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Englisch BHS mündliche Matura, Maturatraining

QuickMedia App für Audios und Videos Englisch BHS mündliche Matura Wrap it up Maturatraining Gregor Schrettle

1. Auflage (Druck 0001) © Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, Wien 2023 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Umschlagsillustrationen: Svenja Plaas, Wien Umschlaggestaltung: Petra Michel, Gestaltung & Typographie, Amberg Layout: Petra Michel, Gestaltung & Typographie, Amberg Herstellung: Daniela Hochmayer, Wien Redaktion: Monika Rusch, Wien Sprachliche Durchsicht: Carole Dornauer, Uttendorf Satz: CMS Cross Media Solutions GmbH, Würzburg Druck: Ferdinand Berger & Söhne Ges.m.b.H., Horn ISBN 978-3-209-10331-4 (English BHS mündlich MT) Englisch BHS mündliche Matura, Maturatraining Schulbuchnummer: 210659 Mit Schreiben des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 25. August 2022, GZ 2022-0.033.549, zur Aufnahme in den Anhang zu den Schulbuchlisten für den IV.–V. Jahrgang an Höheren technischen und gewerblichen Lehranstalten im Unterrichtsgegenstand Englisch (Lehrplan 2015), für den IV.–V. Jahrgang an Handelsakademien im Unterrichts- gegenstand Englisch einschließlich Wirtschaftssprache (Lehrplan 2014), für den IV.–V. Jahrgang an Höheren Lehranstalten für wirtschaftliche Berufe im Unterrichtsgegenstand Englisch (Lehrplan 2016), für den IV.–V. Jahrgang an Höheren Lehranstalten für Mode im Unterrichtsgegenstand Englisch (Lehrplan 2016), für den IV.–V. Jahrgang an Höheren Lehranstalten für Tourismus im Unterrichtsgegenstand Englisch (Lehrplan 2016), für den IV.–V. Jahrgang an Bildungsanstalten für Elementarpädagogik im Unterrichtsgegenstand Englisch (Lehrplan 2016), für den IV.–V. Jahrgang an Bildungsanstalten für Sozialpädagogik im Unterrichtsgegenstand Lebende Fremdsprache/Volksgruppensprache (Englisch) (Lehrplan 2016), für den IV.–V. Jahrgang an Höheren land- und forstwirtschaftlichen Lehranstalten im Unterrichtsgegenstand Englisch (Lehrplan 2016) empfohlen. 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.“ Audios: Tontechnik: Fabian Wessely, Tonstudio Soundborn, Wien; Sprecherinnen und Sprecher: Anne Kozeluh, Oskar Kozeluh, Sophie Kozeluh, Michael Smulik Videos: Drehbuch: Gregor Schrettle, Produktion: Dreh & Schnitt OG, Wien, Sprecher: Barry Jenkins Bildquellen: S. 5: Prostock-Studio/ Getty Images - iStockphoto; S. 7: DMEPhotography / Getty Images - iStockphoto; S. 8: PeopleImages / Getty Images - iStockphoto; S. 9.1: simonapilolla / Getty Images - iStockphoto; S. 9.2: LeoPatrizi/ Getty Images; S. 10: UNWTO / Statista 2022; S. 12: aerogondo / Getty Images - iStockphoto; S. 13: Performance of European Tourism before, during an beyond the Covid-19 pandemic (https://etc-corporate.org/ uploads/2022/03/2022_Performance-of-European-tourism-before-during-and-beyond-the-Covid-19-pandemic.pdf), p. 8 / European Travel Commission, Brüssel; S. 15: hadynyah / Getty Images; S. 17: Stephane Noiret / Getty Images - iStockphoto; S. 18: EnDyk / Getty Images - iStockphoto; S. 22: Ottawa / Getty Images - iStockphoto; S. 23: SDI Productions / Getty Images; S. 25: Economist Intelligence Unit; HPE / Statista 2022; S. 26: metamorworks / Getty Images - iStockphoto; S. 27: SolStock / Getty Images; S. 29: Damir Khabirov / Getty Images - iStockphoto; S. 30: g-stockstudio / Getty Images - iStockphoto; S. 32: cnythzl / Getty Images - iStockphoto; S. 34 .1, 2, 4: appleuzr / Getty Images; S. 34.3: öbv, Wien; S. 35: FlamingoImages / Getty Images - iStockphoto; S. 38: PeopleImages / Getty Images - iStockphoto; S. 42: stockfour / Getty Images - iStockphoto; S. 43: oebv, Wien; S. 44: SIphotography / Getty Images - iStockphoto; S. 48: m-imagephotography / Getty Images - iStockphoto; S. 54.1: joreks / Getty Images - iStockphoto; S. 54.2: oebv, Wien; S. 55: LeoPatrizi / Getty Images; S. 56: yacobchuk / Getty Images - iStockphoto; S. 57: Vladimir Vladimirov / Getty Images; S. 62.1: Red Fuse, USA / Climate Reality Group; S. 62.2: oebv, Wien; S. 62.2a (Flasche): Marcel Pasveer / Getty Images - iStockphoto; S. 62.2b (Hintergrund): KucherAV / Getty Images - iStockphoto; S. 63.1: Exhibit 1 from “Sustainability’s deepening imprint”, December 2017, McKinsey & Company, www.mckinsey.com. Copyright (c) 2022 McKinsey & Company. All rights reserved. Reprinted by permission.; S. 63.2: Olga Golub / Getty Images - iStockphoto; S. 64: pixelfit / Getty Images; S. 69: fizkes / Getty Images - iStockphoto; S. 71.1: “Majorities of teens who spend time in online forums say they play a role in exposing them to new people.” Pew Research Center, Washington, D.C. (November 27, 2018) https://www. pewresearch.org/internet/2018/11/28/teens-friendships-and-online-groups/pi_2018-11-28_teens-social-media_2-07-2/; S. 71.2: Ofcom / Statista 2022; S. 72: Tinnakorn Jorruang / Getty Images - iStockphoto; S. 75: Highwaystarz-Photography / Getty Images - iStockphoto; S. 77: RomoloTavani / Getty Images; S. 78: oebv, Wien; S. 79: LPETTET / Getty Images; S. 83: Beli_photos / Getty Images - iStockphoto; S. 86: Data from Matt Henn and Nick Foard, in Bowman, B. „Hate the players, love the game: why young people aren’t voting“, The Conversation, https://theconversation.com/hate-the-playerslove-the-game-why-young-people-arent-voting-40921, 30 April 2015.; S. 87: PeopleImages/ Getty Images - iStockphoto; S. 90: Personalities / TopFoto / picturedesk.com; S. 94.1-4: appleuzr / Getty Images; S. 94.5: Brooks Kraft / Getty Images Nur zu Prüfzwecken – Eigentum des Verlags öbv

www.oebv.at Gregor Schrettle Wrap it up – Maturatraining Englisch BHS mündliche Matura Nur zu Prüfzwecken – Eigentum des Verlags öbv

2 Contents Analytischer Beobachtungsbogen B2 p. 96 Introduction Key aspects Methods & strategies 0.1 What do you have to do at the exam? p. 5 0.2 The analytic assessment scale p. 6 0.3 Speaking with passion p. 7 0.5 The Re-Re-Ex-Ex principle p. 8 Tourism Key aspects Vocabulary Methods & strategies 1.1 Some key facts and figures on tourism p. 9 In 1.6 Zooming out: Tourism – The bigger picture p. 15 1.9 Quotes on tourism & travelling p. 18 p. 11 1.2 The importance of definitions p. 12 1.6 Zooming out – the bigger picture p. 14 1.7 Working with quotes p. 15 Smart homes, smart lives Key aspects Vocabulary Methods & strategies 2.1 Frequently asked questions p. 18 2.10 Quotes on smart homes & the internet of things p. 24 p. 20 2.2 Working with pros and cons p. 21 2.6 Disagreeing with others p. 22 Companies & CSR (Corporate Social Responsibility) Key aspects Vocabulary Methods & strategies 3.1 The role and function of companies p. 26 In 3.4 Zooming out: The influence of companies p. 30 3.10 Corporate Social Responsibility p. 32 p. 27 3.2 The “Believe it or not” approach p. 29 3.5 Working with synonyms p. 30 3.6 Replacing (a form of) “to be” with a stronger verb p. 30 3.12 Moving from the monologue part to the dialogue part of your exam p. 33 Food & health Key aspects Vocabulary Methods & strategies 4.1 What is a healthy diet, and why is it important? p. 35 In 4.8 7 Words & 7 Rules for Eating p. 41 p. 36 4.2 Tell them what you are going to tell them; tell them; tell them what you told them p. 37 4.7 Paraphrasing content p. 40 4.10 Expressing agreement p. 42 4.13 Varying your speaking pace p. 42 Marketing & advertising Key aspects Vocabulary Methods & strategies 5.1 Marketing & advertising p. 44 5.15 Quotes on marketing & advertising p. 75 p. 46 5.2 Talking to yourself p. 47 5.4 How to improve your pronunciation p. 48 5.6 Using the English version of Google p. 50 5.7 Adding emphasis p. 50 5.10 Who is who – Understanding the situation p. 51 5.12 Describing pictures p. 75 Environment & sustainability Key aspects Vocabulary Methods & strategies 6.1 The state of our environment p. 55 6.10 Quotes on the environment & sustainability p. 63 p. 58 6.3 Focusing on action verbs (part 1) p. 59 6.6 What to do if you don’t know the answer p. 60 Media & social networks Key aspects Vocabulary Methods & strategies 7.1 Media & social networks p. 64 7.7 Quotes on media & social networks p. 96 p. 66 7.2 How to start your presentation p. 68 7.4 Inviting others to take part in a discussion p. 69 Global inequality Key aspects Vocabulary Methods & strategies 8.1 Global inequality in the 21st century p. 72 p. 73 8.2 Making graphs and statistics understandable p. 74 8.5 How to prepare and use notes for your presentation p. 77 Politics Key aspects Vocabulary Methods & strategies 9.1 Politics & democracy p. 79 9.7 Quotes on politics p. 86 p. 81 9.2 Using advanced vocabulary and grammar p. 82 9.3 How to increase your vocabulary p. 83 The world of work Key aspects Vocabulary Methods & strategies 10.1 The future of work p. 87 p. 89 10.2 Working with rhetorical devices p. 90 10.4 Focusing on action verbs (part 2) & nouning p. 91 10.8 Getting rid of your fear p. 95 0 Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6 Topic 7 Topic 8 Topic 9 Topic 10 Nur zu Prüfzwecken – Eigentum des Verlags öbv

3 To do 0.4 Speaking passionately p. 7 To do Grammar Sample Matura task 1.3 Performing a short passage like an actor p. 12 1.4 Using the Re-Re-Ex-Ex principle to discuss tourism trends p. 13 1.5 Practicing the Re-Re-Ex-Ex method once more p. 14 1.8 Starting a presentation with a quote p. 16 1.10 The -s in the third person singular p. 1 1.11 p. 17 Phrases & structures To do Sample Matura task 2.5 Linking words and phrases, introducing pros & cons p. 22 2.7 Disagreeing with someone and introducing counterarguments p. 23 2.8 Additional phrases for debates taken from the “Core Inventory for General English” p. 23 2.3 Finding pros and cons in a text p. 21 2.4 Talking about the pros and cons of smart homes using linking elements p. 21 2.9 Disagreeing with others in a discussion p. 24 2.11 p. 25 Phrases & structures To do Grammar Sample Matura task 3.3 Introducing particularly interesting or surprising facts p. 29 3.7 Synonyms for “interesting” p. 31 3.8 Synonyms for “important” p. 31 3.13 Phrases and idioms to end a lengthy statement p. 33 3.4 Making facts appear especially interesting p. 29 3.11 Researching & discussing current CSR trends p. 32 3.9 Present perfect simple and progressive p. 31 3.14 p. 33 Phrases & structures To do Grammar Sample Matura task 4.3 Phrases to “tell them what you will tell them” p. 38 4.4 Phrases to “tell them” p. 38 4.5 Phrases to “tell them what you just told them” and sum up your main points p. 38 4.11 Agreeing with someone p. 42 4.6 Giving an overview / Rephrasing Matura tasks I p. 39 4.8 Paraphrasing content p. 40 4.12 Expressing agreement p. 42 4.14 Imitating great speakers p. 42 4.9 The passive voice p. 41 4.15 p. 43 Phrases & structures To do Sample Matura task 5.8 Phrases to emphasise an important point p. 50 5.13 Describing pictures p. 53 5.3 Faking a phone call p. 48 5.5 Learning to pronounce some tricky words p. 49 5.9 Discussing branding, using phrases to add emphasis p. 51 5.11 Drafting an opening for a speaking task p. 52 5.14 p. 53 Phrases & structures To do Grammar Sample Matura task 6.5 Phrases and structures for action verbs (part 1) p. 59 6.7 Phrases to use when you don’t know the answer to a question p. 61 6.4 Rephrasing Matura tasks II (synonyms / sentence structure) p. 59 6.8 Talking about unfamiliar topics; fact-checking p. 61 6.2 Sentences with “if” p. 57 6.9 p. 62 Phrases & structures To do Sample Matura task 7.5 Phrases to invite someone to take part in a discussion p. 69 7.3 Starting a presentation with a hook p. 69 7.6 Actively inviting your partner into the discussion p. 70 7.8 p. 70 Phrases & structures To do Sample Matura task 8.3 Phrases to describe graphs and diagrams p. 75 8.4 Describing a graph on global inequality p. 76 8.6 Researching current developments in the field of poverty and inequality p. 77 8.7 p. 78 Phrases & structures To do Sample Matura task 9.4 A few idioms and phrasal verbs p. 84 9.5 Talking about politics, using new words & phrases p. 85 9.6 p. 85 Phrases & structures To do Sample Matura task 10.6 Action verbs (part 2) p. 92 10.3 Persuading listeners, using rhetorical devices p. 91 10.5 Rephrasing Matura tasks III (including nouning) p. 92 10.7 p. 93 Nur zu Prüfzwecken – Eigentum des Verlags öbv

4 How to use this book You can start using this book in your last school year in order to prepare for your final exam. You can also use it in the fourth BHS year already, together with your regular English book or even instead of it. In other words, it can also serve as a stand-alone book. And while it is a good idea to start at the beginning, it is not absolutely necessary to read this book cover to cover. You can start anywhere. The lightly shaded text boxes contain basic information, quotes, or frequently asked questions regarding the topics of the chapters. Studying the Topic-related vocabulary sections will get you ready to talk about the topics. Some words have a little sign next to them (e.g. to exacerbate ). This means that the word may be difficult to pronounce. Please listen to these words online in a dictionary (e.g. dictionary.cambridge.org, www.oxfordlearnersdictionaries.com, or www.m-w.com) and learn how to pronounce them correctly. You can download excel files of the vocabulary from www.oebv.at. Topic-related vocabulary is printed blue. The Methods & strategies sections (usually followed by “How-tos”) list and explain some very useful approaches to preparing for your exam. All of them are applicable in all exam situations. Memorising at least some of the passages in speech bubbles titled “This is what you could say” will come in handy as well, as it will help you develop a repertoire of phrases and strategies. The more of the “To do” sections you do, the better you will probably fare on the exam. (Duh!) There are also some collections of words, phrases, structures, and sentences that you should study carefully. The charts used by teachers to grade candidates (often called “rubrics”) normally include the use of structuring phrases, connectors etc. as an important criterion. In other words, using these phrases and sentences will help you get a good grade. One of them, the Assessment Scale B2, is discussed and reproduced below (“Analytischer Beobachtungsbogen – B2”, section 1 0.2 and p. 96). The letters in square brackets (e.g. [C]) below the section numbers on the left side of some passages indicate that studying and doing these exercises will boost your skills in the areas listed on the Assessment Scale B2. The sections titled Grammar refresher and the PLEASE NOTE boxes revisit and review some of the most fundamental areas of grammar and vocabulary. Experience has shown that mistakes related to these areas may occur during exams. The Sample Matura task exercises are structured just like the tasks you are likely to be given at your Matura exam. Do as many of them as possible in order to be well-prepared for your big performance. Finally, there are a few boxes spread out throughout the book labelled JUST FOR FUN . You really do not have to read them. Most of them contain typical dad jokes of the worst kind. If you are in a hurry or feeling stressed, definitely avoid them. Otherwise, read them at your own risk – but please read the rest of the book, too! Audio recording of this passage available Video tutorial available Link to external material Go to www.oebv.at and type in the code for additional online materials (e. g. excel files of topic-related vocabulary sections). How-to 0.5 To-do 1.5 Phrases & structures 9.4 [C]   Ó Android iOS Scan the QR code and download the app. Then scan the cover of your Coursebook. To play an audio, scan the page or select the audio or other material from the list shown in the app. If you see this icon next to the page number in your book, you can listen to audios on your smartphone or tablet or access additional material. Nur zu Prüfzwecken – Eigentum des Verlags öbv

It looks as though you are approaching the end of your school career. You’re now almost ready to graduate. Ready to wrap things up1 – to take the oral Matura exam in English. Yes! What do you need to take that exam? Do you have all it takes to excel? To rock the house? If you think, “Maybe I’m not quite there yet” or “I’m not sure”, you have come to the right place. This book is intended to help you at this critical stage. Working with it will help you pass your final exam – and not just barely, by the skin of your teeth2, but with flying colours3. So, let’s go! Key aspects What do you have to do at your exam? Two things. Firstly, you have to talk alone for about four or five minutes, and secondly, you have to have a conversation with your teacher or another candidate for another eight to ten minutes. Most people find the first part more challenging. Filling four minutes (or more) with good, meaningful language that relates to your task is not that easy. Nevertheless, you can do it. How? ■■ You have to know some facts about your topic. Actually, this is not even a necessary prerequisite4, strictly speaking. Some people are excellent at discussing topics they know very little about. However, it is definitely easier and more satisfying to talk about things you are familiar with. Ideally, you should also care about the things you cover in your talk. ■■ Most things are fun and easy to talk about if you are passionate about them (see section “Speaking with passion” below 1 0.3, 1 0.4). 0.1  Video: The exam Scan this page with the QuickMedia app to find a video tutorial JUST FOR FUN I’m a bit nervous about my maths exam. I think my chances of passing it are 40–40. “I never dreamed about success. I worked for it.” Estée Lauder (1908–2004), American businesswoman 1 to wrap up: abschließen, zu Ende bringen 2 by the skin of your teeth: mit knapper Not, mit Hängen und Würgen 3 with flying colours: glänzend, mit Bravour 4 prerequisite: Voraussetzung 5 0Topic Introduction Nur zu Prüfzwecken – Eigentum des Verlags öbv

Moreover, it is important to understand that the exam is a roleplay within a given scenario. At the beginning of your exam time, you will receive detailed instructions on ■■ the fictitious situation, or “context”, you are in, which includes your role – e.g., “You are an exchange student at the International Business College in Brussels” or “You are working as an assistant to the manager of SmartNuHome.com” – and ■■ the content of your presentation or speech as well as the dialogue. Read these instructions very carefully! You will then have some time – usually 20 to 30 minutes – to prepare your presentation or speech and also think about what you want to say during the second part of the exam (the dialogue). Some sections of this book contain advice on what you should do and think about during this time, e.g. 1 5.10 (understanding the situation), 1 6.3 (understanding the instructions, especially the “action verbs”), and 1 8.5 (note-taking strategies). What do you have to do to get a top grade? Teachers use special charts, normally called “rubrics” or “assessment scales”, to assess student performances. If you score high in all areas listed on these charts, your performance will inevitably be rated as superior. In other words, you simply have to do all the things listed in the teacher’s rubric to get a top grade. The analytic assessment scale B2 Below you will find an extract from the rubric most commonly used in Austria to assess spoken exams, the “Analytic Assessment Scale B2”. It includes four categories: task achievement, fluency & interaction, range of spoken language, and accuracy of spoken language. (“B2” refers to the language level required for this exam.) Analytischer Beobachtungsbogen – B2 ERFÜLLUNG DER AUFGABENSTELLUNG (Relevanz, Ausführlichkeit, Genauigkeit, Klarheit, Themenentwicklung, Identifikation mit Kontext/Situation) (1) Alle Teile der Aufgabenstellung angesprochen und überzeugend ausgeführt [A] (2) Sehr klare, systematisch entwickelte Erklärungen, Beschreibungen und Darstellungen und wirkungsvolle Hervorhebung wichtiger Punkte [B] (3) Standpunkte überzeugend begründet und verteidigt [C] (4) Zeigt durchgehend ein dem Kontext/der Situation entsprechendes Verhalten [D] FLÜSSIGKEIT UND INTERAKTION (Redefluss, Spontaneität, Initiative, Sprecher/innenwechsel, Eingehen auf Gesprächspartner/in) (1) Durchgehend bemerkenswerte Flüssigkeit und Leichtigkeit der Ausdrucksweise [E] (2) Hält Gespräch mühelos in Gang, ergreift auf angemessene Weise das Wort [F] und bezieht sich häufig auf Beiträge des Gesprächspartners/der Gesprächspartnerin [G] (3) Hohes Maß an Spontaneität (4) Kann Inhalt und Form der Aussagen mühelos an Situation und Gesprächspartner/in anpassen [D] SPEKTRUM GESPROCHENER SPRACHE (Umfang von Lexik & Strukturen, Angemessenheit hinsichtlich Kontext, Aufgabe & Thema; Flexibilität, Kohärenz & Kohäsion) (1) Breites sprachliches Spektrum; drückt sich sehr klar aus, muss sich nicht einschränken [H] (2) Sehr großer Wortschatz für die Aufgabenstellung [H] (3) Muss kaum paraphrasieren oder umschreiben [H] (4) Große Bandbreite an komplexen Strukturen [I] (5) Setzt ein breites Repertoire an Konnektoren und Diskursmarkern wirksam ein [J] RICHTIGKEIT GESPROCHENER SPRACHE (Korrektheit von Lexik & Strukturen, Aussprache & Intonation; Häufigkeit & kommunikative Signifikanz von Fehlern) (1) Sehr hohe Genauigkeit des Wortschatzes, kaum inkorrekte Wortwahl [H] (2) Sehr gute Beherrschung der Strukturen [I] (3) Kaum lexikalische oder grammatikalische Ausrutscher (4) Klare, natürliche Aussprache und Intonation, richtige und passende Satz- und Wortbetonung [K] Source: https://www.cebs.at/wp-content/uploads/2019/04/Beobachtungsbogen_analytisch_B2_2019.pdf All the underlined and highlighted skills are specifically addressed in this book. Exercises are marked with the same letters in square brackets (e.g. [B]) as the skills that they enhance. Getting a top grade 0.2 6 Key aspects Strategies Sample task 0 Introduction Nur zu Prüfzwecken – Eigentum des Verlags öbv

Methods & strategies: Speaking with passion The importance of passion Imagine meeting an interesting person at a party that you happen to share a common interest with (e.g. horse riding, French movies, baking, a particular hip-hop artist, …). It will probably be really easy for you to talk to this person, and within minutes you will be deep in conversation with them. The more passionate you are about the topic of conversation, the more fun and satisfying it will be to talk about it. It is exactly this attitude and this approach that you should try to adopt when you talk at the Matura. Now you may say, “But I don’t feel passionate about every one of our Matura topics.” Fair enough. However, try to be as passionate as possible about it. Here are two important truths: 1 It’s possible to be passionate about everything and anything. There are people who are passionate about taxes, or about spelling, or about insurance contracts, or about curling. 2 The more you know about something, the more interesting it becomes. No exceptions. Most topics have at least one aspect that’s interesting. Take taxes, for example: Should everyone pay the same percentage of taxes (e.g. 15% of their gross income)? Or should rich people pay a higher percentage, because they have more money than they need anyway? Or a lower percentage, because that policy will create an incentive for people to try and get rich, which is good for a competitive economy? Those are interesting questions, and if people start discussing them, arguments can get surprisingly heated. Or spelling: Nobody will ever be arrested by the police for misspelling a word. The only people who really have a problem with spelling mistakes are teachers. So why shouldn’t everyone simply spell things the way they want? Would that lead to more freedom? Also, why are some things spelled so weirdly, such as “indict” or “conscience” or “Connecticut” or even simple words like “enough”? Wouldn’t it make more sense to spell them “indite,” “con-shunce,” “Connetticut” and “enuff”? The more you look at and think about the topics you are studying, the more interesting they will become. If you have studied them a lot and you still do not feel passionate about them, there is a tolerable alternative. You can act as though you do. The oral exam is an act. It’s a performance. You are playing a role. Try to enjoy it. It is possible. Speaking passionately ■■ Think of a subject – any subject! – you are very interested in and feel passionate about. ■■ Talk about this subject for 20 to 30 seconds. ■■ Do it a second time. ■■ Then take three to five sentences from your little presentation and replace the nouns (and perhaps also verbs) that had to do with your favourite subject with nouns (or verbs) that relate to one of the Matura topics you are not very excited about (yet). ■■ Give the new presentation (the one about your Matura topic), or an abridged version of it, with exactly the same level of intensity and passion as before. It’s okay if the new sentences do not make a whole lot of sense! How-to [A] 0.3  Video: Speaking with passion Everything is interesting To do [A] 0.4 7 Key aspects Strategies Sample task 0 Introduction Nur zu Prüfzwecken – Eigentum des Verlags öbv

For example: You are an avid Formula 1 racing fan. In your original talk, you say, In your new talk, you say, When you speak the sentences with the new nouns and verbs, the passion should (and usually can) still be felt. Try to hold onto this attitude! Methods & strategies: The Re-Re-Ex-Ex principle Repeating, rephrasing, explaining, and giving examples (“Re-Re-Ex-Ex”) No matter what topic you are discussing, please observe the following fundamental rules. They should inform and guide the way you talk during the first part (the monologue) of your exam. ■■ Speak slowly and clearly. ■■ Take breaks. ■■ Repeat, rephrase, explain, give examples. The principle of repeating, rephrasing, explaining, and giving examples (“Re-Re-Ex-Ex”) not only makes it easier for you to fill the time slot you have to fill; it also makes it easier for your listeners to take in and understand what you are saying. It is important to understand the underlying reasons for that. There are some fundamental differences between reading a text and listening to a presentation. It is essential to understand the nature of those differences. When you read something, you can always go back and read a sentence or passage a second or third time. This is not possible with spoken language. Therefore, it’s okay for written language to be dense with information. A written text can have new information in every sentence because readers can usually reread it as many times as necessary. However, spoken language needs to be structured differently. If you present new information in every spoken sentence, it will be difficult or impossible for your listeners to follow you for more than a minute. They will be overwhelmed and will mentally shut down. So, don’t make that mistake! Be considerate to your audience. The principle you should follow, whenever you are speaking to anyone, is to put yourself in your listeners’ shoes. This strategy is also known as audience orientation. You have probably heard that phrases for giving an overview at the beginning, signposting during a presentation, etc. are very important (which is why they will be discussed in detail below); but it is at least as important to repeat and rephrase, explain, and give examples. Below you will find some exercises that explain and exemplify the use of this fundamental method (1 1.4, 1 1.5). To me, very few things can compare to the excitement and the adrenaline rush of a F-1 race. You know that every driver could theoretically win the race, but at the end there can and will only be one winner.  Scan this page with the QuickMedia app to find a recording of this example To me, very few things can compare to the excitement and the adrenaline rush of deciding on the right marketing strategy. You know that every strategy could theoretically be selected, but at the end there can and will only be one marketing master plan. How-to [A] [B] [C] 0.5  Video: The Re-Re-Ex-Ex principle Spoken vs. written language To be a successful speaker, put yourself in your listener’s shoes. Audience orientation 8 Key aspects Strategies Sample task 0 Introduction Nur zu Prüfzwecken – Eigentum des Verlags öbv

Key aspects Read the following facts and statements. Underline the parts you consider most important. Think and talk about which of these facts and statements may no longer be true in the near future, and which of them are likely to stay true. 1.1 Some key facts and figures on tourism ■■ In its broadest sense, tourism is defined as when people travel and stay in places outside of their usual environment for less than one consecutive year for leisure, business, health, or other reasons. ■■ This economic sector incorporates many industries, including lodging, transport, attractions, travel companies, and more. ■■ Tourism accounts for a significant share of the global GDP. The direct contribution of travel and tourism to the global GDP was approximately 2.9 trillion U.S. dollars in 2019. This was the amount generated by industries that deal directly with tourists, such as hotels, food and leisure industries, travel agents, airlines and other passenger transport services, among others. ■■ The total contribution of the travel & tourism sector (defined as the GDP generated directly by this sector plus its indirect and induced impacts) to the global GDP in 2019 was more than $9 trillion, or 10.4% of the world economy, according to Statista.com. However, this share decreased to 5.5% in 2020 due to COVID-19-related mobility restrictions. “Wherever you go becomes a part of you somehow.” Anita Desai, Indian novelist 9 1Topic Tourism Nur zu Prüfzwecken – Eigentum des Verlags öbv

■■ Few industries have been hit as hard by the impact of the COVID-19 pandemic as the tourism sector. Even though international tourist arrivals increased by 4 percent in 2021, they were still “72 percent below 2019 levels. That equates to more than 1 billion fewer international arrivals compared to pre-pandemic levels, keeping the industry at levels last seen in the late 1980s”, according to the World Economic Forum. ■■ In 2019, more people were employed in global tourism than in any other economic sector worldwide. Prior to the coronavirus outbreak, the global tourism sector had seen almost uninterrupted growth for decades. The United Nations World Tourism Organization (UNWTO) estimates that there were just 25 million international tourist arrivals in 1950. 69 years later this number had increased to 1.4 billion international arrivals per year – a 56-fold increase. Number of international tourist arrivals worldwide from 2010 to 2021, by region (in millions) ■■ Europe has continuously been the world’s most popular region for travel. ■■ No other country receives more tourists per year than France. ■■ In a 2019 United Nations report called “Transport-Related CO2 Emissions of the Tourism Sector”, tourism was shown to be a significant contributor to climate change. ■■ Sustainability in tourism is in growing demand. According to the digital travel platform Booking.com, over half (53%) of global travellers want to travel more sustainably in the future. 10 Key aspects Strategies Sample task 1 Tourism Nur zu Prüfzwecken – Eigentum des Verlags öbv

Textquellen: 5 https://www.goodreads.com/author/quotes/801995.Estee_Lauder; 6 0.2 https://www.cebs.at/wp-content/uploads/2019/04/Beobachtungsbogen_ analytisch_B2_2019.pdf; 9 https://www.inspiringquotes.us/author/5695-anita-desai; 9-10 1.1 from: https://www.statista.com/topics/962/global- tourism/#dossierKeyfigures; https://www.weforum.org/agenda/2022/01/global-travel-tourism-pandemic-covid-19/; https://www.e-unwto.org/doi/ pdf/10.18111/9789284419029; 12 1.3 https://www.psychologytoday.com/us/blog/how-be-brilliant/201206/how-actors-remember-their-lines; 13 1.4 Performance of European Tourism before, during and beyond the Covid-19 pandemic (https://etc-corporate.org/uploads/2022/03/2022_Performance-of- European-tourism-before-during-and-beyond-the-Covid-19-pandemic.pdf), p. 8 / European Travel Commission, Brüssel; 15 1.6 Rosabeth Moss Kanter, Harvard Business Review, https://hbr.org/2011/03/managing-yourself-zoom-in-zoom-out; https://unesdoc.unesco.org/ark:/48223/pf0000147578, p. 4; https:// theconversation.com/why-tourists-thirst-for-authenticity-and-how-they-can-find-it-68108; 16 1.9 Bill Bryson, in: Debbie Lisle, The Global Politics of Contemporary Travel Writing. Cambridge University Press 2006, p. 102; James Baldwin, Giovanni’s Room. Vintage Books 2013, p. 92; Russell Means & Marvin Wolf, Where White Men Fear to Tread: The Autobiography of Russell Means. St. Martin’s Griffin 1995, p. 110; 17 1.11 Adapted from: https://comparecamp.com/ tourism-statistics/, https://seads.adb.org/news/tourism-grows-4-2021-remains-far-below-pre-pandemic-levels-unwto; 18 https://www.forbes.com/sites/ hodfleishman/2019/09/01/how-to-determine-if-your-company-should-go-into-the-smart-home-space/; 18 2.1-1. https://internetofthingsagenda.techtarget. com/definition/Internet-of-Things-IoT; https://www.iotforall.com/what-is-iot-simple-explanation/; 19 2.1-2. https://internetofthingsagenda.techtarget.com/ definition/smart-home-or-building; https://home.howstuffworks.com/smart-home.htm; 19 2.1-3. https://build.com.au/what-smart-home; https://home. howstuffworks.com/smart-home.htm; 19 2.1-4. https://www.gearbrain.com/average-smart-home-build-cost-2589554626.html; https://home. howstuffworks.com/smart-home.htm; 19 2.1-5. https://www.safewise.com/faq/home-automation/save-energy-home-automation/; https://www. electropages.com/blog/2019/03/save-energy-smart-home-automation; https://smarthomesolver.com/reviews/smart-home-faqs/; 20 2.1-6. https:// smarthomesolver.com/reviews/smart-home-faqs/; 23 2.8 https://www.teachingenglish.org.uk/sites/teacheng/files/pub-british-council-eaquals-core- inventoryv2.pdf; 24 2.10 (Fleishman) https://www.forbes.com/sites/hodfleishman/2019/09/01/how-to-determine-if-your-company-should-go-into-the- smart-home-space/; (Morville, Adler) https://www.elon.edu/u/imagining/surveys/vii-2016/internet-of-things-infrastructure/credit/; (Samsung) https:// www.samsung.com/hk_en/info/privacy/smarttv/; 26 https://www.goodreads.com/quotes/6565023-don-t-sit-down-and-wait-for-the-opportunities-to-come; 26 3.1 https://online.tamucc.edu/degrees/business/mba/general/what-is-the-role-of-business-in-society/; 26 3.1-1. https://www.hks.harvard.edu/sites/ default/files/centers/mrcbg/programs/cri/files/report_12_CGI%2BRole%2Bof%2BBusiness%2Bin%2BSociety%2BReport%2BFINAL%2B10-03-06.pdf; 26 3.1-2.+3. https://www.enotes.com/homework-help/why-are-businesses-so-important-to-a-country-s-474583; 30 3.4 https://foreignpolicy.com/2016/03/15/ these-25-companies-are-more-powerful-than-many-countries-multinational-corporate-wealth-power/; 32 3.10 https://www.hks.harvard.edu/sites/default/ files/centers/mrcbg/programs/cri/files/report_12_CGI%2BRole%2Bof%2BBusiness%2Bin%2BSociety%2BReport%2BFINAL%2B10-03-06.pdf; https://online. tamucc.edu/degrees/business/mba/general/what-is-the-role-of-business-in-society/; 34 3.14 Attachment: https://online.vu.edu.au/blog/what-is- corporate-social-responsibility; 35 https://www.treasurequotes.com/quotes/food-brings-people-together-on-many-different; 35 4.1 https://www.who.int/ news-room/fact-sheets/detail/healthy-diet; 37 4.2 https://www.inc.com/john-baldoni/deliver-a-great-speech-aristotle-three-tips.html; 39 4.6 Bill Bryson “Junk Food Heaven” in: Notes from a Big Country. Doubleday 1998; 40 4.7. https://www.scribendi.com/academy/articles/how_to_paraphrase.en.html; 40 4.8 https://www.webmd.com/food-recipes/news/20090323/7-rules-for-eating; 42 4.13 https://johnpapa.net/speed-of-voice/; https://bobulate.com/2010/06/ the-power-of-the-pause/; 42 4.14 https://news.stanford.edu/2005/06/12/youve-got-find-love-jobs-says/; 43 4.15 https://www.foodliteracycenter.org/ programs; Attachment 1: https://www.foodliteracycenter.org; Attachment 2: https://www.ecoandbeyond.co/articles/food-sustainability/; 44 http:// webuildbuzz.com/buzz/marketing-is-no-longer-about-the-stuff-that-you-make/; 44 5.1-1. https://www.investopedia.com/terms/m/marketing.asp; 45 5.1-2. https://www.oberlo.com/blog/marketing-principles; https://www.fool.com/the-blueprint/principles-of-marketing/; https://www.magimpact.com/blog/ marketing-101-basics-customers/; 45 5.1.-3. https://www.cityam.com/creative-advertising-in-crisis-as-brands-pursue-short-term-targets/; https:// toughnickel.com/industries/The-Basics-of-Product-Promotion; 45 5.-4. https://www.cleverism.com/lexicon/aida-principle-attention-interest-desire-action/; 46 5.1-5. https://www.entrepreneur.com/encyclopedia/branding; Darren Taylor & Mark Schreiber, Rebranding Branding: Branding for the New Millennium, Clavier Press, 2017; 54 5.14 Attachment: https://deucecreative.co.uk/insights/10-excellent-examples-of-visual-advertising; 54 5.15 (Comstock) https:// medium.com/illumination/the-5-needs-to-every-great-marketing-story-1a0009847204; (Ogilvy) https://www.stoneward.com/blog/2013/10/quotes-from- a-mad-man/; (Godin) Ed Winters, This Is Vegan Propaganda (And Other Lies the Meat Industry Tells You). Kindle Edition. Ebury Digital 2022; (Denny) Aaron Tait & Dave Faulkner, Dream Team: A Practical Playbook to Help Innovative Educators Change Schools. ASCD 2018, p. 164; 55 https://www.goodreads.com/ quotes/788623-the-earth-is-what-we-all-have-in-common; 55 6.1-1. https://www.unicefusa.org/stories/ten-environmental-problems-world-must- face-now/35820; https://www.ipcc.ch/2021/08/09/ar6-wg1-20210809-pr/; https://www.cser.ac.uk/news/response-ipcc-report/; 56 6.1-2. https://www. ipcc.ch/2021/08/09/ar6-wg1-20210809-pr/; https://www.earthday.org/earth-day-tips/; https://newyorkessays.com/essay-protect-our-environment/; 56 6.1-3. https://www.inspirecleanenergy.com/blog/sustainable-living/environmental-sustainability-definition; 56-57 6.1-4. https://www.charitycomms.org. uk/how-to-stay-sane-in-a-climate-emergency; https://sri2021.org/good-grief-moving-from-climate-anxiety-to-action/; https://archive.thinkprogress.org/ how-to-stay-sane-in-the-face-of-climate-change-1fadca65c49/; https://greenliving.lovetoknow.com/environmental-issues/how-deal-climate-grief; 63 6.9 Attachment 2: https://blog.shawmutdelivers.com/the-year-of-sustainability-why-more-companies-are-going-green-in-2020; 63 6.10 (Mead) https:// americanhistory.si.edu/collections/search/object/nmah_1285394; https://www.ladybirdjohnson.org/quotes; 64 https://www.brainyquote.com/quotes/ jim_morrison_167304; 64-65 7.1-1. https://www.sparknotes.com/us-government-and-politics/american-government/the-media/section1/; https://www. academia.edu/22252624/Types_of_Media; https://www.sparknotes.com/us-government-and-politics/american-government/the-media/section1/page/2/; https://guides.library.unlv.edu/c.php?g=1080066&p=7951173; https://www.theguardian.com/lifeandstyle/2020/jul/27/instagram-news-source-social-media; https://www.commonsensemedia.org/about-us/news/press-releases/new-survey-reveals-teens-get-their-news-from-social-media-and-youtube; 65 7.1-2. https://www.sparknotes.com/us-government-and-politics/american-government/the-media/section2/; https://www.coursehero.com/study-guides/ os-government2e/what-is-the-media/; https://opentextbc.ca/mediastudies101/chapter/media-and-democracy/; https://opened.cuny.edu/courseware/ lesson/248/student/?task=5; 65-66 7.1-3. https://parents.au.reachout.com/skills-to-build/wellbeing/social-media-and-teenagers; https://prezi.com/p/ r0yrsccxfj8e/types-of-media-traditionak-vs-social/; https://www.etr.org/blog/social-media-traditional-media-really-different-or-really-the-same/; 66 7.1-4. https://www.etr.org/blog/social-media-traditional-media-really-different-or-really-the-same/; https://www.theguardian.com/books/2018/may/30/ten- arguments-deleting-your-social-media-accounts-right-now-jaron-lanier; 68 7.2 https://www.americanexpress.com/en-us/business/trends-and-insights/ articles/hook-presentation-audience-30-seconds/; 70 7.7 (Nelson) Noah Wardrip-Fruin & Nick Montfort, The New Media Reader. MIT Press 2003, p. 302; Marshall McLuhan, Understanding Media: The Extensions of Man. MIT Press 1994, p. 7; (Goodman) https://jewishcurrents.org/democracy-now; (Vaynerchuk) https://medium.com/@samallantha27/social-media-effects-on-the-mental-health-of-younger-generations-235f40a7f0d9; (Bush Hager) https://www.glamour.com/story/jenna-bush; (Carter) https://medium.com/@martienmccabe/social-media-marketing-quotes-114-quotes-from-the- experts-cfc7538955ba; (Bernbach) Tyson Miller, Dream of a Nation: Inspiring Ideas for a Better America. SEE Innovation 2011, p. 139; (Auden) Michael Pokorny & John Sedgwick, An Economic History of Film. Routledge 2007, p. 24; (Powell) Matthew Flinders, Defending Politics: Why Democracy Matters in the 21st Century. Oxford University Press 2012, p. 33; 72 Jennifer Crwys-Williams, In the Words of Nelson Mandela. Walker Books 2011, p. 56; 72 8.1 https://www.un.org/development/desa/dspd/world-social-report/2020-2.html; 77 8.5 https://learn.solent.ac.uk/mod/book/tool/print/ index.php?id=116232&chapterid=15270; https://www.fripp.com/nervous/; 78 8.7 Attachment: Source: https://en.wikipedia.org/wiki/Wealth (data from: Credit Suisse Research Institute, Global wealth report 2021, June 2021, p. 17 (of 60).); 79 9.1 https://www.macmillanlearning.co.uk/resources/sample- chapters/9780230363373_sample.pdf; https://www.thebritishacademy.ac.uk/blog/what-is-politics/; https://slcc.pressbooks.pub/attenuateddemocracy/ chapter/chapter-1/; https://www.chathamhouse.org/2021/04/importance-democracy; https://diamond-democracy.stanford.edu/events/lecture/what- democracy; https://www.britannica.com/topic/democratic-peace; https://www.nber.org/system/files/working_papers/w21540/w21540.pdf; https://edition. cnn.com/2021/11/08/opinions/american-democracy-trump-era-renew-lose-kasparov/index.html; 83 9.2 Ernest Hemingway, For Whom the Bell Tolls, Charles Scribner’s Sons 1940; 83 9.3 https://www.psd1.org/cms/lib4/WA01001055/Centricity/domain/34/common%20core/Closing%20in%20on%20Close%20 Reading.pdf; 85 9.5 https://www.theguardian.com/commentisfree/2014/sep/06/put-politics-school-curriculum-encourage-young-voters; 86 9.7 (Ameringer) M.P. Singh, Quote Unquote: A Handbook of Quotations, Lotus Books 2007, p. 227; (Pickering) https://aruneshchoubey.medium.com/whats-puzzling-indianspart-1-b79f61f91645; (Burns) Jono Bacon, The Art of Community: Building the New Age of Participation. O’Reilly Media 2012, p. 318; Paul Krugman, The Conscience of a Liberal Paperback. W. W. Norton & Company 2009, p. 267; (White) Bruce I. Newman, The Mass Marketing of Politics: Democracy in an Age of Manufactured Images. SAGE Publications 1999, p. 123; (Churchill) Walter John Raymond, Dictionary of Politics: Selected American and Foreign Political and Legal Terms. Brunswick Publishing Corporation 1992, p. 124; 87 https://www.brainyquote.com/quotes/maya_angelou_120197; 87-88 10.1 https://www.ie. edu/insights/articles/the-five-trends-shaping-the-future-of-work/; https://talentculture.com/futurecasting-work-trends-2021/; https://www. brightonchamber.co.uk/blog/why-is-more-work-needed-on-diversity-inclusion-and-belonging-in-business; https://www.pwc.com/gx/en/services/people- organisation/workforce-of-the-future/workforce-of-future-appendix.pdf, p. 4; 90 10.2 https://www.virtualsalt.com/a-handbook-of-rhetorical-devices/2/; https://en.wikipedia.org/wiki/Barack_Obama_2008_presidential_election_victory_speech; https://www.academia.edu/5720185/Harris_RA_Handbook_ of_Rhetorical_Devices; https://www.masterclass.com/articles/writing-101-what-is-repetition-7-types-of-repetition-in-writing-with-examples#7- types-of-repetition; https://www.americanrhetoric.com/speeches/mlkihaveadream.htm; https://www.americanrhetoric.com/speeches/barackobama/ barackobamaforthoodmemorial.htm; 94 10.7 Attachment 1: http://www.visionsforhr.com/wp-content/uploads/2015/11/futureworkplace-3.gif; Attachment 2: https://www.businessinsider.com/open-offices-over-due-to-coronavirus-employee-effects-2020-8; 96 10.8 https://www.scribd.com/read/352783504/ Scared-Speechless-9-Ways-to-Overcome-Your-Fears-and-Captivate-Your-Audience# The publisher has used its best endeavours to ensure that the URLs for external websites referred to in this book are correct and active at the time of going to press. However, the publisher has no responsibility for the websites and can make no guarantee that a site will remain live or that the content is or will remain appropriate. Nur zu Prüfzwecken – Eigentum des Verlags öbv

((Titel)) Schulbuchnummer 000000 ISBN 978-3-209-XXXXX-X www.oebv.at ISBN 978-3-209-00000-1 Englisch BHS mündlich MT Schulbuchnummer 210659 ISBN 978-3-209-10331-4 10331-4 Englisch BHS mündliches Maturatraining – Wrap it up hilft angehenden Maturantinnen und Maturanten, sich intensiv auf die mündliche Reife- und Diplomprüfung vorzubereiten. Es eignet sich für den Einsatz im Unterricht in der 12. und 13. Schulstufe ebenso wie für das Selbststudium und ist als optimale Ergänzung zu English Unlimited, aber auch lehrwerksunabhängig einsetzbar. Authentischer, aktueller Input zu zehn ausgewählten Maturathemen Topic-related vocabulary zu jedem Thema Methoden und Strategien zur souveränen Bewältigung der Sprechsituationen Sammlung von passenden Phrasen und Strukturen für die jeweilige Situation Erklärvideos zu den Methoden und zahlreiche Beispiellösungen als Audios über die QuickMedia App abrufbar

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