Reading & Listening B1 | B1+ Imelda Maguire-Karayel QuickMedia App für Audios und Lösungen
way2go! Kompetenztraining Reading und Listening B1 Schulbuchnummer: 210206 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 25. Juli 2022, GZ BMBWF-2021-0.727.714, gemäß § 14 Absatz 2 und 5 des Schulunterrichtsgesetzes, BGBl. Nr. 472/86, und gemäß den derzeit geltenden Lehrplänen als für den Unterrichtsgebrauch für die 5. und 6. Klasse an allgemein bildenden höheren Schulen – Oberstufe im Unterrichtsgegenstand Englisch (erste lebende Fremdsprache) geeignet erklärt (Lehrplan 2017). 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 2022 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Schulbuchvergütung/Bildrechte: © Bildrecht GmbH/Wien Redaktion: Mag. Heike Böhringer, Wien Herstellung: Raphael Hamann, MSc, Wien Umschlaggestaltung: Mag. Adam Silye, Wien Layout: Mag. Adam Silye, Wien Satz: Mag. Adam Silye, Wien Druck: Ferdinand Berger & Söhne Ges.m.b.H, Horn ISBN 978-3-209-12213-1 (way2go! Reading & Listening B1) 1. Den QR-Code scannen und die App aufs Smartphone oder Tablet laden 2. Buchumschlag scannen oder das Schulbuch in der App-Medienliste auswählen 3. Eine mit gekennzeichnete Buchseite scannen oder ein Audio aus der Medienliste wählen und abspielen QuickMedia App Android iOS Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Imelda Maguire-Karayel Reading & Listening B1 | B1+ Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Sports and leisure Reading: Working with vocabulary: Synonyms and pronouns | Understanding structure | Multiple matching: A champion sailor ................................................................................................................................................... 4 Listening: Predicting vocabulary | Understanding paraphrase | Speaker matching: Time for me time!.................... 28 School and education Reading: Predicting content | Dealing with the distractors in multiple choice tasks | Multiple choice: My life at a UK boarding school .............................................................................................................................. 8 Listening: Dealing with the question stem in multiple choice tasks | Dealing with the distractors in multiple choice tasks | Multiple choice: Who needs school? ................................................................................................ 31 Nutrition and health Reading: Skimming | Working with vocabulary: Synonyms and pronouns | Understanding structure | Multiple matching: A day in the life of a personal trainer........................................................................................................... 12 Listening: Dealing with the question stem in multiple choice tasks | Dealing with the distractors in multiple choice tasks | Multiple choice: Taking care of yourself at university ............................................................... 34 Communication and relationships Reading: Predicting content | Answering multiple choice questions | Multiple choice: Teenagers, technology and texting ...................................................................................................................... 16 Listening: Predicting vocabulary | Understanding paraphrase | Speaker matching: Me and my BFF ...................................................................................................................................................... 38 Rules, laws and regulations Reading: Understanding main ideas and supporting details | Using paraphrase | True/False/Justification: Parenting styles around Europe . .......................................................................................................... 20 Listening: Understanding the main idea and supporting details | Working with vocabulary | Matching sentence halves: Rules don’t always rule! ..................................................................................................................... 41 Transport and tourism Reading: Identifying keywords and locating information | Using paraphrase | Four-word sentence completion: School on the road ................................................................................................................... 24 Listening: Predicting vocabulary | Understanding the main idea and supporting details | Matching sentence halves: Where East meets West ..................................................................................................................... 44 Contents B1 | 5. Klasse READING 4–27 | LISTENING 28–48 Die Audio-Dateien und die Lösungen können auch mit Hilfe der QuickMedia App auf Ihrem Smartphone abgerufen werden. Der Code unter dem Lautsprecher-Symbol führt zu den Audio-Dateien im Internet. Geben Sie den Code einfach in das Suchfeld auf www.oebv.at ein. Diese Linie kennzeichnet Aufgaben, die Sie mit den Formaten der standardisierten Reifeprüfung vertraut machen. 2ik3g7 15 Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 B1+ | 6. Klasse READING 48–67 | LISTENING 68–80 Arts and culture Reading: Keywords, paraphrase, locating information | Working with vocabulary | Matching statements to texts: What’s on in the galleries of Europe? . .................................................................................. 48 Listening: Identifying key information | Working with vocabulary | Four-word answers: Riverdance’s 25th anniversary show.............................................................................................................. 68 Traditions, trends and lifestyles Reading: Understanding literal and implied meaning | Working with vocabulary | True/False/Justification: Is there a place for fairy tales in the modern world?. .................................................................. 52 Listening: Understanding the main idea and supporting details | Working with vocabulary | Four-word sentence completion: Customs and traditions around the world ..................................................................... 70 Nature and the environment Reading: Working with vocabulary | Four-word answers: Ecotourism – an increasingly popular kind of tourism .............................................................................................................................................................................. 56 Listening: Working with vocabulary | Dealing with the distractors in multiple choice tasks | Multiple choice: Global environmental issues .................................................................................................................................. 72 The English-speaking world/Intercultural issues Reading: Working with vocabulary | Matching statements to texts: Regional differences in spoken English across the UK . ................................................................................................................................................................. 59 Listening: Inferring meaning | Working with vocabulary | Four-word sentence completion: How 2020 changed Hollywood forever . ................................................................................................................................................ 75 Media Reading: Understanding implied meaning | Working with vocabulary | True/False/Justification: Why we need hopeful news . ..................................................................................................................................................................... 62 Listening: Working with vocabulary | Expressing negative ideas | Speaker matching: News from around the globe .................................................................................................................................................................... 77 Science and technology Reading: Understanding structure | Multiple matching: The rise of artificial intelligence ................................................ 65 Listening: Working with vocabulary | Understanding details | Matching sentence halves: The life of a GP in England ........................................................................................................................................................................ 79 Ihr Weg zu den Audio-Dateien, Lösungen und Transcripts: mit der QuickMedia App direkt am Smartphone, oder auf www.oebv.at mit dem Code 2ik3g7 (für B1) bzw. 2i7np9 (für B1+) abrufen Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Working with vocabulary: Synonyms and pronouns When you see a new text for the first time, you should read through it quickly to get an idea of what it’s about. This is called skimming and it gives you the main idea of the text. Then you should examine the text more closely, looking at the vocabulary and the structure. To make their texts more interesting, writers prefer not to repeat words. They connect ideas in their writing by using synonyms (expressions which mean the same thing as another expression) or pronouns (small words that avoid repeating an earlier word). Circle the correct synonym for the bold expressions. 1 Rosa became a member of the golf club last year. She joined / mixed in April. 2 Leah wasn’t able to concentrate during the chess game – she was very pleased / distracted. 3 Most people at the meeting agreed that there would be many benefits to having a new sports centre. They made a list of the problems / advantages. 4 Josh typically spends about three hours a day using social media, but his father, by the time / on average, spends only an hour online. 5 The people who ran in the marathon were of all ages. All the participants / opponents were given a medal. 1 Choose the correct pronoun for the following sentences. 1 Sam has already played for two professional football teams. Both of them / they are in London. 2 The competitors thought the new obstacle course was very tough. They said it / which was one of the hardest they’d ever seen. 3 While doing many sports, people have to wear a helmet. It’s important to wear some / one to protect your head. 4 This morning Ollie and I went to Woodley Park to do our yoga. The place was completely empty so we / I had it to ourselves. 5 The spectators were warned not to interrupt the coach during the game and that they / she would get mad about that. 6 Personal fitness and well-being are big business these days, and companies know that people are prepared to spend a lot of money on them / it. 2 Sports and leisure | Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 Understanding structure Writers also have to think about how to organise the information in their text. They want to make the text easy for the reader to follow. One way they do this is by ‘signposting’: they use certain expressions in sentences that tell the reader if they are reading a reason or a comparison, for example. Put the following expressions in the correct category. additionally after although as soon as as well as because before but despite during even though furthermore however in addition instead on the other hand since then therefore until when where who 3 B1 | 5. Klasse | READING | Sports and leisure Circle the best way to complete each sentence. 1 Stefan hasn’t played rugby since / even though he was a university student, but he’d like to take it up again. 2 I’ve recently become more interested in singing. Therefore, / Although I think I might join the school choir. 3 Before / Until taking up golf, Alex visited a sports shop to learn how much all the golfing gear would cost. 4 Steve loves all kinds of music. Furthermore / However, he’s never been interested in learning to play a musical instrument. 5 Zoe enjoys keeping fit in the gym a few times a week. As well as / Additionally doing exercise there, she can catch up with her friends. 4 Adding information Contrasting ideas Time Relative pronouns Giving reasons Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 B1 | 5. Klasse | READING | Sports and leisure Working the reading task: Multiple matching Here are some words from the article below. Read the sentences. Then circle the answer that best matches the meaning of each bold expression. 1 The boy’s progress after the operation was carefully monitored, and he improved very quickly. a the boy b the progress 2 Carly impressed her teachers at nursery school when she showed a flair for painting at such a young age. a surprising dislike b natural talent 3 Brett needn’t have worried about doing his driving test because he actually passed it with flying colours. a very easily b with great difficulty 4 Matilda’s awesome performance in the last basketball game led to her being chosen to play in the championship match. a resulted in b changed into 5 Anna’s grandparents often talk about the dark days people experienced during the war when they had very little food and money. a the days b the people Read the text about a teenager who competes in sailing. Some parts are missing. Choose the correct part from the list (A–K) for each gap (1–8). There are two extra parts that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. 5 6 First read the text through to get a general idea of what it’s about. Ignore the gaps. Then read phrases A–K. Next, read the text around the gaps carefully – what comes before and after the gap? Think about the tenses and time references. Think about the pronouns and look at the synonyms used. Read the whole text through again to make sure it makes sense. Top tips Billy Vennis-Ozanne – champion sailor At the age of 18, teenager Billy Vennis-Ozanne becomes championship sailor despite having had life-saving heart surgery as a child. Billy Vennis-Ozanne was born with a serious heart condition, and at just two weeks old had to have open-heart surgery at the Evelina London Children’s Hospital. The surgery was successful, and although (0) a fit and healthy 18-year-old, he had to be monitored closely at the hospital well into his teenage years. He showed how much progress he’s made by coming 20th in this year’s World Championships. At the age of just five and (1) sailing, Billy showed a flair for the sport and began racing at his local sailing club. In 2011, Billy competed in his first national under-13s sailing competition. Before (2) , he had a heart scan and fitness test at the Evelina London in order to prove he was strong enough. He passed with flying colours. Since then, Billy has taken part in numerous sailing events across Europe, always showing great determination and winning several trophies along the way. Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 B1 | 5. Klasse | READING | Sports and leisure This year Billy moved up to compete in ‘29er’ boats, which are only one step down from the Olympic class ‘49er’ sailing boats for adults. After (3) , Billy won the 2017 National 29er Championship in the UK. He followed this up with a ninth-place finish at the 2017 European 29er Championships in Brittany, France, (4) competitor. His success at the 29er level led to him being selected to represent the UK at the Youth Sailing World Championships in China. While studying for his university entrance exams, Billy remained focused and practised hard with the British national sailing team (5) . He hopes to start university next year and be a member of Team GB at the next Olympics. Billy said: “I’m very proud to have represented the UK at the Youth Sailing World Championships – it’s a dream come true. It’s taken a lot of hard work to get to this point, and I wouldn’t have been able to do it without my parent’s (6) and, of course, the assistance and care of the great team at the Evelina London Children’s Hospital.” Billy’s father, Andre Ozanne, said: “Billy’s an incredible boy, and we are very proud of him. We also want to say a massive thank you to the staff at the Evelina London for all their help. It’s been a (7) from the early dark days of living at the hospital with a very sick baby. To see him develop into a grown man (8) and in a short amount of time has been incredible. Those dark days are long gone and forgotten about, with only his scar to tell the story now.” A who has achieved such great things B taking part in the race C help and support D Billy is now E while doing that F beating 150 other competitors G during any spare time he had H and was the top-ranked British I despite having no background in J who had the guts to do it K long, exciting journey 0 1 2 3 4 5 6 7 8 D Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 Predicting content Dealing with the distractors in multiple choice tasks When you read a new text, first look at the title and subtitle and try to predict what the text will be about. Predicting is an important reading strategy because it helps you to use what you already know about a topic to think about what will come next. It helps you to better understand what you are reading and make connections to it. Below is the title of an online news article. What do you think the article will discuss? 1 Read the following paragraph from a diary entry about a student’s first day at her new school. Then do the task on the next page. 3 a 1 how teachers have inspired the government to improve educational policy 2 how teachers feel about the changes that are going to take place in education 3 how teachers are dealing with the new educational policies that have been introduced Look at the following headings and consider ‘who’ and ‘what’ the texts will be about. Think of five or six words you might find in each text. 1 IT lessons to become compulsory in kindergarten 2 University degrees – to study or not to study? 3 Will increased budget for state schools mean increase in teaching standards? 4 Students leaving school with fewer qualifications than ever before 5 Report finds extracurricular activities vital for mental health of students 2 Today was the day I’d been dreading for so long – the day I joined Year 9 at Woodford Comprehensive. I needn’t have worried, though, ’cos it was nowhere as awful as I thought it’d be. My new classmates seem like an awesome bunch, and hopefully I’ll soon have some good friends. The teachers I’ve met so far seem pretty easy-going – not as strict about stuff as the teachers in my last school. A welcome change! And it seems that students at Woodford have a bigger say about how their lessons work than students in some other schools do. I met my form teacher too and he seems to treat his students really well. So far so good then! I think I’m going to like it there. Well, apart from the early starts that is – lessons begin at 8, so on school days I now have to get up at 6.30! Sigh! Helpless teachers anxiously wait for news on huge educational policy changes News News News News News News 1 September School and education | Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
9 Working the reading task: Multiple choice Now answer the multiple choice question below. Read the four options, A–D, carefully before deciding which answer is correct. Underline the sentence or sentences in the text that give you the answer. After the first day at her new school, the writer feels A tired because classes begin earlier than she is used to. B pleased that her teachers have a relaxed attitude. C nervous about getting to know her form teacher. D glad she has already made new friends. In multiple choice questions, only one option is the correct answer. The other options, or ‘distractors’, may seem correct, but when you read carefully, you will understand that they are wrong. Now look at the three distractors above and explain why they are wrong. Underline the parts of the text that help you. The words in the stem (question) and options (answers A–D) may not be exactly the same as the words in the text. Look at the following short text and decide which option is correct and why. Why are the distractors wrong? b 4 In this text, Jack explains that A he enjoyed being a naughty student. B his parents are disappointed in him. C he regrets his behaviour as a student. D his teachers were fed up with him. First read the tips below. Then turn the page and read the article about life at a boarding school in the UK. Choose the correct answer (A, B, C or D) for questions 1–7. Put a cross ( ) in the correct box. The first one (0) has been done for you. 5 Between the ages of 13 and 15, Jack was always getting into trouble at school, and as a result, received many punishments from his teachers. He later admitted that he wishes he hadn’t caused so many problems for his teachers and his parents. B1 | 5. Klasse | READING | School and education Look at the title, subtitle and any pictures and predict what the text will be about. Then skim the text for general meaning. Think about who wrote the text and why. Read the questions and decide where you can find the answer to each question. Remember that the questions follow the order of the text. Don’t choose an option just because a word in the question also appears in the text. Read carefully to understand the meaning. Top tips Nur zu Prüfzwecken – Eigentum des Verlags öbv
10 B1 | 5. Klasse | READING | School and education My life at a UK boarding school Mioie Kwok describes her time at the City of London Freemen’s School. When I was offered my place at the City of London Freemen’s School, I was overwhelmed with excitement and curious about what life would be like so far away from my native Hong Kong. According to countless British dramas and movies I’d watched, boarding school life appeared scary. But after studying there, I’m happy to report that it isn’t nearly as painful as depicted in the movies! The facilities at Freemen’s were more advanced than most schools back in Hong Kong. We had our own swimming pool, sports hall and two libraries. There was even a black box theatre – a small square room with black walls and a flat floor where simple performances can take place. This helped me, as a drama student, develop my knowledge and directorial skills. The newly built and incredibly comfortable living quarters made me feel at home and helped me get used to my new life. Mondays to Fridays are school days at Freemen’s and thus relatively similar and repetitive in nature. We were expected to be ready for breakfast at 8.00 a.m. and be in class by 8.30. The school day ends around 4.00 p.m., and boarders then have two hours of free time to participate in optional extracurricular activities like the debating club. Due to my drama studies, I spent most of my free time in rehearsals. Dinner is at 6.00 p.m., and during prep time from 7.00 to 9.00 p.m., homework and revision are completed. Senior students are allowed to work in their rooms, but junior pupils are supervised by boarding house tutors. Weekends are quite free. As boarders we were given the choice of participating in organised activities, applying for permission for a weekend leave or staying in to study. Some of my favourite activities included karaoke, tennis and, of course, our weekly runs to the supermarket. But nothing was better than the series of Christmas celebrations arranged by our boarding tutors. These involved a shopping trip to a festive Christmas market, ice-skating at a palace and the legendary Christmas Ball. In my boarding house, bullying wasn’t an issue because students were good friends. We loved doing silly things to each other all the time and taking turns at cooking for each other at weekends. Of course, as teenagers, there were some fights, but not many. Boarding at Freemen’s, I developed lifelong friendships with students from across the globe. Many of my friends helped me through tough times, making me feel better when I felt homesick. A really positive aspect of studying at Freemen’s was the high-quality teaching. When I started sixth form, I had some doubts about my subject choices because I made them based on what I was good at, without thinking about what job I might do in the future. Fortunately, my teachers greatly enjoyed their subjects. Their wisdom and advice helped shape my career plans and ambitions, and therefore helped me figure out what I should do with my life. Studying for two years at Freemen’s both increased my academic interests and strengthened my academic abilities. Besides, it showed me just how independent I’d become. I’d learned to manage my time, study hard and still have a great social life. These are all important life lessons that I honestly wouldn’t have learned anywhere else within such a short period of time Nur zu Prüfzwecken – Eigentum des Verlags öbv
11 B1 | 5. Klasse | READING | School and education 4 According to the fifth paragraph, Mioie A always supported other students if they missed home. B rarely played jokes on other students. C regularly prepared meals for other students. D never argued with other students. 5 Mioie thinks that her teachers A loved their chosen subjects. B didn’t give her correct career advice. C helped her choose her A-level courses. D made her consider becoming a teacher. 6 Mioie says that after her studies at the boarding school, she A wished she could stay there for longer. B realised she could do lots of things by herself. C knew she needed to develop better social skills. D understood she had to change her way of working. 7 The writer has written this text to A give the reader general information about her experience at boarding school. B explain to the reader the pros and cons of attending boarding school. C compare for the reader boarding schools in the UK with those in Hong Kong. D highlight to the reader some of the difficulties of studying in another country. 0 After Mioie learned that she’d been accepted to the Freemen’s School, she felt A anxious about moving abroad. B delighted she would be going there. C confident about her language skills. D worried she would be lonely there. 1 In the second paragraph, Mioie A explains which facilities at the boarding school she used most. B complains about the facilities at her old school. C describes how good the facilities at the boarding school are. D suggests an improvement to the facilities at the boarding school. 2 In the third paragraph, Mioie explains that at Freemen’s she had to A do a wide range of extracurricular activities. B work closely with younger students. C take part in the annual concert. D be punctual for lessons. 3 At Freemen’s, Mioie particularly enjoyed A getting involved in the Christmas activities. B trying different sports. C visiting new places in the UK. D going on shopping trips each month. Nur zu Prüfzwecken – Eigentum des Verlags öbv
12 Skimming Working with vocabulary: Synonyms and pronouns When you have to read a new text, you should first skim it quickly to get an idea of what it’s about. This gives you the main idea of the text. After skimming the text, you should examine it more closely looking at the vocabulary and the structure. As you will remember from the first chapter, writers prefer not to repeat words. They connect ideas in their writing by, for instance, using synonyms (expressions which mean the same thing as another expression) or pronouns (small words that avoid repeating an earlier word). Circle the correct synonym in the following sentences. 1 There were so many different kinds of exercise class on offer that it was hard to pick one. In the end, I did / chose a spin class. 2 Last month, Steve went on a calorie-controlled diet and began exercising, but he’s finding it difficult to maintain his new routine. He says it’s hard to continue / start it. 3 Getting healthy involves more than just losing weight. It is necessary / expected to reduce your stress, and also make sure you get enough sleep. 4 It goes without saying that drinking too much alcohol is not good for your health. It’s surprising / obvious that alcohol can damage the body. 5 Rachael said she fancied eating out last night because she was fed-up cooking. She had dinner in a restaurant / her garden. 2 Skim the following short text and decide what the main idea is. 1 1 why Raj stopped eating some kinds of food 2 how Raj’s interest in food has developed 3 where Raj prefers to buy his food Raj loves food! And I mean, he loves food. Not only does he love eating out, he also loves shopping for all kinds of unusual ingredients and getting into the kitchen to experiment with new dishes. He was brought up in a family of veggies but recently became a vegan because he believes veganism is the healthiest way to live. His ultimate aim is to write a vegan cookbook. Nutrition and health | Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
13 Understanding structure Text structure refers to the way writers organise information within a text. Understanding the structure can help you identify if the writer is presenting a main idea and supporting details, a cause and its effects and/or different views on a topic. 4 Choose the correct pronoun for the following sentences. 1 Priya is really keen on yoga. She does them / it every day. 2 I’ll cook a nice healthy meal for you later. Let me / I know what you’d like. 3 Teenagers should get about eight hours of sleep every night because it’s important for their / your development. 4 It’s not a good idea to eat crisps every day because it’s / they’re high in fat. 5 If you’re on a diet, it’s OK to eat lean meat like veal. I can give it / you some recipes for veal dishes. 3 Circle the correct linking word in the following sentences. 1 Even though / Despite Anna goes to bed at nine o’clock every night, she often feels tired the next day. 2 Leo is trying to reduce the amount of time he spends looking at screens. Although / Instead of playing games on his phone every evening now, he reads for at least an hour. 3 Nick’s friend convinced him to go and check out the new gym so / because he thinks it’s high time he got fit. 4 Some people consider exercising to be the best way of improving your health. Furthermore / However, others say eating a healthy diet is. 5 Rick’s trying to lose the weight he gained recently. Therefore / Additionally, he’s eating a lot of lean meat, vegetables and low-fat products and cutting down on sugary foods. Choose a time phrase from the box to complete the following sentences. There are two extra time phrases that you should not use. at first before during earlier eventually last of all soon 1 Patrick spent ages working out at the gym entering the marathon because he wanted to increase his strength and stamina. 2 , when Holly joined the girls’ football team, she didn’t like the coach, but they quickly became friends. 3 Ali tried hard to increase his speed doing the 200 metres on the running track, and , after many months, he managed to do it. 4 Last night, Karl sent me a link to a YouTube video he’d watched yesterday; it showed teenagers doing an awesome mountain bike challenge. 5 Sophia initially found going to bed an hour earlier really difficult, but she started to see the benefits. 5 B1 | 5. Klasse | READING | Nutrition and health Nur zu Prüfzwecken – Eigentum des Verlags öbv
14 B1 | 5. Klasse | READING | Nutrition and health Working the reading task: Multiple matching Here are some verbs from the blog post below. Match each verb on the left with its meaning on the right. 1 to be obsessed with something 2 to get through something 3 to focus on something 4 to check something out 5 to take pride in something Now skim the blog post by a personal trainer. It has eight paragraphs. Match the topics to the paragraphs. a how the PT plans the workouts b the PT’s personal life c the first part of the PT’s day d one of the PT’s food preferences Read the blog post again. Some parts are missing. Choose the correct part from the list (A–K) for each gap (1–8). There are two extra parts that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. 6 7 8 a to give attention to something b to have a good feeling about something c to finish something d to think a lot about something e to get information about something paragraph 1 paragraph 3 paragraph 5 paragraph 7 First skim the text and ignore the gaps. Then read phrases A–K. As you read, try to understand what each paragraph is about – this will help you decide what goes in each gap. Check for expressions that link ideas – synonyms, relative pronouns, contrasting linking words, time phrases that refer backwards or forwards in the text. Make sure the phrase you choose fits with what comes before and after the gap. You will see that often one seems to work with what comes before the gap but not what comes after it. Top tips A day in the life of a personal trainer I’ve always been obsessed with health and fitness, so a career in sports seemed the obvious choice for me. A personal trainer’s (PT) working day starts early. My day begins at 5 a.m., with a large cup of coffee to give me the energy I need to get through those early hours. I work at a gym in the mornings, and my first clients are booked in from 5.30 a.m. onwards. They need to rush off to work immediately after their sessions, (0) . Then I have a steady stream of clients up to 10 a.m. These are the early risers who fit their workouts around work or other things and (1) the day in a healthy way. Having put four clients through their workouts, I take a short break for breakfast. This is important not just for my physical well-being, but also my mental health. My current favourite breakfast is poached eggs, smoked salmon and avocado, a nutritious balance of protein and good fats. Simply delicious! After the morning school run, the gym always gets busy as many of our members are parents (2) after they’ve dropped their children off at school. Nur zu Prüfzwecken – Eigentum des Verlags öbv
Ende der Voransicht
Eingebettet in wichtige Themenbereiche der way2go! Coursebooks 5 und 6 und auf Basis des dort vermittelten Vokabulars werden im Kompetenztraining Reading & Listening B1/B1+ Strategien vermittelt, die die Schülerinnen und Schüler bei der Weiterentwicklung ihrer Lese- und Hörkompetenz unterstützen. Anhand von unterschiedlichen Aufgabentypen – und dabei kommen auch standardisierte Formate zum Einsatz – werden zum Beispiel folgende Aspekte bearbeitet: auf Basis von textbegleitenden Elementen (Bildern, Überschriften) Hypothesen über den Inhalt aufstellen Hauptaussagen und Detailinformationen identifizieren den Prozess des Paraphrasierens begreifen mit Distraktoren umgehen – und vieles mehr Die Aufgaben sind so gestaltet, dass sie von den Schülerinnen und Schülern selbstständig gelöst und korrigiert werden können. Der Lösungsschlüssel, das Transcript und die Audio-Dateien stehen auf der Website des öbv und über die QuickMedia App am Smartphone jederzeit zur Verfügung. way2go! Reading & Listening B1 Schulbuchnummer 210206 ISBN 978-3-209-12213-1 www.oebv.at ISBN 978-3-209-12213-1
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