carlos from Bolivia uses another trick to improve his pronunciation. He dictates his texts (e.g. his homework) into his word processor on the computer and the transcript tells then him where he needs to work on his pronunciation. “This is a fantastic way to get better at English. I have learned so much more since I use this method.” b) Add your own learning tip here and present it to the class. Grammar For more details see G 1 Present forms • Use the present simple to talk about regular events (e.g. general routines), facts (e.g. natural laws), general descriptions (e.g. typical qualities) and present events. Signal words: every day, every week, always, often, sometimes, never, regularly, usually, … On Saturdays I always get up at seven o’clock. (routine) The earth circles around the sun in 365 days. (fact) The robber opens the door and walks into the bank. (present event) • Use the present progressive to describe something that is happening at the moment when you speak. Signal words: now, right now, just now, at the moment, … I can’t help you because I am talking on the phone. (happening now) G Finding present tense forms a) Find the present tense forms (simple and progressive) in the text “English study tips” above and underline them in two different colours. b) Highlight the signal words also in the colours of the respective tense form. c) Explain which sentences describe regular events or facts and which events are happening at the moment. Using the present tense forms Look at the pictures and write down a paragraph about each of them. Use the present simple and the present progressive forms like in the text above (“English study tips”). • What are the people doing right now? • What do they do regularly? • Compare your own habits with what you can see in the pictures. 4 5 13 Nur zu Prüfzwecken – Eigentum des Verlags öbv
1 English as a world language Reading: Not the only show in town a) Read the text about English as a world language. 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. English is everywhere nowadays. When Queen Elizabeth I died in 1603, the English-speaking world had a population of just eight million. In the 1960s there were about 250 million speakers of English. This has risen to around one and a half billion, including those who speak it as a second or foreign language. But why has it spread so far and wide? The driving force behind the success of English is that people move around much more than they used to. More people than ever leave their home countries to live and work in other parts of the world. Migrant workers, refugees, asylum seekers, people travelling on business, international students, peacekeeping troops, aid workers, people visiting friends and family members and of course tourists. And more and more of them speak English – even though on a rather basic level. It is a fact that many non-native speakers use English to communicate. An international study on travel has shown that nearly three quarters of visits were by visitors travelling between non-native speaking countries. That shows that English is a lingua franca, a global language, which is spoken and understood almost everywhere – however basic it may be. In addition, Hollywood, jazz and rock ’n’ roll helped to make English the world language of pop culture – a status the language still has today. The leading American role in science and technology has also given the world the PC, the internet, e-mail, social media and instant messaging, all of which have taken English to every corner of the world. Now whole fields of business (e. g. IT and marketing) are dominated by English terms. The influence of English on other languages is quite strong. Some experts even say that English is responsible for “language death”, for killing off other languages. Five hundred years ago there were about 15,000 languages – now there are around 7,100. However, it is not only the rise of English that has led to this situation. The number of small languages has gone down mainly because the top twelve languages (like English, Chinese and Spanish) that are spoken by 50% of the world population have taken over. English isn’t the only show in town, though. Mandarin, Hindi, Spanish and Russian are becoming more and more important. Portuguese is catching up fast, too. This is because large numbers of people use these languages as their second language. If you look at second language users today, we see that English only comes second after Mandarin (Chinese). 1 China India 5 10 15 20 25 30 35 40 45 50 14 The world speaks English Nur zu Prüfzwecken – Eigentum des Verlags öbv
Statements T F First four words 0 At the beginning of the 17th century England had a population of less than ten million. ✘ When Queen Elizabeth I 1 English has spread so quickly because people today travel more than in the past. 2 Non-natives often use English. 3 75 per cent of international visits are by people who speak English as their first language. 4 Popular music and US movies have helped English to become a lingua franca. 5 The rise of English is the only reason for smaller languages to disappear 6 More than 50 per cent of the world population speak Spanish and Chinese. 7 More people speak Mandarin as a second language than English. b) Go through the text again and find alternatives for the following words and phrases. today approximately has gone up according to a recent study that explains why moreover quite considerable have decreased/fallen increasingly Speaking about languages In pairs, look at the diagrams and then talk about languages and their importance. Use the words and phrases from the task above. 2 Word bank Talking about diagrams The graph shows … . • pie chart • bar chart • percentage • per cent • to amount to • to estimate • estimated • with regard to • as far as … is concerned • ranking • to rank (fourth) • to come (second) W Tourism and speaker interaction Estimated ranking of languages (native speakers) (Data derived from World Tourism Organisation) English to English 4 % English to other countries 12 % Other countries to English 10 % Non-English native to non-English native 74 % 0 200 400 600 800 1000 Urdu 70 German 76 French 80 Russian 154 Portuguese 232 Bengali 234 Hindi 344 English 373 Spanish 475 Mandarin Chinese 929 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. million 15 Nur zu Prüfzwecken – Eigentum des Verlags öbv
1 Speaking: My language learning experiences Give a short talk on the topic of languages and your experiences with learning them in which you • describe what the languages are and how well can you speak them, • explain where and when you use them to communicate with other people, especially outside of school, • suggest useful learning methods for other language learners. 1 ➀ ➁ ➂ ➃ ➄ I can give a short, rehearsed presentation on a topic pertinent to my everyday life […]. (A2) Now you can • Talk about the languages you speak and learn. • Talk about reasons for learning languages. • Talk about English as a global language. • Comment on a recording. • Use the present tenses. Self-evaluation Tick the buttons on the scale to evaluate your language skills. ➀ I can do it easily and correctly. ➁ I can do most of it but I am not fully sure. ➂ I need to have a look at some things again. ➃ I should go over the whole chapter again. ➄ I need to ask my teacher for help. If you do the tasks again at a later stage, you can add a tick to show your progress. Reading: The language school Read the advertisement for a language school in the UK. Some parts are missing. Choose the correct part (A–F) for each gap (1–5). Write your answers in the boxes provided. The first one (0) has been done for you. We welcome students from all over the world … 0 . We offer courses for learners of all levels. And in addition there are courses for business English and for English for further education. We think that you can learn a language best … 1 . That is why each student is placed in a real British family home where English is spoken all the time. In this home you will be welcomed like family … 2 , with everyday warmth, friendship and a true sense of belonging. Our college cafeteria is an international meeting place where you can get together with students … 3 in the world. We offer a wide choice of hot meals each day, including vegetable dishes and salads, and we’ll happily cater for special dietary needs. The campus is … 4 with its theatres, restaurants, shops and sports and entertainment facilities. You will certainly … 5 at our language school. 2 A and you will feel like family 0 D✔ B from many countries 1 C close to the historical city centre of the town 2 D on a wide range of courses 3 E feel at home 4 F if you communicate with native speakers 5 ➀ ➁ ➂ ➃ ➄ I can find and understand relevant information in everyday material […]. (B1) 16 The world speaks English Check-out Nur zu Prüfzwecken – Eigentum des Verlags öbv
Writing: Foreign languages – what for? Write a text for a website and explain why young people should learn foreign languages. Include the following points: • Start like this: “It all happened to me last month/year/… when … .” • Write about a situation where you needed to speak a foreign language. • Explain how speaking a foreign language helped or didn’t help you in that situation. • What kind of difficulties (if any) did you have when you wanted to talk to foreigners? • Use this experience in your final paragraph to motivate other young people to learn and/or to practise their languages. 3 ➀ ➁ ➂ ➃ ➄ I can write accounts of experiences, describing feelings and reactions in simple connected text. (B1) Language in use: English as a global language Read the text about English as a global language. Some words are missing. Choose the correct answer (A, B, C or D) for each gap (1–8). Put a cross ( ✘ ) in the correct box. The first one (0) has been done for you. English has become an extremely important language with about 370 million … 0 speakers overall. If you count all … 1 who speak English it is the most … 2 used language worldwide. Over the centuries English has … 3 in numerous words and … 4 from other languages like Latin, Italian, French and even African and Asian languages. … 5 to other languages English is the biggest by far. Today hardly anybody needs others to … 6 for them as most people speak English quite well – … 7 in Europe but also in many parts of the world. English has become a … 8 world language. 0 national native ✘ mother first 1 population populations people peoples 2 wide frequent highly widely 3 taken put closed enclosed 4 expression expressional phrasal phrases 5 Comparing Compared Compare Comparison 6 becomes translate has become had become 7 least at last lastly at least 8 real really truly realistic 4 A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D 17 Nur zu Prüfzwecken – Eigentum des Verlags öbv
“Always be a first-rate version of yourself, instead of a second-rate version of someone else.” (Judy Garland) Look at the pictures on these two pages. a) Find a brief description for each of them. b) Invent a story for one of these pictures and tell it to your partner. • What are the people thinking of? • Why do they dress in a specific way? • What are their backgrounds? 1 Word bank to look like a student/a typical teenager/… • to look good/interesting/cool/funny/… • to dress up like a star/a clown/a punk • to show that he/she is in control/extraordinary/different/… • to seem to be worried/happy/excited/bored/… • to pretend to be • to make an impression on • to take oneself seriously • to wear • to be characteristic of • to express that • cliché • prejudice • simply wrong • simply the truth • hairstyle • dyed hair W 18 Unit It’s my life 2 Internet resources y8p43v Nur zu Prüfzwecken – Eigentum des Verlags öbv
Goals • Describe people’s personal qualities. • Discuss issues like friendship and social networking. • Express plans, predictions, arrangements and timetable information. • Write formal and informal e-mails. What’s in a name? • Have you got a telling nickname? • Invent nicknames for some of the persons in the photos. • What do people want to express with their nicknames? 2 Useful phrases I like to be called … . • I/They want to show that … . • I/They want to express that … . • … gave me my nickname. • I got the idea from … . • They might have got the idea from … . • My friends/parents/… call me … . • This nickname reminds me of … . • I have chosen it because I like it. • I think it’s cool. • I don’t like it because … . • I would/wouldn’t choose this nickname for myself because … . • I don’t understand why … . • I like/don’t like nicknames because … . P “When everything seems to be going against you, remember … the airplane takes off against the wind, not with it.” (Henry Ford) 19 Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 How I see myself Reading: A personality questionnaire a) Read the following sentences. If you think a sentence is true for you, tick (✔) the number. Then count how many blue, green, red and yellow sentences you have ticked. If there are two colours for a sentence, give yourself a point for each. 1. I enjoy painting and drawing. • 2. I am quick at learning how to use new digital devices. • 3. One of my favourite subjects is chemistry. • • 4. I enjoy watching influencer videos. • • 5. I like helping people. • 6. I am interested in why firms lose money or make money. • 7. I programme my own apps. • 8. I am good at making my own decisions, but I am also a good team member. • • 9. I enjoy making my bedroom look nice. • 10. I am interested in nature. • • 11. I am good with numbers. • • 12. Writing stories or plays is fun. • 13. I sometimes raise money for charities. • • 14. I love cooking and I sometimes invent my own recipes. • • 15. I would like to make things that I can sell. • • 16. I compare prices when I shop. • 17. I know how much I can earn on money in the bank. • 18. I enjoy performing on stage. • • 19. I like hanging out with friends. • 20. It would be fun to make a machine that uses wind power. • 21. I try to be tactful/nice to other people. • 22. I have an idea for a great new invention. • • 23. I like making guests feel welcome. • 24. Music helps me to express my feelings. • 25. I enjoy examining things to find out how they work. • 26. I am/would like to be in a dance group. • • 27. I always try to win competitions or races. • 28. I am interested in the design and construction of buildings. • • b) Find out more about yourself by reading your colour profile below. The colour for which you have the most points is the one that suits you best. Your profile GREEN You are good with people and enjoy being with them. You are caring and open-minded. Being a good team player is very important to you. A job in a field like health, social work, education or management, e.g. a nurse, a teacher, a personnel manager might be right for you. You take an interest in animals as well and you like looking after them. YELLOW As a creative person, you would be the right person for a job in design or in some form of art or entertainment, e.g. an architect, a cartoon artist, a musician. You are also good at writing and music. You want to be successful but at the same time you enjoy being part of a group. BLUE You are interested in science and technology. You like using your practical skills. You are methodical and it is important for you to think logically. You are interested in building new machines that serve a purpose. You want to achieve something in life. RED The business world is full of different opportunities for hard-working, ambitious and competitive people like you. You could become a banker or a lawyer, or you could even found your own company. A successful career in business seems certain. 1 20 It’s my life Nur zu Prüfzwecken – Eigentum des Verlags öbv
Speaking: Talk about the questionnaire. a) Do you agree with what the questionnaire says about you? Say why or why not. b) Think of more descriptions for each colour. How to: Talk about personal qualities. Questionnaires are often used by personal advisers to help young people find out what kind of job or school career is best for them. a) Look at what a student tells his personal adviser. Then collect words and phrases to describe your own personal qualities. You can use the phrases of the questionnaire on page 20. b) Listening: Imagine the career adviser is trying to find out more about you. Listen to his questions and answer them. The useful phrases can help you. c) In groups, take turns to present yourselves. Tell the truth, but try to stress your good qualities. Listen critically to the others in your group and make helpful suggestions. Speaking: Show and tell a) Choose your favourite person or object, e.g. a friend, an animal, a picture, a plant, a dish, a book, a TV series, a piece of music, etc. If you can, bring a picture of the person or the object to class. b) Prepare a short talk about yourself and the person or object you like. • Explain who/what you have chosen. • Describe the main features of the person or object you have selected. • Discuss why you have chosen that person or item. 2 Useful phrases I see/don’t see myself as a person who … . • I agree/ don’t agree with the results of … . • I think this questionnaire is … . • It is certainly true/not true that … . • I am surprised/not surprised that … . • It strikes me that … . P 3 I like challenges and I’m good at solving problems. I can work alone, but I prefer to work in a team. I’d say I’m an ambitious person. c02 Useful phrases • I think/I’d say I’m reliable/practical/creative/patient/… . • I’m (not so) good with children/at using words/… . • I find it easy/fun/… to meet people/learn new skills/organise events/… . • I (don’t) like deadlines/computers/challenges/… . • I don’t mind having to work under pressure. • I can’t work/find it difficult to work under pressure. • I prefer to work alone/with my hands/outside/… . P Tip Ask your teacher or use a dictionary for any new words you need. Collect “personal vocabulary” in your folder. T 4 My favourite flower is the sunflower because it brightens up even a rainy day. I have chosen it because I am an optimistic person. 21 Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Talking about the future Remind yourself of the forms. First look at the information in the grammar box. Then read the dialogue and find examples of how to talk about the future. Explain why the different tenses are used in the dialogue. Use the explanations from the box. Naomi’s sister Lucy, a college student, wants to earn some money. Lucy: H ey, Naomi, have you heard my news? Naomi: N o, but I can see you’re going to tell me! So go on. Lucy: W ell, I phoned about a Saturday job in a shoe shop, and I’m going for an interview with the manager tomorrow! Naomi: O h, that’s cool. Well, good luck! Lucy: Thanks. The interview starts at 9:45. I don’t expect it’ll take too long. Naomi: W hat stuff are you going to wear? Lucy: W ell, I thought – er – your new skirt? Please, Naomi! It’ll be good for you, too, if I get the job. You won’t have to pay so much for your shoes! Speaking: Say what Naomi is doing next week. a) Use Naomi’s notes to give the information. Example: On Monday she is having her hair cut. Her appointment is at 4:30. b) Pair work: What arrangements do you and your partner have for next week? Ask and answer questions. 1. Are you going anywhere special next week? 2. What are you doing after school on … ? 3. What time does/is … ? 1 Grammar For more details see G 2 Future forms • “will” future: for predictions, assumptions and expectations, for formal announcements and future decisions (e.g. for offering or asking for help) In ten years, we will only use electric cars. (prediction) The parcel will probably arrive before Tuesday. (expectation) The concert will end at ten to ten. (formal announcement) Don’t worry, I’ll do the shopping today. (offering help) • “going to” future: for plans or when it is already clear what is going to happen I’m going to see the doctor on Monday. I hope she can help me. (plan) Feeling the wind blow like this, we are going to have a very cold night. (It is clear it is going to happen.) • present progressive: for arranged activities I’m leaving tomorrow – first thing in the morning. • present simple: for arranged events (e.g. timetable information) The train leaves tomorrow at ten. G 2 Wed 11:15 interview Peterborough Regional College Phone personal adviser Fri Hair appointment Mon 4:30 Tues geog. project presentation! Volleyball Thurs after school Sat 12:40 meet Granddad at station Charity walk Sun – start outside sports centre 10 a.m. 22 It’s my life Nur zu Prüfzwecken – Eigentum des Verlags öbv
Lucy’s interview Complete the dialogue with the correct future forms. Lucy: O h no! Look at those black clouds – it 1 (rain) in a minute. If I get wet on my way to my job interview, I 2 (look) terrible. Please, Dad! Can you take me there? Dad: S orry, I 3 (give) a presentation at work. It 4 (start) at 9:15, and … Lucy: N o problem. You can take me first. My interview 5 (not be) until 9:45, but it’s better to be early than wet! It 6 (not take) me long to get ready. (runs upstairs) Dad: (shouts) But Lucy, I have to leave right away! My boss and I 7 (meet) before the presentation to (gives up) – oh dear, it 8 (be) one of those days! Your plans are part of you. a) Make a list of the things you would like to do in the next ten years. b) What are the steps you need to take in order to achieve what you want? c) Write a paragraph describing your plans and predicting what your life will be like. (You needn’t be too serious!) Writing: An e-mail to a school abroad WG 1 Imagine you have decided to spend a year at a school abroad. Write a formal e-mail to the head of that school, present yourself and ask for information. Use the e-mail below as a model and include the following points: • personal details and your interests • your plans for the next year • the reasons why you would like to go abroad Information about your school Dear Mrs Honeywell, My name is . The reason why I’m writing to you is that I would like to spend at your school. I’m currently going to school in in Austria. I look forward to hearing from you soon. Yours sincerely, 3 4 5 23 Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Insta – can that be true? Discussion: Instagram – Me, myself and I? a) Have you ever browsed a social network like Instagram? What kinds of pictures and images did you see there? b) Have you ever posted anything yourself on a social network like Instagram? Did you do anything to make your postings look as nice as possible? c) Have you ever browsed the social media accounts of celebrities or influencers? How “truly” do you think these photos reflect their lives? Reading: Instagram and teenagers Read the text about teenagers’ use of Instagram. Complete the sentences (1–4) using a maximum of four words. Write your answers in the spaces provided. The first one (0) has been done for you. The ultimate guide to Instagram Instagram is a social media platform that many teens use to get in touch with friends and share photos and videos. While it can be a lot of fun, there are also some risks when using Instagram. 1 Why is Instagram popular among teens? First, it is a visual platform, which means that it is easy to share photos and videos. This is especially interesting for teens, who often like photography and social media. Apart from that, Instagram has a lot of different filters and editing options. They help users to create unique and fascinating content. Finally, Instagram is a social platform, where users can connect with friends and followers from all over the world. 2 What are the risks of using Instagram for teens? It’s important to know that anything you post on Instagram is public. This means that anyone can see your photos and videos, even if they are not following you. Additionally, it is easy to share too much information on Instagram by accident. For example, you may tag your location when posting a photo, so people know where you live. Finally, some teens feel they have to post perfect photos and videos on Instagram. This can lead to feelings of fear and insecurity. 3 Pros of Instagram for students Teenagers can learn a lot on Instagram. There are accounts on crafts, music, cooking, sports or anything else in which you might have an interest. Maybe you are very talented at something yourself. In that case, Instagram is a platform for you to showcase what you have written, crafted, painted or photographed. 4 Cons of Instagram for students Some people use Instagram so much that they get addicted and cannot think of anything else than their postings and their followers. This may lead to sleeping or eating problems. Apart from that, there are many well-known celebrities or influencers on Instagram. It is sometimes difficult to see that their postings are unrealistic and do not show a healthy lifestyle. 1 Useful phrases In my opinion, … . • The photos and videos look … . • When I post something online, I always … . • I personally like/don’t like … . • I think celebrities and influencers … . • The advantage of social networking sites is … . P 2 24 It’s my life Nur zu Prüfzwecken – Eigentum des Verlags öbv
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