Practice Pack 7 Julia Aigner | Ilse Born-Lechleitner | Sally Brunner Ulla Fürstenberg | Anna Harkamp-Krenn | Eva Holleis Andreas Kaplan New edition App für Audios, Videos und Lösungen
way2go! 7, Arbeitsheft und E-Book Schulbuchnummer: 225257 way2go! 7, Arbeitsheft E-Book Solo Schulbuchnummer: 225260 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 denderzeit 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 Urheberrechtsgesetz: „Die Befugnis zur Vervielfältigung zum eigenen Schulgebrauch gilt nicht für Werke, die ihrer Beschaffenheit und Bezeichnung nach zum Schul- oder Unterrichtsgebrauch bestimmt sind.“ 1. Auflage (Druck 0001) © Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, Wien 2026 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. 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: Ferdinand Berger & Söhne Ges.m.b.H, Horn ISBN 978-3-209-12929-1 (way2go! OS AH 7 + E-Book) ISBN 978-3-209-12953-6 (way2go! OS AH 7 E-Book Solo) 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 Practice Pack 7 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 Arbeitsheft in der App-Medienliste aus. 3. Scannen Sie eine mit gekennzeichnete Buchseite. In der App-Medienliste finden Sie alle Audio- und Videodateien sowie die Lösungen. Android iOS Download für Lehrpersonen: Um alle Audios und Videos sowie die Lösungen zu diesem Arbeitsheft herunterzuladen, geben Sie p5x5ad in das Suchfeld auf www.oebv.at ein. p5x5ad Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Contents Unit 01: Ready to rumble ............................................................................................................. 4 Language: Leisure activities; School-life balance; Sports; Collocations; Describing and analysing charts; Professional athletes; Present perfect for changes; Language in use: Stop procrastinating! (OGF) Reading: Why women don’t do sports (MM) Listening: Listen again: Balancing school and leisure (MM) Unit 02: It’s all relative ............................................................................................................... 12 Language: Families and relationships; Communication; Predicting the future; Formal and informal register; The language of text messages; Formal and informal language; Language in use: Why effective communication is so difficult (OGF) Reading: Meet the families of the future (MC); How did that register? Five levels of formality in language Listening: Listen again: My favourite person (MM) Unit 03: Coming home ................................................................................................................ 20 Language: Collocations: Adjectives and nouns; Suffixes; Living arrangements; Phrasal verbs; Inadequate housing; Present perfect and past tense; Language in use: Small towns – how long can they survive? (WF) Reading: Read again: Different people talking about their living arrangements; Garden streets Listening: Listen again: Living in a landmark Writing: Summarising an article Unit 04: On the move.................................................................................................................. 28 Language: Phrasal verbs for movement; Positive emotions; Transport; Prepositions; Infinitive constructions; Gerunds and infinitives; Language in use: Where your pets are stored during a flight (BGF) Reading: Tips for public transportation (topic sentences and supporting details) Listening: More from Tony Giles – blind world traveller (FM4) (4W); Listen again: Transport in County Donegal Unit 05: Live and learn ............................................................................................................... 36 Language: Collocations: Critical thinking; The suffixes -nce and -nt; Modal verbs; Language in use: The challenges of critical thinking (MC) Reading: Teacher, leave those kids alone (MC) Listening: A conversation about the 'Tiger Mother'; Watch again: Teenagers getting Saturday jobs Die Audio- und Videodateien sowie der Key können mit Hilfe der QuickMedia-App auf Ihrem Smartphone oder Tablet abgerufen werden. Diese Linie kennzeichnet Aufgaben, die den Formaten der standardisierten Reifeprüfung entsprechen. 39 Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 Unit 06: To thine own self be true . ............................................................................................ 42 Language: Making decisions; Describing lifestyle; Linking devices; Shakespeare’s idioms; Talking about past decisions; The suffix -ous; Language in use: The British and their dogs (MC) Reading: An essay on onscreen violence; Read again: Why Shakespeare still matters (T/F/J) Listening: Ancient veterinary books (FM4) (MC); The lifestyle section reboot (4W) Unit 07: You be the judge........................................................................................................... 50 Language: Words related to crime; Collocations; Word families; (Mixed) Conditionals; Regrets and wishes; Using prefixes to make antonyms; Language in use: A protester at the Olympics (WF); Progress on gun control (BGF) Reading: Harsh new anti-protest laws restrict freedom of speech (MM) Listening: Eryn Wise talking about the ‘Seventh Generation’ (FM4) (MM); Watch again: Skateboarding in city centres Unit 08: Culture vulture .............................................................................................................. 58 Language: Topic vocabulary: Adjective-noun collocations; Using prefixes to make antonyms; Linking devices and other language in formal writing; Language in use: Catch a show in London’s West End (OGF); An unusual opera performance (BGF) Reading: The ghosts of the Theatre Royal Drury Lane (4W) Listening: The Edinburgh Festival (4W) Unit 09: Someone’s watching . ................................................................................................... 66 Language: Media literacy: Word families; Suffix revision; Media and harassment; Marketing and data mining; Advanced sentence structures for formal writing; Language in use: Why freedom of the press is more important now than ever (BGF); How to spot a deepfake (OGF) Reading: Fake news is being cited by pupils as fact in their studies (T/J/F) Listening: The challenges of journalism (FM4) (4W); Listen again: Radio reports on threats to journalists Unit 10: Iceberg and outback ..................................................................................................... 74 Language: Avoiding repetition; Word families; Aspects of culture; Expressions from Worlds apart; Language in use: The inventions of the Inuit (WF) Reading: Six things we all should know about indigenous peoples (MC); Tips for adjusting to a new culture (topic sentences and supporting details) Abbreviations: BGF/OGF Banked/Open gap-fill MM Multiple matching 4W Four-word answers T/F/J True/False/Justification MC Multiple choice WF Word formation Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Unit 01 Ready to rumble Unit 01 | Ready to rumble Read this 2004 opinion piece by a feminist writer about women and sports. Some parts are missing. Choose the correct part (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. READING 1 Why women don’t do sports Most women would say that they have very little time to themselves. The time they don’t spend working for an employer, they do something called ‘housework’, and, for most women between 25 and 50, ‘childcare’ is additional. There is also the task of (0) , tidy, deodorised, made up, not to mention toned and well-dressed, plus the exhausting business of hair and hairiness management. Work, all of it. Women either don’t do leisure or they do activities that aren’t too expensive, and they (1) . Men spend their free time relaxing, but for women it’s just another form of work. There are powerful reasons why women steer clear of leisure activities, including sports. The majority of women worldwide – who are unpaid family workers – know only too well that if they are ever seen with their hands in their laps, a job (2) . Even today, in more traditional societies, the holidays on which menfolk are permitted to straighten their backs and (3) are the days when women have to work hardest, cleaning up the house and (4) . It is not so long ago that on Sundays, while the rest of the family played cricket on the village green, the woman of the house had to cook and serve a three-course Sunday lunch and subsequently clean up after it. Today, everybody male is occupied with leisure and sports activities. Has the woman of the house grabbed a kitbag and followed their example? No. Women (5) . Women do play golf, but not much. Women don’t buy sports equipment. Women don’t buy sports cars, boats, jetskis, trailbikes, guns, crossbows … Women do not listen to the call of sports and leisure. But it is also true that the sports and leisure industry does not address women that much. Their argument comes full circle: it is that no female market exists. Sport has traditionally been regarded as male territory, and women doing sports have always had to fight against gender stereotypes (6) . Among the 258 athletes lining up at the start of the first Winter Olympics held in 1924 in Chamonix, only 11 were female, all of them figure skaters. And it was not their sports achievement, but the length of their skirts, reaching just below the knee, which caused a furore. Things have changed a little, but researchers have discovered that sports that are beautiful, graceful, non-aggressive or pleasing to the eye are typically considered appropriate for women. On the other hand, face-to-face competition, aggression and body contact are seen as masculine. Researchers say people automatically (7) , discipline, stamina and loyalty to a team. Cultural prejudices can also be a barrier for women interested in sports. In India, for example, a country where light skin is still considered prestigious, the myth that chlorine darkens the skin keeps status-conscious women out of – admittedly rare – public swimming pools. Religious issues also come into play: (8) in a swimsuit might be challenging not only for body-conscious Western women, but also for women of different religions. Create a garment like the burkini that allows Muslim girls the freedom to do sports and provides modesty at the same time, and it becomes a political issue. That’s why it is important that high-profile sports equipment companies like Nike have developed products like the ‘Pro Hijab’, catering to the growing number of women who want to do sports but still (9) . As Aheda Zanetti, the creator of the burkini, says of her invention: “Anyone can wear this, Christian, Jewish, Hindu. It’s just a garment to suit a modest person, or someone who is afraid of skin cancer, or a new mother who doesn’t want to wear a bikini, […].” Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 A remain accepted in their community G don’t see the difference between work and leisure B get dressed up smartly H portraying them as weaker than men C going out in public I aren’t valued D keeping the female body clean J putting together giant meals E presenting their athletic achievements K will be found for them F don’t go fishing L connect male games with competitive spirit 0123456789 D Expand your vocabulary: Sports Read the opinion piece again and find the expressions that fit these explanations: a making you feel extremely tired b a team sport popular in Commonwealth nations c your kit, the clothes and other items needed for a sport d the businesses providing recreation- and entertainment-related products and services e a person who is very good at physical activity and takes part in organised sports events f success at something difficult g not using force or violence h an event in which people try to win sth. i damage to a person’s body j the ability to control yourself and follow rules k the strength to do sth. tiring for a long time l getting a lot of attention Expand your vocabulary: Leisure activities Decide which words from the box could replace the word in green. There are two alternatives for each word in green. active amuse angry astonished creativity decrease delight dreams energetic fascinating fulfilment guess pleasing pleasure question recognise reduce surprised tell think about upset value 1 I enjoy the feeling of satisfaction … fulfilment, pleasure 2 I love creating things that are appealing to look at … 3 I can let my imagination run free … 4 I’m amazed at how much you can do … 5 I get frustrated when things don’t turn out as planned … 6 I can never predict how it will turn out … 7 I’ve only recently come to appreciate how it helps me … 8 Sometimes I entertain people at family gatherings … 9 It just makes me feel alive … 10 It helps me to relieve stress … 11 I wonder if I could turn this passion into a career … LANGUAGE 2 LANGUAGE 3 Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 Unit 01 | Ready to rumble Expand your vocabulary: School-life balance Match the phrases on the left with suitable expressions on the right. There is more than one possible answer. LANGUAGE 4 a a extracurricular activities b clear priorities c breathing space d yourself e your brain unwind f your time well 1 find some 2 cut down on 3 don’t overtax 4 set 5 manage 6 let Fill the gaps with suitable phrases. There is one line for each word. 1 It’s important to c d o extracurricular activities, so you don't o y . 2 A solo sport like cycling might help you to l y b u . 3 If you want to m y t w , you also need to s c p . 4 You also have to f s b s for yourself. b You are going to listen to the interview with Dr Byrne again (see coursebook, p. 10). First, study the task below, then, while listening, match the beginnings of the sentences (1–6) with the sentence endings (A–I). There are two extra sentence endings that you should not use. Write your answers in the spaces provided. The first one (0) has been done for you. After listening, take some time to check your answers. LISTENING 5 01 0 Malachi has problems . E 1 Patrick thinks he should . 2 For Aileen, good grades are important for . 3 Aileen is very organised and ready to . 4 Patrick praises Aileen for . 5 He suggests that she could . 6 Patrick also advises . A sleep at least seven hours every night F spread the revision hours over the week B setting clear priorities G getting into a good university C focusing on different note-taking strategies H find a sport to do alone D find an active hobby to pursue regularly I say no to socialising E balancing all his interests Balancing school and leisure Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 You are going to read a text on how to avoid putting off things that need to be done. 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 6 a Stop procrastinating! Do you sometimes procrastinate? Be honest. Everyone (0) . Maybe you put things off when you’re overwhelmed with too much to do, or when you’re distracted, upset, tired, or uncertain. Maybe you need some help (1) organisation or setting goals. Or maybe you need more encouragement or direction in order to move forward. We all procrastinate at (2) point. But when does procrastination become problematic? Procrastination is a (3) of avoidance behaviour. It can short-circuit motivation and forward momentum. It can also interfere with learning, happiness and overall well-being. When that happens, it’s important to find ways to (4) procrastination’s hold and potential impact. Make up your mind to get things done A (5) in mindset from “I can’t” or “I won’t” to “I can, and I will!” can increase your productivity. Take a deep (6) and exude purpose and self-confidence – and there’s no end to what you can achieve. Stay calm This is important because it (7) you to be in the right frame of mind. You are in control. Navigating difficult times, putting forth effort and being resilient are better alternatives than (8) a procrastinator. You can become riled up, or you can calm yourself down. Go for the latter. Be open to communication and collaboration Talk with people you respect and trust and who can (9) you as you tackle challenges. Listen. Ask questions. Be resourceful. Share ideas. Chat about procrastination. Use a steady tone of voice. Don’t be afraid to seek help from various sources (10) you feel you need it. Consider what really matters to you Then work out how to make (11) for those things. What propels you toward accomplishment? Curiosity? Encouragement? Competition? Become familiar with your feelings, attitudes and habits. The better you know yourself, the sooner you can get down to the business of tapping your strengths, bolstering your weaknesses and doing what you have to do to learn how to stop procrastinating. 0 does 6 1 7 2 8 3 9 4 10 5 11 Think of three things you will do to avoid procrastination. Write them on a sticky note and put it somewhere you can see it, such as in your study space. b Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 Unit 01 | Ready to rumble Expand your vocabulary: Sports Unscramble the expressions and use them to complete the text below. LANGUAGE 7 a csmhieanetve b eetil etleath c elor emold d midae voagreec e mpescrtooit f nniinwg rtaesk g ocderr eelsvl h rewopme i zpier ymoen The world of professional women’s sports has received increasing (1) in recent years. A standout example is Simone Biles, an (2) on the US gymnastics team who has been on an impressive (3) . Her remarkable (4) have attracted (5) of attention, making her a true (6) for countless fans and spectators, especially young girls. For those who follow her on social media, it’s clear she’s not just in it for the (7) . She always takes the time to (8) young people, encouraging them to pursue their own paths in sports or other fields – something few of her (9) can match. Expand your vocabulary: Collocations (sports) Combine words from the left box with words from the right box to make collocations. LANGUAGE 8 a a at hand b debate c salary d one’s skill e career span f sb.’s paycheck g snack h ticket 1 game day 2 fund 3 long-standing 4 perfect 5 insanely priced 6 the issue 7 lucrative 8 short Use the collocations to complete these sentences. Adapt them if necessary. 1 Film stars earn way too much. It’s insane to their by buying the beauty products they advertise. 2 Peanuts and crisps are popular . 3 Whether or not sci-fi series or romantic films are more popular is not . 4 Unfortunately, some of the most graceful ballet dancers have very . 5 Visitors to some of the most popular sport events often buy . 6 It’s been a whether the Oscars are given to the actors who actually deserve them. 7 Ballet dancers spend weeks, months and even years their . 8 Once musicians have reached a certain level of perfection, they might earn . b Nur zu Prüfzwecken – Eigentum des Verlags öbv
9 Describing and analysing charts How do you approach talking about charts? Put ideas 1 to 12 into the correct categories A to C. Write the corresponding numbers in the table below. STRATEGIES 9 1 major changes 2 relevant details 3 participants of the survey 4 reasons for differences 5 the type of chart 6 a possible future outlook 7 the most noticeable aspect 8 possible trends 9 different sections of the chart 10 the survey 11 major differences 12 relevance of the result for the topic A Describing the chart B Focusing on the essential information in the chart C Analysing the chart Expand your vocabulary: Describing and analysing charts Which expressions would you use to describe the bars in the bar chart below? Match the expressions (a–i) to the numbers in the chart (1–7). There is more than one possible answer. LANGUAGE 10 a a large proportion b just over a third c a small number g less than a fifth h more than half i the majority d approximately two thirds e a minority f almost half 1 2 3 4 5 6 7 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Study the graph on the next page and use the words in the box to complete the text below. There are more words than you will need. 11 Nur zu Prüfzwecken – Eigentum des Verlags öbv
10 Unit 01 | Ready to rumble Percentage of young Austrians watching professional sports 90% 100% 80% 70% 60% 50% 40% 30% 20% 10% 0% 16 years ago 12 years ago 8 years ago 4 years ago now soccer skiing tennis American football almost figure half hardly less more one third only opportunity popularity two thirds possibility trend About (1) of young Austrians watched soccer and skiing 16 years ago. And while soccer has become slightly (2) popular over the years, skiing has become (3) so. The figures for tennis have not really changed, with about (4) of young Austrians being interested in it now. The most interesting (5) is the one on American football, which had an audience of (6) 5% 16 years ago and is now being watched by (7) 40%. One reason for the growing (8) of American football might be young Austrians’ increasing interest in US sports and the (9) of watching the Super Bowl on TV channels worldwide. Chances are that this (10) will continue in the years to come. Topic vocabulary: Professional athletes Complete the words with the missing letters. LANGUAGE 12 be at the pe of their phys fit bec something of a celeb have a short car r sp ri sev inju prov a form of enterta enj immense popul have a maste of spec ski ea a lucra sal put in consid eff have except tal professional athletes requirements outcomes Nur zu Prüfzwecken – Eigentum des Verlags öbv
11 Spot on form: Present perfect for changes Read the statements below about how women’s football and ski jumping have changed over the years, then rewrite them using the present perfect of the verbs in brackets. Example: Finding sponsors has become easier for female footballers. How women’s football has changed 1 Not many people used to care about women’s football, but now it’s very popular. The popularity . (grow) 2 In the past, women’s football games attracted only small audiences, but now huge crowds turn up. Audiences . (become) 3 Female footballers used to have little support, but now there are many organisations that help them. Many organisations . (found) 4 Women footballers now earn higher salaries than in the past. The salaries of women footballers . (increase) 5 But female footballers still earn less than their male counterparts. But female footballers . (not achieve) How women’s ski jumping has changed 6 There are now fewer obstacles for women ski jumpers competing internationally than in the past. Many obstacles . (remove) 7 Female ski jumpers used to be barred from the Olympics, but now they have the right to compete. Female ski jumpers . (win) 8 In the past, ski jumping wasn’t very popular among young women, but there is more interest now. Interest in ski jumping . (rise) 9 Female ski jumpers struggled to get sponsorship deals in the past, but now they have more opportunities. More opportunities for sponsorship deals . (open up) 10 Women’s salaries are still not on the same level as men’s. Women’s salaries . (not reach) LANGUAGE 13 Nur zu Prüfzwecken – Eigentum des Verlags öbv
12 Unit 02 It’s all relative UNIT 02 | It’s all relative Read the text about how family life might change, then choose the correct answer (A, B, C or D) for questions 1–7. Put a cross ( ) in the correct box. The first one (0) has been done for you. READING 1 Meet the families of the future In the world of marketing we spend a lot of time thinking about what individuals care about. How we behave and the decisions we make collectively are equally important to our quality of life and highly relevant to brands seeking to create a more meaningful connection with their customers. Married couples with 2.4 kids don’t really exist; today, fewer and fewer families can be termed ‘nuclear’. Exploring the changing dynamics of the family provides a fascinating context for understanding how marketing needs to adapt to these changes. We’ve studied the influential factors that will shape the family of the future and have established a set of forces that will dramatically alter what we define as a ‘family’. Here are some of these forces: growing megacities with space becoming rare; rising demand for energy, food and clean water; changing career expectations; new definitions of the quality of life. These forces are creating a diversity of family units that are not defined by marriage or blood-ties and are unlikely to fit into any of today’s consumer segmentations. By applying these forces, we have created a future segmentation of types of families, which allow marketing experts to think about what they should be doing today to attract the customers of tomorrow. Tandem Tribes: two single-parent families sharing one family home Each one with their own private space within the house, the Tandem Tribes come together to share living space and kitchen/dining space. The single parents have a partnership of convenience, living a lifestyle that wouldn’t be possible alone, which provides a positive, flexible environment for bringing up children. A Tandem Tribe home is often part of a micro-community featuring facilities such as shared DIY tools and electric cars, all in the name of encouraging low-cost, enjoyable living. Modular Movers: nomadic professionals living in convenient high-service homes Our single-person family, the Modular Movers, lives in flexible spaces around the world – because they don’t want baggage or clutter as they move from São Paulo to New York to Bangalore whenever they need to. Home is more like a hotel. They want practicality – location and convenience are more important than a feeling of ‘home sweet home’. Modular living means they choose the add-ons to their living space – whether they want a kitchen, for example, or a home office. Ruralites: hyper-connected families living in rural communities The Ruralites are entrepreneurs with comfortable, hyper-efficient and tech-orientated homes. They are close to self-sufficiency in food production and make full use of all available resources, including the production of energy, which ensures they make money from energy rather than paying money for it. Their 3D printer keeps the home working, producing replacement parts for all appliances. The environment that surrounds the Ruralites’ homes ensures that kids grow up with imaginations that work on overdrive. Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
13 Multi-gens: multiple generations living under one roof Their homes might sometimes be crowded, but these families depend on support from one another, enabling each family member to follow their own goals and lead independent lives. Each person pitches in and does their bit so life runs smoothly. These families make use of services like cloud-based family hubs, which divide up tasks and responsibilities between all family members. In some ways they run more like an efficient business than a classic family. 0 People working in advertising A believe it’s essential to make decisions together. B want to find out what’s important to their target audience. C are trying to connect better with their customers. D traditionally only care about what individuals are thinking. 1 A shrinking number of families today A has fewer than three children. B is properly understood by marketing companies. C will fit the definition in future. D still conforms to traditional ideas of family life. 2 Reasons why families are changing include A a greater focus on spending time together. B the current definition of marriage. C fewer job opportunities. D the increasing need for resources. 3 The aim of the text is to give readers ideas on A what families want to buy. B the kinds of families likely to exist in the future. C environmental changes. D what they must do now to prepare their customers for the future. 4 A defining feature of ‘Tandem Tribes’ is that A every person gets their own room in a shared house. B they are always part of a community sharing equipment and transport. C the adults living together are not in a relationship. D everyone shares the responsibility for raising the children. 5 Another kind of future family A wants to stay on the move. B consists of only one member. C prefers to stay at hotels. D feels at home wherever they are. 6 Families living in the countryside will A depend on modern technology. B sell certain objects they make for profit. C focus on raising many kids. D not need to buy any food. 7 Extended families of the future will A work with little contact between their members. B suffer from too little space available. C share their income equally. D organise their communication professionally. Nur zu Prüfzwecken – Eigentum des Verlags öbv
14 UNIT 02 | It’s all relative You are going to listen to four teenagers talking about their favourite person in their families again (see coursebook, p. 25). First, study the task below, then, while listening, match the speakers with their statements (A–J). There are two extra statements that you should not use. Write your answers in the boxes provided. The first one (0) has been done for you. After listening, take some time to check your answers. LISTENING 2 04 My favourite person Expand your vocabulary: Families and relationships Read through this list of words and cross out any that can’t be used with family. blended blood close-knit dysfunctional extended father-in-law forms life members portrait prejudice professional quality related relationships sibling social structures ties traditional wanted Now create a table of collocations with the word family. In the first column, list collocations where family comes first (e.g. family portrait). In the second column, list collocations where family comes second (e.g. blended family). Which expression is the odd one out? Cross it out and write down why it doesn’t fit. 1 offspring – sibling – father-in-law – ancestor 2 related – close – inseparable – attached to 3 to bond – to live with – to stick together – to relate to 4 to raise – to grow up – upbringing – to have contact with 5 blended family – same-sex couple – childfree couple – single-parent family LANGUAGE 3 a b 4 0 1 2 3 4 5 6 7 F A My parents and I get on all right. F The moment we met is special to me. B I often feel better once we’ve talked to each other. G I have other people who look after me. C It’s important to get on well with everyone. H The age of my favourite person worries me. D Grown-ups can be helpful when making decisions. I I suppose I idolise my dad a bit. E There is a lot of conflict around me. J I’m really fond of my mother. Speaker 1 – Freddie 0 1 Speaker 2 – Siobhan 2 3 Speaker 3 – Miguel 4 5 Speaker 4 – Isabel 6 7 Nur zu Prüfzwecken – Eigentum des Verlags öbv
15 Expand your vocabulary: Predicting the future An optimist is making a prediction about the future of families. Complete the sentences. LANGUAGE 5 Remember that certain expressions are followed either by a noun, a verb or a gerund. Read the text below and choose which word fits better into the sentence. Over the next years, the percentage of married couples in Britain is due to (1) decrease / decreasing. According to recent statistics, they are likely to (2) have / having 1.8 children and (3) share / sharing a household. Overall, Europeans are having fewer children, so Europe’s population is on the brink of (4) reach / reaching a new low. As a consequence, the societies of EU countries are about to (5) change / changing in the future. One could say we are on the verge of a revolution! 6 Expand your vocabulary: Formal and informal register Look at the expressions below. Which would you use to talk about your experiences during a school exchange with a friend (informal – I), and which would you use when speaking to your headteacher (formal – F)? Write the correct letters next to the phrases. Talking about … LANGUAGE 7 “In the future, families are (1) b to be more flexible. Smart devices are (2) c to connect family members all over the world, making it much easier to stay in touch, even if you move to a different continent. We are on the (3) p of realising long-haul flights that only take an hour, so children can easily visit their parents and go to work the next day. New technology is (4) s to improve family lives all over the planet!” 1 … a school project during the exchange: What a pain! It was quite difficult. I thought it was rather challenging. Gotta say, it was way too much work. 2 … a meal at the cafeteria: It was gross. The food was crap. Lemme tell you, it was rubbish. I’m afraid I didn’t really enjoy it. 3 … a guided tour of a museum: It was dead boring. To be honest, it wasn’t inspiring. Total waste of time. Personally, I did not find it enjoyable. 4 … the weather: The heat was very unpleasant. It was so hot, I was boutta melt. Shoulda worn sunscreen! The weather sucked! Nur zu Prüfzwecken – Eigentum des Verlags öbv
16 UNIT 02 | It’s all relative 1 Too long 2 On my 3 Be right 4 Today 5 Throwback 6 Before anything 7 Ask me 8 Outfit 9 Talk 10 Don’t forget 11 Explain it 12 In my humble a back b Thursday c anything d opinion e to you later f like I’m 5 (years old) g I learned h way i to be awesome j of the day k didn’t read l else Expand your vocabulary: The language of text messages Do you know what the texting and social media acronyms in the green box mean? Find out by combining the expressions below. The first one has been done for you. LANGUAGE 8 A BRB indicates that the person will be away briefly and will return shortly 3a: Be right back B TBT used when sharing old photos or memories, typically on a specific day of the week C IMHO used to express one’s opinion in a modest and polite manner D AMA refers to a question-and-answer session where participants can ask whatever they like E BAE a term for a romantic partner or significant other, often implying they are a top priority F TL;DR provides a brief summary of a long text or content for those who prefer a shorter version G TTYL indicates that the person will talk to the recipient again at a later time H OOTD used when sharing a photo of the clothes one is wearing on the day I DFTBA a positive and encouraging phrase used between friends reminding each other to stay positive and confident J ELI5 a request for a simplified explanation of a complex topic, as if explaining it to a young child K OMW indicates that the speaker is currently heading to a particular location L TIL introduces an interesting piece of information that the person has just learned today Nur zu Prüfzwecken – Eigentum des Verlags öbv
17 Read the text about how to communicate effectively. Some words are missing. Complete the text by writing an appropriate word for each gap (1–13). Write only one word in each space provided. The first one (0) has been done for you. LANGUAGE IN USE 9 Why effective communication is so difficult Communication doesn’t always go as smoothly as expected. We’ve all had moments when we thought we’ d (0) something clear, only to find that we were misunderstood. Or perhaps we thought we understood someone, (1) we got it wrong. This sort of thing can lead to problems ranging (2) minor disagreements between friends to significant inconvenience for the people involved, or even a lawsuit if the misunderstanding has (3) consequences. Why do these situations occur so often? To be a good communicator, you must also be a good listener. Pay (4) and focus on the speaker, actively listening to what they are saying. Ask questions to clarify points and repeat important details. If the communication is in (5) , use the same techniques: focus, read carefully, read again, ask questions if possible. Make (6) the information you communicate is clear. If it is complex, start by explaining it in general terms, then go on in a way that makes it relevant to your listener. Stay on (7) and be as brief as you can without leaving out important details. If what you need to say is lengthy, try to break it (8) into subtopics. Sometimes, there can be cultural barriers to communication. Especially (9) one or both of you are speaking in a foreign language, you need to take extra care so that (10) is no misunderstanding. Ask for help if necessary and possible. Remember that cultural interpretations of things such as (11) language, gestures, tone and eye contact can differ, and you may be sending a message that you’re not even (12) of. These situations may require great sensitivity and tact. Also, make an effort to control your tone (13) voice. No one likes to be patronised or treated like a child. Speaking in an unfriendly or angry way can ruin any chance of successful communication. 0 made 7 1 8 2 9 3 10 4 11 5 12 6 13 Nur zu Prüfzwecken – Eigentum des Verlags öbv
18 UNIT 02 | It’s all relative How did that register? Five levels of formality in language We’ve all experienced the occasional verbal slip-up, whether it’s because we’re nervous or the words just don’t come out right. In casual speech between friends, such mishaps are usually laughed off and forgotten as quickly as they happened. In business meetings and professional speeches, however, they’re a little harder to overlook. A major source of faux pas encountered in interpretation work is the tricky element of language known as ‘register’. It’s the difference between walking up to a colleague and saying “What’s up?” instead of “How are you doing?” Spoken language naturally shifts in formality based on the situation and the relationships between the people involved. Register is the form that language takes in different circumstances and contexts, and ‘code switching’ is the ability to go from one register to another according to context. Mastering register is a key social skill that allows for flexibility in communication and demonstrates both linguistic competence and awareness of social norms. However, even for experienced interpreters, register can be challenging to navigate as it relies not only on language but also on social customs, cultural expectations and even on personal preferences. There are two basic forms of register: informal and formal. As a relationship progresses between individuals, the register they use will usually evolve to be more informal. Contexts where you might use the informal register are with friends, family and meeting people in casual places such as a bar. The formal register is reserved for professional environments, including classrooms, workplaces and interviews. However, place alone does not determine register. Factors like how long the people have known each other, their previous relationship, if any, and the purpose of the conversation also influence the level of formality. For example, speaking with parents or teachers generally requires a less formal tone than a company networking event, but it is still more formal than conversations with peers. Linguists have actually determined that there are five different levels of formality in most languages: Register Definition Examples 1 Frozen Language that never changes wedding vows, the wording of a law 2 Formal Standard English speeches, language spoken in court 3 Consultative Less formal standard English student to teacher, employee to employer 4 Casual Language between friends conversation in a café, chatting on the way to school 5 Intimate Language between romantic partners or close family and friends pet names, inside jokes Read the article on the different registers of a language and decide whether the statements on the next page (1–9) are true or false. READING 10 Nur zu Prüfzwecken – Eigentum des Verlags öbv
19 1 Verbal mistakes tend to be taken less seriously in conversations with friends than they are in formal business settings. 2 There is no significant difference in the way people speak to close friends or to strangers. 3 Adapting your language to the situation is an important communication skill. 4 Social norms and culture strongly influence the level of formality in communication. 5 The way people communicate tends to remain the same as they become more familiar with each other. 6 With close family members, people typically use a relaxed register. 7 Workplace discussions among colleagues always require a casual and informal tone. 8 In a business meeting, you use the same language as between best friends. 9 The language used between close family members is referred to as the consultative register. True False Expand your vocabulary: Communication Match the following words from the text to their explanations: LANGUAGE 11 a a the practice of alternating between different languages or language styles depending on the situation b the unwritten rules about how to behave in a particular social group or culture c the degree of seriousness or adherence to rules in language d a group of people of approximately the same age, status and interests e a careless mistake, especially one that is socially awkward or embarrassing 1 formality 2 slip-up 3 code-switching 4 social norms 5 peer group In the sentences below, complete the words taken from the text. 1 In a job interview, it’s important to use the correct r . 2 The c of a conversation helps to decide which words to use. 3 Linguistic c also involves understanding when to use formal or informal language. 4 In an international context, effective i between languages requires an understanding of both the language and its cultural context. 5 The way you speak to someone can e as you get to know them better. 6 Due to unexpected c , the meeting was postponed to a later date. 7 Her c way of speaking did not go down well with her teachers. 8 With friends and family members, you can use a less formal register than in p contexts. b Nur zu Prüfzwecken – Eigentum des Verlags öbv
20 Unit 03 Coming home Collocations: Adjectives and nouns Look again at the adjectives you found in the articles on pp. 49/50 of your coursebook. Then complete the crossword with adjectives that go with the nouns in the clues. LANGUAGE 1 UNIT 03 | Coming home T H I C K - S K BACK-BREAKING N N E D 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 person, meal, price 2 smile, warmth, community 3 shop, bar, source 4 man, person, politician 5 smile, attitude, host 11 fruit, vegetables, meme 12 room, bar, boat 13 opinions, society, subjects 14 ad, laugh, person 15 bedrooms, copies, injuries 6 smile, surprise, person 7 problem, world, house 8 job, work, position 9 work, labour, tasks 10 ship, building Key Nur zu Prüfzwecken – Eigentum des Verlags öbv
21 1 The new noun is a person. 2 The new noun is an idea. 3 The new adjective means “something has this effect on others”. 4 The new adjective means “something is like that”. Expand your vocabulary: Suffixes Add the suffixes from the box to the correct words below. Watch out for changes in spelling. -able -al -ed -er -ful -ing -ion -ity -ive less -ment -ness -y LANGUAGE 2 a Which suffix is it? b -ed -er -ing -ion Complete the table of word families. Noun (concept/idea) Noun (thing/person) Verb Adjective — arrange harm — acting — succeed — appreciate connection 3 noun adjective environment – care – peace – sun – verb adjective suit – suitable -able include – included -ed trade – trading -ing attract – attractive -ive adjective noun minor – polite – verb noun work – create – argue – Nur zu Prüfzwecken – Eigentum des Verlags öbv
22 UNIT 03 | Coming home Read the text about the challenges small towns face. Some words are missing. Change the word in brackets to form an appropriate word for each gap (1–13). Write only one word in each space provided. The first one (0) has been done for you. LANGUAGE IN USE 4 Small towns have a place in our hearts, but how long can they survive? By Gaby Hinsliff Switzerland needs you. Or, more precisely, the tiny Alpine community of Albinen needs you, badly enough that it’s offering £22,000 a head to anyone under 45 prepared to move into town and stay there. Its chief (0) (attract) is said to be lots of lovely fresh air; and if that sounds (1) (suspicion) like admitting it doesn’t have many other selling points, therein perhaps lies the problem. Young people are leaving Albinen, shrinking its population to that of a modest hamlet, and not coming back. And that’s a problem not confined to Switzerland. Small towns and villages all over Britain, from the shires to old (2) (industry) towns, are now struggling to keep their footing in a world where youth, energy and (3) (prosper) are draining away to the city. A million young people have moved out of small communities over the past 30 years, according to the think tank ‘Centre for Towns’, which focuses on all the places that aren’t really rural or urban but awkwardly in between. They don’t always look as if they are struggling, and contrary to urban myth, not all their residents exhibit an unreasonable rage against the modern world. Some are the sort of (4) (sleep) market towns where holidaying Londoners hover wistfully by estate agents’ windows every summer, fantasising about snapping up a family house in Pembrokeshire or the boring and (5) (fashion) bits of Norfolk for the price of a flat at home. Thanks to their (6) (rapid) ageing populations, it’s small towns that will bear the brunt of rising demand for (7) (expense) health and social care, just as they are grappling with the (8) (pain) consequences of economic change. Their factories are closing, high-street shops being replaced by (9) (extend) warehouse facilities where the only work is picking and packing goods for invisible online customers. A few years ago, the Economist caused uproar with an article (10) (suggest) some rust-belt towns – places with stagnating economies and quickly dwindling populations – were beyond saving and should just be left to peter out, like those eerie California ghost towns abandoned when the gold rush dried up. But that’s an inhumane response to communities that have simply found themselves in the wrong (11) (locate); whose only mistake was to be middling-sized, in an era where (12) (success) communities are usually huge global cities or tiny chocolate-box villages, or too far away from bigger cities to attract commuters. Small towns occupy a powerful place in British hearts and (13) (imagine), and they have a right to survive. All they need now is a reason to exist. Nur zu Prüfzwecken – Eigentum des Verlags öbv
23 Write a summary of the article above in about five sentences. Use the strategies from the coursebook to guide you: 1 The title gives you the topic of the text: The author is worried about … 2 The final sentences provide the main conclusion: Small towns are important, so … 3 You can find the main points in the first sentence of paragraphs two and four: Small towns have problems because many young people … In future, they face even greater difficulties because … 4 Don’t include the specific examples given in the text (from paragraphs one, three and five). 5 Don’t add your own interpretation or comments. Expand your vocabulary: Living arrangements Unscramble the expressions in the box. They’re from the texts on pp. 44/45 of your coursebook. Student accommodation Flat sharing Living alone Living with parents no pacmus cmuoalmn kehictn kroacchesoc lahl of deersince maltefats nret dustetn gubdte ecrohs iulitty libls sunrinace ltfo saopusci pindeepcende dallynad heekesouper dshiwasehr nolg cumotme fsuhrenid siderential aera plbiuc stnraprto Use some of the expressions above to complete the text below. Having a flat to yourself is the best choice if you want to maintain your (1) , but this also means you’ll have plenty of (2) to do around the place. You’ll need to empty the (3) on a regular basis and pay the (4) and (5) each month. Staying with your family, on the other hand, means you’ll save money, but you will probably have a (6) to get to work or uni. Perhaps the best of both worlds is sharing a flat with (7) . You can cook together in the (8) and enjoy each other’s company. WRITING 5 LANGUAGE 6 a b 0 attraction 7 1 8 2 9 3 10 4 11 5 12 6 13 Nur zu Prüfzwecken – Eigentum des Verlags öbv
24 UNIT 03 | Coming home Read the texts about living arrangements again (coursebook, pp. 44/45). Choose the correct texts (1–4 or A–C) for each statement. You can use a text more than once. This person … 1 … would prefer if their future flatmates did a few household chores. 2 … is/has been generally pleased with their lifestyle. 3 … knows what it’s like to have insects in the home. 4 … finds sharing a kitchen with strangers acceptable. , , , 5 … prefers living by themselves. , 6 … doesn’t want to change their living situation. 7 … just wants enough space to work and store their study materials. Expand your vocabulary: Phrasal verbs Complete the sentences by choosing the correct preposition to form a phrasal verb. 1 We’re throwing a party at our flat on Saturday. Would you like to come up / by / in? 2 Sarah didn’t get a room in student housing, so she might not be moving out / in / away of her parents’ house after all. 3 The girls didn’t have a real estate agent to show them over / to / around the neighbourhood, so they couldn’t find the next bus stop. 4 Carl isn’t a morning person. He likes sleeping on / in / over and needs coffee to get up / off / at for his lectures. 5 What are you doing tomorrow? We could hang up / over / out in the park in the afternoon. 6 It can be quite hard to move away / out / to from your hometown and go to a new city. Expand your vocabulary: Living arrangements Which expression is the odd one out? Cross it out and write down why it doesn’t fit. 1 do the dishes – vacuum the rooms – take out the bin – pay the bills 2 make ends meet – have home insurance – be well off financially – get an allowance 3 landlady – resident – cockroach – plumber 4 homesick – costly – furnished – comfortable 5 en-suite bathroom – communal kitchen – hall of residence – common room READING 7 LANGUAGE 8 LANGUAGE 9 Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.atRkJQdWJsaXNoZXIy MTA2NTcyMQ==