Georg Hellmayr QuickMedia App für Audios Prime Time Prime Time Listening 5|6
Prime Time 5/6. Listening, Arbeitsheft + E-Book Schulbuchnummer: 220306 Prime Time 5/6. Listening, Arbeitsheft E-Book Solo Schulbuchnummer: 220307 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 18. September 2024, GZ 2023-0.757.063, 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. und 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. Liebe Schülerin, lieber Schüler, Sie bekommen dieses Schulbuch von der Republik Österreich für Ihre Ausbildung. Bücher helfen nicht nur beim Lernen, sondern sind auch Freunde fürs Leben. Kopierverbot Wir weisen darauf hin, dass das Kopieren zum Schulgebrauch aus diesem Buch verboten ist – § 42 Abs. 6 Urheberrechtsgesetz: „Die Befugnis zur Vervielfältigung zum eigenen Schulgebrauch gilt nicht für Werke, die ihrer Beschaffenheit und Bezeichnung nach zum Schul- oder Unterrichtsgebrauch bestimmt sind.“ 1. Auflage (Druck 0001) © Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, Wien 2024 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Redaktion: Dr. Johanna Sieber-Warlischek, Wien Herstellung: Magdalena Hufnagl, Wien Umschlaggestaltung: Daniela Hochmayer, Wien Umschlagbild: Drazen Zigic / Getty Images Layout: Petra Michel, Amberg Audio-Aufnahmen: Redaktion: Dr. Johanna Sieber-Warlischek, Wien; Tontechnik: Wolfgang Setik, Tonstudio Holly, Wien; Sprecherinnen und Sprecher: Anne Kozeluh, Oskar Kozeluh, Sophie Kozeluh, Michael Smulik Satz: Print Alliance HAV Produktions GmbH, Bad Vöslau Druck: Samson Druck GmbH, St. Margarethen ISBN 978-3-209-12999-4 (Das Prime Time Listening AH 5/6 + E-Book) ISBN 978-3-209-13017-4 (Das Prime Time Listening AH 5/6 E-Book Solo) Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Prime Time Georg Hellmayr Listening 5|6 If you see this icon next to a 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 Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Inhaltsverzeichnis Use the QuickMedia-App to access the audio tracks. Audio track Audio track on several levels You will need internet access to complete this task. Use your learning journal to complete this task. T his type of exercise introduces the formats of the Standardisierte Reifeprüfung and other standardised tests. + rtnerarbeit 2 Gruppenarbeit 2 bewegen Arbeitsheft Arbeitheftv. Buch Buchverweis Blatt Blattverweis Checkliste Mappe 1 Mappe 2 Blatt 2 chreiben 1 Verschriften 2 Verschriften 3 Verschriften 4 Schreiben 2 Malen 1 Schreiben 1 Schreiben 2 Schwingen Silbenbögen Ausmalen nummerieren* puren Könige markieren König Schneiden Kleben Dreieck Lineal Spiel Modell Experiment Mikroskop interaktiv hmen Hand heben Smilies Lesen 1 Lesen 2 Hören Riechen Sprechen Achte auf Achtung! Frage Dokument en/ Wirtschaft Interkulturell Flaggen Daten-CD Audio-CD Musik Audio-CD Sprache Hör-CD/GYV Video-DVD 1 Video-DVD 2 Video Lösungen Musik Sprechen Film Maus Taschenrechner Podcast Handy Telefon Tastatur Audio atung Fakultativ > Abschnitte Fakultativ > Seiten Verweise Aufzählung 1 Aufzählung 2 Diagramm ngsbereiche Fresch Smbole Standard Fresch Symbole für Zebra Merk- wörter Silbenschwingen Verlängern Groß oder klein? Groß oder klein? Weiterschwingen Wortbausteine Ableiten Nach-schlagen Merk- wörter Ableiten Sprechen hören schwingen ompetenz ensibilität Symbole Marketing mit eBook CD-ROM/ offline Whiteboard mobile devices online Buchhandel lieferbar nur an Lehrer lieferbar auslauf- ender Titel unverbindliche Preisempfehlung Festpreis Prüfstück Langenscheidt Pons KLT EKS L P T S nerarbeit 2 Gruppenarbeit 2 bewegen Arbeitsheft Arbeitheftv. Buch Buchverweis Blatt Blattverweis Checkliste Mappe 1 Mappe 2 Blatt 2 reiben 1 Verschriften 2 Verschriften 3 Verschriften 4 Schreiben 2 Malen 1 Schreiben 1 Schreiben 2 Schwingen Silbenbögen Ausmalen nummerieren* ren Könige markieren König Schneiden Kleben Dreieck Lineal Spiel Modell Experiment Mikroskop interaktiv men Hand heben Smilies Lesen 1 Lesen 2 Hören Riechen Sprechen Achte auf Achtung! Frage Dokument Wirtschaft Interkulturell Flaggen Daten-CD Audio-CD Musik Audio-CD Sprache Hör-CD/GYV Video-DVD 1 Video-DVD 2 Video Vorwort .......................................................................................... 3 Introduction ................................................................................. 4 The importance of listening ................................... 4 How to use this book ................................................. 4 How to use the audio tracks .................................. 5 Additional activities ................................................... 5 Keeping a learning journal ...................................... 5 Topics .............................................................................................. 6 1 Communication and relationships ..................... 6 Tip: Predicting what you might hear .................. 7 Tip: Choosing the correct answer ........................ 8 2 Traditions, trends and lifestyles ........................... 9 Tip: What is a four-word answer? ........................ 11 3 Living spaces and domestic environments ..... 12 Tip: Spelling ................................................................... 12 Tip: Listening for details .......................................... 14 4 Nutrition, health and social security .................. 15 Tip: Note taking: Lists ............................................... 17 5 Sports and leisure activities ................................... 18 Tip: Focusing on frequency .................................... 18 Tip: Background noise .............................................. 20 6 School and education ............................................... 21 Tip: Being prepared ................................................... 21 Tip: Discourse markers ............................................. 23 7 Growing-up and personal identity ...................... 24 Tip: Note taking: Abbreviations and symbols.. 24 Tip: False starts ............................................................ 26 8 Working life ................................................................... 27 Tip: How to prepare ................................................... 27 Tip: Pre-listening activities ..................................... 28 Tip: Mind maps ............................................................ 29 9 Consumer society and the (global) economy ... 30 Tip: Redundancy: Saying things more than once .................................................................................. 30 10 Transport and tourism .............................................. 33 Tip: Pre- and while-listening activities .............. 33 Tip: Order of questions ............................................. 35 11 Arts and culture ........................................................... 36 Tip: Remaining focused ........................................... 38 12 Media ............................................................................... 39 Tip: Note taking: Keeping the focus ................... 39 Tip: Identifying individual words ......................... 40 13 Nature and the environment ................................. 42 Tip: Material for self-study from the net .......... 43 14 Science and technology ........................................... 45 Tip: How to acquire background knowledge . 45 15 Interculturalism and the English-speaking world ................................................................................. 48 Tip: Note taking: Listening for gist ..................... 50 16 Social issues .................................................................. 51 Tip: Quantifiers ............................................................ 51 17 Politics and public institutions ............................. 54 Tip: KWL charts ............................................................ 54 18 Rules, laws and regulations ................................... 57 Tip: Using a thesaurus .............................................. 77 Transcript and key .................................................................... 60 Index of topics ............................................................................ 94 Format four-word answers .......................................................................................................................................... 13, 23, 31, 40, 49, 58 Format four-word sentence completion ................................................................................................................ 11, 20, 29, 38, 47, 56 Format multiple choice ........................................................................................................... 8, 14, 17, 22, 26, 32, 35, 41, 44, 50, 53, 59 Format multiple matching .................................................................................................... 7, 10, 16, 19, 25, 28, 34, 37, 43, 46, 52, 55 Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 Vorwort Der vorliegende Band bereitet in einem ersten behutsamen Schritt auf die sprachlichen Herausforderungen vor, die bei der kompetenzorientierten Reifeprüfung im Bereich Hören zu erwarten sind. An allgemein bildenden höheren Schulen ist auf dieser Stufe das Niveau B1 des Gemeinsamen Europäischen Referenzrahmens für Sprachen (GERS) zu erreichen. Die detaillierten Bestimmungen sind der Reifeprüfungsverordnung (https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gesetzesnummer=20007845 inklusive Ergänzungen) zu entnehmen. Der Fokus liegt in diesem Band einerseits auf der Einübung von nützlichen Strategien, die die Bearbeitung von Hörverständnisübungen und auch das Hören in der Fremdsprache generell erleichtern, andererseits aber auch auf der Erarbeitung verschiedener Themenbereiche und der gängigen Prüfungsformate, um den erfolgreichen Erwerb dieser Fertigkeit sicherzustellen. Damit wird auch erreicht, dass speziell Schülerinnen und Schüler, die sich in diesem Bereich sehr unsicher fühlen, behutsam auf Hörverständnisaufgaben vorbereitet werden und damit Selbstvertrauen gewinnen können. Jeder thematische Abschnitt enthält Bereiche, in denen verschiedene Aspekte wie Vokabel und Strukturen sowie Techniken und Strategien geübt werden, die dabei helfen, das Verständnis zu erleichtern. Darin eingeschlossen sind Tipps, wie man selbst am weiteren Spracherwerb arbeiten kann. Jedes Kapitel enthält zusätzlich dazu zwei Hörtexte, die einerseits das Thema abdecken und andererseits die speziellen Herausforderungen der Prüfungsformate in den Mittelpunkt stellen. Damit soll sichergestellt werden, dass man in der Prüfungsvorbereitung bereits mögliche Hürden vorwegnehmen und sprachliche und strategische Kompetenz aufbauen kann. Über die QuickMedia App sind mehrere Versionen der Hörtexte verfügbar, die je nach Geschwindigkeit, dem Akzent oder den Hintergrundgeräuschen differenzierte Aufgaben darstellen, mit deren Hilfe durch mehrmaliges Hören das Hörverständnis der Schülerinnen und Schüler geschärft werden kann. Damit werden auch Techniken trainiert, wie man mit unvorhergesehenen Störungen in der mündlichen Kommunikation umgehen kann, die erfahrungsgemäß den Kommunikationsprozess erheblich beeinträchtigen können. Manche Hörverständnisaufgaben können mehrere Themen abdecken. Im Anhang findet sich eine Übersicht über die Themen, die in den verschiedenen Texten behandelt werden. Damit kann gezielt in Bezug auf einzelne Themen geübt werden. Im Anschluss an die thematischen Kapitel bietet dieser Band alle Transkripte und Lösungen. Der Bereich Hören erfordert viel Übung und darüber hinaus die genaue Kenntnis der Prüfungsmodalitäten. Mit den Materialien aus diesem Band können diese Fertigkeiten, besonders der Umgang mit den sprachlichen und inhaltlichen Herausforderungen, intensiv, jedoch angepasst an das Leistungsniveau der Schulstufen 9 und 10, geübt werden. Damit wird eine solide Grundlage geboten, um den Schülerinnen und Schülern mehr Selbstvertrauen zu geben und das Hörverständnis generell zu verbessern, um schlussendlich später eine erfolgreiche Reifeprüfung zu ermöglichen. Wir wünschen Ihnen dabei viel Erfolg. Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Introduction The importance of listening Listening is perhaps the most important skill when learning a foreign language as a great deal of language activities are based on listening. However, it is a major challenge for language learners as it is transitory. Unlike when reading you cannot go back and listen again in most cases. If you have missed something, you can only ask. Moreover, when people speak, they use their specific accents and intonation, which makes listening even more unpredictable. The best strategy to come to terms with these challenges is certainly to prepare for such situations by studying both the language and the specifics of different communicative situations. In order to achieve this goal, it is not enough to practise the formats which are to be expected in standardised test tasks. It is vital to take a closer look at communication strategies and also at ways to decode what other people say. Listening is not just hearing what is being said. Listening means that you take specific steps in order to understand and process what you have heard (e.g. note taking). The situation students are faced with at school is often unusual as we would normally see the person who is talking. This makes listening in real-life situations easier unless we just listen to loudspeaker announcements, podcasts or to the radio for instance without any visual elements. How to use this book In this book you will find: • 18 chapters, each devoted to one specific topic • listening texts on each topic • tasks to deal with the typical, subject-related issues • tasks focusing on specific, subject-related vocabulary • tasks to improve your general language skills • tasks to train listening • listening prompts to practise exam situations • tasks to practise related skills (e.g. note taking) The listening texts in this book are specifically written for the CEFR level B1. The pre-listening tasks as well as the general activities will help you understand the recordings. Before you start listening, go through these tasks to become familiar with the vocabulary. In addition, you will find boxes with tips throughout the book which will help you to learn important skills and strategies to cope with listening situations. It is recommended that you go through this book and do the tasks more than once. This will help you to get used to the sound of different accents and different voices and will make you familiar with exemplary situations of oral communication. How to use the audio tracks After you have downloaded the QuickMedia App with your mobile device (see page 1 for details), you can start using the audio tracks. There are three versions – A, B and C – of each track for the standardised listening tasks ( +) and only one version for the other tasks ( ). Version A is fairly slow and clear without background noise, which makes it easier to understand. Version B is slightly faster but still without distracting background noise. You can use version B to become familiar with the Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 speed of natural speech. Version C is very similar to real-life situations. The speed is the natural pace as you would encounter it in real life and additional background noise and/or acoustic distractions imitate realistic communicative settings. This means for you that you can choose the level which you think is best for you at your current stage. If you think that you need to get used to spoken English and you feel that you are fairly inexperienced, you can start with version A. If you want to train listening to faster, more realistic speech, version B will be just right for you. If you want to test how well you can cope with realistic communicative situations, version C is the best. The texts and the tasks for all three levels are exactly the same or very similar, only the acoustic quality and the speed vary. We recommend that you switch between the various levels depending on your language skills and the progress you have made. It is best to focus on the recordings without reading the transcripts first. You may do this at a later stage if you feel you need more support. In addition to the standardised listening tasks, there are also other listening activities in the book (e.g. spelling exercises) which will help you train specific aspects of listening comprehension tasks. They will also make you familiar with the voices used in these chapters and prepare you for the test practice tasks. The better you prepare for a listening situation, the easier it will be for you. That is why it makes sense to do these listening tasks every now and then (spread out over weeks or months) to become familiar with the sound, the voices, the intonation and the content of the topics in focus. Additional activities However, this book will not be able to solve all your listening problems without further activities on your part. Reading, watching videos and listening to authentic audio recordings from various sources (with or without subtitles) are perfect ways to prepare for the challenges you might come across. Before you start listening to a recording, read similar texts or listen to audio tracks on the same topic to get used to the vocabulary and the way in which such texts are composed. After you have read or listened to similar texts, you will recognise typical words and phrases as well as content elements much more easily. Sometimes your general knowledge may also help you filter out unrealistic, incorrect or even nonsensical options in listening tasks. Keeping a learning journal In addition, it is highly recommended that you keep a learning journal to collect the language items which you have learned and which you want to remember for later. Combining writing, reading and listening will have a positive effect on your language skills altogether. A learning journal can be a notebook or a set of index cards, but don’t just copy and paste on the computer. Typing or writing by hand will 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. Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 Topics 1 Communication and relationships Before you start: How do you communicate? a) In the word bank below you can find a list of verbs which all have to do with communication. • Underline the ones you don’t know. • Look them up in a dictionary. • Add them to your learning journal if they are new to you. 1 | 08.2020 | Seite 1 narbeit 2 bewegen Arbeitsheft Arbeitheftv. Buch Buchverweis Blatt Blattverweis Checkliste Mappe 1 Mappe 2 Blatt 2 ten 2 Verschriften 3 Verschriften 4 Schreiben 2 Malen 1 Schreiben 1 Schreiben 2 Schwingen Silbenbögen Ausmalen nummerieren* eren König Schneiden Kleben Dreieck Lineal Spiel Modell Experiment Mikroskop interaktiv Smilies Lesen 1 Lesen 2 Hören Riechen Sprechen Achte auf Achtung! Frage Dokument ulturell Flaggen Daten-CD Audio-CD Musik Audio-CD Sprache Hör-CD/GYV Video-DVD 1 Video-DVD 2 Video ik Sprechen Film Maus Taschenrechner Podcast Handy Telefon Tastatur Audio > Abschnitte Fakultativ > Seiten Verweise Aufzählung 1 Aufzählung 2 Diagramm Fresch Smbole Standard Fresch Symbole für Zebra Merk- wörter Silbenschwingen Verlängern Groß oder klein? Groß oder klein? Weiterschwingen Wortbausteine Ableiten Nach-schlagen Merk- wörter Ableiten Sprechen hören schwingen Verbraucherbildung Symbole Marketing mit eBook CD-ROM/ offline Whiteboard mobile devices online Buchhandel lieferbar nur an Lehrer lieferbar auslauf- ender Titel unverbindliche Preisempfehlung Festpreis Prüfstück Langenscheidt Pons KLT EKS L P T S Word bank W Verbs for communication to address sth. (= something) to criticise to mention to answer to declare to pronounce to argue to defend to refer to to ask to discuss sth. (with sb. = somebody) to respond to to call to explain sth. (to sb.) to say to sb. to chat with to express to share sth. (with sb.) to claim to hear sth./about sth. or sb. to stress to comment on to inform sb. about sth. to talk (to sb.) about sth. to communicate sth./with to interview to tell sb. to condemn to listen to to write (to sb.) about sth. b) Go through the verbs again and add at least two of them to each noun. 1. a question: to answer, 2. a topic: 3. a friend: 4. an interview: 5. a problem: 6. a statement: Text research on digital habits a) Go online and do a search for “digital habits across generations”. Read one of the texts that come up and write five interesting chunks (= groups of words) into your learning journal. b) Find two sentences on the internet in which this chunk is used and add them to your learning journal as well. c) Revise your notes on three days in a row. 2 narbeit 2 bewegen Arbeitsheft Arbeitheftv. Buch Buchverweis Blatt Blattverweis Checkliste Mappe 1 Mappe 2 Blatt 2 ten 2 Verschriften 3 Verschriften 4 Schreiben 2 Malen 1 Schreiben 1 Schreiben 2 Schwingen Silbenbögen Ausmalen nummerieren* eren König Schneiden Kleben Dreieck Lineal Spiel Modell Experiment Mikroskop interaktiv Smilies Lesen 1 Lesen 2 Hören Riechen Sprechen Achte auf Achtung! Frage Dokument ulturell Flaggen Daten-CD Audio-CD Musik Audio-CD Sprache Hör-CD/GYV Video-DVD 1 Video-DVD 2 Video Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 Pre-listening task: Young people and social media a) Before you listen to the audio track 01, imagine what the topics could be when discussing how teenagers use social media. Consider the following questions: • Who uses social media? • What do young people do when they use social media? • Why do they like social media? • Where and when are social media important? • What are the advantages and disadvantages of social media? b) Make a structured list of what has come to your mind. Use the questions as headings. You need not write full sentences. Notes will do to get ready for the listening task. c) Go through your list several times and add ideas. Listening task: Young people and social media a) Listen to the audio track and compare it with your list. Add key words and ideas to your list if you haven’t thought of them. b) Look up words and phrases you have not come across yet and write them into your learning journal. Test practice: Chats, Instagram and TikTok: How young people communicate a) You are going to listen to a talk about how teenagers communicate today. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, match the beginnings of the sentences (1–7) with the sentence endings (A–J). There are two sentence endings that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. 0 Most young people today would find it difficult not to … D A the people they meet on the net might not be the best company. 1 It’s not astonishing that teenagers … B will be beneficial for all. 2 It is of vital importance to … C can make up for problems at home. 3 Being critical of what you find on the net … D use their smartphone or tablet for a while. 4 Relationships with people on the internet … E switch off internet access as often as you can. 5 Children and teenagers should be careful because … F check information which you can access on the internet before you use it. 6 As a consequence of excessive internet use … G is a key strategy to use the digital media in a meaningful way. 7 A closer relationship between parents and teachers on the one hand and teenagers on the other hand … Google has become one of the most successful companies. I young people may feel lonely and isolated. J use the internet like everybody else. 3 Tip T Predicting what you might hear When you prepare for a listening situation, imagine what you are likely to hear and what people could be talking about. It helps if you make a list of ideas and make yourself aware of what might be mentioned. That way you may overcome situations where you find it difficult to follow what is being said. If you listen to tourist guides, for example, you can assume they talk about positive aspects of a sight, a town, a building, etc. 4 01 | 08.2020 | Seite 1 ppenarbeit 2 bewegen Arbeitsheft Arbeitheftv. Buch Buchverweis Blatt Blattverweis Checkliste Mappe 1 Mappe 2 Blatt 2 hriften 2 Verschriften 3 Verschriften 4 Schreiben 2 Malen 1 Schreiben 1 Schreiben 2 Schwingen Silbenbögen Ausmalen nummerieren* arkieren König Schneiden Kleben Dreieck Lineal Spiel Modell Experiment Mikroskop interaktiv en Smilies Lesen 1 Lesen 2 Hören Riechen Sprechen Achte auf Achtung! Frage Dokument terkulturell Flaggen Daten-CD Audio-CD Musik Audio-CD Sprache Hör-CD/GYV Video-DVD 1 Video-DVD 2 Video Musik Sprechen Film Maus Taschenrechner Podcast Handy Telefon Tastatur Audio ativ > Abschnitte Fakultativ > Seiten Verweise Aufzählung 1 Aufzählung 2 Diagramm Fresch Smbole Standard Fresch Symbole für Zebra Merk- wörter Silbenschwingen Verlängern Groß oder klein? Groß oder klein? Weiterschwingen Wortbausteine Ableiten Nach-schlagen Merk- wörter Ableiten Sprechen hören schwingen Verbraucherbildung Symbole Marketing mit eBook CD-ROM/ offline Whiteboard mobile devices online Buchhandel lieferbar nur an Lehrer lieferbar auslauf- ender Titel unverbindliche Preisempfehlung Festpreis Prüfstück Langenscheidt Pons KLT EKS L P T S 5 + 02 ✔ H Nur zu Prüfzwecken – Eigentum des Verlags öbv
1 8 Communication and relationships Test practice: Personal account: Why I do it You are going to listen to an interview with Rosalind, a teenager, who talks about how she communicates through the internet. 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 (1–6). Put a cross () in the correct box. The first one (0) has been done for you. 0 Which form of communication is the one most frequently used nowadays according to Rosalind? a) texting and e-mailing on any device b) using computers and smartphones c) using smartphones d) texting but not e-mailing 1 This modern tool of communication is used a) by most people. b) mainly by teenagers. c) everybody apart from adults. d) certainly not by parents and teachers. 2 What are Rosalind’s main activities when using her smartphone? a) using her smartphone instead of her computer b) using her smartphone as a navigation device c) using a social network to exchange pictures and share comments d) using her mobile to call friends and family 3 Among other things, Rosalind likes sharing pictures and comments a) because she likes discussing complex matters with her friends. b) because writing texts is very important to her. c) because she wants to stay in touch with her family. d) because she wants to present herself to her friends and her loved ones. 4 The reactions Rosalind gets are a) mixed, with an equal share of positive and negative comments. b) mostly positive with occasional negative reactions. c) positive throughout. d) mostly unfair with some exceptions. 5 When Rosalind gets negative reactions to her postings a) she is usually furious because she thinks people should not do this. b) she reacts unfairly herself. c) she starts offending people. d) she thinks these messages are harmless and do not affect her. 6 The aspect that worries Rosalind most when it comes to her use of the internet is a) that unfair reactions to her postings might be negative for her. b) that it is a trap for young girls especially. c) that some of the content she comes across is quite upsetting. d) her fear that she might overuse the net. 6 Tip T Choosing the correct answer Choosing the correct answer is sometimes difficult because the options often sound very similar. Make sure you tick the most logical, not the most obvious answer. And don’t forget to double-check your choice at the end. + 03 ✘ Nur zu Prüfzwecken – Eigentum des Verlags öbv
9 2 Traditions, trends and lifestyles Exploring vocabulary: Spotting the difference Sometimes words are so similar that they differ only in one sound (e.g. a short sound vs. a long sound; a different sound quality). You can train your listening skills when you try to spot the correct spelling of the words you hear. a) Listen to the words and circle the correct option. You will hear every word twice. The first one has been done for you. 1. a) bear b) pear c) peer d) bar e) par f) beer 2. a) bear b) pear c) peer d) bar e) par f) beer 3. a) bear b) pear c) peer d) bar e) par f) beer 4. a) bear b) pear c) peer d) bar e) par f) beer 5. a) bear b) pear c) peer d) bar e) par f) beer 6. a) bear b) pear c) peer d) bar e) par f) beer b) Listen to the words again and pronounce them in the same way. Exploring vocabulary: Recognising words a) Listen to the words you hear. Tick the ones you have heard. The first one has been done for you. scientist erase toxic increasingly clients self-modification observe painful medical issues remote place distressing motivate imitate skin decoration clinic laser gun health insurance qualified answer b) Look up the words you don’t know and write them into your learning journal together with their meaning. Pre-listening task: Shortening phrases Match the phrases on the left with the shorter phrases of a similar meaning on the right. You need to use these expressions in order to shorten such phrases in listening tasks where you have to provide four-word answers. The first one has been done for you. 1. to tell sb. about E A to ask 2. to be around for B to consider 3. to get rid of C to contact 4. to split up D to cover the cost 5. to pay for E to discuss/explain 6. to turn out to be F to exist for 7. to get in touch with G to give 8. to pass on to H to hide 9. to think about I to prove to be 10. to consult with J to remove 11. to cover up K to separate 1 04 04 2 05 ✔ | 08.2020 | Seite 1 Gruppenarbeit 2 bewegen Arbeitsheft Arbeitheftv. Buch Buchverweis Blatt Blattverweis Checkliste Mappe 1 Mappe 2 Blatt 2 Verschriften 2 Verschriften 3 Verschriften 4 Schreiben 2 Malen 1 Schreiben 1 Schreiben 2 Schwingen Silbenbögen Ausmalen nummerieren* ge markieren König Schneiden Kleben Dreieck Lineal Spiel Modell Experiment Mikroskop interaktiv heben Smilies Lesen 1 Lesen 2 Hören Riechen Sprechen Achte auf Achtung! Frage Dokument t Interkulturell Flaggen Daten-CD Audio-CD Musik Audio-CD Sprache Hör-CD/GYV Video-DVD 1 Video-DVD 2 Video Musik Sprechen Film Maus Taschenrechner Podcast Handy Telefon Tastatur Audio kultativ > Abschnitte Fakultativ > Seiten Verweise Aufzählung 1 Aufzählung 2 Diagramm Fresch Smbole Standard Fresch Symbole für Zebra Merk- wörter Silbenschwingen Verlängern Groß oder klein? Groß oder klein? Weiterschwingen Wortbausteine Ableiten Nach-schlagen Merk- wörter Ableiten Sprechen hören schwingen ung Verbraucherbildung Symbole Marketing mit eBook CD-ROM/ offline Whiteboard mobile devices online Buchhandel lieferbar nur an Lehrer lieferbar auslauf- ender Titel unverbindliche Preisempfehlung Festpreis Prüfstück Langenscheidt Pons KLT EKS L P T S 3 ✔ Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 10 Traditions, trends and lifestyles Test practice: Tattoo removal in Australia You are going to listen to an interview with a scientist about the removal of tattoos in Australia. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, match the beginnings of the sentences (1–7) with the sentence endings (A–J). There are two sentence endings that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. 0 A lot of people got in touch with Professor Mitchel because … D A have been using tattoos for about six thousand years to modify their appearance. 1 It is Professor Mitchel’s impression that … B the procedure needs to be repeated several times to be successful. 2 According to Professor Mitchel, people … C they want to forget certain events of their past. 3 Increasingly, the Royal Melbourne Hospital has to … D they wanted to ask him about what can be done with their tattoos. 4 Removing a tattoo with special lasers sometimes takes a lot of time because … E more and more people want to change their body art. 5 People often want to change their tattoos because … F turn away patients who want to have their tattoos removed. 6 In most cases, the majority of patients have to … G their colours are a health hazard. 7 Some tattoos need to be removed because … H offer tattoo removal procedures because of the growing demand. I pay for the treatment themselves to get rid of their tattoos. J a growing number of patients is happy with what they have got. Exploring vocabulary 1: A journey of transformation a) The following words and phrases will be used later in this section. Look up the ones you don’t know in an online dictionary and listen to them several times. You can find various online dictionaries under https://onelook.com. b) Match these expressions on the left with their meaning on the right. The first one has been done for you. 1. advice E A a decorative pattern originally created by and for native people 2. to affect B a medical doctor specialising in the treatment of skin disorders 3. confident C setting you free 4. dermatologist D native people 5. discomfort E recommendation 6. ethnic design F slight pain 7. external pressure G to have an effect on 8. indigenous people H when other people force you to do sth. 9. liberating I being sure of your talents and abilities c) Write the expressions you don’t know together with their synonyms into your learning journal. 4 + 06 ✔ 5 ✔ eit 2 bewegen Arbeitsheft Arbeitheftv. Buch Buchverweis Blatt Blattverweis Checkliste Mappe 1 Mappe 2 Blatt 2 Verschriften 3 Verschriften 4 Schreiben 2 Malen 1 Schreiben 1 Schreiben 2 Schwingen Silbenbögen Ausmalen nummerieren* König Schneiden Kleben Dreieck Lineal Spiel Modell Experiment Mikroskop interaktiv Nur zu Prüfzwecken – Eigentum des Verlags öbv
11 Exploring vocabulary 2: A journey of transformation Read the text about scars. Some words are missing. Choose the correct answer (A, B, C or D) for each gap (1–10). Put a cross () in the correct box. The first one (0) has been done for you. People who have marks on their … 0 where a wound or a burn has not completely healed often feel … 1 as they do not want other people to see their … 2 because they might make other people feel … 3 . But the scars are part of them, even if other people might be irritated. On the other hand, modern … 4 can make such conditions … 5 . Think of … 6 which you put on to … 7 the pain and help people enjoy life. One of the best ways to … 8 with such a situation is to … 9 on what your options are and to look at yourself and your life realistically. However, … 10 so is certainly not easy. 0 A chin B shin C skin ✘ D shine 1 A self-confident B proud C comfortable D self-conscious 2 A scars B skin C hair D tan 3 A unpleasant B unkind C careless D uncomfortable 4 A polish B skincare C gloss D sheen 5 A troublesome B strange C manageable D worse 6 A numbing creams B nail varnish C eyeliner D mascara 7 A relive B relieve C rely on D realise 8 A finish B forget C cope D clarify 9 A retrain B keep C carry D reflect 10 A making B doing C getting D setting 6 Tip T What is a four-word answer? A four-word answer consists of four words which means that contractions (e.g. isn’t, it’s) are counted as one word whereas the full form is counted as two. Example: I do not like broccoli. = five words I don’t like bananas. = four words Test practice: A journey of transformation You are going to listen to an interview with a young woman about her tattoos. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, complete the sentences (1–5) using a maximum of four words. Write your answers in the spaces provided. The first one (0) has been done for you. 0 Amy wants to have her tattoo removed because she … . doesn’t like it anymore 1 She had read a book about indigenous people and was … . 2 Later she had the feeling that the tattoo might be a problem when she … . 3 The process itself was not a comfortable experience but it didn’t … . 4 She thinks it’s great not to have a tattoo anymore because she doesn’t … . 5 She thinks that her story may be … . 7 + 07 ✔ Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 12 Living spaces and domestic environments 3 Living spaces and domestic environments Tip T Spelling When you hear something and you are not sure how to write it correctly, focus on the consonants first. They are usually easy to identify. Then look at the vowels and try out which of them comes closest to what you have heard. During skills training you may well use a dictionary to find out how to spell a word. Listening and spelling a) You are going to hear English words. Listen carefully and then write them down. You will hear every word twice. Focus on the consonants first. 1. T 2. 3. Y 4. H 5. 6. M 7. Y b) Check the transcript on page 63 if the spelling is correct. c) Look up the meaning of these words if they are new to you. Pre-listening task: The housing situation of students – Rephrasing Read these sentences and rephrase them by changing the sentence parts in bold. 1. The students need to hand in an application for a room at a hall of residence. 2. A room at a hall of residence does not cost very much. 3. As the rooms are used for tourist accommodation during the summer, students often have to stay with their families. 4. Small groups of students often rent small houses because they are cheaper. 5. They live in these small houses where they share the kitchen, the toilet and the bathroom. 6. If students are interested in student accommodation, they should ask for information. 1 08 2 Nur zu Prüfzwecken – Eigentum des Verlags öbv
13 Test practice: The housing situation of students You are going to listen to an expert talking about the housing situation of students. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, answer the questions (1–9) using a maximum of four words. Write your answers in the spaces provided. The first one (0) has been done for you. 0 What does the expert talk about? student housing 1 What is the first housing option for students according to Paul Carring? 2 Where can students get their meals in halls of residence? 3 Who are usually the wardens of halls of residence? 4 What are the rooms in a hall of residence like? 5 Who usually stays in the student rooms during the summer holidays? 6 What do students have to agree upon in shared accommodation? 7 Who usually does the cleaning in shared accommodation? 8 Which other options do students have when looking for accommodation? 9 If students want to ask questions about student accommodation, when can they talk to the expert? Exploring vocabulary: Living on a houseboat a) In each row, find the odd one out and underline it. 1. a) housing programme b) to move house c) housing crisis d) developer 2. a) terraced house b) permanent place c) garden d) house 3. a) to buy b) to rent c) to move in d) to move out 4. a) longboat b) owner c) canal boat d) houseboat 5. a) to get b) to buy c) expensive d) to get hold of 6. a) to get out b) to leave c) to stay d) to move 7. a) flat b) terraced house c) cottage d) roof b) Listen to the explanations and check. 3 + 09 ✔ 4 10 Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 14 Living spaces and domestic environments Test practice: Living on a houseboat You are going to listen to a discussion on the topic “Are houseboats the solution to the housing crisis?”. 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 (1–6). Put a cross () in the correct box. The first one (0) has been done for you. 0 What is the topic of the discussion? a) houseboats as a spare time activity b) the future development of houseboats c) the crisis of houseboats d) houseboats as an alternative to permanent housing 1 Charles wanted to escape from his London neighbourhood because a) he was bored with his children. b) he felt that his neighbours knew everything about him. c) he could not go on holiday. d) people in his neighbourhood did not pay attention to him. 2 He could not buy a house or a flat because a) he was not old enough. b) he did not have the right partner to help him. c) he didn’t have enough money to do so. d) he could not find a house of the right size. 3 Charles came across the idea of buying a houseboat because a) he had a friend who lived on a boat since he got married. b) he did a lot of water sports and saw houseboats regularly. c) he had read about it. d) he experienced a nice trip on a boat. 4 He bought his boat because a) he could afford it. b) he wanted one at all cost even though it was quite expensive. c) it was fairly run down and therefore cheap. d) he liked the spot where he saw it. 5 Elizabeth, the housing expert, says that a) young people have similar problems as Charles. b) young people should not move out. c) young people cannot buy boats because they are outside their price range. d) the typical person to buy a boat is much older. 6 The housing expert says that houseboats are not a solution for the housing crisis because a) people feel left alone on the boats. b) people are not romantic enough to live on boats. c) it is too expensive. d) there is not enough space for the boats. 5 Tip T Listening for details Read the instructions carefully before the audio track starts. Make sure you use a highlighter or some other way to mark the important points in the rubric. When the audio track starts, just focus on the important details and quickly note them down. + 11 ✘ Nur zu Prüfzwecken – Eigentum des Verlags öbv
15 4 Nutrition, health and social security Word search: Food Before listening to an audio track, get ready by making yourself familiar with words and phrases you expect. In the grid below you can find 20 expressions related to food. Find as many as you can. There is one expression which consists of two words. Use different colours for the different directions (, , ). The first one has been done for you. 1 2 3 4 5 6 7 8 9 101112131415161718 A Q M C B F L U I D S W W B F I S H B B G I APOULTRYQZHAJ L S J C XNVRENUTSZOPOERDMP D TEEOHAGFTLGEQMALNB E HRGTEMSNOODLESETEF F FAGEZRSEEDSWI E U A R Y G A L S I MAXZVAFCMUACTU H TSYNCARBOHYDRATESS I O D K F R U I T S C G R A I N S K J J MBREADWBPCWPASTAYQ K STARCHYVEGETABLESM Exploring vocabulary 1: Low-carb diet: Does it make sense? In the listening task on low-carb diets on page 16 you will come across the verbs below. Read the text and fill them in. Make sure they are in the correct form. The first one has been done for you. 1 2 to cause to choose to consult to contain to feel to intend to limit to lose to recommend to reduce to replace Are you considering making a change in your diet? It’s important to consult 1 with a healthcare professional before starting any new eating plan, as different diets can have various effects on your health. Some diets may 2 weight loss, while others 3 to improve your overall well-being. When 4 a diet, it’s vital to pay attention to the foods it 5 . Apart from that, it’s common to 6 a range of emotions. You may feel motivated, excited or even frustrated at times. Many experts 7 including portion control to 8 the amount of food consumed. That reduces the overall intake of food. This can help you 9 weight gradually. Along with portion control, 10 the intake of processed foods and added sugars is also recommended for overall health benefits. In some cases, it may be necessary to 11 certain foods or ingredients to meet dietary needs. Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 16 Nutrition, health and social security Exploring vocabulary 2: Low-carb diet: Does it make sense? (1 and 2) a) Listen to the expressions and write them into the list below. You will hear every expression twice. Use a dictionary to check the spelling. The first one has been done for you. 1. hair loss: When people lose their hair. 2. 3. 4. 5. b) Explain the terms in your own words and fill in your definitions next to the expressions above. Use a dictionary or an encyclopaedia to check whether your definitions were right. c) Listen to sample explanations and compare them with your definitions. Test practice: Low-carb diet: Does it make sense? You are going to listen to a talk about low-carb diets. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, match the beginnings of the sentences (1–7) with the sentence endings (A–J). There are two sentence endings that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. 0 During such a diet you can happily eat whatever you like as long as … D A you will feel a considerable effect on your physical well-being. 1 In a low-carb diet it is important that … B you need to do more sports than before. 2 Switching to a low-carb diet means that … C you revert to your previous lifestyle. 3 If you want to get rid of extra kilos, it may well be that … D you don’t eat more than 20% carbohydrates. 4 Owing to the physical side effects it could be that … E you can replace vital minerals with liquids. 5 Changing your diet in this way also means that … F you eat a lot of protein like red meat or fish. 6 It certainly makes sense to talk to a doctor so that … G you have to be extra careful not to lose too many essential substances. 7 Experts warn that your weight may go up again as soon as … H you may be motivated to change your lifestyle in this way. I you experience such a diet as unpleasant. J you can get medical advice before you start such a diet. Exploring vocabulary: An expert talking about veganism (1 and 2) a) Listen to the expressions and write them into the list below. You will hear every expression twice. Use a dictionary to check the spelling. The first one has been done for you. 1. pollution: Pollution means that the environment is contaminated by cars, waste, etc. 2. 3. 4. 5. b) Explain the terms in your own words and fill in your definitions next to the expressions above. Use a dictionary or an encyclopaedia to check whether your definitions were right. c) Listen to sample explanations and compare them with your definitions. 3 12 13 4 + 14 ✔ 5 15 16 Nur zu Prüfzwecken – Eigentum des Verlags öbv
17 Test practice: An expert talking about veganism You are going to listen to an expert talking about veganism. 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 (1–6). Put a cross () in the correct box. The first one (0) has been done for you. 0 What does veganism mean? a) Vegans don’t eat meat or fish, but eggs and honey. b) Vegans only eat food rich in vitamins. c) Vegans don’t consume products which come from animals. d) Vegans don’t eat processed food. 1 What are the advantages of a vegan lifestyle? a) Only the risk of heart disease is reduced. b) Type 2 diabetes is more common among vegans. c) A vegan diet does not affect weight loss. d) The overall health effect of veganism is positive. 2 What is one of the consequences of the rise in veganism? a) More vegetable dishes are only plant-based. b) People have started to experiment with plant-based recipes. c) Meat alternatives have encouraged people to cook more. d) Meat alternatives have lost their appeal. 3 What is another side-effect of a vegan diet? a) A vegan lifestyle cuts down on vitamins and minerals. b) A plant-based diet does not lead to additional health issues. c) A vegan diet contains many vital ingredients which reduce food-based health problems. d) Eating like a vegan means that you need to eat a lot of rich food. 4 What is the effect of veganism on the environment? a) A vegan lifestyle helps to improve the overall situation of the planet. b) A vegan lifestyle supports livestock farming. c) A vegan diet leads to environmental issues on a large scale. d) A vegan diet increases the pressure on the environment. 5 What are possible shortcomings of veganism? a) Vegans have to check the quality of their food regularly. b) Vegans occasionally need to balance their diet with meat products. c) Vegans need to worry about the effect of omega-3 fatty acids. d) Vegans need to supplement their food intake with essential substances. 6 What are everyday problems related to a vegan lifestyle? a) Vegan options are generally difficult to get. b) Eating out in restaurants isn’t really a problem. c) In general, successful people will find it hard to adopt a vegan lifestyle. d) Vegan principles are only sometimes difficult to follow. 6 Tip T Note taking: Lists • Note taking is best done in the form of lists. • When you get lost, leave some space and move further down on your page. This gives you the chance to see immediately where you have left a gap for things you have not properly understood. In addition, you can later add things easily to the items on your list. • Use abbreviations and symbols like + for your notes (see page 24 for more details). • Leave out as much as you can to write faster. + 17 ✘ Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 18 Sports and leisure activities 5 Sports and leisure activities Keywords: How to express frequency Write the adverbs of frequency next to the correct bar. Use a dictionary if you are not sure what the differences are. 1 always generally never occasionally often rarely seldom sometimes usually 100% always 90% 80% 70% 50% 30% 15% 5% 0% Tip T Focusing on frequency Adverbs of frequency tell you how often an event takes place. Words like always, never, sometimes, etc. are adverbs of frequency. Spotting adverbs of frequency in a text can be very important because quite often incorrect test items sound like in the text, only the adverb of frequency has been changed. Original text: They always take the tram to school. Test item: They occasionally take the tram to school. → Correct or incorrect? This sentence is not correct as always (= with no exception) is not the same as occasionally (= sometimes yes, sometimes no). The same idea can be expressed through different phrases, e.g.: always = every day = regularly occasionally = every now and then Word bank W Expressing frequency always • constantly • forever • invariably • usually • generally • typically • commonly • often • frequently • regularly • repeatedly • every day • sometimes • occasionally • at times • every now and then • infrequently • sporadically • irregularly • rarely • infrequently • scarcely • seldom • hardly ever • almost never • never • not once • not ever • at no time Which consequences do extreme sports have? Do your own internet research and find out possible consequences of extreme sports. Add three statements about these consequences and use adverbs of frequency. 1. Extreme sports can sometimes be unhealthy. 2. 3. 4. 2 Nur zu Prüfzwecken – Eigentum des Verlags öbv
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