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
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