Ilse Born-Lechleitner | Sally Brunner | Anna Harkamp-Krenn Eva Holleis | Andreas Kaplan 5 App für Medien, Task hacks und Deep dives AUDIOS/VIDEOS www.oebv.at Coursebook New edition
way2go! 5, Schulbuch und E-Book Schulbuchnummer: 215562 way2go! 5, Schulbuch und E-BOOK+ Schulbuchnummer: 215563 way2go! 5, Schulbuch E-Book Solo Schulbuchnummer: 215565 way2go! 5, Schulbuch E-BOOK+ Solo Schulbuchnummer: 215564 Umschlagbild: © mauritius images/Jack Sullivan/Alamy Illustrationen: Adam Silye Das Urheberrecht des in diesem Buch verwendeten, vom ORF zur Verfügung gestellten Audiomaterials liegt beim ORF. 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. 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 978-3-209-12923-9 (way2go! OS SB 5 + E-Book) ISBN 978-3-209-12935-2 (way2go! OS SB 5 + E-BOOK+) ISBN 978-3-209-12947-5 (way2go! OS SB 5 E-Book Solo) ISBN 978-3-209-12943-7 (way2go! OS SB 5 E-BOOK+ Solo) We are grateful for all the positive and productive feedback we have received on the first edition. We hope our efforts to improve will help you conduct even more impactful lessons for your students. The authors would like to thank everyone at öbv for their hard work producing this book. In particular, Elisabeth Partmann for initiating the project, Heike Böhringer, our dedicated and tireless editor for all her professionalism, and Adam Silye for his inspired visual interpretations. We are deeply indebted to all colleagues and students who have helped to improve the book through piloting materials and providing critical feedback. The authors would especially like to thank Elke Beder-Hubmann, Trevor Lewis, Karin Nessizius, Ulrike Stocker and Dorit Wiener for going above and beyond in their support. We would like to dedicate this book to our families for their endless patience, understanding and support. öbv would like to thank Joanna Bostock from FM4’s Reality Check for the time and effort she put into making this collaboration possible and for enhancing the way2go! series with exciting news features. (Special thanks to Steve Crilley, Chris Cummins, John Cummins and Rosie Waites.) Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 20. Oktober 2023, GZ BMBWF- 2022-0.744.384, 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. Klasse an allgemein bildenden höheren Schulen – Oberstufe im Unterrichtsgegenstand Englisch (erste lebende Fremdsprache) geeignet erklärt (Lehrplan 2018). 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.“ Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Ilse Born-Lechleitner | Sally Brunner | Anna Harkamp-Krenn Eva Holleis | Andreas Kaplan Coursebook 5 Android iOS QuickMedia App 1. Scannen Sie den QR-Code und laden Sie die App auf Ihr Smartphone oder Tablet. 2. Scannen Sie den Buchumschlag oder wählen Sie Ihr Schulbuch in der App-Medienliste aus. 3. Scannen Sie die Seite, auf der sich mit markierte Aufgaben befinden. In der App-Medienliste finden Sie alle Audio- und Videodateien sowie sämtliche Task hacks und Deep dives. Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 So arbeiten Sie mit way2go! Jede der 12 Units beginnt mit einer Vorschau auf die Inhalte und einer anregenden Aufgabe, die Sie zu einer ersten Auseinandersetzung mit dem Thema motivieren soll. Die Units sind in Unterthemen gegliedert, in welchen die verschiedenen sprachlichen Kompetenzen systematisch aufgebaut werden und auf niveaurelevante Language (Grammatik und Vokabular) eingegangen wird. Strategies boxes sollen Ihnen dabei helfen, mit einem bestimmten Aufgabentyp vertraut zu werden, während längere StrategiesAbschnitte umfangreichere Informationen zu Lern- und Arbeitsstrategien, aber auch Tipps für authentische Sprech- und Schreibanlässe enthalten. By the way bietet Ihnen interessante Informationen zu Ländern oder Persönlichkeiten des englischsprachigen Kulturkreises. Language boxes und längere LanguageAbschnitte greifen aus dem Kontext wichtige grammatikalische Strukturen heraus, die wiederholt oder gelernt werden sollten. Auch VokabelSchwerpunkte werden so gekennzeichnet. Den Abschluss der Kapitel bildet das way2go! learning portfolio, das von der Website des öbv heruntergeladen werden kann. Mithilfe von zielgerichteten Fragen können Sie dort Ihren Lernfortschritt reflektieren, Sprachprodukte wie Texte oder Audios sammeln und Lernstrategien (weiter)entwickeln. Das Portfolio ist eng mit dem Lehrplan und den Unit-Inhalten abgestimmt, um es für Sie so nachvollziehbar und gewinnbringend wie möglich zu gestalten. Am Ende jeder Unit wird im Topic vocabulary das für das angestrebte Sprachniveau relevante Themenvokabular gesammelt. Ebenfalls dort zu finden sind zahlreiche Wiederholungsaufgaben zu jenen grammatikalischen Strukturen, die erfahrungsgemäß die größten Schwierigkeiten bereiten. Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 Der Writing coach macht Sie mit den Besonderheiten verschiedener Textsorten vertraut. Authentische Schreibaufträge und Modelltexte zeigen Ihnen exemplarisch, worauf es bei der Bearbeitung ankommt. Hinweis zu SRP-ähnlichen Listening-Aufgaben: Um eine flexible Handhabung im Unterricht (oder auch zu Hause) zu ermöglichen, besteht der Audio-Track immer aus einer einmaligen Aufnahme des Hörtextes mit nur einer kurzen, thematischen Einleitung. Der Track kann jedoch beliebig oft abgespielt werden, um auf individuelle Bedürfnisse einzugehen. Das Vocabulary im Anhang enthält den Lernwortschatz in der Reihenfolge, wie er in den Units vorkommt. Wörter, deren Aussprache sich vielleicht nicht gleich erschließt, sind durch Angaben zur Lautschrift ergänzt. Grammar revisited wiederholt und erklärt die wichtigsten GrammatikThemen. Mit den Progress checks und dem online verfügbaren Lösungsschlüssel können Sie sich immer nach drei Units selbständig eine Rückmeldung zu Ihrem Kompetenzzuwachs einholen. Die Doppelseiten Literature along the way möchten Ihnen Lust auf die Beschäftigung mit klassischer und moderner englischsprachiger Literatur machen. Online-Code, der zu weiteren Materialien im Internet führt. Geben Sie den Code einfach in das Suchfeld auf www.oebv.at ein. Verweis auf die online verfügbare Audio-Datei Hierbei handelt es sich um einen original FM4-Beitrag. Verweis auf die online verfügbare Video-Datei Verweis auf weiterführende Übungen im Practice Pack Aufgaben, die Sie mit den Formaten der standardisierten Reifeprüfung vertraut machen Hinweis auf eine sprachliche Besonderheit Hier gibt es ein zusätzliches Feature in der QuickMediaApp, wie z. B. einen Task hack mit hilfreichen Redemitteln oder einen unterhaltsamen Deep dive zur Vertiefung eines Themas. Check it out! 03 M Symbole 01 Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Contents 8 Unit 01: Old friends and new friends Topics Language Reading Old friends – new friends – best friends Friendship in books Friends abroad Friends on social media Talking about friends How to form questions Relationships Language in use: An introductory email (BGF) Topic vocabulary: Describing friends How to make new friends Quiz: Are you a good friend? An extract from Raven Black (MM) 20 Unit 02: Me time Topics Language Reading Time off After-school clubs Games people play The present continuous Talking about leisure activities Narrative tenses Describing pictures Suffixes: The ending does it Comparisons Topic vocabulary: Leisure activities Revision: Narrative tenses Postings about a typical Sunday Video games’ place in American culture (MM) 34 Unit 03: Learning and teaching Topics Language Reading The ideal school School life School systems in the UK and the US Improving your vocabulary Modal verbs of obligation Discussing ideas More suffixes Language in use: Pupils, peace and presidents (WF) Topic vocabulary: School life Revision: Modal verbs The ideal school The school systems of the UK and the US How many words do you need to know? 50 Progress check 01 52 Literature along the way 54 Unit 04: Eat, sleep, repeat … Topics Language Reading Let’s grab a bite to eat! You are what you eat Nothing like a good night’s sleep Eating out – ordering in Suggestions, advice and orders Adjectives describing food Foods Language in use: Making smart lifestyle choices (MC) Topic vocabulary: Nutrition and health Revision: Comparisons A food blog Charge up with healthy eating (MM) 68 Unit 05: Reach out! Topics Language Reading Texting – blessing or curse? Body language Presentations Feelings Phrasal verbs Body language Language in use: Reading body language (BGF) Structuring a presentation Topic vocabulary: Communication and feelings Revision: Phrasal verbs How texting changes communication (MC) Presentation tips 82 Unit 06: All the rage Topics Language Reading A changing world Denim – a way of life? A healthy body image Talking about trends The present perfect Topic vocabulary: Fashion and trends Revision: Mixed tenses Fashion over the years The curvy model whose unretouched photos took the internet by storm (T/F/J) 92 Progress check 02 Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 Listening Writing Speaking Way more Partner school students introducing themselves Four people talking about friends on social media sites A paragraph about your best friend An informal email to a student from England Your classmates What’s important in a friendship? Arguing for/against sth. Discussing social media An audio/video about yourself By the way: Fair Isle Strategies: Reading – Multiple matching (MM); Language in use – Banked gap fill (BGF); The way2go! learning portfolio Listening Writing Speaking Way more The punting incident After-school clubs Game on: Four people about their experiences with video games (MM) An informal email about popular leisure activities among Austrian teenagers An informal email about computer games Describing a bar chart about leisure behaviour Describing two pictures A panel discussion Discussing video games Strategies: Telling a story/an anecdote; Listening – Multiple matching (MM); The function words ‘describe’, ‘explain’ and ‘inform about’ Listening Writing Speaking Way more Anna’s thoughts on the ideal school (MC) A conversation about the differences between US and UK schools Strategies for learning vocabulary A blog comment about rules for teachers A factsheet about the Austrian school system A poster about a vocabulary learning method Two cartoons Discussing ideas A presentation about your perfect school A dice game Presenting a vocabulary learning method Strategies: Point – Example – Explanation – Link (‘PEEL’); Listening – Multiple choice (MC); The function word ‘suggest’; Language in use – Word formation (WF); Vocabulary learning strategies; Word families Listening Writing Speaking Way more A conversation about ordering in Healthy eating gone wrong (FM4) (MC) … and viewing: Understanding teen sleep (BBC) (MM) A blog comment about your favourite restaurant A PEEL paragraph about advice that’s hard to follow A PEEL paragraph about sleep vs. time for homework Waiter jokes Persuading someone to order from your favourite restaurant Healthy eating Collecting and presenting information about sleep patterns By the way: Confusing foods Strategies: Authentic audio material; The function word ‘recommend’; Language in use – Multiple choice (MC); Listening – Multiple matching (MM) Listening Writing Speaking Way more An interview about the new language ‘Emoji’ A teacher giving feedback on a presentation A blog comment about emojis A story starting with a non-verbal communication clue A PEEL paragraph about a presentation you gave Introducing: The text type report A cartoon A story in ‘Emoji’ Funny body language Body language across cultures Presentations Strategies: Giving feedback; Reading – Multiple choice (MC); Looking back – planning ahead Listening Writing Speaking Way more A radio show about trends … and viewing: Levi’s – the denim legacy (BBC) (4W) What is beauty? A social studies project (MM) Describing a trend and its history A report about what to wear to formal events A PEEL paragraph about wearing whatever you feel comfortable in Talking about trends Talking about jeans Retouched pictures Body images Strategies: Listening – Four-word sentence completion (4W); Reading – True/False/Justification (T/F/J) Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 Contents 94 Unit 07: Move it! Topics Language Reading All kinds of sports Spartan Races A sports project – writing a formal email Sports vocabulary Adverbs of manner Expressions for paired activities Formal language Topic vocabulary: Sports Revision: Adverbs of manner Quotes by famous athletes How sports gave me swagger (T/F/J) 106 Unit 08: Rules – make or break? Topics Language Reading Laws around the world School rules Cheating in education Conditional clauses Talking about rules and laws Prefixes Language in use: PDA at school (WF) Topic vocabulary: Rules, laws and regulations Revision: Conditionals Keep smiling – it’s the law! (4W) Studies find more students cheating, even successful ones (MC) 118 Unit 09: Out and about Topics Language Reading Where would you like to go? Getting around How was it? Holiday experiences Talking about the future Means of transport Language in use: Getting around in Copenhagen (BGF) Topic vocabulary: Transport and tourism Revision: The future Holiday mishaps (4W) Blog post: Hobbit spotting in New Zealand 132 Progress check 03 134 Literature along the way 136 Unit 10: This is home Topics Language Reading My room Houses and homes Vertical living Describing rooms Language in use: Relax in the ideal bedroom (MC) Types of houses; Rooms and spaces Features and locations Topic vocabulary: Living spaces and domestic environments Revision: Units 01–03 Professor Dumpster (MM) 146 Unit 11: Good job! Topics Language Reading I spy … Applying for a job Personal qualities Word families Topic vocabulary: Working life Revision: Tenses What it’s really like to work for the FBI (MM) 154 Unit 12: The future of … Topics Language Reading Your future Time travel Speculating and making plans Topic vocabulary: The future Revision: Giving advice/Conditionals A poem by Emily Brontë Sci-fi films/series 162 Progress check 04 164 Grammar revisited 171 Writing coach 179 Vocabulary Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 Listening Writing Speaking Way more A conversation about raising money for a new sports field Spartan Races (FM4) (MC) A PEEL paragraph about a sportsrelated topic A story about a fun activity A formal email Quotes by famous athletes Arguing for or against sth. A paired activity Spartan Races – good or bad idea? By the way: Row, row, row your boat … Strategies: Paired activity tasks Listening Writing Speaking Way more Some students discussing the rules for their school uniforms (MC) An interview about the internet and plagiarism (FM4) A funny dream … A formal email to a parent A PEEL paragraph about cheating at school Discussing funny signs Age limits Rules at your school ‘Breaking rules’ in films and literature Paired activity: Helpful rules at school Strategies: Reading – Four-word sentence completion (4W); The function word ‘present’ Listening Writing Speaking Way more Some holiday plans (MM) Announcements At the ticket machine … and viewing: Bike-sharing in Copenhagen (BBC) (4W) An email about a holiday in your area An inner monologue of a ticket machine Interview questions A blog post about travel experiences Quiz: Your perfect holiday Paired activity: Different holidays – pros and cons Recording your inner monologue An individual long turn Telling a ‘travel terror tale’ Strategies: Individual long turn; The differences between blog posts, blog comments and emails; Giving feedback By the way: The Grand Tour Listening Writing Speaking Way more A video call about new rooms (MC) … and viewing: Vertical living in Hong Kong (BBC) (MM) An ad selling an unusual home A PEEL paragraph about a house of your preference A blog post about noisy neighbours Your room Discussing different types of houses An AI-generated picture of your dream house An individual long turn Strategies: A reminder for picture comparisons Listening Writing Speaking Way more The British Secret Intelligence Service (FM4) (MM) An interview about what a job application should look like (4W) An email of application Your ideal job Spies – what they’re like Spy films An individual long turn A quiz telling you which job is ideal for you Listening Writing Speaking Way more Four people talking about happiness Some English students talking about their plans for the future (MC) An informal email about your plans for the near future A blog post about a time travel adventure Paired activity: What makes young people happy? An individual long turn about future plans Time travel Speculating about films and series By the way: Predictions that didn’t come true Abbreviations: BGF Banked gap-fill WF Word formation T/F/J True/False/Justification MM Multiple matching MC Multiple choice 4W Four-word answers Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 Unit 01 Old friends and new friends 736f9b In this unit you will: learn more about your classmates find out what makes a good friend discover a remote island get to know students from an English partner school discuss the pros and cons of social networking sites introduce yourself by email Work with a partner. Describe the pictures (1–4). What are the people doing? Read the quotes (A–D). Which one do you like best? Why? Try to match the quotes to the pictures. Write down one reason why you think they belong together. There are no wrong answers. Example: We think picture 2 goes with quote C because … Compare your ideas with another pair. SPEAKING 1 a “A true friend is someone who thinks that you are a good egg even though they know that you are slightly cracked.” (Bernard Meltzer) A 2 1 “Friendship is born at that moment when one person says to another: ‘What! You too? I thought I was the only one.’” (C. S. Lewis) C “I don’t trust people who say they have a lot of friends. It’s a sure sign that they don’t really know anyone.” (Carlos Ruiz Zafón) B 3 “A friend may be waiting behind a stranger’s face.” (Maya Angelou) D 4 b c d Nur zu Prüfzwecken – Eigentum des Verlags öbv
9 Sit next to someone in class you don’t know (well), and find out more about each other. Here are some questions to get you started: 1 What kind of music do you listen to? 2 What do you do in your free time? 3 What’s your favourite subject? 4 Who’s your favourite performer? 5 What’s your favourite app? SPEAKING 2 Old friends – new friends – best friends Strategies box Try to keep the conversation going by asking follow-up questions. Show your partner that you are interested in their1 answers: That sounds great. Really? How interesting! What do you like about it? I don’t know that film, tell me about it. What else do you do? When you start a new class or school, you might feel anxious – everything is new and different. The thought of having to make new friends might be one of the things that make you nervous. But you’re not alone. Remember that you are going to school with a group of students your age, and some of them are new too. Here are some tips on how to make new friends. Read them and rank them from 1 to 5 (1: highly useful, 5: not useful at all). READING 3 a 17 teenmag Be confident Take a deep breath and find your voice. Smile, and ask someone their name, if they’ve seen a new film or if they like a particular sport or activity. Show interest in the people around you. Be yourself If you can, try and meet up with your friends outside school and really get to know them, but don’t change who you are to fit in or please other people. They can tell if you aren’t being yourself. Start conversations Don’t be afraid to talk to people, introduce yourself and start a conversation about something you have in common. Ask a question, or even give a compliment or two. Don’t forget to remember people’s names, and be a good listener. Get involved By joining an after-school or lunchtime activity you like, you will meet a whole group of people who will have at least one thing in common with you! Smile, join in and introduce yourself. Be a good friend Being a good friend is about trusting someone and being trusted in return. It’s about give and take – seeing another person’s point of view or taking their feelings into account are just some of the things that can make friendships even stronger. Discuss your ranking with a partner. Try to agree on the three most important tips. b What’s your favourite tip? What’s your number two? What’s last on your list? I think … is the best tip because … I don’t think so because … In my view … is better because … All right, I see your point. 1 Das Buch verwendet they (their/them/themself) als geschlechtsneutrales Pronomen für Personen im Singular. Nur zu Prüfzwecken – Eigentum des Verlags öbv
10 UniT 01 | Old friends and new friends Talking about friends Below you can find some expressions to use when talking about friends. Some of these expressions are phrasal verbs. Their meaning depends on the preposition (e.g. ‘to look after sb.’ versus ‘to look for sb.’). Match the parts. There might be more than one correct answer. LANGUAGE 4 to be worried turn speak be there let stand to for by about on down friends a/your friend to have make take be friends something friendly with sb. into account in common with sb. to keep hang catch fit meet out/around up in touch in with friends a/your friend to pick calm cheer help depend up down on out a friend Study the ‘dos’ and ‘don’ts’ in a friendship. Put the jumbled sentences into the right order. Then highlight the ‘dos’ in green and the ‘don’ts’ in red. 5 a Add don’t to correct the bad advice. Example: Don’t make promises you can’t keep. Write down another ‘do’ and another ‘don’t’. b c 1 your / about / gossip / friend 2 a / secret / keep 3 opinion / about / your / laugh / friend’s 4 friend / decisions / your / the / accept / makes 5 forget / privacy / to / friend’s / your / regard 6 feelings / take / friend’s / into / your / account Gossip about your friend. Keep a secret. 7 friend / to / lying / think / your / about 8 a phone number / for / right away / ask 9 sure / advice / honest / give / make / you 10 up / with / catch / frequently / friends / your 11 to / what / return / remember / borrow / you 12 keep / promises / make / can’t / you Come up with at least one more tip for making new friends and share it in class (e. g. a tip related to social media). Use the texts in 3 as a model. WRITING 6 Nur zu Prüfzwecken – Eigentum des Verlags öbv
11 Are you a good friend? Do the quiz and find out. Circle your answers. Then check your score on the next page. READING + SPEAKING 7 a 2 Y our best friend has serious problems with their parents and wants to run away. What do you do? A You try your best to calm them down and talk them out of running away. (3 points) B You tell your friend that everyone has problems with their parents and that they shouldn’t make such a fuss. (1 point) C You tell your friend to come to your place and talk to your father, who is really good at solving problems like this. (2 points) D You tell your friend that you will leave with them. (2 points) 1 Y ou are at a party and you see your friend take a pill given to them by someone you don’t know. What do you do? A You leave the party. You don’t want to see your friend make a fool of themself. (1 point) B It’s none of your business how your friend enjoys themself, so you do nothing. (1 point) C You ask your other friends if they know the ‘pill person’ and what the pill could be. (2 points) D You get your friend and leave the party. You say you feel sick and ask your friend to stay with you so that you can watch how they react to the pill. (3 points) 3 Y our friend plays video games all the time, and you think they might be addicted. What do you do? A You let the friendship cool down. (1 point) B You tell your friend’s parents. (2 points) C You give your friend a leaflet of ‘Gamers Anonymous’. (3 points) D You play together for two hours as often as you can, then get your friend to stop and do something else. (3 points) 4 Y our friend keeps stealing things in shops, and you are really worried about this. What do you do? A You tell your friend that the next time you see them stealing something, you are going to tell the police. (3 points) B You tell your friend that the next time you see them stealing something, you are going to tell their parents. (1 point) C You tell your parents. (2 points) D You stop going shopping with your friend. (1 point) Now work in pairs or small groups and talk about these questions. 1 Do you agree with what the answers say about you? Why?/Why not? 2 In which situations would it be OK to stand by a friend and not tell on them if they did something stupid? 3 Has a friend ever let you down? If so, how did you feel about this? Are you still friends? 4 What is the most important thing for you in a friendship? Not sure how to talk about the questions? Download our QuickMedia app, scan the page and get yourself a way2go! Task hack! b Nur zu Prüfzwecken – Eigentum des Verlags öbv
12 UniT 01 | Old friends and new friends Write a paragraph about your best friend. What is special about them? What makes them a good friend? Use some of the phrasal verbs from exercise 4 in your paragraph. You could start like this: My best friend is called … She’s/He’s my best friend because she/he can … / … doesn’t … / … is always … WRITING 8 Answers to the quiz: 4 to 6 points Your friendship skills need major repair! You may think of yourself as a good friend, but you certainly don’t act like one. You should support your friends more and put their needs before your own! 7 to 9 points You may love your friends, but you don’t always show it. You don’t go out of your way for them. But if you want to maintain a strong bond, you have to be supportive – even if it means doing something that doesn’t always interest you. 10 to 12 points You put the ‘best’ into ‘best friend’! You totally know what it means to be a true friend. You are always there for your friends and you do thoughtful things to show you care for them. Everyone would like to be friends with you. You keep your promises and never tell a secret. (Are you sure you answered all the questions honestly?) Before you read the extract from a novel in 10, look at the questions below. Write at least one sentence for each question into your notebook. Then compare your answers with your partner. READING 9 Friendship in books Language box Remember how to form questions: full verbs – use do, does or did: Did you like it there? auxiliaries – with inversion: Can we be friends? question words: Where does your friend live? Who do you like best? If you need more information on Questions, go to Grammar revisited, p. 164. M I think it would be much slower than my life now ... I’d probably miss my sister most ... We both love music ... I’d try to be there for my friend ... Imagine you lived on a small island. What would life there be like? How does this compare to the life you lead now? How would you feel if you were away from your family for a longer period of time? Who would you miss most? How would you communicate with your family? What would you do if somebody bullied your friend? Do you have a really close friend? What are they like? What things do you have in common? What secrets would you share with your friend? Nur zu Prüfzwecken – Eigentum des Verlags öbv
13 Read this extract about two friends adapted from the novel Raven Black by Ann Cleeves. In it, the main character, Jimmy, remembers how his friendship with another boy started and how important it was for him. 10 In the extract, some parts are missing. Choose the correct part from the list (A–L) for each gap (1–9). 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. Strategies box Reading – Multiple matching (MM) Read the whole text first to get an idea of what it is about. Don’t panic if you don’t understand every word. Look at the sentence before and after each gap. What could fit? Leave out gaps you are not sure about. The task gets easier as you use more and more parts. Remember, there are two sentence parts that don’t fit anywhere. A what fun that was G rising up on the horizon B being in prison H to stop himself falling over C which of them had told it I to talk to his family on the phone D the start of a new school year J were blown so fast E became his friend K couldn’t remember F until it was Monday morning L so far away from home At the time Jimmy thought Duncan had saved his life. That was what it felt like. He was fifteen. It was September, (0) , and it was like having to get used to Anderson High School all over again. Classes, and living in the hostel, and only being able (1) . After a summer of being on the Isle, helping his dad with the sheep and the boat, it was like (2) . Worst of all was being back with the two boys from Foula who’d made his life a misery during the first year and who hadn’t forgotten (3) over the holidays. During the week it wasn’t so bad. There were other kids who boarded weekly, there was more staff on duty. Weekends were a nightmare. Other kids looked forward to the weekends. Jimmy hated them. He imagined himself at the wheel of a small boat and a huge wave (4) and bearing down towards him. And when Friday night did arrive, he counted off the minutes (5) , working out the percentage of misery time passed and the nightmare still to come. Then Duncan Hunter took a liking to him. How had that happened? Jimmy (6) . He had one image in his head. A breezy, sunny day. The water in the harbour whipped into tight little waves. He and Duncan would have been nearly sixteen and there’d been a joke. Jimmy couldn’t remember (7) , but he remembered the pair of them laughing. Duncan had been laughing so hard he’d had to put his arm around Jimmy’s shoulder (8) . Jimmy had tipped back his head and it seemed the sky was wheeling around him, because the clouds (9) . And when he’d straightened up, spent and dizzy, there were the two Foula boys, sullen and angry, because he had a friend, and they’d have to find someone else to bully. 0123456789 D Nur zu Prüfzwecken – Eigentum des Verlags öbv
14 UniT 01 | Old friends and new friends Answer these questions with a partner, then share your ideas in class. 1 What was Jimmy’s life like without a friend? 2 How does his description change after he’s met his friend Duncan? Without a friend: like prison, … With a friend: breezy, sunny, … Work with a partner. Choose one of the topics below and talk about it for about two minutes. Take turns. how I became best friends with … a time my friend was there for me the best thing I’ve ever done with a friend a book/film/series about friendship READING 11 Lerwick Harbour Strategies box Make your story interesting by adding a range of details. Think about: where? what? when? why? SPEAKING 12 By the way: Fair Isle – a British island Jimmy from the story grew up on the remote2 island of Fair Isle. Fair Isle is one of the smallest islands of the UK. In fact, only about 70 people live there. It is just 5 km long and 3 km wide, and it is surrounded by3 impressive cliffs. The most spectacular cliff is Sheep Rock, rising 134 metres straight from sea level. There are no pubs and restaurants on the island except at the bird watching station, as Fair Isle is an important resting point for migrating birds4. There is only one shop and one primary school, which sometimes has only five pupils. There is also a fire station run by volunteers5 and a small coast guard rescue team6. The island is famous for its knitting patterns7 and for bird watching. Although Fair Isle is so small and so remote, people have lived there since the Stone Age. There are traces of oval houses that were built more than 3,000 years ago, and stone walls from the same period can still be seen. One of Jimmy’s problems in the story is that he can’t go home over the weekends. So how does one actually get to Fair Isle? You have to get to Shetland first. There is an overnight ferry to Lerwick, the ‘capital’ of Shetland, which takes about 12 hours from mainland Scotland. Halfway through the journey, you can see the rocks of Fair Isle slowly appearing in the setting sun. From the Shetland mainland, Fair Isle can be reached by either the island mailboat, Good Shepherd IV, or by the eight-seater ‘Islander’ aircraft. The journey to Fair Isle takes about two and a half hours and can only be done if the weather is calm enough. A safe summer harbour was created in the last century, at North Haven, and even today the mailboat has to be pulled out of the water, away from the reach of the winter storms. Make a list of some good and some bad things about living on a small island and discuss it with a partner. Curious about the Shetland Islands? Take a Deep dive! Use the öbv QuickMedia app to scan this page, watch the video and do the task. 2 remote: abgelegen, fern 3 surrounded by: umgeben von 4 migrating bird: Zugvogel 5 volunteer: Freiwillige/r 6 coast guard rescue team: Rettungsmannschaft der Küstenwache 7 knitting pattern: Strickmuster Nur zu Prüfzwecken – Eigentum des Verlags öbv
15 One way to make a lot of new friends is through a school exchange. Imagine: Whitehall Secondary School in Cambridge, UK, is the partner school of your school. Your class is going to take part in an exchange project with Whitehall. The project group from Whitehall has asked you to send them pictures of your class. Work with a partner. What picture would you send them? These ideas might help you: SPEAKING 13 Friends abroad Who should be in the picture? Where should the picture be taken? What should be in the background of the picture? Share your ideas in class. In pairs, take turns defining and guessing the words. Example: Student A: This word means ‘brother or sister’. Student B: That’s ‘sibling’. b Some of the British students have sent you voice messages to introduce themselves. First study the sentences below and the example. Then listen to Jedrek, Lizzie and Marc and complete the sentences with the right person. LISTENING 14a 01 Listen again and write down as many things about each student as you can in your notebook. Compare your notes in pairs. Relationships The following nouns express how people can be related or ‘connected’ in other ways. Look up the meaning of any words you don’t know. b LANGUAGE 15 a a acquaintance b cousin c couple d enemy e groom f mate g nephew h niece i partner j relative k sibling l stepdad m stranger n twin o pal 1 Jedrek’s brother is learning a trade. 2 wants to get a creative job in IT. 3 is finishing school this year. 4 doesn’t use his given name. 5 has got a younger stepsister. 6 learns a lot from watching videos online. 7 works in medicine. 8 spends a lot of time doing sports. Nur zu Prüfzwecken – Eigentum des Verlags öbv
16 UniT 01 | Old friends and new friends Read the introductory email from Hannah at Whitehall school. Some words are missing. Choose the correct word (A–O) for each gap (1–12). There are two extra words that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. LANGUAGE IN USE 16 M Strategies box Language in use – Banked gap fill (BGF) This kind of task is very similar to the reading task you’ve already done on p. 13, so you can use many of the same strategies. You need to match single words or short phrases, so this tests your grammar and vocabulary skills more than your reading skills. While reading, think of a word that could fit, then check the words below. Which one comes closest to your idea? 0123456789101112 M A anxious D cousins G find J knowing M starting B brother E employees H grab K siblings N style C connect F fantasy I hang L similar O worry Hi there, I’m Hannah. I’m new at Whitehall and I’m just (0) to make new friends here. I was a bit (1) at the beginning, but there was no need to (2) . Everyone’s been really friendly. I think doing a project with schools from other countries is exciting. It’s a great way to (3) with different people and get to know about schools abroad. Anyway, let me tell you about myself. I’m 14, I’m rather short, and so is my hair. I got it cut last week and I love the new (4) . I tried to upload a picture of myself, but the computer wouldn’t let me do it, so I’ll do it next time. I like music, dancing and reading (5) stories. I’m an only child, but I have (6) all over the world. My favourite cousin, Adam, lives in the US. We text each other quite often, and sometimes we have a video chat. I only met him for the first time last year when we visited my relatives in California. He and I even look quite (7) ! My parents both work at Lambert’s Hospital. My dad is a nurse and my mum works in IT support, where she keeps the computers running and helps other (8) to use them. As I don’t have any (9) , my friends are really important to me. My best friend in my former home is Abigail. Her family is from Jamaica. We both enjoy the same music and we both took dancing lessons. I really miss her, but I’ve already found some people here in Cambridge with whom I can have fun, (10) out and go window-shopping. Sometimes we (11) something to eat at one of the cafés. Please, tell me about yourself. I’d love to (12) out more about you guys in Austria. Take care, Hannah Hannah Shelby <hannah.shelby@whcambridge.uk> ... Our project From: To: Subject: Reply to Hannah’s email. Write about yourself, your family and your friends. Not sure how to write an Informal email? Go to the Writing coach, pp. 171/172. Introduce yourself to the British students. Make an audio or video recording and send it to your teacher. WRITING 17 SPEAKING 18 Nur zu Prüfzwecken – Eigentum des Verlags öbv
17 You are going to listen to four teenagers talking about social media. Before you listen, think about the questions in 19b. What might the teenagers say? Share your ideas with a partner. Now listen to the statements and take notes. 1 What do they use social media for? 2 What do they like about social media? 3 What do they dislike about social media? Listen again and write the names next to the questions: Abena, Zahid, Susan or Riccardo. Who … 1 is managing a large number of accounts? 2 doesn’t think online friends are real friends? 3 communicates with the same people in person and on social media? 4 shares an interest with many of their online contacts? 5 has ended a friendship because of bad social media behaviour? 6 mainly wants to have fun on social media? 7 can’t imagine maintaining a friendship without social media? LISTENING 19a 02 Friends on social media b c Who feels that their own social media use is a little strange? Why? Work in pairs or small groups. Discuss the questions and write down your ideas. Not sure how to talk about the questions? Use the öbv QuickMedia app to scan the page and get a Task hack! d SPEAKING 20 Which social media do you or your friends use? Are online friends ‘real’ friends? Why?/Why not? Why do many people your age use social media? Why might somebody deactivate their social media account? Nur zu Prüfzwecken – Eigentum des Verlags öbv
18 UniT 01 | Old friends and new friends Topic vocabulary: Describing friends Complete the word maps. Sometimes there is more than one possible answer. LANGUAGE 21 kinds of friends what friends should do what friends should be what friends shouldn’t be an (1) exreturn what they (5) take your (6) into account a (3) friend an (2) on friend give (7) advice (8) by you (9) in touch (10) (14) (11) (15) (12) keep (4) pro the current girlfriend/boyfriend a best friend an old friend keep a secret respect your choices be there for you a mate meet up grateful ungrateful impatient dishonest unkind disloyal reliable honest warm bad listeners (13) Nur zu Prüfzwecken – Eigentum des Verlags öbv
19 The way2go! learning portfolio: Reflecting on what you’ve learned Go back over the work you’ve done in this unit. 1 What have you learned? What was new for you? 2 What feedback did you get from your teacher and from your classmates? 3 What was easy for you? What can you do well? 4 What was difficult for you? What do you still need to work on? Look at the table of learning goals below. Starting with Unit 02, you will find a table like this as well as some reflection questions online for every unit as part of your way2go! learning portfolio. This will help you track your progress and set goals for the future. You can show your best work like pieces of writing or audio and video recordings. Download the portfolio right away. Go to www.oebv.at and type in the code 73k2kg. Unit 01 has been done there as an example. If you need more help, watch the video tutorial in the QuickMedia app. STRATEGIES 22 a b Make your mark somewhere on the left to say: I can do this well. It’s fun and easy or even boring for me. Put it in the centre to say: I can do this most of the time. It can be a challenge, but usually it’s OK. Mark on the right to say: !! I can’t do this well yet. I need to spend more time on this. Looking back: Learning goals of Unit 01 !! READING B1 I can understand a straightforward article or story on the topic of friendship. (ex. 3a, 10) LISTENING B1 I can understand the main points and important details of clear standard speech on the topic of friendship. (ex. 14, 19) WRITING B1 I can ask for and give information as well as state reasons for actions in a paragraph or an email. (ex. 8, 17) SPEAKING B1 I can enter unprepared into conversation on the topic of friendship to exchange information. (ex. 1d, 7b, 20) B1 I can give a straightforward connected description on the topic of friendship reasonably fluently. (ex. 12, 18) LANGUAGE I can use new phrasal verbs to express myself more fluently. I can use question forms correctly in speaking or writing. I can use a sufficient range of vocabulary to express myself on the topic of friendship. A task that was really challenging for me was … My favourite new expressions from this unit are … “We do not learn from experience … we learn from reflecting on experience.” (John Dewey, US psychologist) Nur zu Prüfzwecken – Eigentum des Verlags öbv
20 Unit 02 Me time 73a735 In this unit you will: speak and write about your favourite activities hear some stories and tell your own talk about the present and the past make new words from old ones learn about important parts of American and British culture Look at the bar chart below, which was published in a British youth magazine. It shows British teenagers’ favourite leisure activities in 2009 and in 2019. How have leisure activities changed? What is the situation today? Discuss your ideas with a partner and draw bars for ‘today’. Compare your ideas with other students in your class. Give reasons for your ideas. SPEAKING 1a In … more teenagers used to … than in … Today fewer/more teenagers enjoy … … was as popular as … … is less popular than … More people were into reading in … than in … … is still popular, and it will also be popular in … b c spending time online watching films and series playing games meeting friends (in person) doing sports listening to music relaxing/doing nothing Teenagers’ favourite leisure activities in 2009 and 2019 And what about today? 0% 20% 40% 60% 80% 100% 2009 2019 today? Can you think of some more leisure activities that are popular among teenagers? Write them down. Then discuss your ideas with a partner. Were they also popular in 2009 or 2019? Will they still be popular in a few years from now? How do you think the Covid-19 pandemic affected teenagers’ leisure activities? d e Nur zu Prüfzwecken – Eigentum des Verlags öbv
21 In order to learn more about each other, you have agreed with your partner school to regularly communicate on a social network. You write to find out what a typical Sunday looks like. Here are some of the things Lizzie posted. Match them to the time she wrote them. Sometimes more than one answer is possible. The first post has been done for you. READING 2 Time off d 12:15 4 g 17:30 7 a 08:30 1 b 10:00 2 e 13:30 5 f 16:00 6 h 19:00 8 i 20:30 9 j 22:00 10 k 23:30 11 c 11:45 3 Steve’s doing some sort of homework assignment on my laptop. So I’m back in my bed, playing video games on my mobile and listening to music – check out my playlist. Steve is making popcorn while the rest of the family is sitting on the couch. We always watch our favourite game show together on Sundays. I usually watch my favourite series at this time, but the latest season has just finished. So, at the moment, I’m just lying on the sofa, watching random videos on my mobile. I’m lying in bed and can’t sleep because I’m thinking about all the things I still need to finish for my school day tomorrow. I couldn’t find something good to watch, so now I’m talking to my best friend Emily on the phone. (I think Steve’s listening in.) I have my piano lesson tomorrow. Sometimes I forget, but today I’m practising. I hope the neighbours don’t mind me making noise this late. They don’t normally complain. Time for lunch. Mum has finished cooking, and Steve is calling Pam. Pam has stopped gardening and is coming back in the house. I’m getting ready for bed and wondering what to put in my school bag for tomorrow. I usually make a list, but I was too lazy today! Steve often uses my laptop for hours, but now he’s finally done. So now I’m working, checking some data for a school project. I’m having breakfast with Mum, Pam, Steve and Kerry. Pam has made her famous omelettes with onions and mushrooms. I’m still in my pyjamas and having a cup of tea. I love sleeping in a bit on Sundays. Present simple and present continuous Underline all uses of the present simple in Lizzie’s posts in one colour and all uses of the present continuous (am/is/are + -ing form of the verb) in another. Explain why she uses these tenses. Compare your results with a partner. Examples: I usually watch my favourite series … Present simple: happens again and again. I’m just lying on the sofa … Present continuous: happening right now. For information on Present simple and present continuous, go to Grammar revisited, p. 164. Do other languages you know have similar tenses? LANGUAGE 3 a b Nur zu Prüfzwecken – Eigentum des Verlags öbv
22 Unit 02 | Me time Present simple or present continuous? Here’s what Jedrek posts at 3 pm on a school day. Fill in the correct form of the verbs. It’s three in the afternoon and I (1) (wait) for our maths lesson to start. Some of my classmates (2) (play) chess. I (3) (mean), Martin and Ahmed (4) (play) chess, some other kids (5) (stand) around them and (6) (make) comments on their moves. I think Martin (7) (get) distracted by their comments. He (8) (look) a bit angry. Normally, he’s a very calm guy who (9) (look) cool all the time. Samira, Marc and Otis (10) (sit) in a corner of the classroom. They (11) (play) a card game. I (12) (not know) what it is, but they (13) (laugh) a lot, so I (14) (guess) they (15) (have) fun. Martin (16) (give) them dark looks; I (17) (think) the noise (18) (make) him lose focus. Iris and her gang (19) (just sit) around doing nothing. I guess they (20) (not look forward to) equations and decimal points. Describing leisure activities Study the word map on creating how-to videos below. Then make a word map for your favourite leisure activity with the help of these questions: LANGUAGE 4 Language box You use the present continuous to describe what people are doing at the moment (now). You use the present simple to describe your thoughts and feelings. LANGUAGE 5a What skills or knowledge do you need? Do you need any equipment for it? What can you learn from doing it? Do you do it with other people? How dangerous is it? How expensive is it? 1 What do you need to do it? 2 What’s good about it? 3 What’s bad about it? creating how-to videos expertise and enthusiasm can make you famous can help other people microphone or headset takes a lot of time and effort to do well many people will criticise your work laptop/computer with camera smartphone what you need what’s bad about it what’s good about it Work with a partner. Ask questions about the details of their favourite leisure activity. How many questions do you need to ask before you can guess the activity? b Nur zu Prüfzwecken – Eigentum des Verlags öbv
23 say that you would like to stay in contact (Write one or two sentences.) say what is special about it Say why you like it. Give an example, give a good reason. Write about your feelings. Use adjectives, such as fantastic, relaxing, great, challenging, exciting, etc. (Write around 50 words.) Study the prompt and take a look at the ideas below. They might help you write the email. WRITING 6 Hi Hannah, It’s great to hear about your project ... Leisure activities around the world are certainly interesting ... Well, let me tell you about my friends. Some of them enjoy doing/going/playing …, but most of them … I guess … is so popular because … My favourite leisure activity is ... I usually do it on … I go … once/twice/… a week with … You only need a … You know what is special about ...? I really like … because ... ... is really important to me. I like ... because ... Doing it helps me to ... I wish you good luck with your project ... Tell me about your friends’ leisure activities ... I’m looking forward to reading more about your project ... All the best, … ... Hannah Shelby <hannah.shelby@whcambridge.uk> Our leisure activities From: To: Subject: give examples of leisure activities your friends enjoy (Write around 50 words.) say why you are writing (Write one or two sentences.) Your English partner school is doing a project on leisure activities that are popular with young people around the world. Hannah wants to know what you and your friends enjoy doing in your free time. You have decided to send her an email. In your email you should: give examples of leisure activities your friends enjoy describe your favourite leisure activity say why it is special to you Write around 200 words. Strategies box When you describe something, you say or write what something is like. You can give facts and details (where and how often you do it, who you do it with, what you need to do it, etc.) to make your description clear and specific. describe your favourite leisure activity Where and how often do you do it? Who do you do it with? What do you need to do it? (Write around 50 words.) See Writing coach, Informal email, pp. 171/172. Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.atRkJQdWJsaXNoZXIy ODE3MDE=