Writing & Language (in use) B1 | B1+ Elke Beder-Hubmann | Ulla Fürstenberg QuickMedia App für Lösungen und Modelltexte
way2go! Kompetenztraining Writing & Language in use B1 Schulbuchnummer: 210207 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 22. März 2022, BMBWF-GZ 2021-0.727.693, 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.–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 978-3-209-12215-5 (way2go! Writing & Language in use 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 Ihr Weg zu den Lösungen und Modelltexten: mit der QuickMedia App direkt am Smartphone, oder auf www.oebv.at mit dem Code 2jt2s5 (für B1) oder 2iw5ux (für B1+) abrufen Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Elke Beder-Hubmann | Ulla Fürstenberg Writing & Language (in use) B1 | B1+ Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Unit 01: Old friends and new friends.............................................................................................................................................................. 4 Writing: Working on an informal email Language: Talking about friends | Forming questions Unit 02: Me time....................................................................................................................................................................................................... 8 Writing: An informal email telling a story Language: Narrative tenses | Present simple and present continuous | Describing a picture | Suffixes Unit 03: Learning and teaching ....................................................................................................................................................................... 13 Writing: Working on a blog comment | PEEL – working on a paragraph Language: Modal verbs of obligation | Topic vocabulary Language in use: Welcome to our school! (WF) Unit 04: Eat, sleep, repeat … ......................................................................................................................................................................... 17 Writing: Working on PEEL paragraphs Language: Suggestions, advice and orders | Present simple versus present continuous Language in use: Going vegan to save the planet (MC) Unit 05: Reach out! ............................................................................................................................................................................................... 22 Writing: Working on an email Language: Phrasal verbs | Body language Language in use: Texting that saves lives (BGF) Unit 06: All the rage ............................................................................................................................................................................................. 26 Writing: Your own personal style Language: Present and past tenses | Topic vocabulary | Your own personal style Unit 07: Move it! .................................................................................................................................................................................................... 30 Writing: Working on a formal email | Telling a story Language: Adjective or adverb? | Topic vocabulary Language in use: A sports story (BGF) Unit 08: Rules – make or break? .................................................................................................................................................................... 34 Writing: Working on an informal email | Avoiding repetition | Linking ideas Language: Talking about rules and laws | Conditional clauses Language in use: The school with no rules that teaches the unteachable (WF) Unit 09: Out and about ....................................................................................................................................................................................... 40 Writing: Working on a blog post Language: Talking about the future | Topic vocabulary | Intensifiers Unit 10: This is home ........................................................................................................................................................................................... 44 Writing: Working on a blog post | PEEL Language: Use your tenses | Topic vocabulary Language in use: Young people love tiny houses (ED) Unit 11: Good job! .................................................................................................................................................................................................. 48 Writing: An email of application Language: Personal qualities | Topic vocabulary | Word formation | Talking about your experiences (the present perfect) Unit 12: The future of … ................................................................................................................................................................................... 52 Writing: An email to a friend about your future Language: Talking about current developments and predictions for the future Language in use: Jobs of the future (BGF) | Why you should study abroad in high school (WF) B1 | 5. Klasse Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 Unit 01: Way to grow! . ......................................................................................................................................................................................... 56 Writing: Function words Language: Relative clauses | Relative pronouns | Describing personality Unit 02: You call this art? ................................................................................................................................................................................... 60 Writing: Features of a formal email Language in use: A formal email with feedback about a museum (BGF) | The mystery of Banksy (ED) Unit 03: See it. Want it. Buy it. ....................................................................................................................................................................... 63 Writing: Features of an article Language: Reported speech | Vocabulary: Email of complaint Language in use: 90 seconds of puppy love (MC) Unit 04: It’s traditional ....................................................................................................................................................................................... 66 Writing: Working on a PEEL paragraph Language: Adjective suffixes -ed and -ing | Word formation | Gerunds Language in use: An Irish-Austrian celebration (OGF) | Painted stories (WF) Unit 05: Wild world . .............................................................................................................................................................................................. 70 Writing: Working on a blog post | Working on PEEL paragraphs Language: Cause and effect Language in use: My palm oil dilemma (OGF) Unit 06: Of angst and Oscars ............................................................................................................................................................................ 73 Writing: Working on a film review Language: Talking about films and TV shows | Vocabulary for film reviews Language in use: How new words are born (OGF) Unit 07: The story of my life ............................................................................................................................................................................. 77 Writing: Working on PEEL paragraphs Language: Linking words | Words ending in -ful, -fully, -less and -able Unit 08: Read all about it! .................................................................................................................................................................................. 80 Writing: Working on a report | Writing a blog post Language: The passive | Reading statistics Unit 09: Make a change! . ................................................................................................................................................................................... 83 Writing: Linking words Language: Talking about politics Language in use: The European Youth Parliament (WF) Unit 10: Bigger, better, faster, stronger ....................................................................................................................................................... 87 Writing: Working on a report Language: Medical vocabulary | Talking about inventions Language in use: Are robots the future of medicine? (MC) Unit 11: Culture is key .......................................................................................................................................................................................... 90 Writing: An article about culture Language: Talking about culture and intercultural experiences Language in use: K-drama addiction (ED) Unit 12: Going global ........................................................................................................................................................................................... 93 Writing: Writing about globalisation Language: Talking about globalisation | Unit vocabulary Language in use: The effects of the coronavirus pandemic on the global economy (BGF) B1+ | 6. Klasse Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Working on an informal email Study the prompt (= the instructions) for writing an informal email below, then read the email Anna has written based on the prompt. Which of the bullet points does her email not address? WRITING 1 Last year there was an exchange student from Finland in your class. You got along with her really well and have been in contact by email. In her last email she told you that she started a new school and has already made a new friend, Sarina. Write her an email. You should: say that you are happy that she has a new friend compare the friend to her and say how different they are tell her how you miss her and the things you did together Writing tip A prompt for a writing task usually includes three bullet points. Always read the prompt carefully, it tells you exactly what to write about! Hi Shirin, I am referring to your email from last week. Good to hear that you have already made a friend at your new school. Sarina sounds great! Let me tell you about my best friend, Julie. I think Julie and Sarina share many similar qualities, actually. Like Sarina, Julie cares about other people and doesn’t become angry or upset about anything. She doesn’t get annoyed about unimportant things, and that’s why I like hanging out with her. Also, I know I can trust her because she never tells people things I told her in confidence, and she is not the type who talks about people’s private lives behind their backs. Julie is a great friend, but I really miss you. Do you remember Angelo’s, our favourite ice cream shop? I always get sad when I go there without you. And we always had so much fun at the cinema. What a shame that we can’t watch this year’s new films together. But I don’t really have much time to go to the cinema anyway because I have choir practice three times a week. I love going there, and some of my friends are in the choir, too. We’re practising for our big summer concert, and we’re all quite nervous already. Our teacher says that it will all go well. Fingers crossed! Finally, I would like to inquire about your progress at your new school. I look forward to your response. Kind regards, Anna anna_l@schoolmail.org shirin@openmail.com Re: News from me From: To: Subject: Unit 01 Old friends and new friends Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 B1 | 5. Klasse | Unit 01: Old friends and new friends There are some sentences that do not fit in Anna’s email. Why? Cross them out and replace them with these sentences: a Hugs, b Thanks for your email! c I don’t have time to write more now, but I’ll send you another email soon. Take care! Talking about friends Find the phrases in Anna’s email that have the same meaning as these expressions: 1 to have sth. in common: 2 to be kind: 3 to be patient: 4 to make a fuss: 5 to keep a secret: 6 to gossip: 2 a b LANGUAGE 3 Working on an informal email Read the email below. Some things are missing. Use the email on page 4 and the sentences in 2b to help you improve this email. You should add a subject (1), a salutation (2), a starter sentence in which you ask Lorenz how he is doing (3), an introductory sentence in which you tell Lorenz what your email is about (4), and a sign-off (5). WRITING 4 Writing tip Your texts become more interesting for your reader when you include examples. This unit is about writing informal emails. Informal emails are emails you write to somebody you are close to, for example, a friend or a family member. The exercises in this unit are practice for writing your own informal emails. All (complete) sample texts and the key for every exercise can be downloaded via the internet. Either go to www.oebv.at and type in the code 2jt2s5 (for B1) / 2iw5ux (for B1+) or use your smartphone and install our QuickMedia app. To do this, scan the QR code on the inside front cover and download the app. Then scan the cover of this practice book. To access a file, scan the page or select the file from the list of files shown in the app. (2) , (3) ? (4) My best friend is Nora, and she is very kind and patient. I like hanging out with her because she never makes a fuss. I know I can trust her because she can keep a secret. And she never gossips about people. (5) , Pete p.miller@whcambridge.uk lorenz.lauer@edu.pgg.at (1) From: To: Subject: Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 B1 | 5. Klasse | Unit 01: Old friends and new friends Where do the sentences below fit in Pete’s description of Nora? Add them to the text. 1 When I told her about my secret plans for next summer, she never told anyone. I’m glad because I would have been so embarrassed! 2 When everybody was gossiping about the new student, she told us to respect his privacy. 3 When I didn’t understand the maths homework last week, she explained it to me again and again until I finally got it. And she was really nice about it, although it took a long time. 4 When something happens that she doesn’t like, she just laughs about it. 5 Some sentences in this paragraph about a good friend don’t make sense. Can you find them? Rewrite the text so that it makes sense. 6 … My best friend is Nora, and she is very kind and patient. I like hanging out with her because she never makes a fuss. I know I can trust her because she can keep a secret. And she never gossips about people. Like Fred, Joan is very kind and patient. She’s always in a rush, and when people don’t immediately do what she wants, she gets annoyed. I like hanging out with her because she never makes a fuss; everything has to be done exactly the way she likes it. I know I can trust her because she can’t keep a secret and likes to gossip about people. When she finds out something about one of our classmates, she tells me immediately because I am her best friend. Like Fred, Joan . I like hanging out with her because . I know I can trust her because . When she finds out something about one of our classmates, . Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 B1 | 5. Klasse | Unit 01: Old friends and new friends Forming questions Read the answers Anna gives in this interview about friends, then unscramble the questions and put them in the correct position in the interview. LANGUAGE 7 a where / live / she / does / ? b you / to / talk / do / her / your / about / problems / ? c have / you / do / friends / many / ? d schoolwork / you / with / help / she / does / ? e you / time / spend / where / friends / your / with / do / ? f her / trust / you / can / ? g help / you / your / do / friends / they / when / are / trouble / in / ? h is / best / your / who / friend / ? i honest / are / with / you / friends / your / ? j friend / good / she / is / a / ? 1 Julie. She’s great. We go to school together. 2 Oh, yes, all the time. She’s really good at maths, and so patient! 3 On the other side of town. I have to take a bus to her house when I want to see her at the weekend or after school. 4 Sure. She’s a fantastic listener. 5 Absolutely. I know that she would never let me down. 6 Oh yes, she’s the best. She really knows what it means to be a good friend. 7 Yes, lots. I always hang out with a big group of girls. 8 Oh, we usually meet at Angelo’s ice cream shop or in the park. 9 Yes, but I don’t tell them everything. Friends have to respect each other’s privacy. 10 Yes, I’m always there for them and support them. That’s what friends do! Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 An informal email telling a story The following is a very personal story which Shirin shares with her friend. Writers give their stories a personal touch by mentioning their feelings and emotions. Underline all the expressions Shirin uses in her email to describe how she was feeling at different points in the story. The first example has been done for you. WRITING 1 Hi Anna, Thanks for your email. Reading it really made me miss going to the cinema with you – and Angelo’s, of course! I have already told you that my new school has many after-school clubs, and yesterday, I decided to go to the art club, where they make pottery. I was very excited about this – I think I’m really creative –, and I was looking forward to making cool art out of clay. Well, now I have a pretty embarrassing story to tell you. Everybody else in the group had already worked with clay before, and when I arrived at the studio, they were making these amazing sculptures. I was really impressed! The teacher suggested that I should start with something easier because I was new. (1) But I was unhappy with her suggestion, I wanted to make a sculpture, too. I had never worked with clay before, but I wasn’t worried. (2) I decided to make a flamingo because flamingos are pretty, and I was feeling very optimistic about my project. I decided to make the body, the legs, the neck and the head separately and stick it all together at the end. I was so focused on my work that I lost track of time, and I was surprised when the teacher suddenly told us to finish. (3) So I had to hurry. I quickly took the body of my flamingo, attached the legs and stood it up on my work table … Well, I think you can guess what happened next. The legs were too thin and the body was too heavy, and the whole thing collapsed and turned into this brown, slimy blob on my work table. I was so shocked! (4) Soon all the kids were pointing at my ‘sculpture’ and giggling. The teacher was distracted because she was busy putting the finished sculptures in a cupboard, but she noticed something was going on and looked over her shoulder at me and my flamingo and said, “Come on, Shirin, be quick, bring your frog over here!” Everybody burst out laughing when she said that, and we told the teacher what had happened. She got upset because she thought she had offended me. Writing tip When you tell a story, you should talk about what people are feeling, not just about what they are doing. Your story becomes more interesting that way! Unit 02 Me time Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
9 B1 | 5. Klasse | Unit 02: Me time Narrative tenses Read Shirin’s email again and pay close attention to the tenses she uses. Then study the Grammar reminder below. LANGUAGE 3 (5) But I wasn’t offended at all because making a flamingo had been a dumb idea in the first place, and the brown blob really looked a bit like a frog. It definitely didn’t look like a flamingo! And then the teacher made an announcement. (6) I guess we will figure out together how we can make the flamingo stand up on its thin legs without collapsing. I’m already looking forward to our next session, and so are the others. We are all really motivated to make this work! I’m so happy that I decided to join the art club. So, that’s my embarrassing story about the art club. Let me know what you’re up to, and take care! Hugs, Shirin Another way to make a text more exciting is by using direct speech to tell your readers exactly what somebody said. This is missing from Shirin’s story. Add the following sentences to the email above. a “How hard can it be?” I thought. b “I’m so sorry, Shirin,” she said. c “Time’s up! Bring your sculptures over here, and I’ll put them in the kiln overnight,” she said. d “Shirin’s flamingo will be our group project for this semester,” she said. e “Why don’t you try making a cup?” she asked. f “Oh no!” I shrieked. 2 Writing tip When you tell a story, you should sometimes use direct speech to make your story more exciting for your readers. Are you familiar with all the expressions Shirin uses to describe how she is feeling? Download the complete email from exercise 1 and write down expressions you find useful for your own writing. Grammar reminder You use the past simple to talk about the main events of your story. You use the past perfect for things that happened before that event, and the past continuous for what was going on around the time it happened. Example: When Shirin arrived (past simple), the session had already started (past perfect), and the students were working (past progressive) on their projects. Nur zu Prüfzwecken – Eigentum des Verlags öbv
10 B1 | 5. Klasse | Unit 02: Me time Complete the sentences with the correct form of the verbs in the box. arrive be (3x) collapse giggle happen look make offend point put suggest tell think work Past simple – past continuous When Shirin (1) at the studio, all the students (2) amazing sculptures. The teacher (3) all the sculptures in a cupboard when Shirin’s flamingo (4) . When the teacher (5) over her shoulder, all the students (6) and they (7) at Shirin’s worktable. Past simple – past perfect The teacher (8) that Shirin should make something simple because she (9) (not) with clay before. The students (10) the teacher what (11) to Shirin’s sculpture. The teacher (12) upset because she (13) that she (14) Shirin. Shirin (15) (not) upset because making a flamingo (16) a dumb idea. LANGUAGE 4 Anna Hi guys, what are you all doing? I’m reading the book for German class, but I’m bored. Julie I (1) around, but there isn’t anything good on TV. Steve I (3) popcorn. My favourite game show is about to start! Mary I (2) the piano. Ugh! This piece is really difficult. I’m afraid that the neighbours will complain about the noise soon. Jack I (4) my homework. Go away and let me work. Present simple and present continuous It’s a rainy Saturday afternoon. Anna is bored and wants to find out what her friends are up to. Complete the group chat. LANGUAGE 5 a Nur zu Prüfzwecken – Eigentum des Verlags öbv
11 B1 | 5. Klasse | Unit 02: Me time Prepositions (1) the picture, there are two children – a boy and a girl – who are making pottery. The children are sitting (2) each other. The boy is (3) the foreground and the girl is (4) the background. There are pots of paint and paintbrushes (5) the table (6) the children. Verb forms Both children (7) aprons. The girl (8) her paintbrush in a pot with blue paint. The boy (9) something he has made. Interpreting the picture The children (10) serious and focused on their work. (11) they are in an art lesson, or they (12) at an after-school club. They are in a light, airy room – it (13) a studio. There is something on the table in front of the boy. It (14) be a cup. This Saturday is different. Everybody’s stuck indoors because of the rain. What do Anna’s friends usually do on Saturdays when the weather is nice? Complete the sentences. Today, Julie is just zapping around, but when the weather is nice, she (1) beach volleyball in the park. Today, Mary is practising the piano, but when it’s not raining, she (2) her bike to her friend’s house. Steve is watching a game show, but usually he (3) his friends in the park. Today, Jack is doing his homework, but on sunny Saturdays … well, actually, he often (4) his homework on nice, sunny Saturdays, too! Describing a picture Look at the picture, then fill in the missing words in the descriptions below. b LANGUAGE 6 Nur zu Prüfzwecken – Eigentum des Verlags öbv
12 B1 | 5. Klasse | Unit 02: Me time Suffixes Complete the sentences. Use suffixes to change the words given. creative dirt happy kind nature person popular real sun type 1 Creating art brings creative people great . 2 Shirin is good at art, and she is very proud of her . 3 Shirin imagined an elegant flamingo, but in , her sculpture looked more like a frog. 4 It is of Shirin to just laugh about the flamingo disaster. She has such a ! 5 Shirin was grateful for the teacher’s when she suggested turning the flamingo disaster into a class project. 6 You should not join the pottery club if you are afraid to get your hands . 7 It’s only to feel embarrassed when everybody is looking at your artwork in class. 8 I don’t understand the of after-school clubs. I’d rather spend my free time by myself. LANGUAGE 7 a Vocabulary study tip When you study new words, use suffixes to change words and expand your vocabulary. Sort the words from 7a into this table. Then use suffixes to make new words out of the words in the box and add them to the table as well. Use a dictionary if you need help. dark fault (2 options) function (2 options) ill luck mental person (2 options) speed usable b -y -ity -al -ness happiness Nur zu Prüfzwecken – Eigentum des Verlags öbv
13 Working on a blog comment Read the blog post from the blog School life. There are some words in paragraphs (B) and (C) that don’t make sense. They are all about schools. Find them and replace them with the expressions in the box. attend compulsory curriculum day school extracurricular private school uniform WRITING 1 a MeenaR Who cares where the royal children go to school? (A) Have you seen the articles about the children of the royal family returning to school in their cute school uniforms? I have, and I am fed up with all the fuss. I don’t understand how anyone can be excited about this. (B) The articles that I’ve read say that their posh state school was chosen very carefully. They go to a boarding school in London, and their parents take them to school every day. They follow the same national programme and study the same elective subjects as all the other kids in England, but they can enjoy many other subject activities as well, for example, judo, gardening, ballet and a debating and public speaking club. (Yes, this is a school for six- to thirteen-year-olds.) The buildings look a bit old, but I think the teaching methods are really modern, with lots of laboratories and a rooftop playground. The food is amazing as well because the children get organic snacks and lunches. In short, this sounds like an ideal place for young people. (But maybe only to parents?) (C) In my opinion, every child should be able to go to a great school. Unfortunately, only very few people can afford to send their children to such a fancy place. The children who visit all come from rich families and often have famous parents because it is very expensive. It costs about £20,000 a year, and pupils (or parents) have to buy the special dress, which costs £550. These prices are ridiculous! (D) A good education in a great building, interesting subjects and good food during the school day should be available to everyone in England. Instead of reading about the perfect school two very rich kids go to, we should think about improving the whole system. Do you have any ideas? What is your school like? Share what you think in the comments. In a blog post, the writer often talks directly to the readers. Underline the sentences where this is the case in paragraphs (A) and (D). b Unit 03 Learning and teaching Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
14 B1 | 5. Klasse | Unit 03: Learning and teaching Which of the following statements about blog posts are true (T), which are false (F)? T F 1 There is usually a lot of slang in a blog. 2 You can use contractions in a blog post. 3 A blog can be about any topic, as long as it is interesting to read. 4 A blog post is a kind of letter to a group of friends. 5 Only official experts can write blogs. 6 You can’t comment on a blog post unless you are friends with the blogger. 7 A blog post should be well written so that it is interesting for the readers. 8 You can only read a blog if the blogger invites you to join their mailing list. Study the two comments on MeenaR’s blog post. The sentences are jumbled. Write them in the boxes in the correct order following the PEEL structure (Point – Example – Explanation – Link). Rita’s comment: a This is why I think a greater variety of electives should be offered at every school. b For example, a student who is really good at science can take an extra physics course. If you ask me, this is great preparation for work or university. c These subjects, which the students can choose for themselves, allow them to develop their interests and talents and to learn skills they can use in later life. d There should be more electives in our school system. 2 3 Writing tip Your texts are more interesting for the reader if you don’t use the same expressions all the time, e.g. I think, when you write about your opinion on a topic. This is why it is important to study and remember different ways of expressing the same idea. Nur zu Prüfzwecken – Eigentum des Verlags öbv
Ende der Voransicht
Mit dem Kompetenztraining way2go! Writing & Language (in use) B1/B1+ bekommen die Schülerinnen und Schüler gezielt in jenen Bereichen Unterstützung, die ihnen bei der Sprach- und Textproduktion erfahrungsgemäß die größten Schwierigkeiten bereiten. Bewusst kleinschrittig wird auf Basis der in den Coursebooks 5 und 6 eingeführten Themen und Kontexte auf die folgenden Aspekte fokussiert: Wortschatztraining Arbeit an der Grammatik Arbeit an Textstrukturen Arbeit an der Textsorte Auch jene Übungen, die nicht exakt den Vorgaben der standardisierten Reifeprüfung entsprechen, dienen dazu, spezifische Kompetenzen zu trainieren, die dafür benötigt werden. Die Aufgaben sind so gestaltet, dass sie von den Schülerinnen und Schülern selbstständig gelöst und korrigiert werden können. Der Lösungsschlüssel sowie eine Vielzahl an Modelltexten stehen auf der Website des öbv und über die QuickMedia App am Smartphone jederzeit zur Verfügung. way2go! Writing & Language in use B1 Schulbuchnummer 210207 ISBN 978-3-209-12215-5 www.oebv.at ISBN 978-3-209-12215-5
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