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Herbert Puchta · Christian Holzmann · Jeff Stranks · Peter Lewis-Jones
Neu ab dem Schuljahr 2021/22
Die Nutzung des E-BOOK+
im „Digitalen Klassenzimmer“
auf digi4school
Erweitertes Übungsangebot
Individualisierung des Lernprozesses
Förderung der Selbsttätigkeit
INT
INTO
TO ENGLISH
ENGL
LISH Das Angebot & Key features
INTO ENGLISH, das Lehrwerk für die AHS-Oberstufe
Herbert Puchta
INTO ENGLISH, das vierbändige Lehrwerk für die
Christian Holzmann
Jeff Stranks
1
Peter Lewis-Jones
4 Herbert Puchta
Christian Holzmann
Jeff Stranks
COURSEBOOK
AHS Oberstufe, entwickelt systematisch von Beginn
Peter Lewis-Jones
COURSEBOOK IN
NTO
TO E
EN
NG
GL
GLIS
ISH
COURSE BOOK
H
Herbert Puchta
Christian Holzmann
Jeff Stranks
4 an einen handlungs- und fertigkeitsorientierten
Sprachunterricht. Die Kompetenz der Schülerinnen
3
Peter Lewis-Jones
Herbert Puchta
Christian Holzmann
INTO
INT
Jeff Stranks
TO
TO ENGLISH
EN
EN
NG
G
2
Peter Lewis-Jones
und Schüler in allen vier Fertigkeitsbereichen wird
Lewis-Jones
COURSEBOOK
K
· Jeff Stranks · Peter
COURSE BOOK
nachhaltig vertieft.
hta Christian Holzmann
Das Lehrwerk bereitet durch zahlreiche Tipps und
· Peter Lewis-Jones
Übungen konsequent auf die Reifeprüfung NEU vor.
Großer Wert wurde dabei darauf gelegt, Inhalte mit
Holzmann · Jeff Stranks
Inklusive Audio!
dio!
Inklusive Audio!
einem hohen Motivationsfaktor anzubieten, damit
Herbert Puchta · Christian
die Schülerinnen und Schüler Spaß am aktiven
Spracherwerb haben.
Inklusive Audio!
Inklusive Audio!
08.05.17 15:19
DAS ANGEBOT
Coursebooks
INTO ENGLISH bietet ein umfas-
sendes Angebot an unterschied-
Teacher‘s E-BOOKS+
lichen Komponenten in gedruckter Books
und multimedialer Form (Audio- Für S
und chül
CDs, Test builder, Cyber homework, Sc
er üler
e-zone für Schüler
inn
h
Film Library, u.v.m.). Diese Kombi- und Schülerinnen
Audio-CDs
en
nation unterstützt Sie optimal im Cyber homework,
Für Leh
INTO Grammar, Useful words
Unterricht und hilft, die Unterrichts-
vorbereitung auf ein Minimum zu
rer
e-zone für
Test builder ne
in
nu Lehrpersonen
beschränken. Software mit nd Lehrer Cyber homework, Background
Links, Project Links, Down-
Audio-CD
Als weitere Komponente bietet das loads (Jahresplanung,
Buch- und Filmtipps,
INTO ENGLISH E-BOOK+ eine inter- Matura topics,
Worksheets)
Song Film Library
aktive Version des Schulbuchs mit Collection (DVDs)
einem erweiterten Übungsange- (DVDs)
bot, einem Self Assessment Test
und einem Lernplaner.
KEY FEATURES
` Maturarelevante Themen und Texte, die die Schüle- ` Ein reichhaltiges Angebot kommunikativer Redean-
rinnen und Schüler in der Entwicklung ihrer Persönlichkeit lässe und nützlicher Redemittel befähigt die Schüle-
unterstützen, ihr interkulturelles Bewusstsein fördern und rinnen und Schüler (zunehmend), zu relevanten Themen
vermehrt zum selbstständigen Denken und Lernen anregen. und Texten Stellung zu nehmen sowie Gespräche in
Gang zu halten und zu steuern, um in der mündlichen
Reifeprüfung zu überzeugen.
2
Key features & Das E-BOOK+
` Legendäre Musikvideos und Auszüge aus ` Ein umfassendes Wortschatzangebot unterstützt
weltbekannten Kinofilmen bieten motivierende und die Schülerinnen und Schüler in der Erweiterung ihres
themenbezogene Begegnungen mit englischsprachiger themenbezogenen Wortschatzes.
popular culture und bieten zugleich hochmotivierende
` Die lexiko-grammatische Kompetenz der Schüler
Kommunikationsanlässe. Sie regen außerdem zu einer
und Schülerinnen wird im Sinne der Erkentnisse des
vertiefenden Auseinandersetzung mit Film und Musik
lexical approach systematisch gesteigert.
an.
` Zusätzlich in INTO ENGLISH für die Klassen 7 und 8:
` Interessante Hör- und Lesetexte sowie aufbereitete
Exam skills training und Exam practice (Speaking &
Textstellen aus bekannten Werken der (Jugend-)
Writing in Klasse 7 bzw. Reading, Listening, Language
Literatur schulen das interkulturelle Bewusstsein der
in use, Writing & Speaking in Klasse 8) – die
Schülerinnen und Schüler, regen zur weiterführenden
verlässlichste Vorbereitung auf die Matura!
Lektüre an und sichern die Lesekompetenz.
DAS E-BOOK+ ZUM GEDRUCKTEN COURSEBOOK
Zusätzlich zu den gedruckten Schulbüchern ist auch eine interaktive Version des Coursebook als E-BOOK+
erhältlich.
Das E-BOOK+ bietet: So einfach kommen Sie zum E-BOOK+
` alle Inhalte des gedruckten Schulbuchs in
Geben Sie bzw. Ihre Schüler und Schülerinnen einfach
interaktiver Form mit Ergebniskontrolle
den Code von der Rückseite des Coursebooks im
` alle Audiobeispiele integriert
Internet auf der -Plattform ein und
` ein zusätzliches interaktives Übungsangebot,
schon können Sie das E-BOOK+ online auf einem
das über das Schulbuch hinausgeht
Computer nutzen.
` Self Assessment Tests zur eigenständigen
Überprüfung des Lernfortschritts
` und einen individuellen Lernplaner
NEU ab dem Schuljahr 2021/22 – Das digitale Klassenzimmer
Die Nutzung des E-BOOK+ im „Digitalen Klassen- Darüber hinaus erhalten Sie mit einer einfachen
zimmer“ auf digi4school ermöglicht es Ihnen Auswertung ein Ergebnis-Chart mit
den Schülerinnen und Schülern Aufgaben einer Übersicht über die Übungsergebnisse
zu stellen der Klasse
alle Aktivitäten Ihrer Schülerinnen und Detailinformationen über die Übungs-
Schüler im E-BOOK+ zu sehen ergebnisse der einzelnen Schülerinnen
und Schüler
3
INTO ENGLISH Das E-BOOK+
E-BOOK+ – DAS SCHULBUCH ALS INTERAKTIVES COURSEBOOK –
Mit Ergebniskontrolle, Audios und zusätzlichen Übungen
Das E-BOOK+ als interaktives Coursebook umfasst das gesamte Schulbuch in digitaler Form, das neben einer
einfachen Navigation auch erlaubt, Notizen zu machen und Lesezeichen zu setzen.
Alle umrandeten Übungen können interaktiv bearbeitet und alle Hörtexte im Übungskontext abgespielt werden.
Mit nur einem Klick erfolgt eine Lösungskontrolle ohne Vorwegnahme der korrekten Lösung.
Wird eine markierte Übung angeklickt, zoomt diese in den
Bearbeitungsmodus. Die interaktive Ergebniskontrolle zeigt an, ob die
Antwort richtig oder falsch ist, bietet jedoch keine korrigierte Lösung.
Das zur Übung passende Hörbeispiel wird durch Klick auf den Play
Button direkt aus dem E-BOOK+ heraus gestartet.
4
Das E-BOOK+
ERWEITERTES ÜBUNGSANGEBOT
` E-BOOK+ Activities zusätzlich zu den interaktiven Übungen im Coursebook
Das E-BOOK+ bietet zusätzlich zu den Inhalten des gedruckten Schulbuchs ein umfassend erweitertes Übungsangebot zu
den Abschnitten Read, Listen, Language in use, Useful words und Wordwise aller Kapitel der Coursebooks. So können die
erworbenen Kenntnisse vertieft werden. Wie schon bei den integrativen Übungen im Coursebook erhalten die Schülerinnen
und Schüler auch hier ein formatives Feedback.
D PLUS-Icon verweist auf zusätzliche Inhalte
Das
zzu dem jeweiligen Abschnitt. Durch Anklicken
öffnet sich die entsprechende Übung in einem
ö
eeigenen Fenster.
` Vocab Trainer
Neben den zahlreichen Zusatzübungen bietet der im E-BOOK+ integrierte Vokabeltrainer den kompletten Lernwort-
schatz aller Units aus INTO ENGLISH und ermöglicht den Schülerinnen und Schülern, das neu gelernte Vokabular in
fünf aufeinander aufbauenden Stufen zu festigen und in den aktiven Wortschatz aufzunehmen.
Das kom
kkomplette
omplette Lernvokabular wird jew
jeweils in einem englischen
Kontextsatz angezeigt. Als Modell für die korrekte Aussprache
kann außerdem jeder Satz als Aufnahme von englischen Mutter-
sprachlern angehört werden.
5
INTO ENGLISH Das E-BOOK+
LERNPLANUNG UND SELF ASSESSMENT
` Self Assessment Test
Im E-BOOK+ wird nach jeweils 2–3 Units ein Pool an Übungen zur Verfügung gestellt, der den Stoff der vorhergehenden
Units abdeckt. Dieser Testpool besteht aus jeweils einer Aufgabenstellung zu den Bereichen Read, Listen und Wordwise
sowie einer Language in use Aufgabe zu jeder Unit und Übungen zu allen in den betreffenden Units behandelten
Grammatikthemen.
D
Durch Anklicken der jeweiligen Kompetenzen
st
stellen die Schülerinnen und Schüler ihren
individuell auf ihre Bedürfnisse und Fähigkeiten
in
abgestimmten Test zusammen. Sie erhalten
ab
w
wiederum ein formatives Feedback.
` Lernplaner
Im Lernplaner können die Schülerinnen und Schüler aus allen Aufgaben im Coursebook sowie dem kompletten erweiterten
Übungsangebot Inhalte zum Lernen auswählen, markieren und mit einem Endtermin im Kalender versehen.
Entsprechend den geübten
Bereichen und den eingetragenen
Lösungen wird der jeweilige
Übungfortschritt angezeigt.
Optionall kann
k auchh ein
iin End-
E
termin für die geplante
te Übungs-
phase angegeben werden.
rden.
Mit der Erinnerungsfunktion
ngsfunkti
f
werden Ihre Schülerinnen
und Schüler zu vorgegebenen
Die Schülerinnen
ülerinnen und Schüler
Sch Zeitpunkten an eventuell
können sich zusätzlich noch anstehende Termine erinnert.
Notizen mit weiteren Infor- Sie können sich so zeitgerecht
mationen anlegen. auf Tests vorbereiten.
6
The first pages of a unit
INTO ENGLISH – DAS COURSEBOOK
The first pages of a unit
Alle Units in INTO ENGLISH haben einen identen Aufbau. Die ersten Doppelseiten bieten jeweils motivierende Lese- bzw.
Hörtexte mit entsprechenden pre-reading, pre-listening und comprehension tasks bzw. Sprechanlässe mit
Redemittelunterstützung.
Zusätzlich zu den in der Unit in Form von lexical setss erarbeiteten Wortfeldern bietet diese Box zu Beginn jeder Unit
wichtigen themenbezogenen Wortschatz.
Useful words
discipline • instruct • lecture • lecturer • lecture theatre • orientation course
ucated
residential course • syllabus • faculty • scholarship • tertiary education • well-educated
well-qualified • workshop • seminar • fee • mark a test • campus • thesis • tutorr
Education
Educat
duuca
ucation
att o
10
Useful words
2 Widening your horizons
discipline • instruct • lecture • lecturer • lecture theatre • orientation course
syllabus • faculty • scholarship • tertiary education • well-educated • well-qualified
workshop • seminar • fee • mark a test • campus • thesis • tutor
This autumn, Gove ordered a ban on curves in a 15 evidence that spending enormous sums of rooms that are quickly accessible from the 80
Read new generation of no-frills* school buildings, in money on school buildings leads to increased main entrance, and proximity of classrooms
response to what he calls a decade of wasteful attainment. An excellent curriculum, great 50 to places such as the library, music room and
1 a How important are extravagance in educational architecture. leadership and inspirational teaching are the café – accounted for a quarter of the positive
keys to driving up standards.” impact on learning progression that the built
the following for you in a The first contracts will be awarded in April in
a programme of new schools that will be 15% environment can have. 85
school building? Write 1 20 “This study confirms what our practice has
smaller than those built under the previous long believed,” Rogers said. “Good design has Colour was the next most important factor,
(not important) to 6 (very government’s 4 over-budgeted and delayed the potential to have a truly positive effect on 55 followed by complexity of design, where less
important). Then compare Building Schools for the Future programme. the way children learn. […]” was more, and flexibility, where more was
your findings with a partner. Gove’s decision to squeeze space for corridors, better. Light levels and the degree to which
assembly halls and canteens means building 25 The Royal Institute of British Architects has
a classroom and its furniture was designed 90
natural or good costs could be 5 slashed by 30%, saving up to said it is seriously concerned the government’s
proposed flat-pack approach* “will place a to foster a sense of “this is our classroom”
artificial light £6m a school. […] ownership and familiarity* in the pupils were
straitjacket* on future generations of teaching 60
complex design However, the initial findings of a study by professionals and quickly 8 render these the fifth and sixth most effective factors
airy classrooms The design of schools academics at Salford University showed a strong
correlation between the built environment 30
schools redundant.” It added: “The designs for
secondary schools include narrow corridors and
affecting educational performance. The desire
for natural light was combined with a dislike of 95
proximity* of classroom where teaching takes place and test results glare and a desire for good artificial light.
to café and library and whether it impacts learning in Reading, Writing and Maths. Lighting,
concealed stairs that are difficult to supervise.
In many schools this is likely to result in 65 Among the other positive factors were even
circulation*, acoustics, individuality and colour the need for additional staff supervision to
colourful design underfloor* heating and windows and doors
were revealed to affect pupils’ progress in 9
maintain good behaviour and avoid bullying.”
In 2012, a debate arose about the future of school design within that opened wide to allow the build-up of
wide and uncluttered* the year-long study of achievement by 751 35
the UK. Teachers disagreed with the education secretary at the children in seven primary schools in Blackpool. The Salford academics 10 hypothesise that soporific* carbon dioxide to escape. 100
corridors three principles of environmental design would
time about this issue. It found eight out of ten environmental factors The results were not always as expected. The
Glossary: *proximity = distance
6
displayed significant correlations with the most affect brain function among pupils: 70
results of S.A.T. tests suggested less rather
[…] The education secretary, Michael Gove, is facing a growing rebellion from teachers and pupils’ performance. The report’s authors how “natural” it felt to be in the room, the
between; *uncluttered = tidy, clean than more colour and complexity in classroom
architects over plans to simplify new school buildings after a study claimed well-designed 5
concluded: “This clear 7 evidence of the 40 extent to which the room felt individual to its
classrooms could improve pupils’ progress in lessons by as much as 25%. design was better for pupil performance.
significant impact of the built environment occupants*, and whether it stimulated them. “Young children may like exciting spaces, but
b Read the article quickly. Lord Rogers, the architect of buildings ranging from the Pompidou Centre in Paris to on pupils’ learning progression highlights the
105
Testing the theory against academic results, to learn, it would seem they need relatively
It is about a study carried Mossbourne Academy in Hackney, East London, has urged the government to 1 rethink its importance of this aspect for policymakers*,
they found the most significant design factor 75 ordered spaces, but with a reasonable degree
out by Salford University on policy for the procurement* of £2.5bn worth of new schools and “for the sake of the next designers, and users.” of interest,” the authors said. […]
appeared to be how well the school allowed
the relationship between generation” heed evidence that school environments 2 affect pupil performance. 10
Gove has dismissed the significance of the 45 pupils to flow through it. Good design of
school architecture and how Deborah Saunt, an award-winning school designer, has also announced that her firm is findings. A spokesman for the Department “connections” – wide and uncluttered
boycotting the government’s plan to build 261 replacement primary and secondary schools, for Education said: “There is no convincing corridors with easy orientation and landmarks,
well students learn. What
describing simplified design guidelines as the architectural 3 equivalent of feeding children
is the basic message of the McDonald’s every day. Glossary: *no-frills = simple, uncomplicated; *circulation – Luftverteilung;
study? *policymakers = the people making the important decisions;
Glossary: *procurement – Beschaffung *flat-pack approach – einfache Bausatzmethode; *straitjacket – Zwangsjacke;
*occupants = the people inside; *familiarity = feeling at home;
M *underfloor – Fußboden-; *soporific = making you fall asleep
c Read the text again, then answer the questions (1–5) using a maximum of 4 words.
Write your answers in the spaces provided. The first one (0) has been done for you.
What does Deborah Saunt think of the government’s plans d Match the underlined words and phrases 1–10
0 to build new schools based on simplified design guidelines? they are too simple
in the text with the definitions below.
What does the education secretary call the use of curves in a show important relationships between two things
Q1 educational architecture?
b to have an influence on students’ learning
What effect might the government’s decisions have on the
Q2 costs of building schools?
c to cause someone or something to be in a particular state Discussion box
d too expensive
Who should the results of the study carried out in Blackpool e proof Work in pairs or small groups.
Q3 primary schools be important for? Discuss these questions together.
f to consider again a plan that has been agreed on in a
What qualities, according to the ministry*, should teachers certain situation 1 Which of the findings of the study
Q4 have in order to raise school standards? mentioned in the text do you
g to continue to have; to keep in existence, or not allow to
agree or disagree with? Why?
According to the study, how complex should a school become less
Q5 design be? 2 What comments can you make
h having the same amount, value, purpose, qualities, etc.
about the schools you know after
i to give a possible but not yet proved explanation for reading this text? Elaborate.
Glossary: *ministry – Ministerium something
j heavily reduced
16 UNIT 2 Cyber Useful words practice UNIT 2 17
Homework 1
Sample pages INTO ENGLISH 4
Cyberr
Discussion box
1 Useful words practice
Us
Homework
rk
Work in pairs or small groups.
Dieses Symbol
S b l verweist auf zusätzliche Hausübungen auf der Discuss these questions together.
Online-Lernplattform www.helbling-ezone.com. 1 Which of the findings of the study
Cyber Homework 1 – Useful words practice bietet den Schülerinnen mentioned in the text do you
agree or disagree with? Why?
und Schülern die Möglichkeit, in jeder Unit die Bedeutung der oben
genannten Useful words zu erlernen und die Wörter kontextualisiert 2 What comments can you make
about the schools you know after
einzuüben. Darüber hinaus stehen mit Cyber Homework 2 und 3 in
reading this text? Elaborate.
jeder Unit noch weitere Übungsmöglichkeiten zur Verfügung.
7
INTO
INT
TO ENGLISH
ENGL
LISH The first pages of a unit (continued)
Wortschatz-, Grammatikarbeit und Aussprachetraining enwickeln sich organisch aus den Lese- und Hör-
texten. Das Konzept der Grammatikarbeit umfasst language awareness, receptive and productive tasks und
hilft effizient dabei, eventuelle Schwächen in der Grundgrammatik abzubauen und die grammatische
Kompetenz systematisch zu erweitern.
Prüfungskompetenz für die Reifeprüfung NEU
In jeder Unit von INTO ENGLISH finden sich mit diesem Symbol gekennzeichnete Aufgabenstellungen. Sie bereiten
die Schülerinnen und Schüler gezielt und systematisch auf Formate der Reifeprüfung NEU vor. Dies gibt den
Schülerinnen und Schülern von Anfang an Sicherheit und gleichzeitig wird ihre Prüfungskompetenz konsequent
weiterentwickelt.
Vocabulary Grammar for communication
M
Eating and drinking habits Negative inversions
3 a Match the sentences to complete the mini-dialogues. 5 a Complete the sentences from the audio in 4b with the words from the box.
1 He’s a very fussy eater, isn’t he? a That’s true. She always goes for seconds. than can no does not Rule:
2 Sandra’s got a very healthy appetite. b Yes, it’s the only way I can be sure it’s got no additives.
1 ........................ sooner ........................ one diet We can bring negative adverbs and adverbial phrases to the
3 Would you like a beer? c Yes, he has. He should watch what he eats. beginning of a sentence to make it more emphatic. If we do
go out of fashion ........................ someone
4 Do you only eat organic food? d I’m not really very hungry. I just want to nibble. comes up with a new one. this, then the rest of the sentence follows the pattern of a
5 Terry’s put on weight recently. e Yes, he won’t eat any vegetables and hardly any fruit. question. This is more commonly found in written language.
2 ........................ only ........................ a tapeworm
6 Why don’t you have a proper meal He’s very picky. Some of the adverbs and adverbial phrases commonly
grow to nine metres in length, they
and stop snacking? used include: never, rarely, not only ... but also, under no
f No thanks. I’m teetotal. can also cause some pretty unpleasant
circumstances, on no account, no sooner ... than.
illnesses such as meningitis, epilepsy
b In pairs, think of definitions for the words in italics. and dementia*.
Glossary: *dementia – Demenz
c Discuss. How would you describe your eating habits? an onion
Use as many of the words in italics in 3a as you can.
b Change the sentences by using the word in brackets at the end of the sentence.
1 Just as I left the house it started raining. (No sooner … than)
Listen a tapeworm ........................................................................................................................................................................................................................................................
2SWSSRIVLEH-PIJXXLILSYWIXLERMXWXEVXIHVEMRMRK
4 a You are going to listen to an 2 You should not touch that under any circumstances. (Under no circumstances)
interview with a diet historian. Which ........................................................................................................................................................................................................................................................
of these things do you think people 3 I have never read such rubbish before. (Never)
have used in diets in the past? ........................................................................................................................................................................................................................................................
14 4 Superman can see through walls and he can fly. (Not only … but also)
arsenic chewing gum
........................................................................................................................................................................................................................................................
CD 1 b Listen and check your answers.
5 You will rarely see such great special effects as in the new Bond film. (Rarely)
........................................................................................................................................................................................................................................................
M 6 You must not say a word to anyone. (On no account)
13+14
13+
13
33+
c Listen to the interview. First you will have 45 seconds to study the task below, then you will hear ........................................................................................................................................................................................................................................................
the recording twice. While listening, choose the correct answer (A, B, C or D) for questions 1–4. Put a 7 My friend was late for the film and he had also forgotten his wallet. (Not only … but also)
CD 1 cross ✗ in the correct box. The first one (0) has been done for you. After the second listening, you will ........................................................................................................................................................................................................................................................
have 45 seconds to check your answers. 8 I’d just sat down to watch the film when the phone rang. (No sooner … than)
0 The 5:2 diet Q3 Tapeworms ........................................................................................................................................................................................................................................................
A lets you eat whatever you like at the weekend. A were eaten by Victorians as
part of their daily diet.
c Write the correct words from the box in each sentence. There are two extra words that you
B was invented by Julian Lawless.
shouldn’t use.
C is the latest example of a fad diet. ✗ B can stop you from putting
on weight. will I should you have I you should you will sooner had not is have just is not I will
D involves watching what you eat for five days a week.
C can kill you.
Q1 Diets became really popular D usually spend a short time I 1.................................................................. been to the new Italian restaurant in Brooke Street. On no account
2
A midway through the 20th century. in our stomachs. .................................................................. visit this restaurant. 3.................................................................. rarely eat such disappointing
B with the ancient Greeks. food. No 4.................................................................. we sat down than the waiter was rude to us.
Q4 Drug manufacturers used arsenic in
C when people had more money to spend on food. dieting products Never 5.................................................................. been so insulted by anyone. The food 6.................................................................. only
D when people saw the financial gains that could be 7
Read made from it.
VocabularyA to kill tapeworms. Grammar
mar ffor bad but it’s also really expensive. Under no circumstances .................................................................. go there again.
8
5 a Look at the photos. Who do you think the man is? Where do Travel
B because they knew it
was safe.
communication
unica ation And .................................................................. never consider going there.
Q2 The chew-and-spit diet
you think he is from? What do you think he is doing?
A was criticised by Horace Fletcher. 6 a Work with a partner. C because it made you eat less. 7 partner andSpeak
a Work with a partner read the
Discuss where you
b Read the text quickly. What is the main subject of the text? B was popular with the actors and actresses at the D often without telling people
time.find these things. situation. Imagine
magine wwhat will happen. Talk
would
that it was in the medicine. about it andd use as many6travel
a words
Workfrom
in pairs.
6 Create a new diet. It can be as serious or as crazy as you like. Think about:
1 Dennis Tito is a hero because he flew into space when he was 60. C was something people only did at home.
terminal departure lounge as possible.. • how your diet works • your target audience • what makes your diet better than the others
2 For the first time in history, a tourist made a trip into space. D had strict rules. customs check-in desk
3 The first tourist in space was sick when he drank a glass of fruit juice.
e. platform boarding card b Present your diet to the class. Then vote on the best diet.
timetable
38 UNIT 4 Cyber UNIT 4 39
Homework 2
b Circle the correct words.
Space Tourists “A great trip!” he commented.
love space.”
ace.
there was a big smile on his face.
d. “I
4 Companies like ProSpace
want space and space travel to
belong to the public, not just
1 When you go on a cruise / flightt / journey,
y you
spend your holiday on a large ship.
governments. There are other
1 Saturday 28 April, 2001: Dennis Tito 3 For a long time space travel
avel
was setting off on his holiday. was something for heroes. But
if some people are right, all this
plans like cruises through
plans,
space from one side of the
2 When you take a cruise / flightt / tour
by plane.
tour,r you travel
Sample pages INTO ENGLISH 4
“So what?” you might think. Well, Mr world to the other. Maybe we will
is going to change. One of them 3 When you make a journey / tour / cruise, you
Tito’s journey was certainly unusual! is Charles Miller, Director of a be able to depart from New York
travel from one place to another.
So was the transport he chose, and company called ProSpace. They at nine o’clock in the morning,
are investing large amounts of and arrive an hour later – in 4 When you go on a cruise / trip / tour, you visit a
the price of his trip. Tokyo! Such a schedule would place, usually for business or pleasure. A British businessman is in a taxi, on his
money in space travel. “Tito’s
adventure was just the beginning. allow the business traveller to way to Heathrow airport in London. He
5 When you go on a journey / flight / tour, you
2 The 60-year-old multi-millionaire We’re going to see exciting new return to New York on the same is going to an important meeting in New
travel for pleasure and visit several towns or
from New York was sitting on things in the next twenty years!” day, and still have eight hours for York. The trip is extremely important, as
board a Russian spaceship. Charles Miller says. a meeting! How’s that for speed? places.
he will lose £10,000 if he doesn’t get to the
He was on a journey to the
meeting on time. He has left his passport
International Space Station. It
might have been a routine trip Tip at home, but he hasn’t noticed this yet.
for the two cosmonauts who We say get on a plane / train / bus / bike
were travelling with him, but for
him it was certainly no ordinary
but get in a car / taxi.
b Put the prepositions in the box in the
journey. Dennis Tito was the first
tourist ever in space, and he had corre
correct places.
paid the sum of $20 million to go c Complete the sentences. Use the correctt
there. As the spacecraft left the at on in at off in to at
earth’s atmosphere, Tito drank form of the verbs in the box.
a glass of fruit juice to celebrate 1 Hu
Hurry up and get the car – we’re late!
and looked down at the earth’s miss arrive in check in get in
blue-green surface. Two minutes arrive at get on take off 2 I’m going to visit my cousins in Australia
later, he was sick. Luckily it was
only a minor problem. He soon
– I’m
I’ going to arrive the airport in the
The journey to the airport was horrible! The car
recovered, and from then on eve
evening.
enjoyed a smooth journey. When wouldn’t start, so we had to 1...............................................
...
he arrived at the space station, a taxi. We 2................................................ the airport quitee 3 It was very cold when I arrived New York.
late. We 3................................................ and they gave
4 It took over 20 minutes for everyone to
Discussion box
c Read the text again. Underline
the word(s) that mean(s):
1 Do you think that $20 million for the trip is too much?
2 Do you think that space tourism will be successful?
Why / Why not?
us our boarding cards. Then we ran through
the terminal to the departure lounge, where
the plane.
4
everyone was waiting to ................................................
Tip
get the plane.
5 The plane should arrive six o’clock, but it’s
delayed.
We say get on a plane / train / bus / bike
1 starting a journey (paragraph 1)
2 normal (paragraph 2) I can't see it ... I don't think we'll ever see ... Suddenly, I remembered that I had left my 6 We arrived the station too late – we
I'm sure in the future ... I think it will become ... passport at the check-in desk so I ran to get it. missed the train!
3 Russian astronauts (paragraph 2)
but get in a car / taxi.
4 an amount of money (paragraph 2) 3 Would you go on a holiday in space? Why / Why not? When I returned, the plane 5............................................... !
7 According to the travel agent, we’ll travel
5 got better (paragraph 2) Personally, I can't think of anything I'd ... So we 6................................................ the flight. Madrid from Barcelona on Sunday.
I wouldn't want to go because ... Luckily there was another plane two hours later,
6 said (paragraph 2)
I'd love to go because ... 8 The plane for Prague takes at 5.30.
7 leave (paragraph 4) so we finally 7................................................ Tokyo last
8 a time plan (paragraph 4) night!
52 UNIT 4 Cyber UNIT 4 53
Homework 2
Sample pages INTO ENGLISH 1
Tips
Eine Vielzahl von Tips vermittelt wichtige Einsichten in den Sprachgebrauch. Exam bzw. Study skills tips
entwickeln spezifische Sachkompetenzen für wichtige Bereiche des Englischlernens in der Oberstufe.
8
Developing language
Language in use
Language in use
Jeweils eine Seite jeder Unit in INTO ENGLISH 1–3 ist der M
EXAM TIP You are going to read a text about how Turkish people
Entwicklung jener Kompetenzen der Schülerinnen und spend their time. Some words are missing from the
text. Choose the correct answer (A, B, C or D) for each
Multiple choice cloze gap (1–10) in the text. Write your anwers in the boxes
Schüler gewidmet, die sie brauchen, um die oft als anspruchs- The exercise on the right is an
example of multiple choice cloze.
provided. The first one (0) has been done for you.
TURKEY TODAY
voll empfundene Testtypologie von Language in use im For each gap in a text, you are
given four choices of words that The (0)... of this report is to present what is popular in
might fit the gap, and you must Turkey. I interviewed ten of my friends and everyone in
Rahmen der schriftlichen Reifeprüfung problemlos zu select the correct one.
These gaps often test
my family, (Q1)... telephone and in person. The questions
concerned food and free time activities.
vocabulary – in particular,
schaffen. things like collocation (words
that go together, e.g. the verb
With regards to food, well (Q2)... three quarters prefer
Turkish food – especially meze (lots of small dishes with
we use with an effort is make), vegetables in olive oil) – to food from other countries. About
small differences in meanings two-thirds (Q3)... Turkish fast food restaurants – especially
between words (e.g. hole / döner or piliç kebab (lamb or chicken with tomato or
In Klasse 5 und 6 helfen dabei auch spezielle, auf den gap / space) or whether words
are followed by a certain
yoghurt). Over half say their (Q4)... drink is ayran (a yoghurt
drink).
preposition (e.g. apologise for)
jeweiligen Übungstyp maßgeschneiderte Tipps. or by a gerund or an infinitive,
etc.
As far as free time activities are concerned, the (Q5)... of
people like hanging (Q6)... with friends and (Q7)... picnics
• First, read the text all the way on the beach or in the park. All the adults like (Q8)... to
Daneben regt die Auseinandersetzung mit den hier without trying to complete the
sentences. It is important that
restaurants. (Q9)... than half my friends go shopping every
weekend. One (Q10)... ten play computer games every day.
verwendeten Übungs- und Testformaten zu einer vertieften you get a good idea of what
the text is about. 0 A want B aim C need D target
• Next, look at each gapped
Q1 A through B in C on D by
Sprachbetrachtung an. sentence individually and
see if you can guess the Q2 A over B on C about D nearly
word without looking at the Q3 A have liked B likes C like D are liking
options. If you look at the
op
options and find your guess is
op Q4 A favourite B best C worst D chosen
among them, there’s a good
am Q5 A majority B most C all D least
chance this will be the correct
ch
answer.
an Q6 A in B over C on D out
EXAM TIP • Co
Consider all the options
carefully. When you have
ca
decided on one, make sure it
de
Q7 A had
Q8 A gone
B are having
B go
C have
C going
D having
D goes
fits both the meaning of the
fit Q9 A About B More C Over D Just
sentence and the grammar.
se Q10 A out B of C in D over
Multiple choice cloze • Ifththeyouoptions
are unsure, eliminate
you know are 0 Q1 Q2 Q3 Q4 Q5
The exercise below is an
wrong. This will increase your
w B
chances of guessing correctly.
ch
example of multiple choice cloze. Q6 Q7 Q8 Q9 Q10
For each gap in a text, you are
given four choices of words that
18 UNIT 1
might fit the gap, and you must
select the correct one.
These gaps often test Sample page INTO ENGLISH 1
vocabulary – in particular,
things like collocation (words
that go together, e.g. the verb
we use with an effort is make),
small differences in meanings
between words (e.g. hole /
gap / space) or whether words
are followed by a certain Wordwise
preposition (e.g. apologise for)
or by a gerund or an infinitive,
Expressions related Wordwise
etc. to food
• First, read the text all the way
without trying to complete the
a Match the sentences.
Die letzte Seite in jeder Unit
1 So next year I’m going to do guitar lessons, and a Well, it’s food for thought . I mean, law’s a good von INTO ENGLISH 1–4
sentences. It is important that French lessons, and swimming lessons, and … career.
you get a good idea of what
2 Someone told me you’ve got a job teaching
English in the evenings.
b No, we stayed at home. We just sat and
chewed the fat for a couple of hours.
zielt auf die Erweiterung
3 So, did you and your friends go out c Not for me. I finished in twenty minutes. It was
the text is about. anywhere last night? a piece of cake. des Wortschatzes der
• Next, look at each gapped 4 My teacher says I should study law, but I
think she’s crazy.
5 How did your parents react when you told
d Well, he hasn’t got enough money to do that. It’s a
really half-baked idea, if you ask me.
e Careful! You might bite off more than you can chew .
Schülerinnen und Schüler ab.
sentence individually and them you failed the exam? f But it’s only five questions. Don’t make a meal out of
see if you can guess the 6 He says he wants to spend a month in
New York next year.
it! Diese Seite bietet zusätzlich
g Yes, but don’t spill the beans. I want it to be a
word without looking at the 7 Were the questions difficult? surprise for her!
zum thematischen Wortschatz
8 Have you bought a present for your h Yes, but only once a week. My office job is still my
options. If you look at the mother yet? bread and butter .
options and find your guess is 9 Oh no! Maths homework! I’ve got Maths i My mum was OK – but my father went bananas! und den themenorientierten
homework to do! He spent an hour shouting at me.
16
among them, there’s a good CD 1 b Listen and check. Wortfeldern innerhalb der
chance this will be the correct
answer.
c Write the highlighted expressions from a after the
definitions.
d Give an example of:
1 something that is (or was) a piece
Units die Möglichkeit, das
• Consider all the options
carefully. When you have
1 to make something seem more difficult (or worse) than it really is
= ..................................................................................................................................................
2 to pass secret information to other people
of cake for you
2 a half-baked idea that you or
someone you know once had
Wortschatzwissen um
= ..................................................................................................................................................
3 to try to do more things than you can actually manage
3 a time when you (or someone you Wortschatzelemente zu
decided on one, make sure it know) bit off more than you (they)
fits both the meaning of the
= ..................................................................................................................................................
4 to become very angry or excited
could chew
4 someone you like to chew the fat erweitern, die in anderen
= .................................................................................................................................................. with
sentence and the grammar. 5 not fully or properly thought through 5 a time when someone you know Lehrwerken häufig übersehen
• Iftheyouoptions
are unsure, eliminate
you know are
= ..................................................................................................................................................
6 to talk in an informal way about ordinary things
= ..................................................................................................................................................
went bananas
6 a time when someone spilled the
beans and made you unhappy werden: lexico-grammatical
7 work that gives you your regular money to live on 7 a time when you made a meal out
wrong. This will increase your = ..................................................................................................................................................
8 an idea that could be seriously thought about
of something
8 the work that someone you know
chunks, collocations und
chances of guessing correctly. = .................................................................................................................................................. does, that is their bread and butter
gelegentlich auch weitere
9 very, very easy 9 someone who once gave you food
= .................................................................................................................................................. for thought, and why
Cyber UNIT 4 45
wichtige themenbezogene
Homework 3
Wörter.
Sample page INTO ENGLISH 4
9
INTO
INT
TO ENGLISH
ENGL
LISH Developing skills
In INTO ENGLISH 1 + 2 werden mithilfe spezieller Seiten wie INTO Communication und INTO Competencies
die Kompetenzen in allen vier Fertigkeitsbereichen bereits ab der 5. Klasse gezielt weiterentwickelt.
INTO Communication
Communication
Mithilfe dieser Seite wird die Sprechkompetenz der Schülerinnen
und Schüler trainiert. Sie lernen wichtige funktionale Redemittel und
erweitern gezielt die Bandbreite ihrer Kommunikationsstrategien.
Hier einige Beispiele aus INTO ENGLISH für die 5. Klasse:
A debate
Conversational strategy:
• Making your point
` Unit 1: Talking about statistics
(Adding further information)
4
a Read this text.
b Listen to an extract from a debate
How to prepare for a debate
Useful phrases
A debate is a formal discussion between two people or two
CD 2
on “Governments should spend more
money on space programmes”. Is the
groups about a certain topic. Each person is allowed a certain
amount of time (e.g. three minutes) to make their point. When
everybody has finished, the chairperson asks the audience to
` Unit 2: A monologue
4
speaker for or against the motion?
Staging your argument
vote which speaker /group has ‘won the motion*’.
(Playing for time / Rephrasing)
CD 2 c Listen and tick ✓ the phrases STEP 1
Having an opinion isn’t enough to be effective in a debate.
you hear.
Mr Chairperson,
What you need is strong points that support your opinion. Take
Useful phrases
enough time to prepare your arguments carefully.
STEP 2 ` Unit 3: Expressing opinions
Madam Chairperson,
Don’t forget that people aren’t interested in hearing what they
already know, so make sure you include relevant facts in your
Staging your argument
Mr Chairperson,
contribution to the debate.
STEP 3 I am for / against this motion (Introducing what you are going to say /
Madam Chairperson, Practise your communication skills in front of others and even
I am for / against this motion
We are against this motion
in front of a mirror. Make sure you look confident while you
We are against this motion
are speaking. No one will buy an argument from someone who
does not have confidence in themselves.
Trying to get someone to agree with you /
STEP 4
Giving different opinions)
My arguments are ...
Moving to my first argument ... My arguments are ...
Always respect the other debater. Attack the idea, not the
person! Give the other person or people time to make their
Turning to my second argument ... point too.
My third argument has to do with ... STEP 5 Moving to my first argument ...
My main arguments were ...
Consequently, bearing my arguments
Prepare to have counter arguments to what the other person
will say. Many times you can know what they will say ahead
Turning to my second argument ...
of time and prepare yourself with facts that contradict their
` Unit 4: Interviews
in mind, I ask you all to support argument.
And so, considering all the arguments
I have put forward, I recommend
Glossary: *motion = a suggestion for debate
My third argument has to do with ... (Reacting to difficult questions)
rejecting* the motion.
Glossary: *reject = not accept
d Now prepare a class debate on th
the following topic: My main arguments were ... ` Unit 5: A debate
“Technology brings as many problems as iit solves.”
Consequently, bearing my arguments
UNIT 5 69
in mind, I ask you all to support (Making your point)
And so, considering all the arguments
Sample page
I have put forward, I recommend
INTO ENGLISH 1
rejecting* the motion.
Glossary: *reject = not accept
Competencies LISTENING
INTO Competencies
Diese Seite dient dem Training von
speziellen reading, listening und
Competencies
writing skills. Konkrete Tipps helfen WRITING
LISTENING TIP
20
20 Note taking
den Schülerinnen und Schülern, ihr TEXT 1
He opened the door. The room was dark and untidy. He turned on
CD 1 Listen to an interview with a psychologist about
frightening stories and the effect
why people like frightenin
• Before you listen, first read the task
the light. The room was bigger than it seemed. There were books
carefully. It gives you important
such stories can have on ppeople. What does the information about what to expect in
everywhere. Bookshelves were on the walls and there were books on
Repertoire an Lese- und Hörstrategien WKHWDEOHDQGRQWKHFKDLUV%RRNVFRYHUHGWKHҖRRU-RKQSDQLFNHG
psychologist say? Take notes
sentences.
not to complete the the listening. Then read through the
questions. You may want to underline
+HZRXOGQHYHUҕQGWKHERRNKHZDVORRNLQJIRU 1 People like telling frighten frightening stories so they can key words in the questions. Look at the
zu erweitern. Um die Schreibkompe- entertain otherss
...........................................................................................................................
...........................................................
2 Most of the stories have a .................................................................
. instructions for the exercise. What are
the key words?
• Try to predict what kinds of answers you
tenzen der Schülerinnen und Schüler TEXT 2 ...........................................................
........................................................................................................................... . are expected to give. Does the question
Slowly he turned the key in the door. His hand was shaking, but, carefully, he pushed the door open. 3The
If a story has comic relief*, relief* we ........................................................ ask for some specific information (for
heavy curtains were drawn and it was dark and gloomy inside. It was obvious, even in the half-light, that
...........................................................
........................................................................................................................... . example, a person’s age, or physical
no one had been in here for a long time. He stepped in and almost fell over a mountain of books on the
solide zu entwickeln, wird in INTO 4 Healthy adult people are not harmed by listening to
ҖRRU7KHURRPZDVLQDFRPSOHWHPHVV7KHUHZHUHERRNVHYHU\ZKHUH2OGERRNVZHUHSDFNHGLQWR frightening stories becaus because .............................................................
appearance)? What kind of language
might you need to answer the question?
the bookshelves that lined the walls of the room. Every surface was covered with books and papers. .............................................................................................................................
........................................................... • Listen carefully to the information given.
ENGLISH der 5. und 6. Klasse zum Teil Dictionaries and reference books were lying all over the centre table. He took one of these books from...........................................................................................................................
........................................................... . • Write clear answers that are not
too long, but have all the necessary
the table and turned towards an armchair. It was also covered with 5 Fairy tales are important for f children because .................... information. Use abbreviations (16
books of every sort: atlases, novels, and dictionaries in languages ...........................................................................................................................
........................................................... . instead of sixteen, km instead of
neben funktionalen Textsorten auch he didn’t recognise. Everywhere he looked there were books. Where
had they all come from? And where was the cosy library that he
EXAM TIP 6 A child who listens to fairy tales also ......................................... kilometres).
• Keep calm if you can’t answer each
...........................................................................................................................
........................................................... .
XVHGWRJRLQDVD\RXQJER\":KHUHKDGLWGLVDSSHDUHGWR"-RKQ • Don’t start writing 7 Some horror films are ........ question immediately. If you can’t
noch kreatives Schreiben geübt. IHOWKLVKHDUWҕOOZLWKIHDUDQGSDQLF+RZZDVKHJRLQJWRҕQGKLV
PRWKHU¥VGLDU\DPRQJVWDOOWKHVHERRNV":RXOGKHQHYHUҕQGRXW
immediately, but first
spend a few minutes
..........................................................................
...........................................................
........................................................................................................................... .
answer a question, leave it out. Try to
complete the missing answer during the
the truth about what happened that night? noting down your ideas. second listening.
• List the characters Glossary: *comic relieff = when a jo
joke lightens up the situation
and make notes on
Außerdem finden die Schülerinnen und their appearance and
58
personality.
UNIT 4
Writing a story • Decide where they live,
Schüler im Bereich INTO Competencies a Read these two texts. Do they contain the same information?
the important events in
their lives and choose
adjectives to describe Sample page INTO ENGLISH 2
Anregungen zur Entwicklung ihrer b Read the two texts again and answer the questions.
1 What is the difference between the texts? •
them.
Think of where the
story takes place and
2 What does the descriptive language in Text 2 tell us about John?
presentation skills. 3 What does the descriptive language in Text 2 tell us about the room?
4 Do you think that John has been in the room before?
the atmosphere. Try to
imagine yourself there.
How would you feel?
5 Why do you think he is looking for his mother’s diary? • Now decide what action
happens.
c Now continue the story.
• Always remember to
check your story for
Then, suddenly, he saw it on the table beside his mother’s favourite spelling, grammar and
chair. Of course … He was shaking as he walked over and picked it punctuation mistakes.
XSKROGLQJKLVEUHDWKDVKHWXUQHGWRWKHҕUVWHQWU\
100 UNIT 7
Sample page INTO ENGLISH 2
10Exam preparation: Reading & Listening
In INTO ENGLISH 3 + 4 wird noch mehr Bedeutung auf die Vorbereitung für die standardisierte Reifeprüfung
gelegt. Es steht eine größere Anzahl an Übungen zur Verfügung, die dem Format der Reifeprüfung NEU
entsprechen; daneben wird mithilfe spezieller Abschnitte im Buch die Kompetenz der Schülerinnen und Schüler
in den folgenden Bereichen gezielt weiterentwickelt:
Developing reading exam skills, Developing listening exam skills, Developing speaking skills.
Developing reading exam skills & Developing listening exam skills
INTO ENGLISH 3 bietet pro Unit auf einer Doppelseite alternierend Kompetenztraining zur Lese- bzw. Hörkompetenz auf
Maturaniveau. Zusätzlich finden sich auf diesen Seiten auch gezielte Exam tips.
EXAM TIP
SPY NOVELS
READING: Completing sentences using a
reading exam The Perfect 6SLHV FRXOG SUREDEO\ JLYH SURVWLWXWHV D maximum of 4 words
Genre?
UXQ IRU WKHLU PRQH\ ZKHQ LW FRPHV WR
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skills 2OGHVW 3URIHVVLRQ )DFW LV VS\LQJȠV DV
KXPDQDQDFWDVDQ\,NQRZDQGRQHDV
ROGDVSRZHULWVHOI
In this exam task you will have a sentence about the text you
have just read which is missing some information. Your job is
to supply that information, using a maximum of four words,
%XW VLQFH WKH PRGHUQ QRYHO GLGQȠW
to complete the sentence.
M UHDOO\ FRPH LQWR LWV RZQ XQWLO WKH WK 30
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the sentences (1– 9) using a maximum of 4 words. (VSLRQDJH RU VS\ QRYHOV VKDUH SOHQW\
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UHDOO\
Read d the question carefully for clues as to what kind of
much better than KRRNHGRQWKDWPL[RIVXVSHQVHDQGDVS\ KDSSHQV LQ WKHVH ERRNV EXW WKH\ inforrmation it is looking for. For example, in Q6, the word
information
either the … . QRYHOKHURȠV0DF*\YHUOLNHDELOLW\WRJHW DSWO\ GHSLFWKRZH[WUDRUGLQDU\WLPHV “eith
her” suggests you will need to supply two bits of
“either”
RXW RI D MDP WKH LQWHOOHFWXDO WZLVWV DQG 15 FDOOHGRQRUGLQDU\PHQDQGZRPHQWR 70 inforrmation.
information.
Q7 Robert Ludlum is WXUQVRIWKHSORWWKHSOD\RIKLVWRU\DQG VHUYHWKHLUFRXQWULHVLQXQLPDJLQDEOH
really good at … SROLWLFV VLQFHWRP\PLQG::,,DQGWKH Fina lly, although this is not a test of your grammatical
Finally,
ZD\V
attention. &ROG :DU SURYLGHG WKH EDFNGURSV WR WKH know wledge, you should make sure that they join the two
knowledge,
EHVW WDOHV WKH JHQUH KDV \HW SURGXFHG Glossary: *budding = in the process of part
partss of the
M sentence so that it makes sense. Read the
Q8 Kingdom of Shadows WKDW GLVFRPIRUW RI QRW EHLQJ TXLWH VXUH 20 com mpleted sentence
completed in your head to “hear”
takes place … . ZKDWLVJRLQJRQRUZKRPWRWUXVW
development; *fodder = food, material;
You are going to listen to aif recording
it sounds right.
of a talk given by a student about international film festivals.
*aptly = suitably, correctly; 16
2K\HV,ORYHPHDVS\QRYHO First you will have 45 seconds to study the task below, then you will hear the recording twice. While
Q9 There isn’t much … *unimaginable = that cannot be imagined
listening, match the beginnings of the sentences (1–8) with the sentence endings (A–K). There are
in Furst’s novels.
listening exam b D
CD 1
Discuss yourtwo
answers in pairs.
sentence Referthat
endings to the
youexam tipnot
should box.use. Write your answers in the spaces provided.The first
one (0) has been done for you. After the second listening, you will have 45 seconds to check your
answers.
110 UNIT 9 skills Tricia’s presentation about film festivals
UNIT 9 111
0 There are thousands of
Q1 There are special festivals that
Q2 The three most important film festivals
Q3 It quite frequently happens that films
Q4 There is a Polish film director who
Q5 More than 20,000 people
Q6 The festival was even organised several
times while Europe
EXAM TIP Q7 A film that wins the Golden Lion
Q8 People who want to take part in a
LISTENING: Matching sentence halves festival
What the task type is:
One kind of examination question is called “Matching sentence halves”. A are organised in Cannes, Berlin and
This means that you listen to a recording and then decide which beginnings and endings of Venice.
sentences go together meaningfully. B came to see the first film festival in
Each sentence you make by matching a beginning and an ending needs to contain information that Venice in 1932.
you have heard in the listening text.
C can also be nominated for the Oscars.
TThe beginnings of the sentences will follow the sequence of information in the listening text, the
e
endings are in jumbled order. D film festivals all over the world every
year.
H
How to do the task:
Before you begin to listen: E are organised by several countries.
1 Read the beginnings of the sentences carefully. This gives you a first idea about the content of the F produced a trilogy with one film for each
recording. of the “Big Three”.
Audios für
2 Now read the endings of the sentences. G can join the GreenCine Festival.
3 Look at the beginnings of the sentences again. Read the first one and see which of the endings
might be possible matches. You will often notice that several of the endings are possible – H is guaranteed commercial success.
en im
SchülerInn
otherwise you could do the task without listening! I focus on one certain film type only.
4 Carry on like this with the other sentences – that will help you later during the listening.
J was at war from 1938 – 1945.
E
Example
E-BOOK+
:
K are produced especially for those events.
R
Read sentence starter 0 in the task on the next page. Which answers are grammatically
p
possible?
15 0 Q1 Q2 Q3 Q4
Now listen to the example.
CD 1 D
You will hear Tricia say something that makes only one of the grammatically possible sentences
a meaningful sentence. The others are grammatically correct, but give information that is not
Q5 Q6 Q7 Q8
correct or not mentioned in the listening text.
Now listen to all of the listening text and do the rest of the sentences.
Glossary: *distribution – Vertrieb
50 UNIT 4 UNIT 4 51
Sample pages INTO ENGLISH 3
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