Prime Time 6, Schulbuch

Georg Hellmayr Stephan Waba Heike Mlakar Prime Time Coursebook 6 Auch mit E-Book+ erhältlich plus Semester Self-checks

Prime Time 6, Schulbuch + E-Book Schulbuchnummer: 220302 Prime Time 6, Schulbuch mit E-BOOK+ Schulbuchnummer: 220303 Prime Time 6, Schulbuch E-Book Solo Schulbuchnummer: 220304 Prime Time 6, Schulbuch E-BOOK+ Solo Schulbuchnummer: 220305 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 1. Oktober 2024, GZ 2023-0.757.014, 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 6. 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 6 Transition, Ernst Klett Verlag, 1. Auflage 2010, ISBN 978-3-12-547171-9 und Green Line Oberstufe Klasse 10 mit CD-ROM, Ernst Klett Verlag, 1. Auflage 2010, ISBN 978-3-12-560000-4 (Herausgeber: Harald Weisshaar, Bisingen unter besonderer Mitwirkung von Frank Haß, Kirchberg; Autorinnen und Autoren: Marion Horner M. A., Cambridge; Louise Carleton-Gertsch M. A., München; Elizabeth Daymond M. A., Kiel; Peter Lampater, Ehingen; Hartmut Klose, Seevetal unter Mitwirkung von Michael Mattison, Stuttgart sowie Rosemary Hellyer-Jones M. A., Ehingen; Beratung: Paul Dennis M. A., Lahnstein; Hartmut Klose, Seevetal; Antje Körber, Merseburg; Axel Plitsch, Wülfrath; Elisabeth Renner, Freiburg). 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, 2010 © der Lizenzausgabe: Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, Wien 2025 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Schulbuchvergütung/Bildrechte © Bildrecht GmbH/Wien Redaktion: Mag. Monika Rusch, Wien; Dr. Johanna Sieber-Warlischek, Wien Herstellung: Magdalena Hufnagl, Wien Umschlaggestaltung: Petra Michel, Amberg Umschlagbild: Caroline Schiff / Getty-Images Layout: Petra Michel, Amberg Sprachliche Durchsicht: Richard Bartle-Tubbs, Graz Audio-Aufnahmen: Redaktion: Mag. Monika Rusch, Wien; Dr. Johanna Sieber-Warlischek, Wien; Tontechnik: Fabian Wessely, Tonstudio Soundborn, Wien; Wolfgang Setik, Tonstudio Holly, Wien; Sprecherinnen und Sprecher: Nick Boulton, Peter Brooke, Jenny Bryce, Ben Elliot, Amy Enticknap, Rupert Farley, Amy Finegan, James Goode, Harriet Kershaw, Anne Kozeluh, Dennis Kozeluh, Oskar Kozeluh, Sophie Kozeluh, Walter Lewis, Kate Lock, Jessica Macdonald, Julie Maisey, Bronwynn Mertz-Penzinger, Kris Milnes, Howard Nightingall, Paul Panting, Michael Smulik, Peter Stark, Kathy Tanner, Steven Webb, Jo Wyatt Videos: Siehe Abspann im jeweiligen Video Satz: PER Medien&Marketing GmbH, Braunschweig Druck: Samson Druck GmbH, St. Margarethen ISBN 978-3-209-12980-2 (Das Prime Time SB 6 + E-Book) ISBN 978-3-209-12988-8 (Das Prime Time SB 6 mit E-BOOK+) ISBN 978-3-209-13010-5 (Das Prime Time SB 6 E-Book Solo) ISBN 978-3-209-13006-8 (Das Prime Time SB 6 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 Download for teachers: Go to www.oebv.at and enter a3au7u in the search box to download all the audios and videos available for Prime Time 6. a3au7u Prime Time Coursebook 6 Georg Hellmayr Stephan Waba Heike Mlakar Nur zu Prüfzwecken – Eigentum des Verlags öbv

Quick caption a) Look at the pictures on these two pages and choose one that particularly captures your attention. b) Consider how the image connects to the broader theme of digitalisation. What aspect of digitalisation is being depicted or hinted at? c) Construct a one-sentence caption or heading. This should capture the essence of the image in relation to digitalisation. d) Reread your caption. Does it capture the main theme or idea you see in the image? If necessary, tweak or rewrite your caption to make it clearer or more relevant. 1 Useful phrases The image portrays … • At first glance, I notice … • A prominent feature in this image is … • This image highlights … • The backdrop of the picture suggests … • What resonates with me is … • The emotion that emerges from this depiction is … • It evokes a sense of … • One can’t help but feel … P Cyber memories: Recollections from a connected life a) Look at the pictures on these two pages and choose one that reminds you of a personal experience related to digitalisation. b) Look closely at the chosen image and recall the personal experience it reminds you of. Think about: • When did this experience happen? • Who was involved? • What made it memorable in the context of digitalisation? c) Finally, write down the memory. Begin by describing the image you’ve chosen. Then transition into the personal story or experience it reminds you of. At last, elaborate on why this experience was significant to you and what you learned from it regarding digitalisation. 2 Useful phrases The image I’ve chosen showcases … • What struck me about this image is … • Centred in the photo is … • The dominant colours and shapes in this depiction remind me of … • Looking at this, I’m instantly transported to … • The imagery resonates with a moment when I … • That experience shifted my perspective on … P 8 9 Unit Internet resources e6vn4r Goals • Discuss a typical digital day. • Talk about common use cases for digital devices and platforms. • Explain the influence of artificial intelligence (AI) on our lives. • Argue how legal frameworks protect users of social media. • Write an article on social media and teens. • Talk about fake news and disinformation. 1 Digitalisation 2 Listening: Interview with Mary Douglas You are going to listen to Mary Douglas, a teacher and community social worker from Birmingham, whose father was an immigrant from Jamaica. 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. 0 Mary Douglas a) is from Birmingham, but she was born in Jamaica. b) is of Jamaican background, but she regards herself as British. c) was born in Jamaica, but her parents are from Birmingham. d) was, as her parents, born in Jamaica. ✘ 1 Mary Douglas says that a) she helps keeping track of problem children at a comprehensive school. b) her own daughter is a problem child. c) she is a single mother and has a 10-year-old daughter. d) she supports children from difficult backgrounds. 2 Mary Douglas thinks that a) young Black people from Birmingham know enough about Caribbean culture. b) Caribbean cooking is important for her daughter. c) the main traditions (e.g. cooking) are passed on by almost everyone in the Black community from one generation to the next. d) cooking alone is better than cooking in a team. 3 Mary Douglas says about role models a) that there are not too many around. b) that Nelson Mandela was her only role model. c) that great people fail to do something for other people. d) that there are enough role models for Black teenagers. 4 Mary Douglas thinks that a) laws need to be changed to improve the situation of Black people. b) nothing needs to be done, because there has been enough progress. c) the situation of Black people is still awful. d) the overall situation has improved a lot, but more needs to be done. 5 Mary Douglas says a) that her grandmother thinks she has become too Jamaican. b) she wants to go back to Jamaica and live there. c) she feels at home in Jamaica. d) she loves Birmingham but feels different. 6 04c 24 Multi-ethnic society Jede der zehn Units startet mit einer ansprechenden Auftaktdoppelseite. Anhand von Bild- und Textimpulsen steigen Sie in das Thema der Unit ein, unterstützt wird dies durch Kästen mit Redemitteln (Word banks, Useful phrases) sowie Hintergrundwissen (Fact files). In den Units regen authentische Hörübungen und Texte zur Auseinandersetzung mit den Themen an. Dabei nehmen interkulturelle Begegnungen einen hohen Stellenwert ein. Auf einigen Seiten im Buch finden Sie Online-Codes. Diese führen Sie zu weiteren Materialien. Geben Sie den Code einfach in das Suchfeld auf www.oebv.at ein. 2 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. Speaking: Britain – a multi-ethnic society Prepare a statement about Britain as a multi-ethnic society. Discuss the following points: • What is the situation in Britain like with respect to its multi-ethnic population? • Where do members of ethnic communities live? • How have these ethnic communities developed? • Where do most British immigrants come from? • What are their major problems? • What is your view? Writing: A blog comment You have read the following blog post by a girl from London. by Jamila 9 March, 7:03 p.m. Hi everybody! I’m from South London. My parents come from India, but I was born here and I’ve spent nearly all my life in Britain. I enjoy the Western lifestyle in which a girl can make her own decisions, for example which job to take or who to marry. Well, the problem is that my parents are still very traditional. Especially my father – he believes that the Indian way of life is the best for all of us. So he decided to arrange a marriage for me with someone from India I’ve never even met before! He really thinks that being a housewife and mother would be the best for me!!! I said no to his plans and now he won’t talk to me any more! Well, if that’s his way to force me to give in to the marriage-idea, then I really don’t know what to do. I don’t want to hurt my father, but I can’t agree to marry that Indian guy … what do you think I should do??? You have decided to comment on this blog post. In your blog comment you should • explain who you are and what your background is, • point out what you think would be the right thing to do, • suggest what Jamila could do in her situation. Write around 200 words. 1 ➀ ➁ ➂ ➃ ➄ I have enough language to get by, with sufficient vocabulary to express myself with some hesitation and circumlocutions on topics such as family, personal interests, work, travel and current events. (B1) 2 ➀ ➁ ➂ ➃ ➄ I can produce simple connected text on topics which are familiar or of personal interest. (B1) Now you can • Talk about ethnic diversity in the UK. • Speak about a person’s biography. • Write a summary. • Present information about ethnic groups in Britain. • Structure ideas and paragraphs when writing an essay. • Use participle constructions to improve the stylistic quality of a text. 34 Multi-ethnic society Check-out S Semester self-checks Unit 1: Digitalisation Reading–writing: Growing up on social media (B1+) a) First, read the following blog post from a teen blog. by CriticalCyberThinker 10 October, 10:27 p.m. Are social media stars tricking us? Every day, lots of young people dream about becoming famous on apps like Instagram and TikTok. These apps let users share pictures and short videos and get tons of followers, becoming what we call “influencers”. These influencers seem like they’re our buddies, sharing fun parts of their lives and cool stuff with us. But there’s something we should think about: Is everything they share really as friendly and honest as it seems? Sure, scrolling through bright, happy photos and entertaining videos is a lot of fun. We start to feel like we know these influencers, like they’re our friends, and we start to trust them. When they say they like a product or use a certain brand, we might want to try it too because our “friend” recommended it. But this is where we need to pause and think. Is this “friend” sharing because they care about us, or because they’re getting paid to get us to buy things? It’s really important for us, especially young people, to understand that not everything we see online is 100% real or honest. Sometimes, influencers get money or free stuff if they can get their followers to buy certain things. So, their “advice” might not always be because they believe it’s the best, but because they’re making money from it. We, the young folks who live in this digital world, should remember to be smart about what we see online. Let’s try to build a space on the internet where people are real and honest, not just trying to sell us something. It’s super important to be able to trust our online pals and know that they’re not just trying to make a quick buck from our clicks and likes. b) Now find the following passages in the text. 1. The author writes about people pretending to be someone they aren’t. 2. It is explained how marketing products to teens work nowadays. 3. Suggestions are given for young internet users on how to best deal with this phenomenon. Tip • This section helps you to find out if you have acquired the competences which you should have learned in a specific unit. • In order to do the tasks successfully you have to combine the four skills (listening, reading, speaking, writing). • Take your time. It is important that you find out what you are able to do and what you need to work on. • Useful tips, the keys and the audio scripts can be found by scanning the individual pages with the QuickMedia app. T 1 140 Semester self-checks 7 Communication in the workplace Listening: Useful phrases a) Read the telephone expressions and choose the correct headings. b) Listen to the three dialogues and take notes. c) Choose one telephone conversation and practise it with a partner. Word power Look at these expressions and explain what they mean in your own words: • We were cut off. • Could you speak up a bit? • I’ll put you through. • It’s still engaged. • Could you bear with me for a moment? • OK, fire away. 1 20–22c Taking a message Getting the answerphone Trying to connect Introducing yourself/Saying what you want If you can’t reach the person you want to speak with Useful phrases What you may hear when calling What you might say when calling 1) • This is … . I’m calling from … . • Hello, … speaking. • Can I speak to … , please? • I’m calling about … . • I’d like to enquire about … . • I’ve got a few questions/a complaint about … . 3) • Shall I ring back later? • What time would be most convenient? • Could you take a message/give her a message, please? • Could she phone me? If there are problems of some kind • I’m afraid the line’s/the reception’s really bad. • My battery’s about to run out. • Can you hear me now? Ending the call • Thanks for your help. • Goodbye. Answering the phone • Brown and Wilson Car Rentals, can I help you? • Hello, Clare speaking. How can I help you? • Can I ask you the reason for your call? 2) • I’ll just fetch her. Hang on a moment, please. • I’ll give you her extension. It’s … . • I’ll put you through to … . • I’ll connect you. Please hold the line. If you can’t connect the caller • I’m sorry, but … isn’t here/is out of the office. • I’m afraid she’s not available/she’s in a meeting. • The line’s engaged at the moment. • Could you call back later? 4) • Can I take a message? • Sorry, what was your name again? • Could you spell that for me? • Could you say that again/repeat that, please? • I’ll tell her as soon as she returns. 5) • The person you’re calling isn’t available at the moment. • Please leave a message after the tone Ending the call • Thank you for calling. Have a good day. P 2 92 The world of work Speaking skills Auf den Check-out-Seiten jeder Unit können Sie Ihre Lernleistung in der jeweiligen Unit selbst einschätzen. GERS-Deskriptoren dienen Ihnen dabei als Anhaltspunkte, nach welchen Kriterien Ihre Leistungen beurteilt werden können. Semester self-checks bieten Skills-integrated tasks zur selbstständigen Überprüfung der in einer Unit zu erwerbenden Kompetenzen. Skills-Seiten unterstützen bei der Erarbeitung und dem Training der verschiedenen Fertigekeiten. 2 So arbeiten Sie mit Prime Time Internet resources e6vn4r Nur zu Prüfzwecken – Eigentum des Verlags öbv

G Adjectives and adverbs a) When to use adjectives and adverbs Adjectives and adverbs can make texts more interesting, more informative and livelier. Adjective or adverb? How to use them Undoubtedly, Romeo and Juliet is the best known of Shakespeare’s plays. It starts very dramatically with a fierce fight between some servants of the greatest families in Verona, the Capulets and the Montagues, who are deadly enemies. Later, Romeo, a Montague, meets Juliet, the beautiful daughter of the Capulets, at a ball. They fall in love immediately. In the most famous scene in the play, Romeo waits under Juliet’s balcony and they arrange a secret marriage. They are extremely happy. But this happiness is not to last. • Adjectives express what someone or something is like. They can be used attributively, i.e. before or after a noun (a fierce fight), or predicatively, i.e. as part of the predicate (They are … happy.) • Adverbs express the way something happens or is done. (They fall in love immediately.) Adverbs can modify verbs (It starts … dramatically.), adjectives (extremely happy) or other adverbs (very dramatically). • Adverbs like undoubtedly, obviously, of course, etc. can comment on a whole sentence: Undoubtedly, Romeo and Juliet is … . b) Comparisons of adjectives and adverbs Regular comparative and superlative forms Irregular comparative and superlative forms Adjectives: big, bigger, biggest expensive, more expensive, most expensive Adverbs: fast, faster, fastest clearly, more clearly, most clearly good/well – better – best bad/badly – worse – worst many – more – most much – more – most little – less – least G 1 1 You can find these topics in the section “Grammar for reference” in Prime Time 5 (978-3-209-12797-6). Grammar for reference (2) Overview Prime Time 51 Chapter Page G 1 Present forms 154 G 2 Future forms 155 G 3 Past forms 156 G 4 Adjectives 157 G 5 Modal verbs 158 G 6 Adverbs of manner and degree 160 G 7 Indirect speech 162 G 8 The passive voice 162 G 9 Adverbial clauses 163 G 10 Defining and non-defining relative clauses 164 G 11 Conditional clauses 164 Prime Time 6 Chapter Page G 1 Adjectives and adverbs 168 G 2 Tense overview 170 G 3 Non-finite verb forms 172 G 4 Modal verbs 174 G 5 The passive voice 175 G 6 Direct and indirect (reported) speech 176 G 7 Relative clauses 177 G 8 Conditional clauses 177 G 9 Sentences with adverbial clauses 178 G 10 Linking sentence parts with gerunds and participles 178 168 Grammar for reference (2) Vocabulary Words in blue: These words/phrases are the most important ones, the core vocabulary. You should learn them first. Words in black: These words/phrases are additional vocabulary, which will further help you to improve your language skills. Digitalisation Digital media and you 1 multiplayer I played in multiplayer mode and secured three wins. Mehrspieler/in episode After dinner, I watched an episode of my favourite series. Folge 2 digital media The rise of digital media has significantly impacted traditional journalism. digitale Medien well-being Regular exercise contributes to overall well-being. Wohlbefinden 4 to appreciate We should always appreciate the beauty of nature. schätzen blended learning Many educational institutions are adopting blended learning to enhance student engagement. Blended Learning (Lernmodell, in dem computergestütztes Lernen und klassischer Unterricht kombiniert werden) virtual meeting Many companies use virtual meetings to connect with remote employees. virtuelle Besprechung connectivity issue Connectivity issues can disrupt a smooth workflow. Verbindungsprobleme distraction Loud noise can be a major distraction while studying. Ablenkung notification Turning off unnecessary notifications can increase productivity. Benachrichtigung 5 myth Many cultures have myths explaining natural phenomena. Mythos cognitive scientist A cognitive scientist studies how the brain processes information. Kognitionswissenschaftler/in to be outdated This software is outdated and needs an update. veraltet sein A glimpse at social networks 1 listener The radio station has thousands of regular listeners. Zuhörer/in social media Social media platforms are popular for sharing photos and updates. soziale Medien privacy It is essential to maintain privacy while using online platforms. Datenschutz virtual reality (VR) Virtual reality technology is used in gaming and simulations. virtuelle Realität augmented reality (AR) Augmented reality adds digital elements to a live view. erweiterte Realität platform Many businesses use online platforms for advertising. Plattform feature The new smartphone has several innovative features. Funktion community Volunteering is a great way to give back to the community. Gemeinschaft mental health Adequate sleep is beneficial for mental health. geistige Gesundheit pressure The deadline created additional pressure on the team. Druck digital landscape The digital landscape is evolving with the advent of new technologies. digitale Landschaft curious The curious child asked many questions. neugierig influencer Many influencers promote products on their social media accounts. Influencer/in 2 responsible Every citizen is responsible for keeping the environment clean. verantwortlich content The book’s content includes various topics on history. Inhalt to complain If the product is defective, the customer has the right to complain. sich beschweren 3 safety Always wear a helmet for your safety while riding a bicycle. Sicherheit transparency Government agencies must maintain transparency in their work. Transparenz advertising Advertising plays a key role in a product’s market success. Werbung Unit 1 181 Der Abschnitt Grammar for reference stellt die in der Unit behandelten Strukturen ausführlich dar, die darauf abgestimmten Erläuterungen unterstützen bei der Entwicklung von grammatischer Kompetenz. Das unitbegleitende Vocabulary listet den Wortschatz in der Reihenfolge seines Vorkommens auf. Die farbliche Kennzeichnung von Kern- und Erweiterungswortschatz hilft bei der Orientierung. Discussing the content a) How were people from the Caribbean treated in Britain in the early years? b) What were the main problems immigrants from the Caribbean had to face? c) How did the Caribbean community respond to their new surroundings? d) What information does the text give about the influence people of Caribbean origin have had on London? Writing: A summary  WG 1 Study the section about summaries in the writing guide on page 160. Then write a summary of the text about Caribbean London. Follow these steps: a) Read the text and write down a maximum of five words for each paragraph. Use these notes when you actually write your summary. b) Find the main idea of the text and write it at the beginning of your summary. What is the text about? c) Write a paragraph about each aspect of the text. Keep it short and leave out anything that is not really necessary. d) Make sure that your text sounds like a factual text. This means that you should only write about facts. e) Link the paragraphs with suitable words/phrases. Text analysis: An article This text is an article. Find out what the characteristics of such a text are. You can use the word bank on the right. Think about: • the length and complexity of the sentences • the forms and structures used • the choice of vocabulary • the function of the text A TV news report: The Notting Hill Carnival Watch the short news report and collect information on the following aspects: a) Atmosphere: Say what adjectives you could use to describe the atmosphere at the carnival, based on what you see in the pictures. b) Details of the clip: • What anniversary did this particular carnival mark? • What information was given in numbers? • Is the carnival still as popular as it was when it first started in 1964? How do you know? c) Discussion: Judging from what you have seen and heard about the carnival, do you feel it is an example of multi-ethnic Britain being a success story – or not? Give your reasons. 2 Word bank historical background • shocked and disappointed • second-class citizen • racial/verbal abuse • low wages • to rent • fear • prejudice • to discriminate against • self-help organisations • to take action W 3 4 Word bank formal/informal language • focus on facts • general descriptions • short/complex sentences • to inform • to instruct • to give facts • to describe • to explain • to give an overview about • to entertain • to appeal W 5 02v 23 W Writing guide A summary  Page 23 A summary is a shortened version of a text that highlights its key points. The primary purpose of a summary is to give an accurate, objective representation of what the original text says. Checklist: Summary • The summary is shorter than the source. • It repeats the ideas of the source in different phrases and sentences. • Include important data but leave out minor points. • Do not include your own ideas. You are simply repeating what the source text says, using fewer words. • There is no conclusion to a summary. Sample prompt Summarise the text “Marathon kids: Too young to run?”. 1 Two weeks ago Nicholas Burke completed his second marathon in just under three and a half hours. There’s nothing sensational about this story – except that Nicholas is only 17. Nicholas is among a small but growing number of teenagers reported to be completing marathons and 21-kilometre half marathons at important races all over Canada. Their participation highlights one of the most controversial questions in the running world: How young is too young to run 42.2 kilometres? Many adults are worried about these young competitors, fearing that some are being forced to dangerous extremes by over-ambitious parents. Marathons can cause permanent injury to growing bodies, some sports doctors say, who warn that the road race may be the newest sports arena where children’s bodies are being pushed too hard. On the other hand, so many organisations are worried about overweight kids and their sedentary lifestyle of computers, TV and cars that running programmes for the young are now promoted at marathon events all over North America – and they are becoming very popular. One doctors’ organisation sees nothing wrong in letting children run marathons, as long as they train properly. But does it have to be the full 42.2-kilometre marathon? “Yes,” Nicholas says. He caught the marathon bug at 10, when he saw athletes on TV running over the finish line at the New York Marathon. By 12, he was running two kilometres a night after dinner. At 15, he completed his first 5-kilometre competitive race. Not being able to find a running coach in the small Canadian village where he lives, Nicholas followed a 6-month marathon-training programme online. “My doctor gave me the green light, too,” he said, “so my mum quit worrying about my health.” Nicholas’s goal is to qualify for the race that first inspired him: the New York Marathon. By the time he has to qualify in May, Nicholas will be 18 and thus able to meet New York’s age requirement. “When I run, I get this fantastic feeling,” he says. “That it’s my own time and everything, just for me. And nobody can stop me.” 5 10 15 20 25 30 35 40 Sample summary A new trend that is becoming more and more popular for teenagers is taking part in marathons and 21-kilometre half marathons. However, whether or not this is harmful to a young body is currently being discussed in the medical world. On the one hand, too much sport obviously can have negative effects on bodies that are not yet fully grown, many doctors warn. Moreover, there is the danger of parents forcing their children to perform well. On the other hand, however, health organisations are increasingly worried about overweight kids. 17-year-old Canadian Nicholas Burke started running when he was ten and has already run two full marathons, one of them in under three and a half hours. His next aim is to take part in the New York Marathon, and he is waiting impatiently because there is an age limit of 18. (141 words) 5 10 15 160 Writing guide Der Writing guide stellt die auf dem jeweiligen GERS-Niveau relevanten Textsorten modellhaft dar. Die Beispieltexte werden durch Useful language und Useful tips ergänzt. Seitenverweise zurück auf die Units stellen den Kontext sicher und erleichtern das Arbeiten. Verweis auf eine Audio-Datei c Verweis auf die QuickMedia-App Verweis auf eine Video-Datei v Verweis auf eine Übung, für die ein Internetzugang benötigt wird Verweis auf eine Übung, bei der das Learning journal zum Einsatz kommt. j Kennzeichnung einer Übung im Format der Standardisierten Reifeprüfung oder anderer standardisierter Prüfungen Abkürzungen und Zeichen adj. adjective SAE South African English coll. colloquial sb. somebody etw. etwas sth. something jmdm. jemandem jmdn. jemanden pl. Plural  ist das Gegenteil von  ist verwandt mit = entspricht Symbole W Writing guide A summary  Page 23 A summary is a shortened version of a text that highlight give an accurate, objective representation of what the ori Checklist: Summary • The summary is shorter than the source. • It repeats the ideas of the source in different phrases a • Include important data but leave out minor points. • Do not include your own ideas. You are simply repeatin • There is no conclusion to a summary. Sample prompt Summarise the text “Marathon kids: Too young to run?”. 1 Two weeks ago Nicholas Burke completed his second marathon in just under three and a half hours. There’s nothing sensational about this story – except that Nicholas is only 17. Nicholas is among a small but growing number of teenagers reported to be completing marathons and 21-kilometre half marathons at important races all over Canada. Their participation highlights one of the most controversial questions in the running world: How young is too young to run 42.2 kilometres? Many adults are worried about these young competitors, fearing that some are being forced to dangerous extremes by over-ambitious parents. Marathons can cause permanent injury to growing bodies, some sports doctors say, who warn that the road race may be the newest sports arena where children’s bodies are being pushed too hard. On the other hand, so many organisations are worried about overweight kids and their sedentary lifestyle of computers, TV and cars that running programmes for the young are now promoted at marathon events all over North America – and they are becoming very popular. 5 10 15 20 Sample summary A new trend that is becoming more and more popular for teenagers is taking part in marathons and 21-kilometre half marathons. However, whether or not this is harmful to a young body is currently being discussed in the medical world. On the one hand, too much sport obviously can have negative effects on bodies that are not yet fully grown, many doctors warn. Moreover, there is the danger of parents forcing 5 Writing guide  Page 23  WG 1 3 Nur zu Prüfzwecken – Eigentum des Verlags öbv

Texts Skills practice Listening Speaking Unit 1 p. 8 Digitalisation • Fake news – Navigating the maze of misinformation • Navigating tomorrow: A glimpse into the future of work • Listening for specific information • Listening for detail • Talking about the influence of digital media • Organising a media literacy workshop Unit 2 p. 20 Multi-ethnic society • Caribbean London • Hurry and get your curry during National Curry Week • A painful reminder of what hasn’t changed • Listening for specific information • Presenting information • Discussing a video • Group discussion • Describing pictures Unit 3 p. 36 Saving the planet • R. McGough: “Give and take” • Do food miles matter? • Forget carbon – Check your water footprint! • Electric cars – Are they an alternative? • Listening for detail • Analysing speech • Analysing style and voice • Pair discussion • A speech • Commenting on visual input • Commenting on statistics Unit 4 p. 48 Making a difference • Young people and climate change • Quiz: Make a difference • Lost and found • How women got the right to vote • Listening for detail • Taking notes to retell information • Presenting information • Commenting on statistics • Talking about moral decisions • Discussing homelessness • Pair discussion Unit 5 p. 60 Globalisation • Globalisation then and now • The British Empire FAQ • Sourcing global talent in software • China’s New Silk Road • Listening for detail • Identifying general messages and specific details • Identifying different speakers • Interpreting quotes • Relating historic events to the present • Talking about countries and maps • Discussing the pros and cons of globalisation Internet resources e6vn4r Internet resources 9j7zr6 Internet resources e4sa6e Internet resources ui83m4 Internet resources zh4n39 4 Table of contents Nur zu Prüfzwecken – Eigentum des Verlags öbv

Focus on language Reading Writing Vocabulary Grammar • Reading about a typical digital day • Reading for detail • Reading for gist • A memory of a personal experience related to digitalisation • A journal entry • An article • A blog post • Describing pictures • Discussion phrases • Reading for detail • Analysing text structure • A summary • An article • A leaflet/poster on food • Skills training 1: Developing a fluent and concise written style • Skills training 2: Essay: Structure and paragraphs • An essay • A blog comment • Ethnic variety • Describing social experience • Participle constructions • Verb forms • Analysing text structure • Skimming • Reading for detail • Researching online and offline • A verse for a poem • Skills training: Expressing facts and figures • A letter to the editor • Skills training: Researching effectively • Notes and prompt cards • Expressing facts and figures • Measurements • Environmental issues • Comparison • Word formation • Reading for gist • Amending the structure of a text • Reading for detail • Reconstructing texts • A blog post on community work • A blog comment on homelessness • Charity work • Talking about dilemmas • Homelessness • Talking about the past and present • Simple and progressive forms • Reading for detail • Reading for specific information • Reconstructing texts • Summarising texts • A mind map about globalisation • An e-mail to the editor • An article on modern communication technology • Economy • Outsourcing • Geography • Adjectives and adverbs 5 Nur zu Prüfzwecken – Eigentum des Verlags öbv

Texts Skills practice Listening Speaking Unit 6 p. 74 South Africa • Kruger national park • N. Mandela: Long walk to freedom • C. van Wyk: “In detention” • M. van der Vyver: “She doesn’t speak” • Listening for detail • Presenting findings to the class • Talking about the future and possibilities • Summarising a story • Analysing narrative techniques Unit 7 p. 86 The world of work • Job requirements • How employable are you? • Geoffrey Hinton tells us why he’s now scared of the tech he helped build • Listening for detail • Listening to telephone phrases and dictated information • Taking notes • Describing jobs • Skills training: Communication in the workplace • A five-minute presentation • Using office language • A job interview • Holding a meeting Unit 8 p. 100 Famous speeches • Extracts from famous speeches • A short guide to a happy life by Anna Quindlen • Malala Yousafzai: Nobel lecture • M. Marchetta: Looking for Alibrandi • M. McConaughey’s motivational speech • Skills training: Practising your listening skills • Listening for speed, pauses, voice and loudness • Listening for detail • Listening for gist • Predicting • Skills training: Giving a speech • Commenting on speeches • Describing reactions • Giving a statement • Giving a presentation Unit 9 p. 114 Sports • Sport vs. eSports • The buzz on eSports: Not just a game! • Quiz: Cheerleading: An extreme sport? • The most dangerous sport for girls • The rise of women’s soccer • Taking notes for a summary • Identifying different speakers • Talking about sports preferences • Commenting on charts • Discussing eSports • Role play: Dangers of cheerleading • Discussing individual sports vs. team sports Unit 10 p. 126 Beauty and fashion trends • Inside the world of child beauty pageants • S. Westerfeld: Uglies • The history of tattoos • The history of the T-shirt • Listening for detail • Commenting on visual input • Commenting on trends • Discussing modelling • Discussing plastic surgery • Giving a short talk Internet resources pu46er Internet resources 85k58b Internet resources h7ug6d Internet resources 72e44n Internet resources c3v9tx p. 207 p. 140 Solutions to the Check-out pages Semester self-checks 6 Table of contents Nur zu Prüfzwecken – Eigentum des Verlags öbv

Focus on language Reading Writing Vocabulary Grammar • Reading a travel text • Reading a poem • Reading a story • Reading for specific information • An article • An informal e-mail • Cultural studies: South Africa • Travelling • Apartheid • Figures of speech • Future • Conditionals I, II and III • A questionnaire • Finding headlines • Reading for gist • Dealing with information from the internet • A job description • A report • A blog comment • A report • Jobs • Talking about skills, abilities and qualities • Telephone phrases • Prepositions • Analysing text details • Reading for detail • Note taking • A report • Phrasal verbs • Expressing similarity and contrast • Rhetoric • Reading for detail • An blog comment on eSports • Internet research on extreme sports • A newspaper article about a sports accident • A report on PE at school • Sports locations • Different kinds of sports • Extreme sports • Referring to issues • Concrete and abstract nouns • Using articles correctly • Reading for detail • Internet research • Analysing text details • Skills training: Survey, question, recite and review • A survey • A blog post about style • A comment on appearance • An e-mail to the editor on future trends • A blog comment on beauty pageants for children • Lifestyles • Youth culture • Fashion trends • Beauty and fashion p. 168 Grammar p. 181 p. 160 Vocabulary Writing guide 7 Nur zu Prüfzwecken – Eigentum des Verlags öbv

Cyber memories: Recollections from a connected life a) Look at the pictures on these two pages and choose one that reminds you of a personal experience related to digitalisation. b) Look closely at the chosen image and recall the personal experience it reminds you of. Think about: • When did this experience happen? • Who was involved? • What made it memorable in the context of digitalisation? c) Finally, write down the memory. Begin by describing the image you’ve chosen. Then transition into the personal story or experience it reminds you of. At last, elaborate on why this experience was significant to you and what you learned from it regarding digitalisation. 2 Useful phrases The image I’ve chosen showcases … • What struck me about this image is … • Centred in the photo is … • The dominant colours and shapes in this depiction remind me of … • Looking at this, I’m instantly transported to … • The imagery resonates with a moment when I … • That experience shifted my perspective on … P 9 Goals • Discuss a typical digital day. • Talk about common use cases for digital devices and platforms. • Explain the influence of artificial intelligence (AI) on our lives. • Argue how legal frameworks protect users of social media. • Write an article on social media and teens. • Talk about fake news and disinformation. Nur zu Prüfzwecken – Eigentum des Verlags öbv

1 Digital media and you Reading: A typical digital day a) Before you read, how do you think a typical teenager’s day might be structured around digital devices and media platforms? b) Then have a look at the diary below and check how this girl spends her typical digital day. c) What digital platforms or apps do you think are most commonly used by teenagers today for leisure, school, and communication? d) How do you think the usage of digital media impacts the daily routine of a teenager? Grasping the diverse digital landscape In the diary above, there are various digital services mentioned. Group these services into meaningful categories and mention further examples in each category. Social media platforms Streaming and entertainment Communication tools In the diary Zoom Discord Your own ideas Teams Signal WhatsApp Gaming Learning and study tools Reading In the diary Your own ideas 1 Useful phrases One of the benefits of digital media is … • This has paved the way for … • On the downside, … • It’s troubling to see … • There’s a growing trend of … • Many of my friends have mentioned that … • So, after weighing the pros and cons, … P Woke up Breakfast Dinner Studied Spotify playlist, lo-fi beats Quizlet, biology terms Watched Netflix episode Bedtime Pinterest, inspiration board Kindle, dystopian novel, 2 chapters Digital detox needed? New game release Friday! Sleep Podcast, calming stories Online school Zoom, lagged twice Google Docs, group project Digital textbook, Kahn Academy, maths Homework Lunchtime YouTube, favourite vlogger Checked: Instagram notifications Snapchat streaks Trends on Threads Video call, bestie Discord chat, game night planning PS5 New RPG, level up! Multiplayer, 3 wins TikTok scrolling 7:00 a.m. September 4, 20 September 4, 20 Date: Date: 7:30 a.m. 8:00 a.m. 1:00 p.m. 2:00 p.m. 4:00 p.m. 4:30 p.m. 7:00 p.m. 5:00 p.m. 6:00 p.m. 7:30 p.m. 8:30 p.m. 9:30 p.m. 10:30 p.m. 11:30 p.m. Notes 2 10 Digitalisation Nur zu Prüfzwecken – Eigentum des Verlags öbv

Writing: Your typical digital day Reflect on your actual interactions with digital media and devices today and write a journal entry like the one above about a normal day in your life, focusing on how you use these devices. Think about: • Variety of digital services: List the digital platforms or apps you engage with and be specific about the content you consume or the activities you perform on these platforms. • Balancing activities: Mix both leisure and productive activities involving digital media to show how technology aids in your education, work, or personal projects. • Emotional responses: Share feelings or reactions towards certain digital interactions. How does technology affect your mood, stress levels or well-being? Opinions, opinions Have a look at the three teenagers below and fill in the missing words. 3 Word bank Devices/Platforms smartphone • tablet laptop • social media • apps • online games Times of the day in the morning … • around noon … • in the afternoon … • late evening … • right before bedtime … Activities browsing • streaming • video calling • posting • commenting • playing Feelings/Reactions excited • overwhelmed • curious • relaxed • frustrated • distracted Communication to text • to call • to chat • to share • to react to • to upload Descriptions user-friendly • time-consuming • addictive • interactive • informative • entertaining W 4 click connectivity issues distraction flexible online virtual meetings “I really appreciate blended learning because it offers such a flexible 1 approach to studying, allowing me to balance both 2 and in-class lessons.” “I like the convenience of 3 for group projects, but sometimes 4 make it frustrating.” “While the online platform for our class is super helpful, I often find it a source of 5 with all the notifications and other tempting websites just a 6 away.” Speaking – Individual long turn: Artificial intelligence in our lives Give a four-minute talk on how artificial intelligence influences our lives in which you • explain why the quote says our old ideas about machines and artificial intelligence might be outdated. • reflect on how artificial intelligence is already changing things in our daily lives, like in jobs or at home. • speculate about what artificial intelligence might be like in the future and what these changes might mean for your own life and the world. 5 “The idea that machines can’t do things humans can is a pure myth.” Marvin Minsky (1927–2016, was an American cognitive and computer scientist concerned largely with research of artificial intelligence) 11 Nur zu Prüfzwecken – Eigentum des Verlags öbv

1 A glimpse at social networks Listening: Trends with Grams a) You are going to listen to an episode of the podcast “Trends with Grams” in which Lily explains to her grandmother, Grandma June, current trends every week. 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. 0 What is the primary theme of this week’s episode? a) virtual reality games b) social media trends c) Grandma June’s childhood memories d) history of the radio ✘ 1 Which feature allows Instagram users to share stories with a selected group of people? a) favourites b) share to all c) close friends d) private group 2 What does virtual reality (VR) and augmented reality (AR) allow social media users to do, as mentioned in the podcast? a) send e-mails b) create 3D designs c) increase the speed of the internet d) enter a different world 3 Which platform was described as a place where anyone can become a star overnight by sharing videos? a) Facebook b) Instagram c) TikTok d) Clubhouse 4 What are “stories” on social media platforms like Instagram? a) long articles b) temporary snapshots of one’s day c) permanent photo galleries d) voice-only rooms 5 What change is Instagram trialling to decrease performance pressure? a) hiding “like” counts b) increasing post sizes c) removing video features d) introducing a paywall b) Considering the advancements in virtual reality (VR) and augmented reality (AR), where do you see the future of social interaction on digital platforms heading? c) The podcast touches upon “micro-influencers” and their rise, especially on platforms like TikTok. How do you feel the concept of fame and influence has transformed under the influence of social media? d) The podcast highlights niche platforms like Behance for artists and Goodreads for book lovers. What might be the advantages or disadvantages of being on a niche platform? 1 01c 12 Digitalisation Nur zu Prüfzwecken – Eigentum des Verlags öbv

EU’s Digital Services Act a) Study the encyclopaedia entry below on the Digital Services Act of the EU. b) How do you think the Digital Services Act will affect your use of social media? Think of … • safety and freedom, • ads, • responsibility of platforms. Reading: A safer online environment a) Have a look at the leaflet below informing you about how the Digital Services Act will affect people’s use of social media. 2 Digital Services Act (DSA) noun A set of rules made by the European Union (EU) to help control online services, especially big internet platforms. The DSA makes sure the online space is safer for users and that businesses play fair. It focuses on who is responsible when things go wrong online, how to handle bad or illegal content, making sure online ads are clear, and giving people a way to complain. It’s an updated version of the previous e-Commerce Directive established in the early 2000s. 3 Enhanced digital safeguarding 1 Social media platforms will work faster to remove harmful content. This means less negativity and a safer space for everyone! 2 Ever wonder why you see certain ads? The DSA ensures you’ll know why specific ads are targeted to you, making your online journey more transparent. 3 Big social media sites will be more open about how they manage content. More transparency = more trust! 4 Learn about the behind-the-scenes of your social media feed. Platforms will disclose why you see what you see, so no more guessing! 5 Wrongly removed or blocked? The DSA gives you the power to challenge such decisions. Stand up for your rights! 6 Found something harmful? The new rules make it easier for you to report and protect others. 7 While we all want a safer online space, your freedom to share and speak remains protected. EUROSAFE Promoting online safety in the digital age Understanding the Digital Services Act (DSA) As part of our mission, EUROSAFE wants you to stay informed and protected online. Here’s a simple guide to the EU’s new DSA and how it impacts your social media experience. EUROSAFE’s role As an NGO, our mission is to promote safe online spaces for all EU citizens. We offer resources, workshops and support to ensure everyone can navigate the digital world with confidence. Join us in creating a safer online Europe! 13 Nur zu Prüfzwecken – Eigentum des Verlags öbv

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