Lösungsbuch HTL CONTEXT 2

Steve Williams
Serviceteil
für LehrerInnen
2
2.
Ja
h rg
an
g
Inhalt
1 Context@HTL 2 im Überblick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2 Vorschlag für eine Jahresplanung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3 Lösungen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4 Transkripte . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
© VERITAS-Verlag, Linz, in Koproduktion mit Cornelsen Verlag GmbH, Berlin. Alle Rechte vorbehalten.
Das Werk und seine Teile sind urheberrechtlich geschützt. Jede Nutzung in anderen als den gesetzlich zugelassenen Fällen bedarf der
vorherigen schriftlichen Einwilligung des Verlages.
1. Auflage (2019)
Lektorat: Kerstin Adlesgruber
Herstellung: Elisabeth Prinz
Umschlagfoto: stock.adobe.com/xiaoliangge
Der Verlag hat sich bemüht, alle Rechteinhaber ausfindig zu machen. Sollten trotzdem Urheberrechte verletzt worden sein, wird der
Verlag nach Anmeldung berechtigter Ansprüche diese entgelten. Soweit Personen fotografisch abgebildet sind und ihnen Namen,
Dialoge und Ähnliches zugeordnet sind, dient dies nur der Veranschaulichung und dem besseren Verständnis des Inhaltes.
ISBN 978-3-7101-3457-9
Alle Inhalte des Serviceteiles und weitere nützliche Materialien bietet Ihnen (kostenlos) das E-Book für
Jetzt E-Book LehrerInnen auf www.scook.at. Ein Klick genügt!
h
zum Schulbuc
Ihr E-Book ist für Sie bereits automatisch freigeschaltet, wenn Context@HTL 2 im Rahmen der
aktivieren!
Schulbuchaktion an Ihrer Schule bestellt wurde und Sie LehrerIn (mit Berechtigungscode) sind.
Für weitere Informationen steht Ihnen gerne Ihre VERITAS-Kundenberatung zur Verfügung.
Rufen Sie einfach an, schicken Sie ein Fax oder ein E-Mail!
Tel. +43 732 776451 2280, Fax: +43 732 776451 2239
E-Mail: kundenberatung@veritas.at
Besuchen Sie uns auf unserer Website www.veritas.at
Context@HTL 2 im Überblick
1 Context@HTL 2 im Überblick
1.1 Zum Konzept 1.2 Bestandteile des Lehrwerks
Wir möchten stets die aktuellen Gegebenheiten und damit Context@HTL 2 besteht aus folgenden Teilen:
verbundene Bedürfnisse von LehrerInnen und SchülerIn-
nen abdecken. Daher präsentieren wir mit Context@HTL
eine neue Schulbuchreihe für die HTL. Mit dieser Neu-Adap- uu Schülerbuch (inkl. MP3-CD)
tion des bewährten Context-Konzepts werden Ihre Bedürf- (SBNR 190.041)
nisse und Ansprüche für den Unterricht in der HTL optimal Die MP3-CD enthält alle Audios zu den Hörverständnis-
erfüllt. übungen im Schülerbuch. Die Transkripte zu den Audios
finden Sie in diesem Serviceteil für LehrerInnen im
So möchten wir Ihnen helfen, die neuen Anforderungen im Abschnitt 4.
Englischunterricht erfolgreich zu meistern. Individualisie-
rung, Differenzierung, kompetenzorientierter Unterricht, uu Serviceteil für LehrerInnen (Download)
Eigenverantwortlichkeit und verlässliche Maturavorberei- (ISBN 978-3-7101-2578-2)
tung sind hier die zentralen Schlagwörter. Der Serviceteil, den Sie gratis von unserer Website
herunterladen können, bietet alle Informationen, die Sie
für Ihren Unterricht benötigen, inklusive Konzeptbe-
Die wichtigsten Vorteile für Sie: schreibung, Jahresplanung, Lösungen in tabellarischer
Form und Transkripten zu allen Hörtexten.
Der Serviceteil ist auch in gedruckter Form für LehrerIn-
Passgenauigkeit: nen erhältlich (ISBN 978-3-7101-3457-9).
Dieses Englischlehrwerk wurde speziell für die HTL entwi-
uu Schülerbuch. Set mit E-Book
ckelt. Themenstellungen, Schwierigkeit der Texte und die
(SBNR 190.851)
Komplexität der Aufgabenstellungen sind konsequent an
Mit diesem Set steht Ihnen und Ihren SchülerInnen das
die Zielgruppe angepasst.
Buch auch elektronisch jederzeit zur Verfügung.
Zusätzlich bietet das E-Book Materialien wie Wortlisten
Aktualität: zum Schulbuch: einmal als Gesamtübersicht alphabe-
tisch geordnet und zum anderen nach Units sortiert, in
Das neue Lehrwerk Context@HTL 2 bietet zahlreiche Texte
chronologischer Reihenfolge mit Hervorhebung des
und Aufgabenstellungen aus der Lebenswirklichkeit der
aktiven bzw. passiven Wortschatzes und mit Beispielsät-
Jugendlichen: Das Werk deckt die Anforderungen der neu-
zen zum aktiven Wortschatz.
en Lehrpläne zuverlässig ab und beginnt bereits ab Band 1
mit der Vorbereitung auf die standardisierte Reife- und uu Testing Material
Diplomprüfung. (ISBN 978-3-7101-3617-7; erhältlich ab Herbst 2019)
Zum Schulbuch passende, für Sie fertig ausgearbeitete,
kompetenzorientierte Aufgaben zu den Bereichen
Kompetenzorientierung: Hören, Lesen, Wortschatz, situative Grammatik und
Von Beginn an werden gezielt und nachhaltig Sprach- und Schreiben erleichtern Ihnen die Erstellung von Schular-
Methodenkompetenz trainiert. So führen Sie Ihre Schüle- beiten und Prüfungen.
rInnen sicher zu den Bildungsstandards E13 und zur kom- uu PLUS-Modul: Interaktive Übungen zum E-Book
petenzorientierten Zentralmatura. Die Can-do Checklisten (ISBN 978-3-7101-3543-9; erhältlich als Unterrichtsmittel
am Ende jeder Unit motivieren und unterstützen selbst- eigener Wahl ab Herbst 2019; in der SBA ab Herbst 2020)
ständiges, eigenverantwortliches Lernen. Als zusätzliches Übungsangebot bieten wir Grammatik-
Die Überschriften bei allen Übungen und Aufgaben strei- und Wortschatzaufgaben als interaktive Übungen zum
chen diese Kompetenzorientierung noch deutlicher heraus. E-Book sowie eine audiovisuelle Aufbereitung der Words
in context-Texte im Schulbuch an.
Schritt für Schritt zur neuen Matura:

Context@HTL bereitet schrittweise und aufbauend auf alle
Anforderungen – Testformate, Textsorten – der SRDP vor.
Band 2 bietet pro Unit je eine Aufgabe in einem Testformat
der SDRP zu jedem Skill. Darüber hinaus schließt jedes
Topic mit einer Doppelseite Check your progress als Selbst-
überprüfungssequenz mit Testformaten ab.
Die Textsorten werden im Companion, den die SchülerInnen
mit Band 1 erhalten haben, mit Mustertexten und Checklis-
ten übersichtlich präsentiert.
© VERITAS-Verlag, Linz und Cornelsen Verlag, Berlin – Context@HTL 2. Serviceteil für LehrerInnen 3
Context@HTL 2 im Überblick
1.3 Der Aufbau des Lehrwerks 1.4 Companion

Context@HTL wurde als Grundlage für einen kommunikati- Im Companion, der Band 1 beigelegt ist und die Schüler bis
ven, kompetenzorientierten und vernetzten Sprachunter- zur Matura begleitet, werden grammatikalische und sprach-
richt entwickelt. liche Strukturen, Fertigkeiten und Kompetenzen sowie Test-
Context@HTL 2 besteht aus 6 Topics, die wie folgt aufgebaut formate aus dem Schülerbuch aufgegriffen, erklärt und so-
sind: mit nachhaltig gefestigt.
uu Einstiegsdoppelseite: führt das Topic ein und bietet

einen Überblick zu den Lernzielen; es sollen das Der Companion ist in folgende Abschnitte gegliedert:
Vorwissen aktiviert und die SchülerInnen durch ––Language skills: In diesem Abschnitt werden Gramma-
Übungen wie „Think – Pair – Share“ zum Austausch tikstrukturen erklärt, die Arbeit mit Wortschatz erläutert
angeregt werden. sowie Hilfestellungen für Diskussionen gegeben.
uu 2 bis 3 Units: jede Unit ist in zwei Abschnitte (A und B)
––Skills practice: Dieser Abschnitt fasst das Wichtigste
gegliedert; den LehrerInnen und SchülerInnen wird eine zu den Fertigkeiten Hören, Lesen, Sprechen und Sch-
abwechslungsreiche Auswahl an Texten und Übungs- reiben zusammen, bietet zahlreiche Methoden zum
material in thematischer Breite und Tiefe geboten. Erarbeiten von Lese- und Hörtexten, zum Erstellen von
––Words in context (Doppelseite): dient als Einstieg in Texten und Präsentationen etc.
eine Unit und soll durch einen ausgewählten Lesetext ––Exam skills: Dieser Abschnitt stellt die Testformate
sowie Übungen wie wordpower, wordfields und collo- und Textsorten der standardisierten Reife- und Dip-
cations die Wiederholung, Erweiterung und Festigung lomprüfung (SRDP) vor und verhilft durch Mustertex-
des benötigten Wortschatzes für das jeweilige Thema te, Anleitungen und Tipps zur erfolgreichen Vorberei-
bieten; die im Text orange hervorgehobenen Wörter tung auf die SRDP.
betreffen jenen Teil des Lernwortschatzes, der als be-
kannt vorausgesetzt wird; grün hervorgehobene Wör-
ter werden neu eingeführt und komplettieren den
Lernwortschatz des jeweiligen Kapitels.
1.5 Serviceteil für LehrerInnen
uu Tech pages am Ende jedes Topics: dem Schultyp
entsprechend beschäftigen sich die Tech pages mit (ISBN 978-3-7101-3457-9)
technischen und beruflichen Aspekten rund um das Der Serviceteil bietet Ihnen eine Menge an Informationen
jeweilige Thema. für Ihren Unterricht – übersichtlich dargestellt und leicht
einsetzbar aufbereitet.
uu Check your progress zum Abschluss jedes Topics: die
Doppelseite beinhaltet Aufgaben im Maturaformat und
trägt zur Lernerautonomie und dem Bewusstmachen
des Lernfortschritts bei.
uu Weitere Elemente:
––Vokabular zum jeweiligen Text wird in der Randspalte

durchgehend auf Englisch erklärt.
––Hilfeboxen in der Randspalte:
Unter Language help finden die SchülerInnen hilfreiche
Redemittel zur Bewältigung der Aufgabenstellungen.
Trouble spot weist auf typische Fehler hin.
In den Tip-Boxen finden SchülerInnen wichtige Hin-
weise und zusätzliche Informationen zu einer Aufgabe.
––Grammatik fließt – wo notwendig und passend – ein;
die Verweise im Schülerbuch auf den Companion re-
gen zum selbstständigen Nachschlagen und Wieder-
holen an.
Außerdem enthält das Schülerbuch eine alphabetische

Wortliste aller neuen Wörter mit Lautschrift. Zusätzlich
kann eine chronologisch sortierte Wortschatzliste, bei der
der aktive Wortschatz fett gedruckt und mit Beispielsätzen
versehen ist, online beim E-Book abgerufen werden.
Schließlich finden Sie ebenso für jedes Topic den aktiven
Wortschatz im E-Book gelistet – als bearbeitbare Word-
Dokumente.
4 © VERITAS-Verlag, Linz und Cornelsen Verlag, Berlin – Context@HTL 2. Serviceteil für LehrerInnen
2 Vorschlag für eine Jahresplanung
Diesen Vorschlag für eine kompetenzorientierte Jahresplanung können Sie nach Ihren Bedürfnissen verändern.
Kompetenzmodul 3
Sprachsituationen / -kompetenzen
Unit / Thema
Zeit
Topic
Listening / Speaking Reading Writing Grammatik und Strukturen
uu improving school life uu reading about challenges in uu writing an informal letter uu signposting phrases
Unit 1: school life
uu bringing about change in school
Sept
School life and society uu understanding education
worldwide
uu discussing careers in uu reading about job expectations uu writing a description uu prepositions
Unit 2: engineering and future prospects uu passive
Dreaming is free uu discussing a fictional story uu reading and interpreting
horoscopes
uu describing a cartoon
uu discussing stress management uu reading about stress factors for uu writing a blog comment uu past and present tenses
Topic 1
techniques teenagers
Okt
Unit 3: uu learning about rebels and uu defining a generation
We are young conformists
uu talking about a personality
questionnaire
Tech pages: uu reading about the past, present and future of mobile phones
Mobile Phones uu designing an app
© VERITAS-Verlag, Linz und Cornelsen Verlag, Berlin – Context@HTL 2. Serviceteil für LehrerInnen
Vorschlag für eine Jahresplanung
5
6

Kompetenzmodul 3
Unit / Thema
Zeit
Topic
uu discussing life in a small town uu reading about life in the city and uu writing a profile uu past tenses
uu talking about advantages and

in the country uu writing a description
disadvantages of life in a uu living in a high-rise block of flats
uu writing a blog post
Unit 4: high-rise block of flats
Nov
Where we live uu talking about leisure activities in
a small town
uu recording a podcast
uu living and studying in London
Topic 2
uu discussing means of transport uu learning to drive a car uu writing a blog comment uu conditional I
for teenagers uu reading about must-sees in
Unit 5:
uu learning about how to ride the London
Getting around
Tube uu reading about public transport
Dez
uu understanding directions in Oxford
Tech pages: uu understanding safety instructions for power tools
Power tools
uu giving advice uu understanding how to be a uu writing an informal email uu prepositions
uu discussing peer support in

good friend uu modal verbs
Unit 6:
Jan
Relationships schools
uu talking about bullying
uu discussing social media use uu understanding the effects of uu writing a blog post uu passive
Unit 7: social media on health
uu talking about concert experi-
Online
Topic 3
ence uu reading about mobile phones at
communication
concerts
Feb
Tech pages: uu understanding secure communication
Keeping uu understanding how encryption works
communication
secure uu writing a review
Kompetenzmodul 4
Unit / Thema
Zeit
Topic
uu role-playing a dialogue at the uu reading about exercising as an uu writing a letter to the editor uu reported speech
Unit 8: doctor’s surgery obsession (bigorexia)
März
Fit and healthy uu talking about what happens to uu understanding fitness trackers
health data from fitness trackers
uu talking about healthy eating uu reading about effects of fast uu writing a comment on a forum uu conditional I and II
Unit 9: food on a nation’s health
uu discussing food trends: clean uu writing an enquiry
Topic 4
Eat well
eating and paleo diet uu reading about healthy eating
uu writing a blog post
Tech pages: uu understanding how microwave ovens work
Technology in the
April
kitchen
uu discussing changing TV viewing uu reading about the changing uu writing a report uu present perfect progressive
habits world of the media
Unit 10: uu talking about news preferences uu understanding fake news on

What's on ? social media
uu learning about online streaming
Topic 5
services
uu discussing the effects of smart devices on our lives

Tech pages:
Smart devices
Mai
uu role-playing a shopping uu finding out about how to save uu writing a formal email uu phrasal verbs
dialogue money as a teenager
uu commenting on a cartoon uu conditional III
Unit 11:
uu talking about financial security uu understanding contactless
Money matters
payment
uu protecting your bank details
uu hotel complaints uu reading about holiday experien- uu writing a report
Unit 12: ces
Topic 6
uu talking about holiday memories
On holiday
uu understanding hotel reviews
uu discussing travel-related apps
Juni
uu understanding secure payment
Tech pages:
Contactless uu finding out how contactless payment systems work
payment systems
uu writing a letter to the editor
7
Lösungen
3 Lösungen
b)
TOPIC 1 – OUR GENERATION 1 However, 2 This means that, 3 On the other hand, 4 Thus,
5 For example, 6 So it comes as no surprise, 7 As a result
Unit 1: School life
5 (p. 14)
Words in context a)
2 (p. 11) 1 basic, 2 progress, 3 success, 4 poverty, 5 disadvantaged,
6 inadequate, 7 in short supply, 8 to improve, 9 to promote
a)
b)
verb noun 1 poverty, 2 disadvantaged, 3 sufficient, 4 progress, 5 success,
to manage management 6 basic, 7 in short supply, 8 fortunate, 9 improve
to prepare preparation B: The teen who woke up her school
to plan plan, planning
1 (p. 16)
to expect expectation
b)
to disagree disagreement
1I, 2B, 3E, 4C, 5F, 6H, 7D, 8G, 9J
to relieve relief
2 (p. 17)
to harass harassment
1 very bad idea, 2 Facebook, petition, posters, emails, 3 growth
to victimize victimization
hormone, 4 makes you sleep, 5 nine hours fifteen minutes,
to exclude exclusion 6 research and personal experience, 7 calm and convincing,
to respond response 8 over an hour later, 9 not late, refreshed, alert
3 (p. 11) 3 (p. 17)
possible answers: 3, 4, 5, 7, 8, 9
to meet somebody’s expectations, to identify a problem, 5 (p.18)
to complete an assignment, to handle disagreement, to provide
relief, to respond to a situation 1 Focus, 2 Get the facts, 3 Quality not quantity, 4 Keep cool,
5 Get support, 6 Don’t be personal, 7 Don’t be seen as a
A: Education worldwide troublemaker, 8 Be persistent
1 (p. 12) 6 (p. 18)

B 2, 5, 1
2 (p. 12)
1 unable to read, 2 is even worse, 3 don’t go to school, 4 prevent Unit 2: Dreaming is free
access to education, 5 good learning conditions, 6 might not be
trained, 7 improvements in three areas, 8 finish secondary school Words in context
3 (p. 13) 1 (p. 21)
possible answers: attitudes to the future: dream, aspiration, ambitious,
1 Countries have been more successful in getting children into expectation, to predict, opportunity, uncertainty
primary school than into secondary school.
career: road map, milestone, to tick off, deadline, path, mapped
2 T he main reasons why children miss out on education are out, to get qualified, career ladder
poverty, conflict or political instability, child labour, disability
skills: hard skills, technical knowledge, soft skills, teamwork,
and sex discrimination.
to acquire, to develop
3 6
0% of children from poor families don’t go to school while
technology: innovation, automation, artificial intelligence,
only 5% of children from rich families don’t go to school.
to disrupt, automated system
4 P
oor countries generally have poor classroom facilities and
personal: to start a family, circle of friends, life experience,
inadequate funds for teacher training.
voluntary work, leisure activity, work-life balance
5 T o ensure that more children get an education it’s necessary
to get more children into primary school, help more children 2 (p. 21)
to stay in school through the secondary level and to improve possible answers:
the quality of learning. career: career road map, career milestones, career path, career
ladder, career patterns, traditional career
4 (p. 13)
future: hopes for the future, in the near future
a)
contradiction, qualification: However, on the other hand goal: have ambitious goals, set a goal
consequence: As a result, So it comes as no surprise, This means work: work steadily, start work, begin work, teamwork, voluntary
that … work, work-life balance
explanation: This means that
example: For example, Thus
Lösungen
A: Making plans 5 (p. 29)

a)
1 (p. 22)
was fully dressed (past tense), is covered (present tense), are
1 civil engineering, 2 chemical engineering, 3 wood technology, grown (present tense), was lost (past tense), was balanced
4 mechanical engineering (past tense), are used (present tense), is being optimized
(present progressive)
2 (p. 22)
b)
1A, 2B. 3D, 4D, 5C, 6A
As people are taken everywhere by automated pods, mass public
3 (p. 23) transport systems are not needed. Railways and tram systems are
being removed from cities. As a result, very few people are killed
1 I t’s important to promote engineering in the UK because by traffic accidents. All goods – apart from the basic goods that
there are not enough engineers to fill vacancies. are printed by 3D printers in all homes – are delivered by flying
2 T he chemical industry is perceived as causing pollution while drones. More and more tasks are being performed by robots and
it can be part of green technology, too. automated systems. Food and other necessities are being
produced very efficiently. Most things are being recycled and
3 D
avid’s company produces structural components for big
very few resources are being wasted by them. More and more
construction projects such as factories or supermarkets.
decisions are being taken by computers and humans are losing
4 E ngineered wood is wood that has been cut into slices and basic knowledge and skills.
stuck together with a strong adhesive. It’s much stronger than
natural wood and you can make larger components out of it.
Natural wood varies a lot in strength.
Unit 3: We are young
5 D
avid wants to start his own company, manufacturing
engineered wood products. A: Our generation is…
4 (p. 23) 1 (p. 32)
1 in, 2 about, 3 to, 4 on, 5 for, 6 of, 7 into, 8 over, in d, b, a, c
6 (p. 25) 2 (p. 32)
A: contractor, B: no, likes to work in teams, C: yes. D: need to be 1H, 2E, 3A, 4I, 5F, 6B
patient to finish projects, E: rather not, too competitive
3 (p. 33)
B: In the year 2050 1 Y
oung people are used to manipulating information with their
1 (p. 26) fingers by pinching, swiping and taping.
a) 2 I f young people don’t know how to do something, they

A, E, B, C, D experiment and try things out, until the problem is solved.
b) 3 O
lder people are a bit scared of technology, because they had
farmscrapers, pods, drones, smart buildings different devices for different functions. Younger people are
used to use one device for various functions.
2 (p. 27/28) 4 R
uben doesn’t think that technology is isolating him, because
1 T: It was a great technology connects him to his friends.
2 T: The window turned black 5 M
aja thinks that the older generation is not aware of the
serious effects of climate change, whereas the younger
3 F: However, zooming in, Jared
generation has to deal with the consequences.
4 F: Hi, Jared, how are
6 W
hen Mia’s parents were young, the political situation in
5 T: The Farmscrapers were completely Europe was very different and it was much harder to travel or
6 F: In these gardens, tropical live abroad than it is nowadays.
7 T: Although it was only 5 (p. 34)

8 T: The climate is too 1 to pinch, 2 to experiment, 3 to work it out, 4 device, 5 to isolate,
6 greedy, 7 to separate, 8 currency
3 (p. 28)
1a H
e probably felt happy and pleased. He enjoyed his ‘wake up 6 (p. 34)
coffee’ and the great view. a)
1b H
e probably felt annoyed and irritated because he didn’t like simple present: are, are, understand, can do, can take, can
robot ‘small talk’. bookmark, read, don’t know, experiment, play, work out, are, tell,
take, do, write, watch, find out, listen, are, worry, says, worry,
1c H
e probably felt confused and was afraid of the SkyFarmer, isolates, see, think, connects, know, share, can make, don’t get,
because it raised its long, front legs above his head. do, think, is, is, can choose, think, don’t want, is, is, can go, live,
2 individual answers work, like, knows
present progressive: isn’t spending, going on, am doing, am
having, is happening
simple past: were, had to have, couldn’t be, were, were, were,
were, separated, needed, wasn’t, did travel, had
present perfect: have grown up, have changed
Lösungen
past perfect: hadn’t joined TOPIC 2 – LIVING AND TRANSPORT

will-future: will be left, will have, will settle down, will work
b)
Unit 4: Where we live
1 are you getting on, 2 takes, 3 bought, 4 were, 5 could/ were
able to, 6 was, 7 did you access, 8 were, 9 hadn’t invented, 10 has
Words in context
changed, 11 will continue, 12 won’t believe, 13 tell, 14 used, 1 (p. 47)
15 will they use, 16 don’t know, 17 will be, 18 haven’t thought
1E, 2G, 3F, 4H, 5A, 6C, 7B, 8D
B: Rebel or conformist?
A: High-rise living
1 (p. 36)
2 (p. 48)
a)
b, a, c 1D, 2B, 3A, 4D
2 (p. 36) 3 (p. 49)

1H, 2E, 3A, 4J, 5F, 6B, 7C, 8I 1G, 2H, 3E, 4F, 5C, 6B, 7A, 8D
3 (p. 37) 5 (p. 50)

1 It can help us find the right direction, e.g. in an unfamiliar train a)
station it’s easier to find the exit by following the crowd. past perfect: hadn’t been, had lost, had become, had started
2 The participants were asked to pick which of the last three present perfect: have changed, has moved, have retired … and
lines was most similar in length to the first. moved, have moved … and started
3 Younger siblings usually want to stand out and feel the need simple past: was, moved out, went, didn’t get on, were, was,
to be different from their older siblings. Thus, they need to find lived, could see, could see, were, howled, shook, felt, were, had,
something that makes them stand out. had, lived, were, used, could make, were, used, would, wasn’t,
were, was, was, weren’t allowed, might break, had to look out,
4 If something we enjoy is no longer unique, we may stop doing liked, were, was, was, was, was, were, were, couldn’t turn up,
it, because we want to stand out from the crowd. wasn’t, kept, had, seemed, lived, wasn’t, were, seemed, wanted,
5 We should assess our own behaviour and try to identify when was, was, found, could afford, was, had
we’re conforming or rebelling. b)
6 We can avoid ‘groupthink’ by speaking out when the group is 1 saw, 2 was, 3 weren’t, 4 used, 5 came, 6 joined, 7 was, 8 worried,
about to make an obviously bad decision. 9 required, 10 had built, 11 had gone, 12 realized, 13 was not,
14 didn’t like, 15 didn’t feel, 16 didn’t have, 17 has built,
4 (p. 37) 18 destroyed, 19 had recently renovated, 20 increased
a)
B: Small town, big city
verb adjective noun (person) noun
(abstract) 1 (p. 52)
to rebel rebellious rebel rebellion A
to conform conformist conformist conformity 2 (p. 52)
to imitate imitative imitator imitation
1D, 2A, 3F, 4G, 5B, 6E
to popularize popular – popularity
7 (p. 54)
– unique – uniqueness
1 Naomi thinks it’s boring to live in a small town.
to criticize critical critic criticism
2 A
ctivities for young people in Islington are e.g. midnight
to influence influential influencer influence football, live music, art classes, yoga and the Islington Youth
b) Theatre.
1 Imitative, 2 rebellion, 3 popularized, 4 rebel, 5 conformity, 3 L ocal residents don’t go to tourist sights, because these places
6 conformist, 7 criticism, 8 uniqueness, 9 influential are crowded with tourists and too expensive.
4 T here is a big contrast between rich and poor: on the one
hand, there are trendy shops and expensive houses and
Tech pages: Mobile phones – past, private schools; and on the other hand, there are run-down
present, future blocks of flats and crowded comprehensives.
5 N
aomi lives with her mum and sister in a tiny two-bedroom
1 (p. 40)
flat. She shares a bedroom with her younger sister.
B 2010s, A 2000s, F 1980s, C 1990s, D 2000s, E 2020s
6 N
aomi goes to ‘Urban Hope’, a youth centre, where she can
study. There are computers with internet access, which she
doesn’t have at home.
7 T he kitchen is important because there the kids learn how to
cook and eat healthily.
8 ‘Lift’ has a gym, dance and exercise studios, a café and a roof
garden for growing food.
Lösungen
Unit 5: Getting around If you just stick to the quiet roads, you’ll never learn to drive
properly.
A: My own set of wheels If you don’t watch out, you’ll hit something!
1 (p. 58) If you grab the wheel again, I’ll tell Mom.
6 body, 2 bonnet, 11 boot, 12 brake, 9 door, 3 engine, 13 exhaust, b)

4 headlight, 10 seat, 5 steering wheel, 7 tyre, 8 wheel, 1 will slow down, 2 will not allow you to take the test, 3 will not
1 windscreen get home, 4 will confuse the other drivers, 5 will get into trouble
with the police, 6 will have an accident
2 (p. 58)
1 went to college, 2 have/get a learner’s permit, 3 ten hours of
B: How to ride the Tube
instruction, 4 enjoyed learning to drive, 5 the traffic was heavy, 1 (p. 62)
6 learn to drive properly, 7 grabbed the steering wheel
2, 3, 5, 1, 4
3 (p. 60)
2 (p. 62)
1 driver’s license, 2 learner’s permit, 3 eyesight, 4 instruction,
5 driving school, 6 driver’s test, 7 driving instructor, 8 traffic, 1 might annoy other people, 2 name of closest station, 3 inside
9 to indicate, 10 to pull over station entrance, 4 lines have different colours, 5 zone 1 or 2,
6 have to pay extra, 7 (2 options) ticket machine / ticket window,
4 (p. 60) 8 the train’s direction, 9 doors close quickly
a)
If she starts now, she’ll be an experienced driver by 18 when she
goes off to college.
3 (p. 63)
Lösungen
5 (p. 64) B: Peer support in schools

Ali: The British Museum, The Tower of London
1 (p. 78)
Svenja: Sky Garden
a)
Emma: Camden Market 1D, 2A, 3B, 4C
Xu Dong: The London Eye 2 (p. 78)
Tech pages: Power tools 1C, 2D, 3B, 4B, 5D, 6A
1 (p. 66) 4 (p. 80)
1 circular saw, 2 power drill, 3 heat gun, 4 power sander, 5 angle 1 Hugh, 2 Hugh, 3 Paris, 4 Paris, 5 both, 6 Paris, 7 Paris, 8 Hugh
grinder, 6 jigsaw, 7 bench grinder, 8 mitre saw, 9 cordless
screwdriver, 10 nail gun, 11 router, 12 band saw Unit 7: Online communication
2 (p. 67) A: Social media – bad for your health?
1 You need a power drill. We have some good ones here. 1 (p. 84)
2 You need an angle grinder. I can show you some good ones. 1 F: Their study, #StatusofMind, surveyed
3 We have the perfect tool for you: a nail gun. 2 T: YouTub e was found to
4 You need a jigsaw. 3 F: Instagram topped the list
5 Let me show you some cordless screwdrivers and mitre saws. 4 T: To tackle the problem
6 You will need a mitre saw and a power sander for that. 5 T: The survey concluded that
3 (p. 67) 6 T: The report also found
1 concentrate on, 2 clean and well lit, 3 rain or wet conditions, 7 F: Platforms that are supposed
4 safety goggles, 5 loose clothes, 6 power source, 7 lose control,
8 F: I am sure that
8 power cord, 9 materials and purpose, 10 moving parts
2 (p. 85)
1 S ocial media has an impact on mental health and can cause
TOPIC 3 – Relationships and communi- anxiety, depression, self-identity and body image issues as
cation well as the fear of missing out.
2 S ocial media may be an outlet for self-expression and identity
Unit 6: Relationships for many young users.
3 S hirley Cramer refers to the mental problems social media
A: What friends are for may cause, while Sir Simon Wessely supports education about
2 (p. 74) social media, so that young people can learn how to cope
with all aspects of social media.
1E, 2H, 3F, 4I, 5A, 6D
4 (p. 86)
3 (p. 76)
a)
1 about, 2 of, 3 about, 4 to, 5 with, 6 up, 7 about, 8 in was found (past tense), have been digitally manipulated (present
4 (p. 76) perfect tense), have been altered (present perfect tense),
were surveyed (past tense)
a)
b)
modal main verb line meaning 1 have been altered, 2 have been applied, 3 have been made,
might to respect 9 könnte 4 have been covered, 5 has been removed, 6 has been added,
7 have been changed, 8 were only used, 9 were edited,
should to do 13 sollte
10 have been given, 11 have been automated
can’t to take/go 14 kann/darf nicht
5 (p. 87)
can to take 15 kann/darf
a)
should to phone 15 sollte
verb adjective/past noun (thing or
must to accept 17 muss
participle idea)
mustn’t to tell 22 darf nicht
to alter altered alteration
might to cause 23 könnte
to apply applied application
might to get into 24 könnte
to slim slim -
can‘t to control 24 kann nicht
- imperfect imperfection
b) to remove removed removal
1 might, 2 must, 3 can, 4 don’t have to, 5 mustn’t, 6 could
to add added addition
to colour coloured colour
to manipulate manipulated manipulation
Lösungen
to filter filtered filter A: Bigorexia

to automate automated automation 2 (p. 100)
- skilled skill 1 are men (now), 2 want to be bigger, 3 jobs and relationships,
4 they have got bigger, 5 is much too heavy, 6 more than
B: A sea of smartphone screens anything else, 7 happy about his legs
1 (p. 88) 3 (p. 102)
C possible answers:
2 (p. 89) 1 I t’s difficult to know who has bigorexia. Most sufferers aren’t
even aware that they suffer from bigorexia.
1G, 2K, 3E, 4I, 5F, 6J, 7A, 8H
2 Because he is afraid of losing weight.
3 He didn’t want to walk to the bus stop anymore.
Tech pages: Keeping communication
4 (p. 102)
secure a)
1 (p. 92) 1 hard, 2 to soar, 3 puny, 4 negative, 5 to neglect, 6 skinny,
7 impressive, 8 to embarrass, 9 to hide
a)
1F, 2E, 3A, 4D, 5C, 6G, 7B b)
1 puny, 2 skinny, 3 embarass, 4 ignore, 5 negative, 6 soar,
b) 7 neglect, 8 impressive
1 F: An expert could decrypt the message without the key.
3 F: It’s not possible to reverse the key and bring back the
6 (p. 103)
original message. a)
think that they are too fat – verb of reporting: present tense;
6 F: Asymmetric encryption systems can be hacked, e.g.
reported verb: present tense
Snapchat was hacked.
think that they look puny – verb of reporting: present tense;
Sentences 2, 4 and 5 are true.
reported verb: present tense
admits that the gym causes problems with relationships – verb of
TOPIC 4 – Health and nutrition reporting: present tense; reported verb: present tense
He says that he was a skinny child. – verb of reporting: present
Unit 8: Fit and healthy tense; reported verb: past tense
b)
Words in context 1 would get, 2 stuck, 3 had lost, 4 was, 5 would join, 6 suits,
1 (p. 99) 7 sees, 8 should join, 9 wanted
a) B: At the doctor’s surgery

verbs: to benefit, to sleep, to speed up, to age, to be at risk of, to
pump, to quicken, to get tired, to strengthen, to stretch, to bend 1 (p. 104)
adjectives: demanding, physical, happy, relaxed, balanced, A rest, B inflammation, C X-ray, D pain, E injection, F tablet, G
aerobic, active, flexible examination, H ultrasound
nouns (body): endorphin, substance, sleep, metabolism, weight, not needed: injury
bone, muscle, heart, breathing, strength, limb, abdomen, back,
2 (p. 104)
neck, flexibility, joint
1C, 2B, 3B, 4A, 5D, 6C
nouns (mind): depression, self-esteem, sense of achievement,
pride 4 (p. 106)
nouns (dangers): diabetes, heart disease, condition, A2, B5, C1, D4, F3, H6
osteoporosis, weakening, injury
nouns (exercise): running, jumping, walking, workout, training
2 (p. 99)
Unit 9: Eat well
a) Words in context
1 The main reasons to exercise are to get healthy (or maintain
health) and to get in shape (or maintain shape). 2 (p. 109)
2 The motivation for millennials is to get in or maintain their a)
shape whereas all ages are motivated to exercise because of 1 apples, grapes, pears
health reasons. 2 bread, pasta, rice
3a All ages want to do fun and calm or convenient options of 3 cheese, milk, yoghurt
exercising.
4 b
eans, cabbage, lettuce, mushrooms, onions, peppers,
3b Millennials want to have a fun and convenient fitness potatoes, tomatoes
experience.
5 b
eef, beans, chicken, lamb, nuts, pork, prawns, salmon, trout,
veal
Lösungen
A: Fast food nation Tech pages: Technology in the kitchen

2 (p. 110) 1 (p. 118)
1A, 2C, 3C, 4A, 5B, 6C 1 T hey use radio waves to agitate water molecules in food,
which generates heat.
3 (p. 112)
2 M
icrowave cooking is faster than other forms of cooking and
unhealthy eating: hamburger, French fries, high-fat, pizza, soft
very energy efficient, because all the molecules in food are
drink, soda
vibrating and generating heat at the same time. In a
health problems: overweight, disease, obesity, epidemic, obese, conventional oven heat must slowly travel from outside to
illness, eating disorder, diabetes, stroke inside.
4 (p. 112) 3 M
etal is used for the walls of a microwave so that no
microwaves can escape, because metal reflect the radio
1C, 2A, 3B, 4A, 5C, 6A, 7D
waves.
B: “Clean eating” - fact or fad? 2 (p. 118)
2 (p. 114) a glass door, b fan, c digital display, d output regulator, e timer, f
power cable, g door opener, h heat-resistant feet, i magnetron, j
A
rotating paddles
3 (p. 114)
3 (p. 119)
1 processed foods, refined sugar
Do: 4L, 6M, 7J, 9H
2 whole grains, fruit, vegetables
Don’t: 2B, 3I, 5A, 8C, 10G
3 salt, alcohol
4 (p. 119)
4 when taken to extreme
telecommunications: intercontinental telephone and TV, space
5 some foods are dirty communication (earth to space and space to earth), radio
6 grains, animal products astronomy, navigation, wireless mobile communication
7 what ancient humans ate radar: detect aircraft, track and guide supersonic missiles,
observe and track weather pattern, air traffic control, police
8 bread, pasta, dairy products
speed detector
9 not available before farming
commercial and industrial applications: microwave oven,
10 miss vitamins, minerals, nutrients biomedical applications, food processing industry
6 (p. 116)
1F, 2A, 3B, 4D TOPIC 5 – Media and entertainment
7 (p. 116)
a)
Unit 10: What’s on?
1 conditional I: Words in context
If you ignore #cleaneating hashtags..., you will do just fine.
conditional II:
2 2 (p. 125)
If everything we had about ‘clean eating’ were true, healthy a)
eating would be very expensive. 1B, 2F, 3H, 4A, 5D, 6E, 7C, 8G
If we were able to spend hours at the gym every day or with a b)
personal trainer, and had a personal chef to cook us special 1 contributed, 2 transmitted, 3 broadcast, 4 competed,
meals, we would probably look great too! 5 attracted, 6 entertained
b)
1 didn’t eat, would be
A: Fake news
2 doesn’t change, will have 1 (p. 126)
3 believed, would follow a)
2
4 eat, won’t need
b)
5 would be, followed
2, 3, 5
6 wouldn’t promote, didn’t make
2 (p. 126)
7 ‘ll find, don’t get
1 F: While news organizations have
8 would be, were
2 T: Many news sites apply
3 F: Fake stories are often
4 F: For example, a story
5 T: The explosive claim that
6 T: Because of the fast-moving
Lösungen
3 (p. 128) TOPIC 6 – Money and holidays

1 They should provide a source of accurate information.
2 T he fake stories are often sexier or more interesting than the
Unit 11: Money matters
real ones.
Words in context
3 T raditional news organizations often fail to follow up on a
story that has been proved to be wrong. 2 (p. 141)
4 M
any journalists think that if something is on Social Media, it’s verb noun
correct and often they don’t check the facts, which makes it
easy for fake news to spread. to save saving
to purchase purchase
4 (p. 128)
to spend spending
a)
have been failing, have been accelerating, have been sitting by, to earn earnings
have been failing to calculate calculation
b) to estimate estimate
1 have been looking, 2 have been thinking, 3 have been getting,
to belong (to) belongings
4 have been allowing, 5 have been spreading, 6 have been
getting to budget (for) budget
to exceed excess
5 (p. 128)
to deposit deposit
a)
1B, 2H, 3C, 4E, 5G, 6D, 7F, 8I, 9J, 10A to cost cost
b) to reduce reduction
1 source, 2 accurate, 3 claim, 4 verification, 5 facts, 6 fiction, to bargain bargain(ing)
7 misinformation, 8 rumours, 9 refuting
to tempt temptation
B: TV now and then
2 (p. 130) A: The end of cash?
1 online TV streaming, 2 doesn’t like it, 3 owned a TV set, 4 on
public transport, 5 on his phone, 6 football matches, 7 might buy 2 (p. 142)
one later, 8 passing time, relaxing, 9 tablet 1 T: As a student, I
3 (p. 131) 2 T: Then I got my
1 Leigh, 2 Bree, 3 Leigh, 4 -, 5 Bill, 6 Phil, 7 -, 8 Josh 3 F: Plastic money was a

4 F: With online electronic transfers
4 (p. 131)
5 F: So I still needed
1 schedule, 2 programme, 3 portable, 4 catch-up TV,
5 to download, 6 subscription, 7 streaming, 8 games console, 6 T: All I had to
9 pay-per-view 7 T: The fingerprint reader which
8 F: It wouldn’t surprise me
Tech pages: Smart devices 3 (p. 143)
1 (p. 134) 1 cashless, 2 payment, 3 to afford, 4 to withdraw, 5 to overspend,

6 debt, 7 purchase (n), 8 electronic transfer, 9 to authorize,
1E, 2B, 3A, 4D, 5C 10 transaction, 11 to decline
2 (p. 135) 4 (p. 144)
1 The writer is against our reliance on technology. He/She calls it a)
the “dumbing down of the human race” and gives various ironic 1 to hold out against, 2 to withdraw from, 3 to stick to, 4 to apply
examples of how we don’t have to know or do anything, for, 5 to save up for, 6 to pay for, 7 to pay off, 8 to get hold of,
because technology will do it for us. 9 to run up (debts), 10 to take off, 11 to go off (with), 12 to deal
2 He/She isn’t convinced by his/her son, saying that “the jury’s still with
out on that one”, which means that no decision has been made
yet. B: Protecting your money
3 (p. 135) 2 (p. 146)
a) A4, B1, D2, E3, G5
1G, 2D, 3A, 4E, 5F, 6C
3 (p. 146)
b)
1I, 2C, 3K, 4G, 5A, 6B, 7D, 8F
1 got the sack, 2 piece of cake, 3 fight a losing battle, 4 The jury is
still out, 5 getting on your high horse, 6 took his life in his hands 4 (p. 148)
C
Lösungen
5 (p. 148) 5 (p. 155)

a) 1D, 2A, 3B, 4E, 5H, 6C, 7G, 8F
If I had heard …, it would have saved …
6 (p. 155)
If I had gone …, I probably wouldn’t have had …
a)
If I had covered …, they wouldn’t have got my PIN. 1 Stating the complaint, 2 Insisting, 3 Threatening, 4 Showing
If I had checked …, I would have seen ... understanding, 5 Getting details, 6 Making excuses, 7 Promising
action
Conditional III is used when present circumstances would be
different if something different had happened in the past. B: Just a fading memory
b)
1 had, 2 would be able to, 3 would get, 4 happened, 5 didn’t have, 2 (p. 156)
6 would be, 7 wouldn’t have been able to, 8 hadn’t had, 9 links, 1A, 2C, 3B, 4A
10 won’t need, 11 had, 12 would have
4 (p. 157)
1 Recording your travels, 2 Smartphones, 3 Cameras, 4 Video
Unit 12: On holiday cameras, 5 Journals, 6 Scrapbooks
Words in context
Tech pages: Contactless payment sys-
1 (p. 151)
a)
tems
holiday types: relaxing, budget holiday, special interest holiday, 1 (p. 160)
residential course, camp, sailing course, robotics camp
1B, 2A, 3C, 4B
things to take: phrase book, language app, luggage, footwear,
rucksack, soft bag, checked-in luggage, suitcase
experiences: comfortable rooms, helpful staff, luxurious
furnishings, heated pool, gym facilities, spa, room service, to
relax, to sunbathe, spectacular scenery, locals, happy memories,
packed timetable, organized activities, training session,
disappointing
places to stay: inexpensive hotel, B&B, backpackers’ hostel, basic
accommodation, dormitory, tent
other: ecological footprint, CO2 emissions, long-haul flight,
souvenir, chores, well run, up to standard, participant, to sign up,
booking fee, refundable
A: Hotel reviews
1 (p. 152)
1B, 2A, 3H, 4F, 5D
2 (p. 154)
a)
1: 2, 5; 2: 0; 3: 2, 4; 4: 3, 5; 5: 1; 6: 0; 7: 1, 2, 3; 8: 2, 5; 9: -; 10: 0, 3
b)
0, 4, 1, 2, 3, 5
3 (p. 154)
a)
food/restaurants: breakfast and desserts not varied enough, no
strong coffee included / have to pay extra
hotel pools: waves pool not working, not enough sunbeds at
pool
beach/sea: sand at beach full of sharp stones, not enough
sunbeds at beach, can’t get to sea from hotel beach
other guests: guests not good at queueing for buffet
b)
hotel rooms, hotel staff, hotel location, sea/coral reef;
great, extremely friendly, comfortable, helpful, excellent, spotless,
cleaned to high standard, …
Transkripte
4 Transkripte
Track 1
Context@HTL 2
Copyright Veritas Verlag Linz und Cornelsen Verlag GmbH Berlin 2018.
Das Werk und seine Teile sind urheberrechtlich geschützt.
Track 2 3:23
Topic 1, Unit 1B, Exercises 2 and 3
Voiceover: On a typical school night, Jilly Dos Santos was lucky if she got four to six hours of sleep.
Jilly: Even when I finished my homework early, I often didn’t feel tired enough to fall asleep.
Voiceover: So when her school board proposed switching her Columbia, Missouri, high school’s start time from 7.50 a.m. to 7.20 a.m.,
she was angry.
Jilly: I thought it was the worst idea I’d ever heard!
Voiceover: Fired up, Jilly used Facebook to encourage other students to join her in speaking up at the next school board meeting, and
she started an online petition.
Jilly: Then, with the help of another student, I stuck more than 100 posters on school walls and emailed teachers to spread the
word. The fight was on!
Voiceover: Jilly wasn’t alone – once she started her fight, she became part of a growing movement to start school later. Currently, about
43 per cent of public high schools in the U.S. start before 8 a.m., which is earlier than at most workplaces. The issue has made
headlines in national newspapers and magazines.
Jilly: The problem is, as a teen you are actually hardwired to fall asleep later at night and wake up later in the morning. It all has to
do with something called growth hormone, which helps your body grow. This hormone starts flowing through your system
around midnight and it blocks melatonin, the hormone that’s meant to make you sleep.
Voiceover: A teenager’s body isn’t just on a later schedule though – a teenage brain also needs more total hours of sleep to function at
its best – about nine hours and fifteen minutes. Sadly, most teens are able to squeeze in only about seven hours, on average.
The research on teens and sleep gave Jilly the confidence and motivation to continue her campaign.
Jilly: I realized that there wasn’t anything wrong with me and my time management skills. There wasn’t anything I could do about
the way I felt, either – it was biological.
Voiceover: As she prepared for the school board meeting, Jilly learned all of the ways that more sleep makes for better students. She
found out that, after a good night’s rest, you’re more alert, and it’s easier to solve problems, process and remember
information, and be creative.
Jilly: I also found evidence to support what I already knew from personal experience: enough sleep makes you feel better
emotionally. It improves your mood and lowers anxiety, meaning you’re less likely to get stressed about exams, snap at your
parents or fight with friends.
Voiceover: The chairman of the school board, Mike Peters, tells us what happened next:
Mike: At the school board meeting, Jilly shared what she had learned with us. She explained her case calmly and convincingly. The
school board decided that instead of making Jilly’s high school’s start time earlier, they would make the start time even later,
at 8.55 a.m.
Jilly: My classmates and I are late a lot less, plus we feel more refreshed and alert. All the hard work was worth it in the end!
Adapted from: Jane Bianci: The teen who woke up her school. In: www.huffingtonpost.com, August 13, 2014
Track 3 3:37
Topic 1, Unit 1B, Exercise 6
Maeve: Hi, Maeve here! Our school has a great new sports hall, which the students and parents helped to pay for through
fundraising activities … Well, one day we found out that the hall wasn’t going to be available when we wanted it for sports
practice, because ‘community groups’ needed it more. As you can imagine, we were very angry about that – it’s our sports
hall! I started an online petition and a campaign on social media. My parents went to the meeting of the Parent Teacher
Association ready to speak up and say how angry they were.
Hmm … but then we found out that it was actually only a group of people with disabilities that wanted to use the sports hall
a couple of times a week! Really, it wasn’t a big deal. The information was there all along, on the school website. We just
hadn’t read it properly. It was very embarrassing for my parents and me, because we started the whole campaign. It looked
as if we were against the disability sports group, which we weren’t. We just misunderstood.
Joshua: I’m Joshua. My friends and I used to play board games and card games in the school library during the lunch break. It was
Transkripte
good fun. About eight of us used to play every lunch break. The teacher in charge of the library said it was fine, as long as we
didn’t make too much noise.
Then, a new teacher took over the library, and games were banned. She said that the library was a place for reading books
and studying – not for playing games and annoying other students.
It was so unfair! So I said I would go to the school principal, Mrs Thomas, and complain. The others said that this was a great
idea and they would come too … But when it came to it, I was the only one outside the school principal’s office: the others
didn’t turn up!
Mrs Thomas listened to what I had to say, but she said that since it was only one complaint from one student, there wasn’t
much she could do. I don’t think she really took it seriously.
Leonie: My name’s Leonie. Our school has had a lot of funding cuts in the last couple of years. Money is always short, and the school
has had to stop extra-curricular activities – sports teams, school trips, the drama group – things like that.
The worst thing was, we were told at the start of the summer holidays that we were going to lose our workshop in the new
school year, starting in September. Students who were studying design and technology would have to use the workshop at
the other secondary school on the other side of town.
That meant a ten-minute bus trip each way. It created a lot of stress for us and our teachers. It was the last thing we needed,
just a few months before our final exams!
I wrote up a list of all the complaints about funding and all the other problems we had at school, and started a campaign on
social media. There were so many different complaints! Maybe twenty-five things that needed to be changed. I drew up a
petition and got over 300 signatures. We presented it to the local education authority.
We never got much of a response. The person from the local education authority wrote us a polite letter, saying that he
‘would look into it’. We still lost our workshop.
Track 44:03
Topic 1, Unit 2A, Exercises 2 and 3
Interviewer: Here in the UK, we have a problem with engineers – there aren’t enough of them. At least 20,000 more skilled
workers are needed to fill engineering vacancies. Clearly, it’s important to help more young Britons understand the
exciting opportunities that a career in engineering offers them.
With this in mind we have invited some young engineers into the studio to talk about their career plans. Our first
interviewee is Jenni Davis. Jenni, you are studying chemical engineering at Bradford University. How do you see your
future as an engineer?
Jenni: I’m looking forward to a future of solving interesting creative problems in a team with other clever and creative
people!
Interviewer: What area do you want to work in?
Jenni: I want to work in pollution control. Unfortunately, most people think of chemicals as substances that cause
pollution, so it would be great to work in the area of developing chemicals that actually reduce and remove
pollution. It’s all part of green technology, which is a growing industry.
Interviewer: How will you set about getting a job in this area?
Jenni: I’ve already arranged a six-month internship for when I finish university. I’m hoping that will lead into a permanent
position.
Interviewer: Where do you see yourself in ten years’ time?
Jenni: Oh! I’d love to be running the environmental task force for a large chemical company.
Interviewer: And finally, how do you see engineering jobs changing in the next 20 years?
Jenni: I think there will be much more focus on design – finding solutions. Once you have a solution, automated systems
will prototype, test and manufacture it for you.
Interviewer: Good luck! Thanks for the chat, Jenni.
Jenni: It was a pleasure.
Interviewer: Our second interviewee is from continental Europe. David, you’ve just finished a degree in wood technology at the
Salzburg University of Applied Sciences, in Austria. I believe in German it’s called ‘Holztechnologie und Holzbau’?
David: Yes, that’s right.
Interviewer: I understand that you’ve just landed your first job. Congratulations!
David: Thank you. Yes, I’ve started work for a company which produces structural components for big construction
projects – factories, supermarkets, schools and sports centres, for example.
Interviewer: But this isn’t natural wood, is it?
Transkripte
David: No, the strength of natural wood is too variable. We use engineered wood. That’s wood which has been cut into
slices and stuck together with a strong adhesive. It’s much stronger, and you can make much larger components out
of it. We also use a high degree of automation in our company: most of the processes are computer controlled – it
isn’t like a traditional wood workshop where you have lots of carpenters with hand tools, working away. A lot of the
work goes into designing new products and programming the CNC machines to produce the products.
Interviewer: Fascinating! And where do you see yourself working in ten years’ time?
David: My dream is to start my own company, manufacturing engineered wood products.
Interviewer: One last question: how do you see engineering jobs changing in the next 20 years?
David: I think that there will be much more use of virtual reality to design components and whole structures. Robots will
take over many construction tasks on site, meaning that larger and heavier structures can be built more safely and
quickly.
Interviewer: David, thanks for coming into the studio and talking to us.
David: You’re welcome.
Interviewer:
Now, according to a recent report, 63 per cent of the teens surveyed were not aware of the qualifications they
needed… [fade].
Track 53:19
Interviewer: Dr Hammond, you have written a book ‘Rebel or Conformist?’ How can you tell if a person is a rebel or a conformist?
Expert: Actually, all of us are both, to some degree. Even the most rebellious rebel conforms in many ways.
Interviewer: Really? Why is that?
Expert: It’s natural for us to want to conform: it’s how we learn language as babies, for example. Or later in life, if we’ve
arrived at an unfamiliar train station and want to find the way out, we go along with the crowd. We copy the
behaviour of others. But not all forms of imitation are as useful as this.
Interviewer: How so?
Expert: In a series of studies, researchers presented participants with a picture of four lines, and then asked them to pick
which of the last three lines was most similar in length to the first.
Interviewer: Sounds easy …
Expert: It is! It’s obvious which line matches up, and most people are confident they have chosen the right line – until they
hear the rest of the group pick a different answer! What they don’t know is, the other group members are research
assistants. Amazingly, about 30% of participants follow the others and choose the wrong line.
Interviewer: Is this what’s called groupthink?
Expert: That’s right. Groupthink happens when the desire to fit in leads groups to make worse decisions than individuals. It
happens all the time in companies, for example, and can lead to some really bad decisions being made.
Interviewer: When do we rebel?
Expert: When we want to stand out from the crowd. Younger siblings know all about the need to be different. Research has
found that younger siblings tend to be sportier and take more risks than their older brother or sister.
Interviewer: Why is that?
Expert: Well, if your older brother or sister has a reputation for being smart and working hard, you need to find a different
way to stand out, don’t you?
Interviewer: I guess so … but I’m the oldest of my siblings, so …
Expert: [laughs] We also see the rebel effect coming into play when the popularity of a band makes certain people avoid it.
It’s the “I liked them before they were popular” syndrome. This can lead us to stop doing things we actually enjoy
because they’re no longer unique.
Interviewer: So, we want to conform but we want to stand out, too? That’s a contradiction.
Expert: We want to conform in ways that are important, being part of groups that we value, but at the same time we want
to show how special we are.
Interviewer: So, is there a lesson we can learn from this?
Expert: Absolutely! It’s healthy to take a critical look at our own behaviour and try to identify when we’re just conforming –
or rebelling – for the sake of it. Maybe we’re missing out on something which could make our lives – and the lives of
people we care about – richer, more interesting and better.
Also we can make the groups we’re part of better. In group situations, we can influence the group’s thinking by
being the first person to express an opinion. We can also fight against groupthink by speaking out when the group
is about to make an obviously bad decision.
Interviewer: Dr Hammond, thank you.
Transkripte
Track 62:41
Topic 1, Check your progress, Exercise 2
Presenter: We often hear a great deal about what employers want from young people they are seeking to recruit. But what do
young people want from employers when they enter the world of work? And how do they see their long-term
future? These questions possibly aren’t asked often enough. Here two young people give their thoughts.
Interviewer: Lewis Adams. Where do you live and how old are you?
Lewis: I live in Cardiff, Wales, and I’m 20.
Interviewer: Where are you studying and when will you graduate?
Lewis: I’m currently studying automotive engineering at the University of South Wales and I’m going to graduate next year.
Interviewer: What will you be looking for from your first employer?
Lewis: After three years at university, I’m hoping for role-specific training from my first employer.
What I mean is, while university degrees fill you with general technical knowledge, every company has its own way
of doing things and every role has its specific challenges.
Interviewer: What do you think the workplace will be like in 2050?
Lewis: Oh, I think the workplace will have drastically changed by that time! I’m sure we won’t be making cars with petrol or
diesel engines, for example. Vehicles will be all-electric. The automotive industry is going to change really fast over
the next three decades, and I’m looking forward to the challenges.
Interviewer: Megan Denby. Where do you live and how old are you?
Megan: I live in Nottingham, England, and I’m 18 years old.
Interviewer: Where are you studying and when will you graduate?
Megan: I am studying science journalism at Bournemouth University and will graduate in two years’ time.
Interviewer: What will you be looking for from your first employer?
Megan: From my first employer I’m hoping to get my foot in the door in the media industry, so ideally, I’d like to work for a
general science or technical magazine. Publications that have popular appeal. I don’t want to work for a company
which is too academic or specialized.
Interviewer: What do you think the workplace will be like in 2050?
Megan: Hmm … with an emphasis on technology and all things digital becoming increasingly important, I think we’ll see a
very different workplace. I expect there will be a lot more use of virtual reality, for one thing. There will be a lot more
automation, too. Fortunately, there will always be a place for human journalists to make science and technology
understandable to other humans. A robot can’t do that.
Track 70:56
Boy: I’m soooo bored!
Girl: There’s nothing on TV and if you play computer games any longer, your eyes will explode and your thumbs will drop off.
Anyway, your mom is starting to talk about “computer game addiction”. It’s time to get out of the house.
The thing is, you live in a small town, it’s Sunday afternoon and the stores are closed. You’ve got the ‘small town blues’.
Boy: Help! There’s nothing to do!
Girl: Don’t panic! There are some things you can do in this situation …
Track 82:30
Girl: For instance: find somewhere teen-friendly to hang out. Yes, I know there aren’t many places like this in our little
communities. All the same, there must be somewhere to go. Is there a community center? A roller rink? A movie theater?
Boy: Nothing’s open. This town’s, like, totally dead, dude!
Girl: Then consider the park. You could play on the swings in the playground or kick a soccer ball around. You could walk down to
the lake and feed the ducks. It’ll be fun!
Boy: There aren’t any ducks, I don’t have a soccer ball and the playground is strictly for kids under 12.
Girl: In that case, pick up a local newspaper.
Boy: [dismissive] Newspapers are lame, they’re for old people!
Girl:
Well, take a look anyway. Maybe you’ll find something interesting. There might be an art fair, a car show or live music. Here in
Transkripte
Kingsburg, California we have a Swedish festival. Last year my friends and I ate Swedish pancakes and pea soup and learned
a Swedish folk dance.
Boy: Mmmm Swedish pancakes! Yum!
Girl:
If there are no big events this weekend, maybe there’s some kind of charity activity you can volunteer for. You could pick up
litter on the highway, or mow the lawn for your elderly neighbor.
Boy: [outraged] No way!
Girl: Right, so volunteering isn’t your thing. In that case, why don’t you get together with some friends and organize a bike ride
around town? It’s fun and it’s free. You could even turn it into a race. You’ll get some healthy exercise.
Boy: [despondent] OK, so now it’s raining.
Girl:
That makes it a little more difficult: getting wet and cold is no fun. You’ll have to plan some kind of indoor activity. You could
play cards, or a board game. Your friends will love it!
Boy: [dubious] Hmm … perhaps.
Girl:
If games don’t sound exciting, you could always organize a movie afternoon. Rent some DVDs or get all your friends to bring
their favorites. Get some popcorn. You’ll be entertained for hours.
Track 93:07
Topic 2, Unit 4B, Exercises 6b and 7
I’m proud to be an Islington girl. I don’t want to live in the country or a small town – it’s so boring there. The city is where life is.
Islington is a borough of London, but it has its own character. There are lots of cool activities for young people, from midnight football to
live music. There are art classes and yoga and there’s the Islington Youth Theatre, which I’m a member of.
We’re close to all the big tourist sights, like Buckingham Palace, St Paul’s Cathedral and the City. Mind you, we don’t go there. Most
Londoners don’t, because it’s crowded with tourists and too expensive.
Islington is a place where there’s a big contrast between rich and poor: on the one hand, there are trendy shops on Upper Street, posh
houses and expensive private schools; on the other hand, there are run-down blocks of flats and crowded comprehensives.
How do I fit in? I’m poor, unfortunately. For now, but that’s going to change. I want to take A levels in psychiatry, chemistry and English
and then study medicine at university. To achieve all of that, I need to study hard.
My mum is a nurse and works hard to put food on the table and pay the rent for our tiny two-bedroom flat. I share a bedroom with my
younger sister Louisa. It’s difficult at home because I haven’t got anywhere to do my homework.
I try to study at school in my free periods, but my friends don’t make it easy: some of them don’t want to work, so they mess about. It’s
difficult to concentrate when your friends are laughing and having fun.
I’m not complaining, but I do need help. That’s why Urban Hope is important to me: it’s a youth centre nearby in Canonbury. It’s a place
where I can study and get away from noisy friends. It’s a lovely, quiet and peaceful place.
There are computers with internet access, which I don’t have at home. The staff are friendly and they’ll willingly help you with anything.
The other cool thing about Urban Hope is the kitchen. We can cook meals and eat together around the table. We learn how to cook and
eat healthily, and there’s a great atmosphere. Nothing says you are friends more than sharing a meal.
Urban Hope is just one of the exciting youth initiatives in Islington. There’s a whole network of youth centres and you can use any of
them. Another one I like is Lift, which offers loads of services and activities for young people. There’s a gym, dance and exercise studios, a
café and roof garden for growing food.
I’m not saying life for a young person in Islington is always easy, but you can live life to the full here.
Track 103:42
Guide: The London Underground is the oldest underground rail network in the world. It’s great, but it can be confusing the first time
you use it. Don’t worry! It’s really quite simple and you’ll soon find your way around.
Tourist 1: Can’t I just use my phone app?
Guide: Sure, you can do that … but bear in mind that the Tube is very busy! If you walk around looking at your phone, you’re going
to annoy people and maybe have an accident. So it’s good to plan ahead.
Tourist 1: I guess that makes sense …
Guide: Most importantly, you need to know the name of the Tube station closest to your final destination. The closest Tube stations
to many major tourist attractions are self-explanatory, such as Leicester Square, Covent Garden, Piccadilly Circus, London
Bridge and so on. Check that on your phone before you enter the station.
Tourist 2: What if I don’t have a phone app?
Guide: You’ll find a large, wall-mounted Tube map inside the entrance to the station. Pick up a paper map from the holder next to
Transkripte
the wall map, and put it in your pocket. Find the icon on the wall map indicating the station where you are currently and the
one for the station where you intend to go. There are twelve lines …
Tourist 2: Twelve lines? I’m going to get lost for sure …
Guide: Don’t worry! Each line is identified by a colour; for example, the Central line is red and the Piccadilly line is dark blue. Figure
out what line or lines connect the two stations and remember the names and colours.
Tourist 2: Name and colour … got that.
Guide: One other thing: check what zone your destination station is in. There are six zones, but most major tourist attractions are
within Zones 1 and 2. The more zones you cross through, the more expensive your ticket will be. If you travel into a zone you
don’t have a ticket for, you’ll have to pay extra, so …
Tourist 2: Check the zone, OK!
Guide: Head to a ticket window to purchase a ticket, or you can use a ticket machine. Some machines accept cash only while others
accept credit and debit cards, so stand in line for the right machine. You’ll need your ticket to get through the automatic
barrier, so keep it handy.
Inside the barrier, follow the coloured signs for the line you are going to travel on. The whole Tube is colour-coded! When
you get to the platform – just check that you are headed in the right direction. You’ll find a large diagram painted on the wall
with all the stops along the line.
Tourist 1: Is there any information on the platform about when the next train is coming?
Guide: Yes, at some platforms there are electronic signs that tell you how many minutes until the next train arrives.
OK, so you’re on the train. As soon as you get on, look at the line guide above seated passengers’ heads. Follow the stops
along the map during the journey as they are announced, and you will know when your stop is coming. Make sure you don’t
miss your stop, as the doors do not stay open for very long.
When your stop comes, you just get off the train and follow the signs for the exit – or the next line on your route. Have your
ticket ready, because you’ll need it to get out of the station. … That’s it! Any more questions?
Track 111:53
Dialogue 1
Tourist: Excuse me!
Girl: Yes?
Tourist: Can you tell me how to get to the British Museum by Tube, please?
Girl: Yes, of course. Now, let me see … Take the Central line towards Liverpool Street.
When you get to Holborn, change to the Piccadilly line towards King’s Cross St Pancras.
Get off at Russell Square and it’s just around the corner. Follow the signs from the station.
Tourist: So I take the Central line towards Liverpool Street and change at Holborn to the Piccadilly line towards King’s Cross St Pancras …
and I get off at Russell Square. Is that right?
Girl: That’s right. It isn’t far.
Tourist: Thanks very much!
Girl: You’re welcome. Bye!
Dialogue 2
Tourist: Excuse me!
Boy: Hi! Can I help?
Tourist: Can you tell me how to get to The Houses of Parliament by Tube, please?
Boy: Yes, of course. Now, let me see … Take the Victoria line towards Vauxhall.
When you get to Green Park, change to the Jubilee line towards London Bridge.
Get off at Westminster Tube station and it’s just across the road.
Tourist: So, I take the Victoria line towards Vauxhall and change at Green Park to the Jubilee line towards London Bridge, and I get off
at Westminster.
Boy: That’s it. Don’t worry! You’ll be fine.
Tourist: Thanks very much!
Boy: No problem. See you!
Transkripte
Track 123:58
Reporter: Delungra used to be a busy farming centre. Now it’s just a small, quiet New South Wales town with a service station, a hotel
and a post office. In 2015, the Australian Taxation Office named Delungra Australia’s lowest-earning town, with an average
income of just $21,691 per year.
The town’s 330 residents are surprised by this label. They say it doesn’t reflect their experience of living in the town, where
volunteering is normal and friendships run deep. This is what the locals say it’s like to live in Australia’s poorest town.
Jim Townsend, 79, has lived in Delungra all his life. He owned the town’s service station for a number of years and has been
active in keeping the post office open. Delungra’s post office has long been a gathering place for the town’s residents. So it
was a big blow when Australia Post announced it would be shutting it because it was too expensive to keep it open.
Residents would have had to travel over 30 kilometres to get their mail. Instead, locals came together to keep their post
office open. The Delungra post office is now run by 10 volunteers.
Jim:
The local council got together and put the word out. We got a good selection of volunteers and we’ve kept it open. It’s very
important, it gets the people from the country into the post office, we get to meet them and that way we get to know who’s
who.
Reporter: Tim Lloyd’s family has been in Delungra for generations. His grandfather settled here in 1920 and Tim and his father have
been farming here for 40 years. He says the financial wealth of a town isn’t what’s important.
Tim: It’s not necessarily the wealth of a town or the wealth of people – you don’t need a lot of money to live and to be happy. It’s
community spirit – and that’s what any community desperately needs. The smaller the community, the more people are
going to put their hands up and help out.
Reporter: Locals may joke it takes 30 years to be truly accepted in Delungra, but Philippa Raw says she was welcomed on her first day
when she moved here with her family 10 years ago.
Phillipa: They were so nice, everyone smiled and waved and went out of their way to talk to you because you were the newbies in
town. I think it’s still the same way. Everyone wants to help everyone.
Reporter: She says she is surprised to see her town listed as the poorest in the nation.
Phillipa: It’s totally not, it’s totally the opposite. I mean you look around and you see the beautiful houses. Nobody cares if you’ve got
multimillions or whether you’ve got two dollars in the bank. I couldn’t imagine myself being anywhere else.
Reporter: Harry McNaughton moved to Delungra about 25 years ago and is deeply involved in the community. He leads the Delungra
District Development Council, which maintains the town archives and organizes volunteers.
Harry: Delungra is quiet, the air is fresh, the birds sing, the sun shines, and it’s just a relaxed way of life and I couldn’t imagine living
anywhere else. I think whoever says this is a poor community should get on the train and come visit, because being here is a
different story.
Adapted from: Katie Beck: What is life like in Australia’s poorest town? In: BBC News, February 2, 2016.
Track 134:02
Reporter: Sandra Richards, you are a professional counselor and a member of a school board in Miami, Florida. You are using peer
support to deal with many of the problems students experience in school. What is peer support?
Richards: Peer support is simply offering one another emotional and practical help to deal with problems. It’s something that happens
naturally in groups of friends. We’re looking at ways to extend that support to the whole school community, in an organized
way.
Reporter: But if it’s something that occurs naturally, how can you organize it?
Richards: Organized peer support typically involves training a group of students to act as peer supporters. We run two schemes in our
schools: mediation and mentoring.
Reporter: Please tell our listeners more about those.
Richards: In mediation, trained peer supporters support conflict resolution between students.
Reporter: What kind of conflicts do they help students to resolve?
Richards: Well, in any community, individuals get into arguments and fall out with each other. Often it can be difficult for them to
settle the conflict by themselves. Usually they both feel that they are in the right and the other person is in the wrong.
Reporter: And how do the peer supporters provide mediation?
Richards: They act as a neutral person who doesn’t take sides, but helps both individuals to see the point of view of the other person.
They help the individuals to find and agree on a solution to their disagreement.
Reporter: I see. You also mentioned mentoring. How does that work?
Richards: Peer mentors act as a role model. They provide support and guidance to another student – usually a younger student. It’s like
having an older brother or sister in the school who can help you with any problems that you have and show you the best
way to do things.
Transkripte
Reporter: That sounds sensible. I understand that peer support is also used as an anti-bullying initiative?
Richards: That’s right. Peer support is all about respecting and helping your fellow students. It follows from that that bullying is never
acceptable. One of the main reasons schools choose to develop peer support is to help reduce bullying.
Reporter: Can you be more specific?
Richards: Sure. Most bullying incidents happen when other students are nearby. Other students know about and see the bullying.
These students could potentially intervene and attempt to stop the bullying. Peer support aims to involve students in
looking after their peers, so that every student should feel able to step in and say ‘No! This behaviour is not OK in our school.’
Peer support also provides a source of support for the victims of bullying. Victims of bullying may feel more comfortable
talking to another young person rather than to adults.
Reporter: Can peer support actually reduce bullying?
Richards: There is a lack of evidence that peer support directly reduces bullying levels in schools. We can’t point to a particular school
and say, ‘Bullying was reduced by 50% because of peer support’. However, it appears that peer support has an indirect effect
upon bullying behavior by encouraging a culture of care within the school. The school gradually develops a sense of being a
caring community, where bullying is not tolerated.
Reporter: What lessons have you learned by running these schemes?
Richards: It’s very important that students themselves are responsible for running the scheme. That’s what leads the whole school
community to give it the respect it needs to be successful. If teachers come along and say, ‘We’re going to set up a scheme
and you, you and you will be peer supporters’, then it doesn’t work.
Track 142:30
Hugh: In my family, we were pretty physical. My older brother is three years older than me, and when we were kids, he used to
knock me about. I don’t think he really meant to hurt me, and nowadays we’re the best of friends, but when I was a kid and
half his size, it hurt. A lot.
So, I got used to being physical with other boys at school. I mean, I started fights, or just pushed them around. I never picked
on anyone smaller than me – it was usually the biggest guy in the class I went for. Or someone who was older than me.
Later I realized that what my brother did to me, and what I did to others, was bullying. That’s why bullying is so bad – it’s
contagious. People who are bullied can turn into bullies themselves. They start off just trying to stand up for themselves, but
they can develop an aggressive attitude to life.
Paris: I always thought of myself as a good person. I would never dream of bullying someone. I always had good role models at
home and my parents taught me to respect other people.
So, when my school announced that it was going to start an anti-bullying campaign, I thought, ‘Great! I’ll get involved’. I
guess I probably thought there was a lot I could teach other students.
Then, when we discussed what bullying actually was, I realized that I had been a bully myself to this one girl, when I was
eleven and twelve. I was horrified. This girl – let’s call her Alice – was always kind of different. She dressed differently to the
other kids and she was just, well, kind of strange. Didn’t fit in, although she tried.
My friends and I used to laugh at the poor girl and call her names behind her back. We used to imitate the way she spoke
when we answered questions in class, and we put nasty messages about her on social media. Looking at it from her point of
view, it must have hurt. I didn’t think about that at the time. I just wanted to fit in and make my friends like me.
After the anti-bullying campaign, I wanted to say sorry to Alice, but unfortunately, she had left the school. I often think about
her and wonder what happened to her.
Track 153:25
Chrissie: My name’s Chrissie. Great gig! Phew! Yeah, my phone is definitely part of the live music experience for me. It’s a way of
sharing the whole thing with friends who can’t be there. I would enjoy gigs like this one a lot less without my phone.
Also your phone is a way of keeping in touch with friends who are at the gig – like my girls here!
I mean using instant messaging … obviously you can’t really make phone calls during the gig – it’s too loud!
That’s a security issue – in a big crowd, it’s easy to get separated, and you need to be able to find your friends. Unfortunately,
there are creepy guys at gigs who take advantage of young women and girls, so you need to be able to call for help
sometimes.
Carl: Hi, I’m Carl. I don’t agree with what the last person just said, not at all. Phones are a distraction at gigs and sometimes you
can’t see the band because the people in front of you are recording everything on their phones. It can’t hurt to turn your
phone off for a couple of hours to enjoy just being there, can it?
How many people ever look at the photos and videos after the concert anyway? I often wonder that. All the photos and
videos take up space on your phone and in cloud storage – until one day you run out of space and delete all of them.
Transkripte
So, for this pointless activity – taking photos and videos you’re never going to watch – you’ve missed out on actually being
there in the moment and experiencing the event. I don’t know why people do it.
Mitch: Mitch here! Smartphones at gigs? I don’t feel strongly about it. I don’t use my phone much during gigs like this one, mmm
but yeah – it would be a nuisance to have to carry it around in a pouch and then, what’s worse, have to get someone to
unlock it for me if I needed to make a phone call.
So, no, I don’t think it’s a practical idea. I mean, at a big concert like this one. It took ages just to get into and out of the venue.
Just imagine if you had to stand in a queue and wait for your phone to be unlocked as well!
So, it’s a very drastic solution to something that isn’t really a problem.
Lisa: I’m Lisa, hi! Well, it depends what kind of gig. I can understand that some artists don’t want bad videos of their performances
appearing on YouTube and other social media. For other artists, social media and smartphones are part of the performance.
I’ve been to lots of gigs where the performers get out their own smartphones on stage and film the audience, or even come
down into the audience and take selfies with their fans!
If it’s a quiet concert where everyone has to sit down, then smartphones aren’t appropriate or necessary. If it’s a lot more
noisy, energetic and interactive, then maybe the phone is part of the fun. Know what I mean?
Track 163:22
Reporter: Amy Porter, you’re a sociologist and have been studying the role of social media in friendship.
Porter: That’s right. My colleagues and I questioned 100 people between the ages of 14 and 80 about their social media use, and
how it has affected their friendships. We compared the results with a survey about friendship which was carried out 25 years
ago, before internet-based social media existed in the form we know today.
Reporter: That sounds fascinating! And what did you find out?
Porter: We found out that social media platforms such as Facebook are changing friendships at a very fundamental level. One of the
most important effects is, older people are now keeping in touch with a lot more people from different stages in their lives.
Before social media, people would often lose touch with friends when they left school, or changed jobs or moved to a
different place.
Reporter: And now they are keeping in touch?
Porter: That’s right. And in many cases, they’re getting back in touch with old friends who they might not have seen for many years.
Reporter: Interesting.
Porter: We also found that many people use social media when they first get to know a person, as a way of deciding whether they
want to be closer to that person. Social media profiles and photos tell us so much about people.
Reporter: I guess that would apply to potential partners as well.
Porter: Yes, it certainly does. Whereas in the past people would exchange phone numbers, they can now ask if the other person is on
Facebook and then send them a friend request. That’s less of a commitment and gives the person being asked more control.
Reporter: What if you really aren’t interested in seeing that person again?
Porter: Well, the best thing might be to just ignore their friend request. But the great thing about social media ‘friends’ is that you
have no obligation to get in touch with them on a regular basis. Many people have hundreds of contacts on their friends list,
and of course they aren’t in contact with all those people all the time. You might not communicate directly for years. Simply
the fact that they are there appears good enough.
Reporter: Are existing close friendships affected by social media?
Porter: Not really, no. For instance, partners rarely communicate via Facebook, although they often appear on each other’s friends
list. The important communication happens face to face or by more private means, like instant messaging.
Reporter: Did you find different attitudes to social media friends according to age?
Porter: Absolutely! Older users prefer to meet people face to face rather than engage online and they tend to have strict rules like
‘You have to meet a person at least once physically before they can be accepted as a social media friend’. They may also use
social media only to keep up with a particular hobby or interest, or just to stay in touch with close friends and family.
Younger people are a lot more flexible in their social media use. They also tend to be a lot more open about who their social
media friends are.
Track 172:20
Doctor: What seems to be the problem?
Tim: I’ve got a pain in my right shoulder …
Doctor: I see. Please lift your arm.
Tim: I’ll try … [Grunts in pain.]
Transkripte
Doctor: Hmm … Is that really as far as you can lift it?

Tim: Yes, it hurts a lot more if I try to lift it any further.
Doctor: Now I’m going to rotate your arm gently. Let me know if it hurts …
Tim: Ow!
Doctor: Sorry. Yes, it’s obviously quite sore. What were you doing when you first noticed the problem?
Tim: I’m not sure, but I’ve been doing a lot of tennis practice recently. A couple of hours every evening after school.
Doctor: Hmm … When did the problem start?
Tim: Last week. I tried to ignore the pain but it just got worse.
Doctor: Tim, you should never ignore pain, you know. It’s a sign that something is wrong.
Tim: Sorry. I’ve got an important competition at the weekend. Can’t you just prescribe me some painkillers?
Doctor: Dear me, no! This injury needs rest. You have torn a muscle and you may have some tendon damage. Painkillers would allow
you to ignore the problem for a few days, but you run the risk of permanent injury.
Tim: But …
Doctor: What would you rather do – miss one competition or never be able to play tennis again?
Tim: [reluctantly] Miss the competition, I guess …
Doctor: No tennis for at least a month, then, I’m afraid. Rest for now. After two weeks, make an appointment with a physiotherapist
to do some exercises to gently strengthen your shoulder. If it gives you any more trouble, come back to me and I’ll arrange
an ultrasound scan.
Tim: Okay …
Doctor: Now, I’ll give you a prescription for some anti-inflammatories. [typing] Take one tablet twice daily with food.
Tim: One twice daily, got that.
Doctor: [typing] You can also take these painkillers. Follow the directions on the packet. But no tennis, understand?
Tim: Okay, no tennis.
Doctor: Good luck! And take it easy!
Tim: Thanks. I will.
Track 182:58
Interviewer:
With us in the studio we have Dr Sharma, a qualified nutritionist and biologist. Dr Sharma, thanks for coming into
the studio to talk about clean eating.
Sharma: You’re very welcome.
Interviewer:
The term ‘clean eating’ has become very popular on social media. Is ’clean eating’ any different from other dietary
choices? And more importantly, is it any good for you?
Sharma: It’s quite difficult to decide the potential benefits – and drawbacks – of the clean eating approach, since there is no
real agreement on what the term actually means.
Interviewer: I see. But there are some basic principles that all clean eating advocates use, aren’t there?
Sharma: That’s right. These principles are standard nutritional advice: avoid processed foods and refined sugar, eat more
whole grains, eat more fruits and vegetables, eat less salt and cut back on alcohol.
Interviewer: That all sounds sensible.
Sharma: Yes. Except that clean eating is often taken to the extreme by people who don’t really understand basic nutrition.
Then it can quickly become expensive, unrealistic and unbalanced.
Interviewer: Right. So, what should you consider before joining the clean eating fashion?
Sharma: The term ‘clean’ implies that there are unclean, impure, dirty foods that you should avoid at all costs. In reality,
healthy eating is much more balanced and reasonable than that. There is no single correct or ‘clean’ way to eat.
Black-and-white food rules are just silly, unless you know that you have an allergy to a particular food and must
avoid it.
Interviewer: Can you give our listeners some examples?
Sharma: Well, clean eating followers often cut out whole food groups, such as grains. They may remove all animal products
from their diet or just eat raw, uncooked food. None of those things make nutritional sense.
Interviewer: ‘Paleo’ is a term we hear in combination with clean eating. What is a paleo diet?
Sharma: The paleo diet advocates a diet high in fruit, vegetables and meat – what ancient humans are supposed to have
eaten before agriculture was invented. So, paleo diets allow few grains, and of course no foods like bread or pasta,
and no dairy products like milk and cheese. None of those things were available before farming, you see.
Transkripte
Interviewer: What are the arguments against the paleo diet?

Sharma: There is simply no evidence to back up the claim that paleo is healthier. You may find that you are missing out on
important vitamins and minerals and other nutrients if you avoid whole groups of food.
Interviewer: Dr Sharma, thank you very much.
Sharma: You’re welcome.
Track 193:17
Ray: Is there a problem, Jill? You seem to be wandering around the office a lot this morning. Is there something I can help you
with?
Jill: No, thanks, Ray. I’m just taking an exercise break.
Ray: But you said that 40 minutes ago …
Jill:
Yes, that’s right. It’s important for your health to get exercise frequently. You should try it, Ray. You sometimes sit at that desk
for hours. It isn’t good for you, you know.
Ray: [laughs] Don’t worry about me, I get plenty of exercise! These days I run to work. That’s five kilometres each way.
Jill:
Yes, I’ve seen you running, and I think it’s great that you’re getting more exercise now. You’ve lost a bit of weight and it suits
you …
Ray: Thanks!
Jill: All the same, it isn’t good for your health to sit for hours. No matter how much you exercise, sitting for excessively long
periods of time is a risk factor for early death.
Ray: Come on, Jill! I don’t believe that. Is this something you read on a website somewhere? You don’t want to believe everything
you read on the web, you know. You shouldn’t trust Dr Google too much …
Jill: No, it’s something I read in a scientific publication. There was a study of nearly 8,000 adults at Columbia University. The
researchers found a direct relationship between time spent sitting and your risk of early death.
Ray: [sarcastic] OK … so don’t sit down or you’ll die young, is that it?
Jill:
No, not quite, but for every 30 minutes you spend sitting down, the researchers recommend that you stand up and walk for
five minutes. They claim that that should reduce the health risks of sitting.
Ray: Interesting … but I get up and make myself a coffee, or just stretch my legs, every hour or so, I think …
Jill: I’m not sure that you do, Ray. You sometimes sit for hours without a break. It’s only natural – we get involved in our work, and
before we know it, two or three hours have passed.
Ray: Hmm. Well, I suppose you might be right …
Jill: The study found that people who frequently sat for more than 90 minutes at a time had nearly twice the risk of early death.
Ray: [alarmed] Really?
Jill:
I wouldn’t get too worried … the researchers don’t know exactly why this seems to be the case, and further studies are
needed. All the same, it’s worth thinking about, isn’t it?
Ray: Yes, it is, and thanks for mentioning it. Could you find the original study, and email it to me?
Jill: Sure. I’ll look it up.
Ray: [pensively] You know, maybe we need to write a new office policy to encourage employees to get up every 30 minutes. I’ll
call a meeting to discuss it … Well, anyway, I’m off now!
Jill: Where are you going? I need to discuss the new project with you.
Ray: Sorry, I’m going for a walk … I’ve been sitting here for nearly an hour! … Why don’t you come along? We can discuss the
project as we walk.
Jill: Good idea! Let’s go …
Track 204:17
Anchor: I’m Phil Stockman and this is Chat Around Town. Welcome to the programme!
Just as people began to realize a few years ago that a mobile phone was enough and they didn’t need a telephone landline,
today people are increasingly getting rid of their TV sets. Online streaming services have given us total freedom to control
our viewing habits and watch anything from live news and sports to films and TV shows in our own time and on any device
we choose.
Our roving reporter Sally Waterford is out and about in Wandsworth, South London this morning, interviewing people about
their TV viewing habits.
Transkripte
Sally: I’m in the Nero Coffee Bar, talking to Bill Yates. Bill is a retired engineer. Bill, what do you think about watching TV online?
Bill: I’m not that keen on it, Sally. When I was growing up, a television set was often the main focus of the living room. Our whole
family, friends and even neighbours would gather in front of it to share a viewing experience. We would eat and drink,
comment on on-screen events and afterwards discuss what we had seen. TV watching was a social activity. When I see
people nowadays, watching TV-on-demand alone on their tablets or smartphones, that seems sadly anti-social.
Sally: Thanks, Bill … Now, Leigh, you’re a student at the University of London. How important is TV in your life?
Leigh: Not very important at all. When I lived with my parents, the TV was always on, but since I came to study in London, I haven’t
owned one. I don’t need one. In a city like this there’s always something to do. I’d rather be at a party, at the cinema or at the
theatre than watching TV. The only time I ever watch TV is when I’m on public transport. I put my headphones on and watch
the news on my phone. It’s a good way to keep up to date, and people can’t bother you with annoying conversations.
Sally: Thanks, Leigh. Josh is a personal fitness instructor. Do you watch much TV, Josh?
Josh: Oh, yeah … a fair bit, I guess. I don’t own a TV set though. I usually watch my favourite shows on my phone, like Leigh.
Sally: Don’t you sometimes wish you had a bigger screen?
Josh: Sure. There are some things like football matches where you need a bigger screen. So, I’ve got a desktop PC at home, I watch
sports broadcasts on that. To help cover costs, I share a streaming service password with my friends.
Sally: Would you ever buy a big, traditional TV set?
Josh: One day I might, if I can afford it. But in the meantime I can live without one.
Sally: Thank you, Josh … Now, Bree, you’re a sales executive. Do you watch much TV?
Bree: Yes, when I have time. It’s a way of passing the time and relaxing when I’m away from home. I have to travel a lot for work,
you see. I take my tablet with me everywhere I go, so I can watch the latest season of my favourite series on planes, in
airports or hotels, or in a café waiting for a client. It’s super convenient and the screen size isn’t too bad. With headphones,
the sound quality is good.
Sally: Thanks, Bree. Back to you in the studio, Phil!
Anchor: Thank you, Sally … Well, listeners: does this change in viewing habits mean that we’re watching less television? Probably not.
It seems that most people still love TV shows, but we are watching it in our own way – catching up with the latest news,
sports or shows on our phones or tablets – anywhere, at any time.
Track 213:16
Reporter: This is Tom Brumby reporting for FM News Round-up. I’m speaking to media expert, Sally Waites. Sally, how have viewing
habits changed?
Waites: There used to be a time when, once a week, colleagues would gather around the water cooler to discuss the previous night’s
episode of a certain TV show.
Reporter: Absolutely. I can also remember that feeling when an episode of my favourite series ended on a cliffhanger and I knew that I
had to wait seven whole days to find out what happened next.
Waites: Well, those days are gone. With the advent of on-demand services and internet streaming services such as Netflix, how
audiences watch TV has changed for ever. One symptom is the rise of binge-watching. Seventy-five per cent of viewers
admit that they ‘binge-watch’ TV series on streaming services.
Reporter: What is ‘binge watching’, exactly?
Waites: It’s no longer enough to watch 60 minutes of our favourite series a week. Instead, we find ourselves spending whole
weekends lying on the bed or sofa, watching whole series in one sitting. It’s very difficult to resist that ‘Watch next episode’
button. It’s affecting our relationships and our work – but we’re watching more TV than ever.
Reporter: That must have an impact on the TV industry?
Waites: Yes, it has. Binge-watching has had a huge impact on the TV industry – not only how we view programmes, but what we
watch and how the programmes are made.
Reporter: Can you give our listeners some examples?
Waites: Sure. We’re watching more TV, meaning the demand for new content is higher than ever. According to the US-based TV
Guide app, 24 per cent of viewers watch more than 40 hours of TV per week, that’s up from 17 per cent just a few years ago.
Reporter: So nearly a quarter of people are spending more time watching TV than they are at work. That’s huge! How is that affecting
programming schedules?
Waites: Because audiences are more demanding and impatient, many TV companies now put entire series of certain shows online at
the same time, rather than feeding them to us one episode at a time.
Reporter: And how is it affecting the way programmes are made?
Waites: Knowing that audiences are likely to watch the whole series over a couple of days changes how producers construct
programmes and whole series. There’s less point in the traditional cliffhanger, for example. TV producers can take more risks
Transkripte
and try out new things.

Reporter: Has our social behaviour changed as a result of binge watching?
Waites: Yes, definitely. Staying at home and watching TV alone has become more socially acceptable. We used to think of people
who did that as losers. Now it’s almost seen as cool. How else can you keep up with all the incredible shows that are being
produced?
Track 224:41
Host: Welcome to Money Matters. I’m your host, Amy Phillips … In this programme, we shall be looking at some guidelines to
ensure that your online transactions are safe and, most importantly, your money isn’t stolen. With me in the studio I have
Brent Jackson from Card Security Online. Thanks for coming, Brent.
Brent: You’re welcome! Thanks for inviting me to come on the show, Amy.
Host: What advice do you have for our listeners, Brent?
Brent: OK, here’s my first tip: when you’re considering buying something online, don’t enter your card details unless you’re
confident that the site is secure.
Host: How can you do that?
Brent: One thing you can do is check the URL of the site. It should begin https. If it begins http – without the s – it’s better not to
enter your card details. Data entered on http sites are generally insecure and may be easily stolen by hackers. If you have the
option, use a payment service such as PayPal instead, which offers you more protection.
Host: Thanks, Brent. That’s a good tip.
Brent: Another thing you should do is protect your credit card information. People may get text messages and emails requesting
that they send their card details for some reason or the other. This is an obvious fraudulent message. Some fraudsters have
gotten quite clever with it, though. They can copy your bank logo and header and send an email to you which looks very
similar to one from your bank.
Host: Tricky! How can you spot that kind of fraudulent message?
Brent: It’s easy, really: your bank will never ask that you send such information via email or text. Even if you get a phone call,
supposedly from the bank, asking for details, you should refuse to give them. Instead, ask for the caller’s name, and call your
bank back – on your bank’s main switchboard number – to confirm that the call came from them.
Host: Very good point! What else?
Brent: PINs or Personal Identification Numbers … You’ll have a PIN which you have to key in to use your card to withdraw cash or
make a purchase. You’ll probably also have a different, longer PIN for internet banking. You should never give either of them
to anyone. I can’t emphasize this enough: Never give your PIN to anyone. Don’t write it on a piece of paper and put in your
wallet. And never write your PIN on your card.
Host: Do people really do that?
Brent: Unbelievably – yes!
Host: Wow … But what if you just can’t remember your PIN? There are so many PINs and passwords we have to remember these
days …
Brent: If you really have to write down your PIN, write it in a file or paper you keep in a secure place. Do not write a note explaining
what it is! You could disguise it as part of a phone number for a fictitious person, for example. But really, it’s better to
memorize your PIN if you can.
Host: Is there anything else?
Brent: Yes – look at your bank statements at least once a week. This lets you keep track of every transaction that occurs on the
account and, in the event of any suspicious transactions, you can notify the bank early enough to get your money back. It’s
also a good idea to set up alerts for your account – to get notifications about any transactions as soon as they occur. These
might be texts or emails.
Host: That’s all great advice, Brent! One last tip for our listeners?
Brent: OK. This one isn’t about online banking or shopping, but it is about protecting your PIN … When you’re going shopping, be
careful to use a bank ATM if you need to withdraw cash. Don’t use ATMs at shopping malls or other non-bank ATMs. It is
easier for a thief to install a card reading device at an ATM machine at a mall than at a bank. Bank ATMs are more secure
because they have security cameras installed. But regardless of where the ATM is, you should always cover the keypad with
your other hand, so that a camera installed above the keypad can’t capture your PIN.
Host: Brent Jackson, thank you very much for your time!
Brent: It’s been a pleasure, Amy!
Transkripte
Track 231:15
Topic 6, Unit 12A, Exercise 5
Announcer: One
Guest: The room is very dirty! It’s disgusting.
Announcer: Two
Guest: The water faucet is dripping! It goes drip … drip … drip.
Announcer: Three
Guest: The bathroom mirror is broken!
Announcer: Four
Guest: There’s a hole in the bloody wall! I can see the people in the next room!
Announcer: Five
Guest: There’s a rat under the bed!
Announcer: Six
Guest: There are cockroaches in the bathroom!
Announcer: Seven
Guest: The bed is uneven and sinks in the middle! I can’t possibly sleep in it!
Announcer: Eight
Guest: The picture on the television is terrible! I can hardly see anything!
Track 242:41
Presenter: Do you automatically reach for your phone or camera whenever something memorable happens? Maybe you should stop:
taking photos could damage our memories, research has found. Michael Keane reports.
Reporter: US researchers at Fairfield University in Connecticut have found that people who take pictures have trouble remembering
what actually happened.
There is even a name for the phenomenon: ‘photo-taking impairment effect’.
Birthdays, concerts, parties, our children’s first steps. We all want to remember those special moments with a photograph.
But if you’re one of those people who can’t stop taking photos, be careful – you could forget it more quickly.
The study took subjects on a walk around a museum. Some subjects took photos of the exhibits with their phones, while
others simply observed the pieces.
The next day, their memory was tested. It showed that the subjects who had photographed the exhibits were worse at
recognizing the objects and remembering details about them.
Dr Linda Henkel, who conducted the study, is Professor of Psychology at Fairfield University.
Henkel: People so often whip out their cameras almost mindlessly. When people rely on technology to remember for them, it can
have a negative impact on how well they remember their experiences.
Reporter: Previous studies have suggested that looking back on old photos can help us remember. However, this effect only occurs if
we interact with the photos. Dr Henkel again:
Henkel: In order to remember, we have to access and interact with the photos, rather than just amass them.
Reporter: This is borne out by another finding of the Fairfield study. When the subjects were asked to zoom in to photograph a specific
part of the object, their later recognition and detail memory was not impaired.
So, if you stand back and take a photo, then keep walking, it won’t stay in your memory. On the other hand, if you stop to
take notice of the subject, zoom in and capture some details, your ability to recall the scene isn’t negatively affected.
Presenter: It’s something to keep in mind next time you’re at an event and want to recall what you’ve seen. On the other hand, if you’re
one of those people who go to a concert and watch the whole thing through their smartphone camera, well, you’re just
doing it wrong altogether!
Adapted from: No pictures please: Fairfield University professor studies photos and memory In: www.fairfield.edu; December 12, 2013
Transkripte
Track 253:35
Journalist: Heading off around Europe this summer? So is my 17-year-old daughter with a group of friends. They’re planning an Interrail
trip visiting various European countries.
Here are some money tips I gave them, which you might want to bear in mind too, if you’re heading off on your first
independent trip.
It’s a good idea to take a small amount of local currency with you for at least your first stop. It only needs to be enough to see
you through your first day or two, just until you can get to a cash machine or bank. Bear in mind that not all European
countries use the euro. Find out about local currencies and get an idea of exchange rates before you go.
While you’re travelling, basic safety rules obviously apply. Never carry too much cash with you, as it could be stolen. Don’t
keep all your cash and cards in one place, particularly while you’re on the move between stopovers. Split them up and hide
them in different places in your backpack and your clothes.
These days, most of us wouldn’t dream of going travelling without some form of plastic money. If you’re under 18, you won’t
be able to get a credit card. However, there are other options. A debit card which is linked to your bank account will allow
you to withdraw money from ATMs and pay for goods in shops.
If you’re taking a debit card with you, don’t forget to warn your bank before you go. Otherwise, the bank may refuse
payments on your card when it detects a different spending pattern to your usual habits. It may think that the card has been
stolen.
Before you go, find out if your bank will charge you a fee for withdrawing cash at an ATM or paying for goods in shops,
hostels and restaurants. This is important: some banks charge a lot more than others. Withdrawing cash from a machine may
involve a charge of around 3% in hidden commission. On top of that, there will usually be a separate ATM fee, which might
again be 2%. So, for every hundred euros you withdraw, you could easily be paying five euros in bank charges!
You may find that it works out better to withdraw one lot of money at an ATM every few days rather than paying for small
purchases with your card and using cash machines for lots of small amounts.
There is an alternative that you should consider: a prepaid currency card. You can load it with money before you go, then use
the card wherever you need it. Your money is converted into each relevant currency using the latest exchange rate. You
avoid bank charges and, if your card is stolen, the most you can lose is the money you have loaded onto it – not all of your
savings.
Finally, if someone offers you the option of paying in your own currency – for example, with euros in Switzerland – always
say no. The bank will give you a better exchange rate than the shopkeeper or restaurant owner can offer, so always pay in
local currency.
That’s it, folks. Have fun on your trip!
Serviceteil
für LehrerInnen
• neues Konzept für die HTL: deckt alle aktuellen

Anforderungen ab (Neue Oberstufe)
• Aufgabenstellung bereiten von Beginn an nachhaltig auf
die neuen SRDP vor (Testformate)
• besonderer Fokus auf Wortschatzaufbau und -arbeit (Words
in context)
• attraktive Tech pages bilden die beruflichen und
technischen Aspekte ab
ISBN 978-3-7101-3457-9
Steve Williams
Context@HTL 2. Serviceteil für LehrerInnen (gedruckt)
VERITAS-Verlag / Cornelsen Verlag GmbH
1. Auflage (2019)www.veritas.at
www.veritas.at

Lösungsbuch HTL CONTEXT 2

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Lösungsbuch HTL CONTEXT 2

Hochgeladen von

Copyright:

Verfügbare Formate

Steve Williams

2 Vorschlag für eine Jahresplanung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Schritt für Schritt zur neuen Matura:

1.3 Der Aufbau des Lehrwerks 1.4 Companion

uu Einstiegsdoppelseite: führt das Topic ein und bietet

––Vokabular zum jeweiligen Text wird in der Randspalte

Außerdem enthält das Schülerbuch eine alphabetische

uu talking about advantages and

uu living and studying in London

uu discussing peer support in

Unit 10: uu talking about news preferen­ces uu understanding fake news on

uu discussing the effects of smart devices on our lives

3 (p. 11) 3 (p. 17)

1 (p. 12) 6 (p. 18)

A: Making plans 5 (p. 29)

a) 2 I f young people don’t know how to do something, they

7 T: Although it was only 5 (p. 34)

past perfect: hadn’t joined TOPIC 2 – LIVING AND TRANSPORT

2 (p. 36) 3 (p. 49)

3 (p. 37) 5 (p. 50)

6 body, 2 bonnet, 11 boot, 12 brake, 9 door, 3 engine, 13 exhaust, b)

5 (p. 64) B: Peer support in schools

1 (p. 66) 4 (p. 80)

to filter filtered filter A: Bigorexia

a) B: At the doctor’s surgery

A: Fast food nation Tech pages: Technology in the kitchen

3 (p. 128) TOPIC 6 – Money and holidays

3 (p. 131) 2 T: Then I got my

1 Leigh, 2 Bree, 3 Leigh, 4 -, 5 Bill, 6 Phil, 7 -, 8 Josh 3 F: Plastic money was a

1 (p. 134) 1 cashless, 2 payment, 3 to afford, 4 to withdraw, 5 to overspend,

5 (p. 148) 5 (p. 155)

Doctor: Hmm … Is that really as far as you can lift it?

Interviewer: What are the arguments against the paleo diet?

and try out new things.

• neues Konzept für die HTL: deckt alle aktuellen

Das könnte Ihnen auch gefallen

Unit 10: uu talking about news preferences uu understanding fake news on

a) 2 I f young people don’t know how to do something, they