7 Julia Aigner | Ilse Born-Lechleitner | Sally Brunner Ulla Fürstenberg | Anna Harkamp-Krenn | Eva Holleis Andreas Kaplan App für Medien, Task hacks und Deep dives Coursebook New edition
way2go! 7, Schulbuch und E-Book Schulbuchnummer: 225256 way2go! 7, Schulbuch und E-BOOK+ Schulbuchnummer: 225258 way2go! 7, Schulbuch E-Book Solo Schulbuchnummer: 225259 way2go! 7, Schulbuch E-BOOK+ Solo Schulbuchnummer: 225261 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 17. September 2025, GZ BMBWF-2024-0.736.872, gemäß § 14 Absatz 2 und 5 des Schulunterrichtsgesetzes, BGBl. Nr. 472/86, und gemäß den derzeit geltenden Lehrplänen als für den Unterrichtsgebrauch für die 7. 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 Urheberechtsgesetz: „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 2026 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Schulbuchvergütung/Bildrechte: © Bildrecht GmbH/Wien Das Urheberrecht des in diesem Buch verwendet, vom ORF zur Verfügung gestellten Audiomaterials liegt beim ORF. Redaktion: Mag. Heike Böhringer, Wien Herstellung: MMag. Andrea Maria Fellner, Wien; Magdalena Hufnagl, Wien Umschlaggestaltung, Illustrationen, Layout und Satz: Mag. Adam Silye, Wien Umschlagbild: © Walter Bibikow / Getty Images; © Oscar Martin / Getty Images - iStockphoto; Magdalena Hufnagl, Wien Druck: Gerin Druck GmbH, Wolkersdorf ISBN 978-3-209-12925-3 (way2go! OS SB 7 + E-Book) ISBN 978-3-209-12937-6 (way2go! OS SB 7 + E-BOOK+) ISBN 978-3-209-12949-9 (way2go! OS SB 7 E-Book Solo) ISBN 978-3-209-12945-1 (way2go! OS SB 7 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, Ulrike Stocker, Lisa Mösenbacher, Waltraud Wanke and Dorit Wiener for going above and beyond in their support. We would also like to thank Andreas Schuch for providing expert knowledge on digital storytelling. 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 Johnny Bliss, Christian Cummins, Riem Higazi, Joanna King and Kate Farmer.) During the work on the new edition, we, the authors of way2go! and öbv, lost our dear friend and co-author Eva Holleis. Her positivity, expertise and meticulousness were a constant inspiration to us for over a decade. She is sorely missed. Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Julia Aigner | Ilse Born-Lechleitner | Sally Brunner Ulla Fürstenberg | Anna Harkamp-Krenn | Eva Holleis Andreas Kaplan Coursebook 7 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, Deep dives als auch die Lösungen für die Semester checks. Download für Lehrpersonen: Um alle Audios, Videos und weitere Materialien wie Task hacks, Deep dives oder Lösungen zu den Semester checks herunterzuladen, geben Sie p5t3mn in das Suchfeld auf www.oebv.at ein. p5t3mn Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 So arbeiten Sie mit way2go! Jede der 10 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 und niveaurelevante Language (Grammatik und Vokabular) gezielt vermittelt werden. 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. Am Ende jedes Kapitels finden Sie außerdem Leseempfehlungen sowie Tipps zu Filmen, Serien und Podcasts aus dem englischsprachigen Raum, die Sie über die QuickMediaApp abrufen können. Am Ende jeder Unit wird unter Topic vocabulary das für das angestrebte Sprachniveau relevante Themenvokabular gesammelt. Ebenfalls dort zu finden (sowie im Kern mancher Units) sind Spot on form-Abschnitte zur gezielten Schulung des Sprachbewusstseins auf B2-Niveau. Strategies boxes sollen Ihnen dabei helfen, den Umgang mit verschiedenen standardisierten Aufgabentypen und den Operatoren standardisierter Schreib- und Sprechaufträge zu perfektionieren. Längere StrategiesAbschnitte beinhalten umfangreichere Informationen auch zu Lern- und Arbeitsstrategien. Exam strategies im Anhang wiederholen zentrale Strategien für die schriftliche SRP. By the way bietet Ihnen interessante Informationen zu Aspekten des englischsprachigen Kulturkreises. Language boxes und längere Language-Abschnitte greifen aus dem Kontext wichtige grammatische Strukturen heraus, die wiederholt oder gelernt werden sollten. Auch Vokabel-Schwerpunkte werden so gekennzeichnet. Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 86 SEMESTER CHECK Semester check 01 !! LESEN B2 Ich kann längere Texte, auch Berichte und Artikel, zu aktuellen Fragen sowie literarische Texte selbstständig lesen und verstehen. Read the text about ways to add green spaces to cities. First decide whether the statements (1–7) are true (T) or false (F) and put a cross ( ) in the correct box. Then identify the sentence in the text which supports your decision. Write the first four words of this sentence in the space provided. There may be more than one correct answer; write down only one. The first one (0) has been done for you. READING 1 What’s your progress with the learning goals of this semester? Make a mark on the line that shows where you see yourself, then do the tasks. Don’t forget to check your answers with the key. Download it using QuickMedia or go to www.oebv.at and enter p5t3mn. The future of urban nature It was once thought that forests and parks needed to be large areas. After all, forests require acres and acres of space, right? But with careful planning, mini-forests can thrive in lots as small as a typical parking lot or tennis court. Gardens can be planted in places that are often overlooked to create food forests in urban neighborhoods. Creating mini-forests The idea of mini-forests was formed by Akira Miyawaki, a young graduate student in the 1950s. He noticed that mature forests in Japan had greater biodiversity than landscaped gardens. However, mature forests take centuries to grow and acres of land. Miyawaki wondered if there was a way to speed up the process, to engineer a mature forest to flourish quickly in a small space. Miyawaki’s idea was successful. By discovering which species were native to Japan, he was able to select plants that would naturally grow in old forests and transfer them to landscaped mini-forests. Under the right conditions, his methods produced forests quickly in small spaces – sometimes ten times faster than what it would take for a diverse forest to grow naturally. Tiny forests can thrive anywhere. Crowded and polluted urban areas that need the most help maintaining clean air and water are suitable locations for mini-forests. The benefits of adding native trees to urban areas extend beyond their beauty. Trees remove carbon dioxide and air pollution, reduce water pollution, and serve as a noise buffer. They also provide habitat for other organisms such as birds and insects. Even though these green areas are small, they can even restore biodiversity to cities almost as well as a larger natural forest. Urban mini-forests also allow people to connect with nature without leaving the city. Living in a dense city can make it difficult to visit a forest. By bringing those plants to urban areas, residents will have a unique opportunity to learn about issues such as biodiversity, climate change, and habitat loss. 178 WRITING COACH You write formal emails to give or ask for information, respond to a request, apologise, make a complaint, offer suggestions, state facts or apply for a job. The recipient is usually someone that you don’t know very well or don’t know at all. Start your formal email with Dear + name (e.g. Dear Ms Smith) or Dear Sir or Madam if you don’t know the name. In some cases, you can also use a job title (e.g. Dear Hiring Manager) or the team name (e.g. Dear Project Team). It is important to be specific about the purpose of your email. It should be clear, polite and to the point. If necessary, inform the recipient of any action you expect them to take before signing off. The most common way to end a formal email today is Kind regards. It works well in business, academic and school contexts. Best wishes can be used in semi-formal emails, e.g. to a teacher you have spoken to before or a colleague you know. In traditional letters, you may also see Yours sincerely (when you start with Dear Mr/Ms …) or Yours faithfully (with Dear Sir or Madam). However, these are less common in emails today and are mostly used in very formal contexts. Sample task – formal email of enquiry You and your classmates would like to do a music project with a school in Ireland because your school has a strong focus on traditional music. Your music teacher has suggested reaching out to Kenmore Traditional Music School, which you came across on the internet. You have decided to write an email to the headteacher of Kenmore Traditional Music School. In your email you should: explain why you have chosen this particular school present your school’s focus on music enquire about a possible project you could do together Write around 250 words. Writing coach Formal email Formal emails in a nutshell: Start with: From: your name and email address To: the person you are writing to Subject (Re): the purpose of the email Address the recipient formally at the beginning and use an appropriate signoff at the end. Clearly state your purpose for writing in the opening lines. Start a new paragraph for each content point (bullet point). Highlight the personal significance of the ideas/events at the beginning of each paragraph. Explore the possibilities! Share music with friends from all over the world! <office@kenmusic.ie> Kenmore Traditional Music School 195 VOCABULARY fitness routine [ru"*ti"n] Fitnessprogramm, Fitness-Routine inadequate [I*nxdIkwEt] mangelhaft, unzureichend chore [tSC"] hier: lästige Pflicht, Arbeit physical capacity körperliche Voraussetzung/ Leistungsfähigkeit to dedicate sth. to sb./sth. etw. jmdm./etw. widmen progress [*prEUgres] Fortschritt(e) intense workout intensives Training failure [*feIljE] Scheitern, Versagen to take sth. up My brother has recently taken up dancing. mit etw. anfangen/ beginnen to endure [In*dZUE] sth. etw. ertragen/erdulden to embrace sth. etw. annehmen/akzeptieren unique [ju*ni"k] einzigartig to thrive [TraIv] In order to thrive, plants need sunlight. aufleben, gedeihen mental health psychische Gesundheit 11 to be in a league of your own The whole group is very talented, but Lisa’s in a league of her own. eine Klasse für sich sein 12 to level sth. etw. angleichen/ebnen to be on a winning streak sich auf einer Erfolgswelle bef inden athlete [*xTli"t] Athlet/in, Sportler/in competitor Mitbewerber/in, Konkurrent/in to tune in to sth. Millions of people tuned in to the World Cup final. etw. einschalten, sich etw. ansehen/-hören spectator Zuschauer/in media coverage Media coverage can be quite sensational at times. Medienberichterstattung to triple Over the course of fifty years, prices have tripled. sich verdreifachen counterpart Pendant, Gegenstück visibility [vIzE*bIlEti] Sichtbarkeit to delay sth. etw. verzögern/aufschieben to empower sb. jmdn. befähigen/ ermächtigen to take the initiative [I*nISEtIv] die Initiative ergreifen exposure [Ik*spEUZE] Early exposure to smartphones can be harmful for children. Ausgesetztsein/ Kontakt social expectations gesellschaftliche Erwartungen to push for sth. Climate activists are pushing for stricter CO2 regulations. auf etw. drängen Unit 01 to manage sth. etw. managen/verwalten overpaid überbezahlt analysis [E*nxlEsIs] Analyse, Deutung 1 to be stressed out gestresst sein peace and quiet Ruhe und Frieden to appreciate [E*pri"SieIt] sth. etw. schätzen to have a go at sth. etw. (einmal) ausprobieren to try your hand at sth. sich an etw. versuchen upcycling Upcycling, Abfallaufwertung to widen your horizons seinen Horizont erweitern 2 appealing ansprechend, reizvoll to let your imagination run free seiner Fantasie freien Lauf lassen college application Bewerbung für die Universität to maintain a balance Try to maintain a healthy balance between working and socialising. ein Gleichgewicht halten community Gemeinschaft, Gesellschaft rewarding lohnend, bereichernd to relieve stress Stress abbauen to make the most of sth. das Beste aus etw. machen 3 satisfying [*sxtIsfaIIN] zufriedenstellend fulfilling [fUl*fIlIN] erfüllend equal [*i"kwEl] gleich, gleichwertig original [E*rIdZEnEl] originell, kreativ 5 to balance sth. How do you balance work and family life? etw. in Einklang bringen/ im Gleichgewicht halten consultant Berater/in commitment Verpflichtung demands on sb. Anforderungen an jmdn. 6 me time Zeit für mich productivity Produktivität to practise self-care sich in Selbstfürsorge üben, sich um sich selbst kümmern to unwind [0n*waInd] abschalten, sich entspannen to overtax yourself sich zu viel zumuten to schedule time for sth. für etw. Zeit einplanen to set (clear) priorities Prioritäten/Schwerpunkte setzen to digest sth. After maths, my brain always needs time to digest. hier: etw. verarbeiten; etw. verdauen to procrastinate Dinge aufschieben, etw. vor sich herschieben 8 to praise sb./sth. jmdn./etw. loben 9 to glorify sth. etw. verherrlichen AE American English BE British English fml. formal infml. informal opp. opposite abbr. abbreviation sb. somebody sth. something etw. etwas jmdm. jemandem jmdn. jemanden jmds. jemandes Vocabulary 120 LITERATURE Getting to know Oscar Wilde Oscar Wilde (1854–1900) was a renowned Anglo-Irish author and playwright, celebrated in late Victorian England1 for his sharp wit and extravagant style. He is still well known today for his novel The Picture of Dorian Gray, his plays – particularly The Importance of Being Earnest (1894) – and his many memorable quotations. Discuss the following quotations with a partner. Which one do you like best? Why? Are his words still relevant today? Literature along the way 1 Meeting Lady Bracknell Lady Bracknell is probably one of the most popular characters in Oscar Wilde’s comedy The Importance of Being Earnest. She represents Victorian aristocracy with all its conventions and at the same time satirises it with her witty and pointed remarks. In the following scene, Jack Worthing has just asked Gwendolen, Lady Bracknell’s daughter, to marry him, and she is ready to accept his proposal. However, the young lovers are interrupted by Lady Bracknell, who has decided to question Jack about his suitability as a husband before giving her consent. Make a list of possible questions Lady Bracknell might ask Jack. Then read and listen to the scene. 2 23 “I can resist everything but temptation.” “We live in an age when unnecessary things are our only necessities.” “Nowadays people know the price of everything and the value of nothing.” “It takes great deal of courage to see the world in all its tainted glory, and still to love it.” “If one cannot enjoy reading a book over and over again, there is no use in reading it at all.” “If you want to tell people the truth, make them laugh, otherwise they’ll kill you.” “Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.” “There is only one thing in the world worse than being talked about, and that is not being talked about.” A B C D E F G H 1 Victoria was Queen of Great Britain and Ireland from 1837 to 1901 190 GRAMMAR REVISITED Grammar revisited You will remember that can, could, may, might, must, will, would, shall, should and ought to are all modal auxiliary verbs. You can use them to express ability, permission and obligation. (For a more detailed explanation of the use of modal verbs in different tenses, check your copy of way2go! 5.) You can also use modal verbs to express how sure you are that something (past or present) is true. Modal verbs to express likelihood Present Assertion: You use these modal verbs to express that you’re almost certain about something: When you are very sure that something is (not) true, you use: must or can’t + (continuous) infinitive Tarik must still be studying. Otherwise he would be here already. There are no lights on. Sue can’t be at home. Probable assumption: You use these modal verbs to indicate that you consider something likely: When you are fairly sure that something is probably (not) true, you use: should/shouldn’t/ought to + (continuous) infinitive You shouldn’t have trouble getting a place at this university. Your grades are great. He left for university early, so he should be sitting in his economics lecture now. Possible or unlikely assumption: You use these modal verbs to say that something is possible, but you are not sure how likely it is: When you doubt that something is (not) true, or you believe that it’s unlikely, you use: could/may/might + (continuous) infinitive Maggie hasn’t arrived yet. She could be having trouble finishing her essay. Paul might come to our study session, but I don’t really think he’ll show up. Past Assertion: You use these modal verbs to express that you’re almost certain that something happened in the past: must or can’t + perfect infinitive All her books are gone. Sue must have left already. Why are you handing in your test? You can’t have finished yet. Probable assumption: You use these modal verbs to indicate that you consider it likely that something happened in the past: should/shouldn’t/ought to + perfect infinitive Somebody should have processed your application by now. Why don’t you call and find out? Possible or unlikely assumption: You use these modal verbs to say that it’s possible that something happened in the past, but you are not sure how likely it is that it happened. could/may/might + perfect infinitive Sandra might have missed the lecture. Shall we call her and offer to send her our notes? Der Writing coach geht vertiefend auf die Besonderheiten der verschiedenen Textsorten ein. Authentische Schreibaufträge und Modelltexte zeigen Ihnen, 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 beiden Semester checks und dem online verfügbaren Lösungsschlüssel können Sie sich selbständig eine Rückmeldung zur Erreichung der Lernziele einholen. Die Abschnitte Literature along the way möchten Ihnen Lust auf die Beschäftigung mit klassischer und moderner englischsprachiger Literatur machen. Verweis auf eine Audio-Datei Verweis auf eine Video-Datei Alle Audio- und Video- dateien sowie Task hacks und Deep dives können mit der QuickMedia-App auf Ihrem Smartphone oder Tablet abgerufen werden. Task hacks unterstützen Sie bei der Bearbeitung von Aufgaben, Deep dives bieten Anregungen zur weiteren Vertiefung eines Themas. Check them out! Hierbei handelt es sich um einen original FM4-Beitrag. Verweis auf weiterführende Übungen im Practice Pack Aufgaben, die den Formaten der standardisierten Reifeprüfung entsprechen Hinweis auf eine sprachliche Besonderheit 03 M Symbole 01 Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Contents Semester 05 8 Unit 01: Ready to rumble Topics Language Reading Leisure – a key to self-care In a league of your own Going for gold (or cash) Expand your vocabulary: Leisure activities; School-life balance; Sports; Collocations; Linking ideas; Describing/Analysing charts Spot on form: Talking about change Language in use: Fit in body and mind (OGF) Topic vocabulary: Practising self-care/Athletes Posts about favourite hobbies Levelling the playing field (MM) Ruqsana Begum’s biography Sports trivia quiz Are athletes getting paid too much? 24 Unit 02: It’s all relative Topics Language Reading Old families – new families – best families? How does that register? One cannot not communicate Expand your vocabulary: Relationships; Families; Predicting the future; Formal and informal register; Informal short forms; Communication Topic vocabulary: Effective communication/ Families The average British family What does ‘family’ mean to you? New family structures Texting dos and don’ts ‘Lend me your ears’: The four-sides model of communication (4W) 38 Literature along the way The building blocks of literature 42 Unit 03: Coming home Topics Language Reading Where to live after school City-dweller or country lover? Can’t go home Expand your vocabulary: Living arrangements; Phrasal verbs; Collocations: Adjectives and nouns; Suffix revision; The suffixes -ion and -ive; Inadequate housing Spot on form: Talking about changing habits Language in use: Multigenerational living (WF) Topic vocabulary: Domestic environment Flatmate ads Looking for a place & living experiences Living in the country vs. living in the city 58 Unit 04: On the move Topics Language Reading The why, where and how of travel Sustainability in motion Expand your vocabulary: Travelling safely; Phrasal verbs for movement; Positive emotions; Transport; Prepositions Spot on form: Gerunds and infinitives Language in use: When the weather leaves your train running late (BGF) Topic vocabulary: Reasons for travelling/Public transport A blind world traveller Why travel makes you a happier person (T/F/J) Public transport – the way to go! 72 Unit 05: Live and learn Topics Language Reading Education – a critical matter Education – a family affair? Tertiary education Expand your vocabulary: Critical thinking; Job skills; Education; The suffixes -nce and -nt; Tertiary education Spot on form: Modal verbs to express likelihood Language in use: Common disinformation strategies (MC) Topic vocabulary: Brain work Quotes about education and learning Perfect parents or perfect nuisance? (MM) Studying in Austria 86 Semester check 01 Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 Listening Writing Speaking Way more Balancing school and leisure time Sports trivia … and viewing: Ruqsana, a female Muslim kickboxer A good and a bad example of chart analysis Choose one of the situations and just … write! Describing a sport Summarising an article A voice-over for a video A blog post about an article Analysing a chart Quiz: The ideal free time activity School-life balance Women’s sports (ILT) Women’s vs. men’s sports A female Muslim kickboxer Professional athletes Describing charts Strategies: Multiple matching: Sentences; Analysing charts/ graphs; Welcome to B2! By the way: Sports in Ireland Listening Writing Speaking Way more My favourite person in the family Four different types of family Who are they talking to? (Recognising register) The ‘average’ Austrian family/ Fun facts about your own family A blog post about a particular family form A blog comment about register in text messages Families over time Your favourite person Families of the future Forms of communication (ILT) A topic for a social media video (PA) Digital storytelling: A misunderstanding and its consequences Strategies: The function words ‘speculate’ and ‘state’; The importance of context By the way: All together now! (Collective nouns) Listening Writing Speaking Way more Popular ways to live after school … and viewing: London’s waterways; The Grande Hotel Beira today (BBC) Living in a landmark (4W) A flatmate ad Responding to a flatmate ad A timeline Summarising an article/a video Extending a paragraph An article about living in the city A report about a new park Flatmates Current/future living arrangements City life or life in the country? Homes at different stages in life Inadequate housing Living conditions (ILT) A new place – what’s important? (PA) Strategies: Ranking sth. in a paired activity; Summarising a text; 400-word writing tasks Listening Writing Speaking Way more A blind world traveller (FM4) (4W) Public transport in a rural community in Ireland Travel dos and don’ts An ad promoting your favourite leisure activity An article about the emotional side of travelling An email to the manager of a local bus service company A report about public transport in your area Travelling safely Travelling without hearing or sight Travelling and stress (ILT) Public transport: Pros and cons Persuading car drivers to use public transport (PA) Public transport in small towns How to make travelling sustainable Digital storytelling: A travel anecdote Strategies: A short video as input for an individual long turn; Focussing on the essential information in a chart By the way: Driving on the left Listening Writing Speaking Way more A debate on the goals of education … and viewing: Should teenagers work at weekends? University ads (MM) A PEEL paragraph disproving an argument An email applying for a job in a pub A blog post on parenting styles A diary entry from a teacher’s perspective A script for a university ad Conversations Education and learning What should schools teach? Discussing logical fallacies Young people’s education (ILT) What can you learn working at weekends? Future plans What are you looking for in a university? Strategies: Multiple choice tasks; The function word ‘examine’; Interpreting a quote By the way: Freshers’ Week Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 Contents Semester 06 92 Unit 06: To thine own self be true Topics Language Reading It’s raining cats and dogs To be or not to be Expand your vocabulary: Describing lifestyle; Dog language; Making decisions; The suffix -ous; Elizabethan English Spot on form: Talking about past decisions Language in use: Cat and dog owners (WF) Topic vocabulary: Animal ownership/Lifestyles An essay about pets and teenagers Excerpts from Romeo and Juliet Why Shakespeare still matters (T/F/J) 106 Unit 07: You be the judge Topics Language Reading That’s a crime! Do guns keep us safe? Civil disobedience Expand your vocabulary: Offences and types of crime; Gun laws and safety; Civil disobedience; Using prefixes to make antonyms; Collocations Spot on form: Conditional sentences for unreal situations; Mixed conditionals Topic vocabulary: Crime/Public safety How to prevent burglaries Making schools a safe place (MM) The youth group that launched a movement at Standing Rock 120 Literature along the way Getting to know Oscar Wilde 124 Unit 08: Culture vulture Topics Language Reading ‘High’ and ‘low’ culture The Colour of Magic Expand your vocabulary: Art and culture; Antonyms; Language for formal writing; Talking about literature; Expressive writing Language in use: Theatre superstitions (OGF) Topic vocabulary: High and low culture/Adjectivenoun collocations When Shakespeare was low culture (4W) A short biography of the author Terry Pratchett An extract from Thief of Time (MC) 140 Unit 09: Someone’s watching Topics Language Reading World news and you Silencing the voices Big data – big business Expand your vocabulary: The media; Media literacy; Talking about press freedom; Marketing and data mining; Protecting your data Spot on form: Advanced structures for formal writing Language in use: Beware the algorithm (BGF) Topic vocabulary: The media/Advertising Being smart about media An extract from the comics journalism book Rolling Blackouts Freedom of the press Journalism under political pressure (4W) 154 Literature along the way The Veldt by Ray Bradbury 158 Unit 10: Iceberg and outback Topics Language Reading What is culture? Indigenous peoples Expand your vocabulary: Avoiding repetition; Aspects of culture; Struggles of indigenous peoples; Adjectives, nouns, opposites Spot on form: Non-standard grammar Language in use: Travel broadens the mind (WF) Topic vocabulary: Culture/Indigenous peoples Quiz: Cultures around the world Some facts about indigenous peoples Worlds apart by Germaine Greer (MM) 170 Semester check 02 176 Exam strategies 178 Writing coach 190 Grammar revisited 195 Vocabulary Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 Listening Writing Speaking Way more A podcast episode on ‘tradwives’ Teenagers talking about tough decisions Getting to know the Kennel Club Library (FM4) (MC) Excerpts from Romeo and Juliet Advocating for a lifestyle An essay on why teenagers should be encouraged to keep a pet Inner monologue: Shakespeare thinking about the modern world An email about a Shakespeare play Lifestyles Cat and dog owners In what ways can having a pet change your lifestyle? (PA) Digital storytelling: A tough decision The relevance of Shakespeare today A Shakespeare play at the theatre (ILT) Strategies: “Your own idea”; Discovering the essay By the way: Famous dogs Listening Writing Speaking Way more … and viewing: Skateboarders forced out of city centres Gun laws in the US Sacred Stone Camp (FM4) (4W) Writing to protest against a change Adventures of Tony Giles’ camera A blog comment: Is spray painting art or a crime? An essay on gun control (in Austria) Standing Rock: Posts/An email to One Mind Youth WANTED people Discussing offences and crimes People’s fear of becoming crime victims (ILT) Ranking burglary prevention tips (PA) Gun control (PA) Non-violence and famous activists Strategies: The function word ‘emphasise’ Listening Writing Speaking Way more An interview with a musician about culture Fan culture (4W) Is art important? Reacting to a classmate’s artwork Formal writing An essay about going to the theatre vs. streaming a play A story about a scene from Thief of Time A cartoon about (modern) art The theatre – then and now High and low culture Superstitions Presenting your favourite author Digital storytelling: Fan culture Reading/Popular culture (ILT) Ideas for a cultural event (PA) By the way: Tap your toes in Ireland Listening Writing Speaking Way more Biased reporting Comic book journalist Sarah Glidden (FM4) (MC) A radio report on threats to journalists Loyalty programmes and data collection (MM) An email on comics journalism A report on threats to press freedom An essay on being a foreign correspondent A funny blog post on an experience with a loyalty programme A formal email or social media posts about data privacy How can you trust the media? News as comics instead of articles? Challenges of critical journalism Press freedom worldwide Collecting personal data Why loyalty programmes? (PA) Data safety; Algorithms Interpreting a cartoon Strategies: The function word ‘argue’; Interpreting a cartoon Listening Writing Speaking Way more A lecture on the Iceberg Model of Culture … and viewing: An Aboriginal community in Australia (BBC) An article about ‘Austrian culture’ A blog post about intercultural experiences on holiday Aboriginal vs. Australian culture A formal application email for a project with Aboriginals Discussing culture from different perspectives The Iceberg Model of Culture Cultural misunderstandings (ILT) How can you improve intercultural understanding? (PA) Indigenous peoples and their struggles Strategies: The function word ‘encourage’ Abbreviations: BGF/OGF Banked/Open gap-fill ILT Individual long turn MM Multiple matching T/F/J True/False/Justification 4W Four-word answers MC Multiple choice PA Paired activity WF Word formation Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 Unit 01 Ready to rumble Take this quiz and find out the ideal way to spend your free time. Then get together in pairs and share your results with your partner. Do you agree that this is the perfect activity for you? SPEAKING 1 a In this unit you will: learn how to manage your leisure time discover social aspects of sports decide whether athletes are overpaid revise how to talk about change become a pro at chart analysis step up to B2 level Using the results from the quiz, you and your partner now each describe a week in your ‘new’ life, including some of the recommended activities. How would you make time for them? b Do you take delight in the peace and quiet of meditation? Are you actively into sports and physical recreation? Joining a walking club would be ideal! Are you generally bad-tempered when you get home from school/work? Have a go at physical and mental yoga exercises! Do you need your own space when you’re stressed out? Consider learning to play an instrument! Do you appreciate loud music? Are you most content when you’re outdoors? Have a gathering with friends and family! Why not try your hand at upcycling? Widen your horizons – start a boxing course! yes yes yes yes no no no no yes no no yes Nur zu Prüfzwecken – Eigentum des Verlags öbv
9 Leisure – a key to self-care Read these forum posts and decide what kind of leisure activity the people are writing about. READING 2 James Lee Fountain Valley June 11 Since taking up …, I have started building quite a collection of objects that are (1) appealing to look at. Once I find something to repurpose, I pick up my materials and transform it into something new and practical. Sometimes I look up stuff online to get some (2) inspiration. … makes me happy because it allows me to use my creativity and contribute to a sustainable future at the same time. It’s amazing how much you can do with things others might see as waste and throw away. I’m often surprised by what I create and feel really proud of my work. The best part is that I can (3) let my imagination run free, trying out new ideas and turning what others see as useless into unique, new products. Of course, I sometimes get frustrated when things don’t turn out as planned, but that’s just part of the (4) process. Gracie Oxford MS May 15 Yes, I do have (5) hobbies that I don’t use for college applications or to make money. One of them is … . I took it up when I was five and have loved it ever since, but it’s only recently that I’ve come to fully (6) appreciate how it helps me (7) maintain a balance between my schoolwork and my free time. It took me a while to figure that out! It’s the most relaxing and exciting activity to do, in my opinion. Some of my favourite styles of … are contemporary and ballet. … brings me so much joy because I get to do something I love with the people I love, so it’s a win-win. Sometimes we perform in schools or hospitals to entertain people. It’s my way of giving back to the community, which feels very (8) rewarding. I plan to keep doing it for as long as I can. Priscilla US May 21 My hobby is … . I discovered I was good at … at an early age as relatives would often comment on it when I got up to entertain them at family gatherings. It’s something that (9) makes me feel alive, and it makes me feel good about myself. I enjoy … because it helps me (10) relieve stress and allows me to (11) release all my emotions. I feel like I’m letting everything go and escaping from all my everyday worries. … is something I turn to when I’m sad or upset. My mum often points out that I have a beautiful voice, so I (12) make the most of it and do it whenever I get the chance. Lately, I’ve been wondering if I could turn this passion into a career one day. How cool would it be to do something you love for a living? Expand your vocabulary: Leisure activities Match the highlighted expressions in the posts to one that has a similar meaning below. LANGUAGE 3 a satisfying/fulfilling b beautiful/attractive c enjoy it as much as possible d express myself e fresh ideas f give equal importance to g energises me h experience i be original/artistic j pastimes/interests k realise l relax What’s your favourite hobby? Describe it in a few sentences without naming it and let your classmates guess what it is. Use at least three expressions from exercises 2 and 3. WRITING 4 Nur zu Prüfzwecken – Eigentum des Verlags öbv
10 Unit 01 | Ready to rumble You are going to listen to an interview with Dr Patrik Byrne, an expert in time management and personal organisation. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, choose the correct answer (A, B, C or D) for each question (1–5). Put a cross ( ) in the correct box. The first one (0) has been done for you. After the second listening, you will have 45 seconds to check your answers. LISTENING 5 01 0 Dr Byrne works A as a teacher. B for an organisation. C for the podcast studio. D as an independent consultant. 1 Malachi’s main issue is A being too close to his friends. B finding it difficult to fall asleep. C managing his time efficiently. D playing in the school band. 2 Patrik suggests that Malachi should A focus more on team sports. B find more time to be by himself. C keep all his commitments. D think hard about what is important. 3 Malachi should reduce the demands on him A by spending less time on hobbies. B by reducing his circle of friends. C to improve his mental health. D to have more time for revision. 4 Aileen wants advice on how to A plan her days more successfully. B find more time to practise music. C apply for university. D improve her performance at school. 5 Patrik gives Aileen tips on how to A study in more efficient ways. B improve her reading skills. C focus better on her schoolwork. D manage her negative emotions. Balancing school and leisure Expand your vocabulary: School-life balance Listen to the interview again and tick the expressions you hear. LANGUAGE 6 a peace and quiet b me time c improve your productivity d practise self-care e unwind f don’t overtax yourself g schedule time for h set clear priorities i manage your time well j give your brain time to digest k fit in a hobby l don’t procrastinate Discuss in pairs: 1 Which of the strategies suggested by Dr Byrne do you find useful/don’t you find useful? Why? Which of them do you practise yourself? 2 What other advice would you give Malachi and Aileen? Choose one of the tasks below and write about 100 words. 1 A ileen’s best friend is really upset that Aileen didn’t come to his birthday party. Write the text message(s) that he sends to Aileen. 2 A ileen’s bullet journal suddenly starts talking to her. Do you think it’ll praise her for being so organised or tell her to relax? Write down what it says. 3 M alachi’s friends talk to him about never hanging out with them. Write his diary entry afterwards. SPEAKING 7 WRITING 8 Nur zu Prüfzwecken – Eigentum des Verlags öbv
11 You are going to read a text on how to turn physical activity into self-care. Some words are missing. Complete the text by writing an appropriate word for each gap (1–11). Write only one word in each space provided. The first one (0) has been done for you. LANGUAGE IN USE 9 0 feeling 6 1 7 2 8 3 9 4 10 5 11 Working in small groups, find three creative low-pressure ways to incorporate exercise into your daily self-care routine. Present your ideas to the class. SPEAKING 10 Fit in body and mind We all know that exercise is good for both our body and mind. However, social media and modern culture often glorify intense fitness routines, leaving people (0) guilty or inadequate if they can’t keep up. Here’s a simpler, more balanced approach to make exercise feel less like a chore and more like a way to (1) self-care. Small steps matter Not everyone has the time, resources or physical capacity to dedicate hours (2) exercise every week, but small steps like taking the stairs instead of the lift or a quick morning stretch can grow into lasting habits. By focusing on what you can do rather than what you think you should do, you’re more (3) to develop healthy routines that stick. Even five minutes of movement a day can make a big (4) over time. ‘Half-assing’ is still progress You don’t always have to give 100%. A quick or less intense workout is (5) progress. And remember, it’s perfectly OK to procrastinate sometimes or unwind (6) guilt. Skipping a session now and (7) doesn’t mean failure – it’s part of maintaining a healthy balance. Enjoy movement, not just ‘fitness’ Exercise doesn’t have to mean gym memberships. Focus on activities you enjoy rather than (8) social media trends or doing what others expect. Think about the things you loved doing as a child – perhaps dancing like nobody’s watching or jumping on a trampoline? Take up something you can look (9) to, instead of something you must endure. Embrace your body and its limits We all have different bodies with unique needs, strengths and limits. Don’t overtax yourself – pushing too hard can lead to burnout or injury, and that’s the opposite of what self-care should be. While one person might thrive by running a kilometre, (10) might feel their best doing yoga or going for a walk. Social media can make it hard not to (11) yourself to others, but fitness isn’t about keeping up with anyone else – it’s about moving in a way that makes you feel comfortable in your own skin. And surely, this is the true way to good physical and mental health. Nur zu Prüfzwecken – Eigentum des Verlags öbv
12 Unit 01 | Ready to rumble In a league of your own Discuss the following questions in small groups. 1 Is doing sports more of a leisure activity for women or men? Why do you think that is? 2 How might doing sports be different for women or men? What about doing it professionally? Read the article about women and professional sports. Some sentences are missing. Choose the correct sentence from the list (A–K) for each gap (1–8). There are two extra sentences that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. SPEAKING 11 READING 12 Levelling the playing field Women’s sports are on a winning streak, reaching new heights and shattering records. From the Olympics achieving gender parity to the rapidly growing fan base for women’s competitions, there’s a lot to celebrate – and even more to look forward to. (0) . For the first time, female athletes secured as many places in the Paris 2024 Olympic Games as male athletes. (1) . Back then, women represented just over two percent of the competitors. (2) . Seven out of ten people now tune in to women’s sports, with almost a quarter saying they watch women’s events at least a few times a year. This isn’t far behind the percentage of spectators who watch men’s sports with the same frequency (81 percent). Although media coverage of female athletes has nearly tripled in the last three years, they still receive far less screen time – just 16 percent of the total – compared to their male counterparts. Increasing the visibility of female athletes is essential to providing more role models in sports who can inspire girls to continue playing. A recent survey by Parity Now found that 88 percent of sports fans regard pro women athletes as impactful role models for young women. (3) : Fans are three times more likely to purchase a product recommended by a woman athlete than by other types of influencers. Girls who play sports tend to stay in school, delay pregnancy and get better jobs. (4) . These benefits extend into their everyday lives, empowering them to take the initiative and attempt things they never imagined were possible. Findings of a recent survey show that 80 percent of female Fortune 500 CEOs played sports in their formative years, emphasising the impact of early exposure to sport on the development of young women. Despite these positive data, girls drop out of sports by age 14 at twice the rate of boys due to social expectations, lack of investment in quality programmes and other factors. It is therefore all the more important that women are now stepping into leadership roles in the sports world, pushing for better policies and increased investment. This has led to record levels of attention for women’s sporting events and increased focus on critical issues, from narrowing the pay gap to addressing violence and abuse. However, despite these advancements, barriers and gender bias persist. (5) . And of the 31 organisations surveyed, just three had women at the helm. (6) . A global sports salary survey by Sporting Intelligence showed that, among elite athletes, women earn, on average, just one percent of what men make. No women appeared on Forbes’ 2024 list of the 100 highest-paid athletes in the world, and prize money for women’s sport continues to lag behind men’s. (7) . Tennis led the way as the first sport to guarantee equal prizes at major tournaments. The Professional Squash Association, World Surf League and a handful of other organisations have also equalised men’s and women’s payouts. The recent progress and achievements in women’s sports are nothing short of extraordinary. But the journey doesn’t stop here. (8) . Together, we can create a world where every girl knows the sky’s the limit – both on and off the field. Strategies box Multiple matching: Sentences Some matching tasks require you to put complete sentences back into a text. Read the sentences before and after the gap carefully. Consider not only the topic, but also pronouns, connectors and the overall flow of ideas. Nur zu Prüfzwecken – Eigentum des Verlags öbv
13 A But the fight for pay equity is gaining momentum, driven by prominent athletes and teams B It also boosts their confidence, resilience and teamwork skills C A recent survey revealed that only a quarter of executive positions in international sports federations are held by women D Yet, despite this progress, many gender gaps still remain E The next international competition might feature even more female athletes from around the world F Audiences are also growing G Pay inequality in sports remains a deeply rooted issue H This achievement shows the extraordinary trajectory of women’s sport since the first modern Games featuring female athletes in 1900 I A large-scale study showed little interest of women for careers in athletics J Keep cheering, keep investing, and keep believing in women in sport K It’s also good for business 0 1 2 3 4 5 6 7 8 D Expand your vocabulary: Sports Read the article again and find the expressions that match these definitions. One of the definitions does not have a matching expression in the text. Which one is it, and what’s the missing expression? a a series of successes or victories b people taking part in a sports competition c people who watch an activity or event d reporting given by newspapers, magazines, television and online platforms e a person admired by others and seen as an example to be followed f to give someone the confidence or freedom to do something g a person who ensures that the rules of a sports game are followed h more focus and interest than ever before i the best, most skilled and successful sportspeople j a financial reward given for winning a competition k to show support or enthusiasm by calling out or shouting Summarise the main points of the text in about five sentences. Compare your summaries in class and agree on the best ones. Talk about the following questions in groups of three. Take notes on your ideas and share them with the class afterwards. 1 Why do you think many teenage girls stop participating in sports? How could this be changed? 2 What has been your experience with watching professional women’s sports? How can greater support and visibility be achieved? LANGUAGE 13 WRITING 14 SPEAKING 15 Nur zu Prüfzwecken – Eigentum des Verlags öbv
14 Unit 01 | Ready to rumble Watch a news report about Ruqsana Begum, a female martial artist from London. What is the video’s main message? Watch the video again. What can you find out about the topics below? Take notes. a Ruqsana’s background b an item of clothing c Muslim girls and sports Turn the first minute of the video into an advertisement for kickboxing by writing a new voice-over (the spoken words of a person you can’t see) for it. Record it using a computer or phone and play it alongside the video. Which voice-over is the best advertisement? Ruqsana Begum has written an autobiography about her journey to becoming a world champion in her sport. Read the extract, then work with a partner on the tasks below. Compare your answers in class. LISTENING + VIEWING 16 a 01 b WRITING + SPEAKING 17 READING 18 1 Write down all the expressions Ruqsana uses to describe what she gets out of sports. 2 What problem does Ruqsana face? What advice would you give her to solve it? Spot on form: Talking about change Read the text about a cheerleading squad in Vienna and choose the correct tenses. LANGUAGE 19 a That first inter-club tournament made me feel more like a fighter than I ever had. I loved it. I was learning about mental toughness, self-discipline and focus – things that would help me in everyday life just as much as in the ring. I was also getting to meet people from all walks of life and seeing how, despite our differences, a sense of unity can be created just by having one thing in common – the sport. Best of all, I was discovering that I was capable of more than I ever imagined, and that was giving me a sense of self-belief like nothing I’d ever felt before. The feeling of empowerment was addictive. At the end of every session I’d walk out of the gym feeling a foot taller than when I went in. I loved the way my body felt. The aches and pains reminded me that I’d worked hard. The mental fatigue told me that I’d been learning new skills and techniques. But that all came with a downside. Each time I left the gym, I did so with an anxious knot in the pit of my stomach. Did I have any bruises to hide from my parents? Had I remembered to leave my gloves in the gym? Would this be the day they found me out? With every session I completed, I felt more conflicted. I wanted to be myself – to do the things that made me happy – but I hated the thought that I was doing something that would upset my parents. Ruqsana Challenging norms, one cheer at a time Cheerleading (1) used to be seen / is still seen as a female-dominated sport which was considered unsuitable for men and boys. However, in the last few decades, gender norms (2) are challenged / have been challenged across many areas of life, and the world of sports is no exception. It is no surprise, then, that cheerleading (3) has recently become / recently became more inclusive as well. Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.atRkJQdWJsaXNoZXIy MjU2NDQ5MQ==