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Herbert Puchta · Christian Holzmann · Jeff Stranks · Peter Lewis-Jones
JETZT MIT E-BOOK+
Erweitertes Übungsangebot
Individualisierung des Lernprozesses
Förderung der Selbsttätigkeit
COURSEBOOKmit kostenlosemE-BOOK+ inklusive Audios
2
INTO ENGLISHINTTO ENGLLISHINTO ENGLISH Das Angebot & Key features
KEY FEATURES
Maturarelevante Themen und Texte, die die Schüle-rinnen und Schüler in der Entwicklung ihrer Persönlichkeit unterstützen, ihr interkulturelles Bewusstsein fördern und vermehrt zum selbstständigen Denken und Lernen anregen.
INTO ENGLISH, das vierbändige Lehrwerk für die AHS Oberstufe, entwickelt systematisch von Beginn an einen handlungs- und fertigkeitsorientierten Sprachunterricht. Die Kompetenz der Schülerinnen und Schüler in allen vier Fertigkeitsbereichen wird nachhaltig vertieft.
Das Lehrwerk bereitet durch zahlreiche Tipps und Übungen konsequent auf die Reifeprüfung NEU vor. Großer Wert wurde dabei darauf gelegt, Inhalte mit einem hohen Motivationsfaktor anzubieten, damit die Schülerinnen und Schüler Spaß am aktiven Spracherwerb haben.
INTO ENGLISH, das Lehrwerk für die AHS-Oberstufe
Film Library (DVDs)
Song Collection (DVDs)
Test builder Software mit Audio-CD
Audio-CDs
Teacher‘s Books
Coursebooks
E-BOOKS+
e-zone für Schüler und SchülerinnenCyber homework, INTO Grammar, Useful words
NEU
Für Schülerinnen
e-zone für Lehrpersonen
Cyber homework, Background Links, Project Links, Down-
loads (Jahresplanung, Buch- und Filmtipps,
Matura topics, Worksheets)
und Schüler
DAS ANGEBOT
Herbert PuchtaChristian Holzmann
Jeff StranksPeter Lewis-Jones
4COURSEBOOK
Inklusive Audio!
INTO ENGLISHht
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CO
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Herbert PuchtaChristian Holzmann
Jeff StranksPeter Lewis-Jones
COURSEBOOK
Inklusive Audio!
INNTTTOOO EENGNGGLLLISHSHSHHerbert Puchta
Christian HolzmannJeff Stranks
Peter Lewis-Jones
INTO ENGLISH 3COURSEBOOK
Inklusive Audio!
dio!
INTOTOTOO EENNGNGGGINTTTOOO ENNGGCOURSEBOOKK
Inklusive Audio!
2
Inklusive Audio!
Herbert Puchta
Christian Holzmann
Jeff Stranks
Peter Lewis-Jones
COURSEBOOK
Her
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08.05.17 15:19
Ein reichhaltiges Angebot kommunikativer Redean-lässe und nützlicher Redemittel befähigt die Schüle-rinnen und Schüler (zunehmend), zu relevanten Themen und Texten Stellung zu nehmen sowie Gespräche in Gang zu halten und zu steuern, um in der mündlichen Reifeprüfung zu überzeugen.
INTO ENGLISH bietet ein umfas-sendes Angebot an unterschied-lichen Komponenten in gedruckter und multimedialer Form (Audio-CDs, Test builder, Cyber homework, Film Library, u.v.m.). Diese Kombi-nation unterstützt Sie optimal im Unterricht und hilft, die Unterrichts-vorbereitung auf ein Minimum zu beschränken.
Als neue Komponente bietet das INTO ENGLISH E-BOOK+ eine inter-aktive Version des Schulbuchs mit einem erweiterten Übungsange-bot, einem Self Assessment Test und einem Lernplaner.
Fü
r Lehrerinnen und Lehrer
3
Legendäre Musikvideos und Auszüge aus weltbekannten Kinofilmen bieten motivierende und themenbezogene Begegnungen mit englischsprachiger popular culture und bieten zugleich hochmotivierende Kommunikationsanlässe. Sie regen außerdem zu einer vertiefenden Auseinandersetzung mit Film und Musik an.
Interessante Hör- und Lesetexte sowie aufbereitete Textstellen aus bekannten Werken der (Jugend-)Literatur schulen das interkulturelle Bewusstsein der Schülerinnen und Schüler, regen zur weiterführenden Lektüre an und sichern die Lesekompetenz.
Ein umfassendes Wortschatzangebot unterstützt die Schülerinnen und Schüler in der Erweiterung ihres themenbezogenen Wortschatzes.
Die lexiko-grammatische Kompetenz der Schüler und Schülerinnen wird im Sinne der Erkentnisse des lexical approach systematisch gesteigert.
Zusätzlich in INTO ENGLISH für die Klassen 7 und 8: Exam skills training und Exam practice (Speaking & Writing in Klasse 7 bzw. Reading, Listening, Language in use, Writing & Speaking in Klasse 8) – die verlässlichste Vorbereitung auf die Matura!
DAS NEUE E-BOOK+ ZUM GEDRUCKTEN COURSEBOOK
Das E-BOOK+ bietet: alle Inhalte des gedruckten Schulbuchs in interaktiver Form mit Ergebniskontrolle alle Audiobeispiele integriert ein zusätzliches interaktives Übungsangebot, das über das Schulbuch hinausgeht Self Assessment Tests zur eigenständigen Überprüfung des Lernfortschritts und einen individuellen Lernplaner
So einfach kommen Sie zum E-BOOK+
Geben Sie bzw. Ihre Schüler und Schülerinnen einfach den Code von der Rückseite des Coursebooks im Internet auf der -Plattform ein und schon können Sie das E-BOOK+ online auf einem Computer nutzen.
Key features & Das neue E-BOOK+
Zusätzlich zu den gedruckten Schulbüchern ist ab dem Schuljahr 2018/19 auch eine interaktive Version des Coursebook als E-BOOK+ verfügbar. Dieses Kombi-Paket ist ohne Mehrkosten gegenüber dem gedruckten Buch erhältlich.
4
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 einereinfachen 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.
5
Das PLUS-Icon verweist auf zusätzliche Inhalte zu dem jeweiligen Abschnitt. Durch Anklicken öffnet sich die entsprechende Übung in einem eigenen Fenster.
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 zuden Abschnitten Read, Listen, Language in use, Useful words und Wordwise aller Kapitel der Coursebooks. So können dieerworbenen Kenntnisse vertieft werden. Wie schon bei den integrativen Übungen im Coursebook erhalten die Schülerinnenund Schüler auch hier ein formatives Feedback.
Dzööee
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 komplette Lernvokabular wird jeweils in einem englischen Kontextsatz angezeigt. Als Modell für die korrekte Aussprache kann außerdem jeder Satz als Aufnahme von englischen Mutter-sprachlern angehört werden.
Das kkomplette Lernvokabular wird jewkom
6
INTO ENGLISH Das E-BOOK+
Self Assessment Test
Im E-BOOK+ wird nach jeweils 2–3 Units ein Pool an Übungen zur Verfügung gestellt, der den Stoff der vorhergehendenUnits abdeckt. Dieser Testpool besteht aus jeweils einer Aufgabenstellung zu den Bereichen Read, Listen und Wordwise
den betreffenden Units behandelten
LERNPLANUNG UND SELF ASSESSMENT
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.
Durch Anklicken der jeweiligen Kompetenzen stellen die Schülerinnen und Schüler ihren individuell auf ihre Bedürfnisse und Fähigkeiten abgestimmten Test zusammen. Sie erhalten wiederum ein formatives Feedback.
Optional kann auch ein End- termin für die geplante Übungs-phase angegeben werden.
Entsprechend den geübten Bereichen und den eingetragenen Lösungen wird der jeweilige Übungfortschritt angezeigt.
l k hh
sowie einer Language in use Aufgabe zu jeder Unit und Übungen zu allen inGrammatikthemen.
Dstinabw
Die Schülerinnen und Schüler können sich zusätzlich noch Notizen mit weiteren Infor- mationen anlegen.
ülerinnen und Sch
in End-te Übungs-rden.
i E
Mit der Erinnerungsfunktion werden Ihre Schülerinnen und Schüler zu vorgegebenen Zeitpunkten an eventuell anstehende Termine erinnert. Sie können sich so zeitgerecht auf Tests vorbereiten.
ng fsfunkti
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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.
16 UNIT 2
10 Education 2 t odu atucationEducatucaWidening your horizons
Read1 a How important are
the following for you in a
school building? Write 1
(not important) to 6 (very
important). Then compare
your findings with a partner.
natural or good
artifi cial light
complex design
airy classrooms
proximity* of classroom
to café and library
colourful design
wide and uncluttered*
corridors
Glossary: *proximity = distance
between; *uncluttered = tidy, clean
b Read the article quickly.
It is about a study carried
out by Salford University on
the relationship between
school architecture and how
well students learn. What
is the basic message of the
study?
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.
0What does Deborah Saunt think of the government’s plans
to build new schools based on simplifi ed design guidelines?they are too simple
Q1What does the education secretary call the use of curves in
educational architecture?
Q2What eff ect might the government’s decisions have on the
costs of building schools?
Q3Who should the results of the study carried out in Blackpool
primary schools be important for?
Q4What qualities, according to the ministry*, should teachers
have in order to raise school standards?
Q5According to the study, how complex should a school
design be?
M
In 2012, a debate arose about the future of school design within the UK. Teachers disagreed with the education secretary at the time about this issue.
[…] The education secretary, Michael Gove, is facing a growing rebellion from teachers and architects over plans to simplify new school buildings after a study claimed well-designed classrooms could improve pupils’ progress in lessons by as much as 25%.
Lord Rogers, the architect of buildings ranging from the Pompidou Centre in Paris to Mossbourne Academy in Hackney, East London, has urged the government to 1 rethink its policy for the procurement* of £2.5bn worth of new schools and “for the sake of the next generation” heed evidence that school environments 2 affect pupil performance.
Deborah Saunt, an award-winning school designer, has also announced that her fi rm is boycotting the government’s plan to build 261 replacement primary and secondary schools, describing simplifi ed design guidelines as the architectural 3 equivalent of feeding children McDonald’s every day.
5
10
The design of schools and whether it impacts learning
Glossary: *procurement – Beschaffung
Glossary: *ministry – Ministerium
17UNIT 2
Useful wordsdiscipline • instruct • lecture • lecturer • lecture theatre • orientation coursesyllabus • faculty • scholarship • tertiary education • well-educated • well-qualifi ed workshop • seminar • fee • mark a test • campus • thesis • tutor
d Match the underlined words and phrases 1–10
in the text with the definitions below.
a show important relationships between two things
b to have an influence on students’ learning
c to cause someone or something to be in a particular state
d too expensive
e proof
f to consider again a plan that has been agreed on in a
certain situation
g to continue to have; to keep in existence, or not allow to
become less
h having the same amount, value, purpose, qualities, etc.
i to give a possible but not yet proved explanation for
something
j heavily reduced
This autumn, Gove ordered a ban on curves in a new generation of no-frills* school buildings, in response to what he calls a decade of wasteful extravagance in educational architecture.
The fi rst contracts will be awarded in April in a programme of new schools that will be 15% smaller than those built under the previous government’s 4 over-budgeted and delayed Building Schools for the Future programme. Gove’s decision to squeeze space for corridors, assembly halls and canteens means building costs could be 5 slashed by 30%, saving up to £6m a school. […]
However, the initial fi ndings of a study by academics at Salford University showed a strong correlation between the built environmentwhere teaching takes place and test results in Reading, Writing and Maths. Lighting, circulation*, acoustics, individuality and colour were revealed to affect pupils’ progress in the year-long study of achievement by 751 children in seven primary schools in Blackpool. It found eight out of ten environmental factors 6 displayed signifi cant correlations with the pupils’ performance. The report’s authors concluded: “This clear 7 evidence of the signifi cant impact of the built environment on pupils’ learning progression highlights the importance of this aspect for policymakers*, designers, and users.”
Gove has dismissed the signifi cance of the fi ndings. A spokesman for the Department for Education said: “There is no convincing
evidence that spending enormous sums of money on school buildings leads to increased attainment. An excellent curriculum, great leadership and inspirational teaching are the keys to driving up standards.”
“This study confi rms what our practice has long believed,” Rogers said. “Good design has the potential to have a truly positive effect on the way children learn. […]”
The Royal Institute of British Architects has said it is seriously concerned the government’s proposed fl at-pack approach* “will place a straitjacket* on future generations of teaching professionals and quickly 8 render these schools redundant.” It added: “The designs for secondary schools include narrow corridors and concealed stairs that are diffi cult to supervise. In many schools this is likely to result in the need for additional staff supervision to 9 maintain good behaviour and avoid bullying.”
The Salford academics 10 hypothesise that three principles of environmental design would most affect brain function among pupils: how “natural” it felt to be in the room, the extent to which the room felt individual to its occupants*, and whether it stimulated them.
Testing the theory against academic results, they found the most signifi cant design factor appeared to be how well the school allowed pupils to fl ow through it. Good design of “connections” – wide and uncluttered corridors with easy orientation and landmarks,
rooms that are quickly accessible from the main entrance, and proximity of classrooms to places such as the library, music room and café – accounted for a quarter of the positive impact on learning progression that the built environment can have.
Colour was the next most important factor, followed by complexity of design, where less was more, and fl exibility, where more was better. Light levels and the degree to which a classroom and its furniture was designed to foster a sense of “this is our classroom” ownership and familiarity* in the pupils were the fi fth and sixth most effective factors affecting educational performance. The desire for natural light was combined with a dislike of glare and a desire for good artifi cial light.
Among the other positive factors were even underfl oor* heating and windows and doors that opened wide to allow the build-up of soporifi c* carbon dioxide to escape.
The results were not always as expected. The results of S.A.T. tests suggested less rather than more colour and complexity in classroom design was better for pupil performance. “Young children may like exciting spaces, but to learn, it would seem they need relatively ordered spaces, but with a reasonable degree of interest,” the authors said. […]
Discussion boxWork in pairs or small groups.
Discuss these questions together.
1 Which of the fi ndings of the study mentioned in the text do you agree or disagree with? Why?
2 What comments can you make about the schools you know after reading this text? Elaborate.
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
Glossary: *no-frills = simple, uncomplicated; *circulation – Luftverteilung;
*policymakers = the people making the important decisions;
*flat-pack approach – einfache Bausatzmethode; *straitjacket – Zwangsjacke;
*occupants = the people inside; *familiarity = feeling at home;
*underfloor – Fußboden-; *soporific = making you fall asleep
CyberHomework 1 Useful words practice
Zusätzlich zu den in der Unit in Form von lexical sets erarbeiteten Wortfeldern bietet diese Box zu Beginn jeder Unitswichtigen themenbezogenen Wortschatz.
Dieses Symbol verweist auf zusätzliche Hausübungen auf der Online-Lernplattform www.helbling-ezone.com. Cyber Homework 1 – Useful words practice bietet den Schülerinnen und Schülern die Möglichkeit, in jeder Unit die Bedeutung der oben genannten Useful words zu erlernen und die Wörter kontextualisiert einzuüben. Darüber hinaus stehen mit Cyber Homework 2 und 3 in jeder Unit noch weitere Übungsmöglichkeiten zur Verfügung.
The first pages of a unit
CyberHomework 1 Useful words practice
Useful words practiceCyberHomework
S b l
Usrrk 1
Sample pages INTO ENGLISH 4
Useful wordsdiscipline • instruct • lecture • lecturer • lecture theatre • orientation course
residential course • syllabus • faculty • scholarship • tertiary education • well-educated
well-qualified • workshop • seminar • fee • mark a test • campus • thesis • tutor
Discussion boxWork in pairs or small groups. Discuss these questions together.1 Which of the findings of the study
mentioned in the text do you
agree or disagree with? Why?
2 What comments can you make
about the schools you know after
reading this text? Elaborate.
ucated
r
8
INTO ENGLISHINTTO ENGLLISH
M
Tips
Prüfungskompetenz für die Reifeprüfung NEU
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.
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.
52 UNIT 4
Read5 a Look at the photos. Who do you think the man is? Where do
you think he is from? What do you think he is doing?
b Read the text quickly. What is the main subject of the text?
1 Dennis Tito is a hero because he flew into space when he was 60.
2 For the first time in history, a tourist made a trip into space.
3 The first tourist in space was sick when he drank a glass of fruit juice.
c Read the text again. Underline
the word(s) that mean(s):
1 starting a journey (paragraph 1)
2 normal (paragraph 2)
3 Russian astronauts (paragraph 2)
4 an amount of money (paragraph 2)
5 got better (paragraph 2)
6 said (paragraph 2)
7 leave (paragraph 4)
8 a time plan (paragraph 4)
2 The 60-year-old multi-millionaire from New York was sitting on board a Russian spaceship. He was on a journey to the International Space Station. It might have been a routine trip for the two cosmonauts who were travelling with him, but for him it was certainly no ordinary journey. Dennis Tito was the first tourist ever in space, and he had paid the sum of $20 million to go there. As the spacecraft left the earth’s atmosphere, Tito drank a glass of fruit juice to celebrate and looked down at the earth’s blue-green surface. Two minutes later, he was sick. Luckily it was only a minor problem. He soon recovered, and from then on enjoyed a smooth journey. When he arrived at the space station,
there was a big smile on his face. “A great trip!” he commented. “I love space.”
3 For a long time space travel was something for heroes. But if some people are right, all this is going to change. One of them is Charles Miller, Director of a company called ProSpace. They are investing large amounts of money in space travel. “Tito’s adventure was just the beginning. We’re going to see exciting new things in the next twenty years!” Charles Miller says.
4 Companies like ProSpace want space and space travel to belong to the public, not just governments. There are other plans, like cruises through space from one side of the world to the other. Maybe we will be able to depart from New York at nine o’clock in the morning, and arrive an hour later – in Tokyo! Such a schedule would allow the business traveller to return to New York on the same day, and still have eight hours for a meeting! How’s that for speed?
Space Tourists1 Saturday 28 April, 2001: Dennis Tito
was setting off on his holiday. “So what?” you might think. Well, Mr
Tito’s journey was certainly unusual! So was the transport he chose, and the price of his trip.
Discussion box1 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?
I can't see it ... I don't think we'll ever see ... I'm sure in the future ... I think it will become ...
3 Would you go on a holiday in space? Why / Why not?
Personally, I can't think of anything I'd ... I wouldn't want to go because ... I'd love to go because ...
53UNIT 4
Vocabulary Travel
6 a Work with a partner. Discuss where you
would find these things.
terminal departure loungecustoms check-in deskplatform boarding card timetable
b Circle the correct words.
1 When you go on a cruise / flight / journey, you
spend your holiday on a large ship.
2 When you take a cruise / flight / tour, you travel
by plane.
3 When you make a journey / tour / cruise, you
travel from one place to another.
4 When you go on a cruise / trip / tour, you visit a
place, usually for business or pleasure.
5 When you go on a journey / flight / tour, you
travel for pleasure and visit several towns or
places.
b Put the prepositions in the box in the
correct places.
at on in at off in to at
1 Hurry up and get the car – we’re late!
2 I’m going to visit my cousins in Australia
– I’m going to arrive the airport in the
evening.
3 It was very cold when I arrived New York.
4 It took over 20 minutes for everyone to
get the plane.
5 The plane should arrive six o’clock, but it’s
delayed.
6 We arrived the station too late – we
missed the train!
7 According to the travel agent, we’ll travel
Madrid from Barcelona on Sunday.
8 The plane for Prague takes at 5.30.
A British businessman is in a taxi, on his way to Heathrow airport in London. He is going to an important meeting in New York. The trip is extremely important, as he will lose £10,000 if he doesn’t get to the meeting on time. He has left his passport at home, but he hasn’t noticed this yet.
Grammar for communication
7 a Work with a partner and read the
situation. Imagine what will happen. Talk
about it and use as many travel words from 6
as possible.
c Complete the sentences. Use the correct
form of the verbs in the box.
miss arrive in check in get in arrive at get on take off
The journey to the airport was horrible! The car
wouldn’t start, so we had to 1...............................................
a taxi. We 2................................................ the airport quite
late. We 3................................................ and they gave
us our boarding cards. Then we ran through
the terminal to the departure lounge, where
everyone was waiting to 4................................................
the plane.
Suddenly, I remembered that I had left my
passport at the check-in desk so I ran to get it.
When I returned, the plane 5............................................... !
So we 6................................................ the fl ight.
Luckily there was another plane two hours later,
so we fi nally 7................................................ Tokyo last
night!
TipWe say get on a plane / train / bus / bike but get in a car / taxi.
CyberHomework 2
e.
ace. d. “I
avel
want space and space travel to belong to the public, not justgovernments. There are otherplans like cruises through
1 When you go on a cruise / flight / t journey, you yy
spend your holiday on a large ship.
2 When you take a cruise / flight /t tour you travelr
38 UNIT 4
VocabularyEating and drinking habits
3 a Match the sentences to complete the mini-dialogues.
1 He’s a very fussy eater, isn’t he?
2 Sandra’s got a very healthy appetite.
3 Would you like a beer?
4 Do you only eat organic food?
5 Terry’s put on weight recently.
6 Why don’t you have a proper meal
and stop snacking?
b In pairs, think of definitions for the words in italics.
c Discuss. How would you describe your eating habits?
Use as many of the words in italics in 3a as you can.
a That’s true. She always goes for seconds.
b Yes, it’s the only way I can be sure it’s got no additives.
c Yes, he has. He should watch what he eats.
d I’m not really very hungry. I just want to nibble.
e Yes, he won’t eat any vegetables and hardly any fruit.
He’s very picky.
f No thanks. I’m teetotal.
b Listen and check your answers.CD 1
14
M 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
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.
0 The 5:2 diet
A lets you eat whatever you like at the weekend.
B was invented by Julian Lawless.
C is the latest example of a fad diet. ✗
D involves watching what you eat for five days a week.
Q1 Diets became really popular
A midway through the 20th century.
B with the ancient Greeks.
C when people had more money to spend on food.
D when people saw the financial gains that could be
made from it.
Q2 The chew-and-spit diet
A was criticised by Horace Fletcher.
B was popular with the actors and actresses at the time.
C was something people only did at home.
D had strict rules.
CD 1
13+14
Listen4 a You are going to listen to an
interview with a diet historian. Which
of these things do you think people
have used in diets in the past?
Q3 Tapeworms
A were eaten by Victorians as
part of their daily diet.
B can stop you from putting
on weight.
C can kill you.
D usually spend a short time
in our stomachs.
Q4 Drug manufacturers used arsenic in dieting products
A to kill tapeworms.
B because they knew it
was safe.
C because it made you eat less.
D often without telling people
that it was in the medicine.
a tapeworm
an onion
chewing gumarsenic
for ationartner and read the
what will happen. Talk
many travel words from 6
mar funicawith a p
magine w
d use as
.
39UNIT 4
Grammar for communicationNegative inversions
5 a Complete the sentences from the audio in 4b with the words from the box.
than can no does not
1 ........................ sooner ........................ one diet
go out of fashion ........................ someone
comes up with a new one.
2 ........................ only ........................ a tapeworm
grow to nine metres in length, they
can also cause some pretty unpleasant
illnesses such as meningitis, epilepsy
and dementia*.
Glossary: *dementia – Demenz
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)
........................................................................................................................................................................................................................................................
2 You should not touch that under any circumstances. (Under no circumstances)
........................................................................................................................................................................................................................................................
3 I have never read such rubbish before. (Never)
........................................................................................................................................................................................................................................................
4 Superman can see through walls and he can fly. (Not only … but also)
........................................................................................................................................................................................................................................................
5 You will rarely see such great special effects as in the new Bond film. (Rarely)
........................................................................................................................................................................................................................................................
6 You must not say a word to anyone. (On no account)
........................................................................................................................................................................................................................................................
7 My friend was late for the film and he had also forgotten his wallet. (Not only … but also)
........................................................................................................................................................................................................................................................
8 I’d just sat down to watch the film when the phone rang. (No sooner … than)
........................................................................................................................................................................................................................................................
c Write the correct words from the box in each sentence. There are two extra words that you
shouldn’t use.
will I should you have I you should you will sooner had not is have just is not I will
I 1.................................................................. been to the new Italian restaurant in Brooke Street. On no account
2.................................................................. visit this restaurant. 3.................................................................. rarely eat such disappointing
food. No 4.................................................................. we sat down than the waiter was rude to us.
Never 5.................................................................. been so insulted by anyone. The food 6.................................................................. only
bad but it’s also really expensive. Under no circumstances 7.................................................................. go there again.
And 8.................................................................. never consider going there.
Speak6 a Work in pairs. Create a new diet. It can be as serious or as crazy as you like. Think about:
• how your diet works • your target audience • what makes your diet better than the others
b Present your diet to the class. Then vote on the best diet.
Rule:
We can bring negative adverbs and adverbial phrases to the
beginning of a sentence to make it more emphatic. If we do
this, then the rest of the sentence follows the pattern of a
question. This is more commonly found in written language.
Some of the adverbs and adverbial phrases commonly
used include: never, rarely, not only ... but also, under no
circumstances, on no account, no sooner ... than.
CyberHomework 2
In jeder Unit von INTO ENGLISH finden sich mit diesem Symbol gekennzeichnete Aufgaben stellungen. 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.
33
CD
141414
M
13+1313+31313+
44
TipWe say get on a plane / train / bus / bike
but get in a car / taxi.
bbcorre
at
1 Hu
2 I’m
– I’
eve
t
...
e
Sample pages INTO ENGLISH 1
Sample pages INTO ENGLISH 4
9
Developing language
Language in use
Jeweils eine Seite jeder Unit in INTO ENGLISH 1–3 ist der Entwicklung jener Kompetenzen der Schülerinnen und Schüler gewidmet, die sie brauchen, um die oft als anspruchs-voll empfundene Testtypologie von Language in use im Rahmen der schriftlichen Reifeprüfung problemlos zu schaffen.
In Klasse 5 und 6 helfen dabei auch spezielle, auf den jeweiligen Übungstyp maßgeschneiderte Tipps. Daneben regt die Auseinandersetzung mit den hier verwendeten Übungs- und Testformaten zu einer vertieften Sprachbetrachtung an.
Wordwise
Die letzte Seite in jeder Unit von INTO ENGLISH 1–4 zielt auf die Erweiterung des Wortschatzes der Schülerinnen und Schüler ab. Diese Seite bietet zusätzlich zum thematischen Wortschatz und den themenorientierten Wortfeldern innerhalb der Units die Möglichkeit, das Wortschatz wissen um Wortschatzelemente zu erweitern, die in anderen Lehrwerken häufig übersehen werden: lexico-grammatical chunks, collocations und gelegentlich auch weitere wichtige themenbezogene Wörter.
1818
Language in use
EXAM TIP
Multiple choice clozeThe exercise on the right is an
example of multiple choice cloze.
For each gap in a text, you are
given four choices of words that
might fit the gap, and you must
select the correct one.
These gaps often test
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
preposition (e.g. apologise for)
or by a gerund or an infinitive,
etc.
• First, read the text all the way without trying to complete the sentences. It is important that you get a good idea of what the text is about.
• Next, look at each gapped sentence individually and see if you can guess the word without looking at the options. If you look at the options and find your guess is among them, there’s a good chance this will be the correct answer.
• Consider all the options carefully. When you have decided on one, make sure it fits both the meaning of the sentence and the grammar.
• If you are unsure, eliminate the options you know are wrong. This will increase your chances of guessing correctly.
0 A want B aim C need D target
Q1 A through B in C on D by
Q2 A over B on C about D nearly
Q3 A have liked B likes C like D are liking
Q4 A favourite B best C worst D chosen
Q5 A majority B most C all D least
Q6 A in B over C on D out
Q7 A had B are having C have D having
Q8 A gone B go C going D goes
Q9 A About B More C Over D Just
Q10 A out B of C in D over
UNIT 1
0 Q1 Q2 Q3 Q4 Q5
B
Q6 Q7 Q8 Q9 Q10
You are going to read a text about how Turkish people
spend their time. Some words are missing from the
text. Choose the correct answer (A, B, C or D) for each
gap (1–10) in the text. Write your anwers in the boxes
provided. The first one (0) has been done for you.
TURKEY TODAY
The (0)... of this report is to present what is popular in
Turkey. I interviewed ten of my friends and everyone in
my family, (Q1)... telephone and in person. The questions
concerned food and free time activities.
With regards to food, well (Q2)... three quarters prefer
Turkish food – especially meze (lots of small dishes with
vegetables in olive oil) – to food from other countries. About
two-thirds (Q3)... Turkish fast food restaurants – especially
döner or piliç kebab (lamb or chicken with tomato or
yoghurt). Over half say their (Q4)... drink is ayran (a yoghurt
drink).
As far as free time activities are concerned, the (Q5)... of
people like hanging (Q6)... with friends and (Q7)... picnics
on the beach or in the park. All the adults like (Q8)... to
restaurants. (Q9)... than half my friends go shopping every
weekend. One (Q10)... ten play computer games every day.
M
4545UNIT 4
Wordwise
c Write the highlighted expressions from a after the
definitions.
1 to make something seem more difficult (or worse) than it really is
= ..................................................................................................................................................
2 to pass secret information to other people
= ..................................................................................................................................................
3 to try to do more things than you can actually manage
= ..................................................................................................................................................
4 to become very angry or excited
= ..................................................................................................................................................
5 not fully or properly thought through
= ..................................................................................................................................................
6 to talk in an informal way about ordinary things
= ..................................................................................................................................................
7 work that gives you your regular money to live on
= ..................................................................................................................................................
8 an idea that could be seriously thought about
= ..................................................................................................................................................
9 very, very easy
= ..................................................................................................................................................
Expressions related to food
a Match the sentences.
1 So next year I’m going to do guitar lessons, and
French lessons, and swimming lessons, and …
2 Someone told me you’ve got a job teaching
English in the evenings.
3 So, did you and your friends go out
anywhere last night?
4 My teacher says I should study law, but I
think she’s crazy.
5 How did your parents react when you told
them you failed the exam?
6 He says he wants to spend a month in
New York next year.
7 Were the questions difficult?
8 Have you bought a present for your
mother yet?
9 Oh no! Maths homework! I’ve got Maths
homework to do!
b Listen and check.
d Give an example of:
1 something that is (or was) a piece
of cake for you
2 a half-baked idea that you or
someone you know once had
3 a time when you (or someone you
know) bit off more than you (they)
could chew
4 someone you like to chew the fat
with
5 a time when someone you know
went bananas
6 a time when someone spilled the
beans and made you unhappy
7 a time when you made a meal out
of something
8 the work that someone you know
does, that is their bread and butter
9 someone who once gave you food
for thought, and why
CD 1
16
a Well, it’s food for thought . I mean, law’s a good
career.
b No, we stayed at home. We just sat and
chewed the fat for a couple of hours.
c Not for me. I finished in twenty minutes. It was
a piece of cake .
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 .
f But it’s only five questions. Don’t make a meal out of
it!
g Yes, but don’t spill the beans . I want it to be a
surprise for her!
h Yes, but only once a week. My office job is still my
bread and butter .
i My mum was OK – but my father went bananas !
He spent an hour shouting at me.
CyberHomework 3
opopamchan
• Cocadefitse
• If thwch
Sample page INTO ENGLISH 1
Sample page INTO ENGLISH 4
EXAM TIP
Multiple choice clozeThe exercise below is an example of multiple choice cloze. For each gap in a text, you are given four choices of words that might fit the gap, and you must select the correct one.These gaps often test 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 preposition (e.g. apologise for) or by a gerund or an infinitive, etc.
• First, read the text all the way
without trying to complete the
sentences. It is important that
you get a good idea of what
the text is about.
• Next, look at each gapped
sentence individually and
see if you can guess the
word without looking at the
options. If you look at the
options and find your guess is
among them, there’s a good
chance this will be the correct
answer.
• Consider all the options
carefully. When you have
decided on one, make sure it
fits both the meaning of the
sentence and the grammar.
• If you are unsure, eliminate
the options you know are
wrong. This will increase your
chances of guessing correctly.
10
INTO ENGLISHINTTO ENGLLISH
INTO Competencies
58 UNIT 4
Listen to an interview with a psychologist about
why people like frightening stories and the effect
such stories can have on people. What does the
psychologist say? Take notes to complete the
sentences.
1 People like telling frightening stories so they can
entertain others ........................................................................................................................... .
2 Most of the stories have a .................................................................
........................................................................................................................... .
3 If a story has comic relief*, we ........................................................
........................................................................................................................... .
4 Healthy adult people are not harmed by listening to
frightening stories because .............................................................
.............................................................................................................................
........................................................................................................................... .
5 Fairy tales are important for children because ....................
........................................................................................................................... .
6 A child who listens to fairy tales also .........................................
........................................................................................................................... .
7 Some horror films are ..........................................................................
........................................................................................................................... .
CD 1
20
LISTENING TIP
Note taking
• Before you listen, first read the task carefully. It gives you important information about what to expect in the listening. Then read through the questions. You may want to underline key words in the questions. Look at the instructions for the exercise. What are the key words?
• Try to predict what kinds of answers you are expected to give. Does the question ask for some specific information (for example, a person’s age, or physical appearance)? What kind of language might you need to answer the question?
• Listen carefully to the information given.
• Write clear answers that are not too long, but have all the necessary information. Use abbreviations (16 instead of sixteen, km instead of kilometres).
• Keep calm if you can’t answer each question immediately. If you can’t answer a question, leave it out. Try to complete the missing answer during the second listening.
Glossary: *comic relief = when a joke lightens up the situation
Competencies LISTENING
Developing skills
INTO Communication
69
Communication
UNIT 5
a Read this text. How to prepare for a debateA debate is a formal discussion between two people or two 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 fi nished, the chairperson asks the audience to vote which speaker /group has ‘won the motion*’.
STEP 1Having an opinion isn’t enough to be effective in a debate.
What you need is strong points that support your opinion. Take
enough time to prepare your arguments carefully.
STEP 2Don’t forget that people aren’t interested in hearing what they
already know, so make sure you include relevant facts in your
contribution to the debate.
STEP 3Practise your communication skills in front of others and even
in front of a mirror. Make sure you look confi dent while you
are speaking. No one will buy an argument from someone who
does not have confi dence in themselves.
STEP 4Always respect the other debater. Attack the idea, not the
person! Give the other person or people time to make their
point too.
STEP 5Prepare to have counter arguments to what the other person
will say. Many times you can know what they will say ahead
of time and prepare yourself with facts that contradict their
argument.
Useful phrases
Staging your argument
Mr Chairperson,
Madam Chairperson,
I am for / against this motion
We are against this motion
My arguments are ...
Moving to my first argument ...
Turning to my second argument ...
My third argument has to do with ...
My main arguments were ...
Consequently, bearing my arguments in mind, I ask you all to support
And so, considering all the arguments I have put forward, I recommend rejecting* the motion.
d Now prepare a class debate on the following topic:
“Technology brings as many problems as it solves.”
b Listen to an extract from a debate
on “Governments should spend more
money on space programmes”. Is the
speaker for or against the motion?
c Listen and tick ✓ the phrases
you hear.
Glossary: *reject = not accept
Glossary: *motion = a suggestion for debate
CD 2
4
CD 2
4
A debateConversational strategy:
• Making your point
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.
Diese Seite dient dem Training von speziellen reading, listening und writing skills. Konkrete Tipps helfen den Schülerinnen und Schülern, ihr Repertoire an Lese- und Hörstrategien zu erweitern. Um die Schreibkompe-tenzen der Schülerinnen und Schüler solide zu entwickeln, wird in INTO ENGLISH der 5. und 6. Klasse zum Teil neben funktionalen Textsorten auch noch kreatives Schreiben geübt.
Außerdem finden die Schülerinnen und Schüler im Bereich INTO Competencies Anregungen zur Entwicklung ihrer presentation skills.
58 UNIT 4
Listen to an interview with
why people like frightenin
such stories can have on p
psychologist say? Take not
sentences.
1 People like telling frighten
entertain otherss...........................................................
2 Most of the stories have a
...........................................................
3 If a story has comic relief*
...........................................................
4 Healthy adult people are
frightening stories becaus
...........................................................
...........................................................
5 Fairy tales are important f
...........................................................
6 A child who listens to fairy
...........................................................
7 Some horror films are ........
...........................................................
CD 1
2020220
Glossary: *comic relief = when a jof
100 UNIT 7
Then, suddenly, he saw it on the table beside his mother’s favourite chair. Of course … He was shaking as he walked over and picked it
T E X T 1
He opened the door. The room was dark and untidy. He turned on the light. The room was bigger than it seemed. There were books everywhere. Bookshelves were on the walls and there were books on
T E X T 2
Slowly he turned the key in the door. His hand was shaking, but, carefully, he pushed the door open. The heavy curtains were drawn and it was dark and gloomy inside. It was obvious, even in the half-light, that no one had been in here for a long time. He stepped in and almost fell over a mountain of books on the
the bookshelves that lined the walls of the room. Every surface was covered with books and papers. Dictionaries and reference books were lying all over the centre table. He took one of these books from the table and turned towards an armchair. It was also covered with books of every sort: atlases, novels, and dictionaries in languages he didn’t recognise. Everywhere he looked there were books. Where had they all come from? And where was the cosy library that he
the truth about what happened that night?
Writing a story
a Read these two texts. Do they contain the same information?
b Read the two texts again and answer the questions.
1 What is the difference between the texts?
2 What does the descriptive language in Text 2 tell us about John?
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?
5 Why do you think he is looking for his mother’s diary?
c Now continue the story.
EXAM TIP
• Don’t start writing immediately, but fi rst spend a few minutes noting down your ideas.
• List the characters and make notes on their appearance and personality.
• Decide where they live, the important events in their lives and choose adjectives to describe them.
• Think of where the story takes place and the atmosphere. Try to imagine yourself there. How would you feel?
• Now decide what action happens.
• Always remember to check your story for spelling, grammar and punctuation mistakes.
CompetenciesWRITING
dd Now prepare a class debate on th
“Technology brings as many problems as iaccept
Mithilfe dieser Seite wird die Sprech kompetenz 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:
Unit 1: Talking about statistics (Adding further information)
Unit 2: A monologue (Playing for time / Rephrasing)
Unit 3: Expressing opinions (Introducing what you are going to say / Trying to get someone to agree with you / Giving different opinions)
Unit 4: Interviews (Reacting to difficult questions)
Unit 5: A debate (Making your point)
Useful phrases
Staging your argument
Mr Chairperson,
Madam Chairperson,
I am for / against this motion
We are against this motion
My arguments are ...
Moving to my first argument ...
Turning to my second argument ...
My third argument has to do with ...
My main arguments were ...
Consequently, bearing my arguments in mind, I ask you all to support
And so, considering all the arguments I have put forward, I recommend rejecting* the motion.
Glossary: *reject = not accept
Sample page INTO ENGLISH 2
Sample page INTO ENGLISH 2
Sample page INTO ENGLISH 1
11
110 UNIT 9
M a Read the text about spy novels, then complete
the sentences (1–9) using a maximum of 4 words. Write your answers in the spaces provided. The first one (0) has been done for you.
0 The writer lists …
reasons why she likes
spy novels.
Q1 She would
recommend The
Scarlet Pimpernel to
… .
Q2 The writer admits she
might have been a bit
… when she read
The Hunt for Red
October.
Q3 She believes that the
best spy novels are set
in either WWII … .
Q4 She says that … are
the two the oldest
human acts in the
world.
Q5 The spy novel
achieved real
popularity only when
… were created.
Q6 She believes the
Bourne books are
much better than
either the … .
Q7 Robert Ludlum is
really good at …
attention.
Q8 Kingdom of Shadows
takes place … .
Q9 There isn’t much …
in Furst’s novels.
SPY NOVELSThe Perfect Genre?
The Scarlet Pimpernel
The Hunt for Red October
5
10
15
20
reading exam skills
111UNIT 9
EXAM TIP
READING: Completing sentences using a maximum of 4 words
What the task type is: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, to complete the sentence.
How to do the task:As always, the first thing you should do is to read through the text to get a good understanding of what it’s about. After this, have a look at the questions and read the text again, this time with the questions firmly in mind. This should help you focus better on the relevant parts of the text.There is no need to do the questions in numerical order. Tackle the easier questions first. This will help gain confidence for the harder ones.For each question, work out which part of the text it refers to. Use words in the questions to help you. For example, Q1 refers to The Scarlet Pimpernel, so clearly to find the answer you will need to find the part of the text where this book is talked about. However, the question might not always use the exact language from the text and you will need to look for other clues. For example, Q0 asks for reasons (why she likes spy novels). In the text she doesn’t use the word “reason” at all, but since you know what a reason is, you need to focus your attention and find the part of the text where she is giving reasons.If you get really stuck at trying to find the relevant part of the text, remember that the questions follow the same order as the text. So if you have done the question before and after the one that is causing you problems, at least you know the information will be in the text somewhere between the parts of the text you used to answer the other questions. When you come to writing down your answers, remember that you can use no more than four words and that contractions count as one word. The questions are testing your knowledge of the text. Read the question carefully for clues as to what kind of information it is looking for. For example, in Q6, the word “either” suggests you will need to supply two bits of information.Finally, although this is not a test of your grammatical knowledge, you should make sure that they join the two parts of the sentence so that it makes sense. Read the completed sentence in your head to “hear” if it sounds right.
b Discuss your answers in pairs. Refer to the exam tip box.
25
30
35
40
45
50
55
60
65
70
Glossary: *budding = in the process of
development; *fodder = food, material;
*aptly = suitably, correctly;
*unimaginable = that cannot be imagined
1 The Bourne Identity by Robert Ludlum
2 Kingdom of Shadows by Alan Furst
noir
Exam preparation: Reading & Listening
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.
50 UNIT 4
EXAM TIP
LISTENING: Matching sentence halves
What the task type is:One kind of examination question is called “Matching sentence halves”.
This means that you listen to a recording and then decide which beginnings and endings of sentences go together meaningfully.
Each sentence you make by matching a beginning and an ending needs to contain information that you have heard in the listening text.
The beginnings of the sentences will follow the sequence of information in the listening text, the endings are in jumbled order.
How to do the task:Before you begin to listen:
1 Read the beginnings of the sentences carefully. This gives you a first idea about the content of the
recording.
2 Now read the endings of the sentences.
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 –
otherwise you could do the task without listening!
4 Carry on like this with the other sentences – that will help you later during the listening.
Example:
Read sentence starter 0 in the task on the next page. Which answers are grammatically possible?
Now listen to the example. 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 correct or not mentioned in the listening text.
Now listen to all of the listening text and do the rest of the sentences.
CD 1
15
listening exam skills 111UNIT 9
d the question carefully for clues as to what kind of rmation it is looking for. For example, in Q6, the word her” suggests you will need to supply two bits of rmation.lly, although this is not a test of your grammatical wledge, you should make sure that they join the two s of the sentence so that it makes sense. Read the
mpleted sentence in your head to “hear” if it sounds right.
Discuss your answers in pairs. Refer to the exam tip box.
Readinfor“eithinforFinaknowpartcom
bb D
51UNIT 4
M You are going to listen to a recording of a talk given by a student about international film festivals.
First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, match the beginnings of the sentences (1–8) with the sentence endings (A–K). There are two sentence endings that you should not 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.
Tricia’s presentation about film festivals
0 There are thousands of
Q1 There are special festivals that
Q2 The three most important fi lm festivals
Q3 It quite frequently happens that fi lms
Q4 There is a Polish fi lm director who
Q5 More than 20,000 people
Q6 The festival was even organised several
times while Europe
Q7 A fi lm that wins the Golden Lion
Q8 People who want to take part in a
festival
A are organised in Cannes, Berlin and
Venice.
B came to see the fi rst fi lm festival in
Venice in 1932.
C can also be nominated for the Oscars.
D fi lm festivals all over the world every
year.
E are organised by several countries.
F produced a trilogy with one fi lm for each
of the “Big Three”.
G can join the GreenCine Festival.
H is guaranteed commercial success.
I focus on one certain fi lm type only.
J was at war from 1938 – 1945.
K are produced especially for those events.
CD 1
16
0 Q1 Q2 Q3 Q4
D
Q5 Q6 Q7 Q8
Glossary: *distribution – Vertrieb
Sample pages INTO ENGLISH 3
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.
Te
H
23
4
ERp
Audios für
SchülerInnen im
kostenlosen
E-BOOK+
12
INTO ENGLISHINTTO ENGLLISH Exam preparation: Speaking
Developing speaking skills
In jeder Unit von INTO ENGLISH 3 + 4 gibt es eine Seite, die sich der Vertiefung der Sprechkompetenz widmet. Tips und Useful phrases helfen, funktionale Redemittel zu erwerben und die Kommunikationsstrategien zu verfeinern. Die Schwerpunkte liegen dabei in den folgenden Bereichen:
INTO ENGLISH 3
Unit 1: Comparing and contrasting Unit 2: Analysing and interpreting Unit 3: Agreeing and disagreeing Unit 4: Describing and characterising Unit 5: Putting ideas forward Unit 6: Discussing and justifying Unit 7: Confirming what someone has said Unit 8: Assessing and evaluating Unit 9: Hypothetical situations Unit 10: Outlining and commenting
INTO ENGLISH 4
Unit 1: Summarising Unit 2: Narrating Unit 3: Explaining Unit 4: Discussing and pointing out Unit 5: Comparing, contrasting and discussing Unit 6: Presenting an idea
1414 UNIT 1
CD 1
3
Useful phrasesSummarising
The article 1.......................................................................................... work and how people from different generations see it.
The author 2.......................................................................................... people have always thought that generations are different,
but nobody really knew what those differences were.
The 3.......................................................................................... of the article then 4.......................................................................................... what
those differences between three generations are.
The first group, the Baby boomers, …
The 5............................................................................ , or GenX, 6............................................................................ the rise of the AIDS epidemic.
Last 7.......................................................................................... the study talks about the so-called …
So what are 8............................................................................ differences 9............................................................................ to the study 10........................................................................... in the text?
11........................................................................... picture, there is one big difference, though and that is …
e PRACTICE TASK Choose one of the following.
• Choose a text from the Unit and summarise it in no more than two minutes.
• Summarise in no more than two minutes an article that you have read somewhere else.
a Work with a partner. A gives a two-minute
monologue on the task below. B takes notes on
their performance. Then swap roles.
• Summarise in your own words the text “Diff erent
generations’ attitudes to work” on pages 6/7.
b Discuss what you thought about your
performances. How well did you do?
c Listen to a student doing the same task.
What’s your impression?
d Look at the language in the box below.
Complete the text with the missing words.
Then listen again and check.
CD 1
3
Tip Holding the floorWhen you are giving a speech of some kind, it can be very important to make sure your audience lets you fi nish before you take questions or give them a chance to say what they think. This requires a balance of making clear that you need to fi nish fi rst, while at the same time remaining polite. Use these phrases to help you:
Just a moment, please. What I was going to say was …Please, let me fi nish fi rst.I haven’t quite fi nished yet. Can I just continue with what I was going to say?
SummarisingConversational strategy:
• Holding the floor
speaking skills
64 UNIT 6
e PRACTICE TASK
Give a two-minute monologue presenting
your idea on a political issue you would like
to see resolved. Alternatively, choose one
of the options below.
• world hunger • child labour • violence
Presenting an ideaConversational strategy:
• Expressing urgency
speaking skills
a Work with a partner. A gives a two-minute
monologue on the task below. B takes notes. Then
swap roles.
• Present your idea of a law you would like to see
introduced.
b Discuss what you thought about your
performances. How well did you do?
c Listen to a student doing the same task. What’s
your impression?
Glossary: *pay lip service – Lippenbekenntnis ablegen
d Look at the language in the box. Complete with
the missing words. Then listen again and check.
CD 1
22
CD 1
22
Useful phrasesExpressing urgency
I think it’s high time a law 1.............................................. to …
We can’t 2.............................................. to wait any longer.
We really 3.............................................. to do something about this now. It’s well 4.............................................. .
It’s a matter of 5.............................................. urgency that …
The time to 6.............................................. is now.
TipPresenting an idea
When I think of … , what comes to mind immediately is …
Compared to the … (she earns significantly less).
What’s more is that …
… so it is safe to say that …
Als Abschluss der Seite werden die Schülerinnen und Schüler im Rahmen des Practice task dazu angehalten, die erlernten Phrasen und Redemittel im Kontext anzuwenden.
Sample page INTO ENGLISH 4
Sample page INTO ENGLISH 4
Practice task
13
22 UNIT 2
Culture a Work in pairs for one minute. How many possible answers to the question in the title of the text
below can you think of? Then compare your answers in class.
b Read this text from a website and check your answers.
In essence, McDonaldization is
the process of rationalisation*
taken to extreme levels. It takes a
task and breaks it down into smaller
tasks. This is repeated until all
tasks have been broken down to the
smallest possible level. The resulting
tasks are then rationalised* to fi nd
the single most effi cient method
for completing each task. All other
methods are then seen as ineffi cient
and therefore not used.
The result is an effi cient, logical
sequence of methods that can be
completed the same way every time
to make the product. The result is
predictable. All aspects of the process
are easily controlled. Additionally,
quantity (or calculability*) becomes
the measurement of good
performance.
By now, you might be thinking that
this all sounds pretty good. After
all, being more effi cient is a good
thing. Controlled, consistent and
measurable* outcomes also sound
good. So, what’s the problem?
It turns out that over-rationalising
a process in this manner has an
unexpected side effect. It’s called
irrationality. That simply means that
an extremely rationalised system
may create results that were neither
expected nor planned, and in fact,
may not be so good.
Take the example of the fast
food restaurants. Where is the
irrationality? The idea of fast
food often turns out to be just the
opposite – long waits in lines. Fast
food is not necessarily good food –
in fact, some fast food is extremely
unhealthy and the taste is average
and boring. The system of effi ciently
producing food has some other
consequences, namely millions of
tons of trash each year.
What is McDonaldization?McDonaldization is the term invented by George Ritzer to describe a sociological phenomenon that is happening in our society. You may think it started with Ray Kroc in the 1950s when he bought his fi rst hamburger restaurant, but it actually began much earlier than that. In fact, Henry Ford was the fi rst McDonaldization pioneer with his vision of an assembly line for improving the production of automobiles. His revolutionary idea dramatically changed how many automobiles could be produced and was very effi cient.
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Glossary: *rationalisation – Rationalisierung; *rationalise – rationalisieren; *calculability – Berechenbarkeit; *measurable = that can be measured
23UNIT 2
Discussion box1 What other points in the text do
you (dis)agree with, and why?
2 The text says that rationalisation often means that customers are treated unfairly. What do you think of the examples given?
c Read the text again, then choose the correct answer (A, B, C or D) for questions 1–4. Put a cross ✗ in the correct box. The first one (0) has been
done for you.
M
0 The term McDonaldization is used to talk about
A a trend that began when Ray Kroc started his fi rst
fast food place.
B a sociological phenomenon that was started by
George Ritzer.
C a production concept that was developed by
Henry Ford. ✗
D the number of cars that can be produced by a
company.
Q1 When a company decides to rationalise their production process, they make sure that
A each step of the production runs fast and eff ectively.
B each step of the production gets repeated
more than once.
C effi cient steps are completed before ineffi cient ones.
D ineffi cient steps are broken down into smaller tasks.
Q2 The purpose of the article is to stress that rationalisation
A is good because it brings controlled, consistent and
measureable results.
B can lead to results that were not planned and are not
always good.
C should be forbidden because it brings unhealthy
results.
D is a good idea that should be applied in
producing cars, but not food.
Q3 Ritzer says McDonaldization means it is more important for a company
A to produce good products rather than a lot of
products.
B to produce a lot of products that are excellent.
C to produce a lot of products rather than products
of excellent quality.
D to produce the best quality and the highest
number of products.
Q4 Ritzer points out that McDonaldization is also the reason why places where we buy things
A are becoming bigger and bigger.
B can often be found close to motorways.
C are becoming more and more similar.
D off er a growing number of individualised products.
According to Ritzer, the fi ve main
dimensions of McDonaldization are:
Effi ciency – The optimum method of
completing a task. It is based on the
rational decision of what is the best
mode of production. Individuality* is
not allowed.
Calculability – Quantity over quality.
Predictability* – The production
process is organised to guarantee
exactly the same products and
results. All shopping malls begin
to look the same and all motorway
exits have the same shops and
businesses nearby.
Control – Automation takes over as
much as possible of human work,
and people who get jobs in such
a system don’t need to be well-
trained. That means they can easily
be replaced.
Irrationality* – A side effect of over-
rationalisation. An example of this
could be workers on an assembly
line who are trained to do a single
highly rationalised task. Although
this may be a very effi cient method
of operating a business, it can
create worker burnout.
One of the most unfair things about
McDonaldization is how consumers
get tricked into working for the
system. They do the work that
was traditionally performed by
the company. The best example of
this is restaurant guests who are
their own waiters at the fast food
restaurant. They dutifully* carry
their trash to friendly containers
marked Thank you. (The extreme
rationalisation of this is the drive-
thru; consumers take their trash
with them!)
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105
Glossary: *individuality = being different;
*predictability – Vorhersehbarkeit;
*irrationality = things that happen without
apparent reason; *dutifully – pflichtbewusst
Cross-cultural awareness raising
INTO Culture
Ein wichtiges Ziel des zeitgemäßen Fremdsprachenunterrichts ist es, die Schülerinnen und Schüler bei der Entwicklung der im Lehrplan geforderten interkulturellen Kompetenz zu helfen. Dieses ist eine unabdingbare Voraussetzung der Entwicklung des gegenseitigen Verständnisses und der Toleranz im Zusammenleben von Menschen unterschiedlicher kultureller Prägung und Sprache.
Die Themen und Texte auf dieser Doppelseite bieten landes- und kulturkundliche Informationen und fördern Einsichten in kulturelle Zusammenhänge und Bedingtheiten: der inhaltliche Bogen spannt sich von historisch-landeskundlichen Texten über kulturkundlich interessante Inhalte bis zu Themen der Jugendkultur in anderen Ländern.
Abwechselnd in den Units finden Sie jeweils eine Doppelseite zum Thema INTO Culture (in Units mit geraden Nummern), bzw. eine zum Thema INTO Literature (in solchen mit ungeraden Nummern).
Discussion boxes
Mithilfe von Impulsfragen werden die Schülerinnen und Schüler zum Denken angeregt und dazu motiviert, zu Inhalten des Lesetextes Stellung zu nehmen bzw. diese auf ihren Lebensalltag zu beziehen. Weiters regen sie dazu an, die in den Texten vermittelten Inhalte auf die eigene Kultur und Lebenswelt zu beziehen und diese miteinander zu vergleichen. Im Unterrichtsgespräch kommt es zum Austausch unterschiedlicher Meinungen und Lebenserfahrungen.
B a sociol
George
C a produ
Henry F
D the num
compan
Q1 When a coproductio
A each ste
B each ste
more th
C effi cien
D ineffi cie
Q2 The purporationalisa
A is good
measur
B can lead
always
C should
results.
D is a goo
produc
Q3 Ritzer saysimportant
A to prod
product
B to prod
C to prod
of exce
D to prod
numbe
Q4 Ritzer poinreason wh
A are bec
B can ofte
C are bec
D off er a g
y
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Sample pages INTO ENGLISH 3
Discussion box1 What other points in the text do
you (dis)agree with, and why?
2 The text says that
rationalisation often means that
customers are treated unfairly.
What do you think of the
examples given?
14
INTO ENGLISHINTTO ENGLLISH Literary appreciation
INTO Literature
INTO ENGLISH 1–4 setzt in bewährter Weise auch auf die Vermittlung von Literatur – sei es with a small or capital L. Freude am Lesen und effizienter Spracherwerb gehen Hand in Hand, und gerade die Vielfalt der Jugend- literatur eignet sich besonders dazu, auch reluctant readers vom Wert des Lesens zu überzeugen. Gleichzeitig führt INTO Literature schrittweise zur Erwachsenen literatur, um genügend Anregungen für lebensbegleiten-des Lesen geben zu können. Die ausgewählten Textstellen sollen neugierig auf mehr machen, und die Literaturtipps, die online abrufbar sind, bieten weitere Möglichkeiten für reading for pleasure.
Alle Textstellen sind so aufbereitet, dass sie auch für den Erwerb der für die Matura geforderten Kompetenzen von Nutzen sind. Sie entsprechen dem Gesamtkonzept des Buches: interessantes Material zu bieten, das gleichzeitig für Kom-petenztraining genutzt werden kann.
Sue Townsend was born in
Leicester in 1946 and is the author
of the extremely successful Adrian
Mole series that started with The
Secret Diary of Adrian Mole, Aged
13¾ (1982); eight more volumes
followed up to 2009. She is also the
author of other famous novels, e.g.
The Queen and I (1992). Townsend
sadly died at her home in Leicester
in April 2014.
Adrian Mole and the Weapons of Mass Destruction by Sue Townsend (a novel)
Monday, February 17th
My financial situation is now desperate. The bank wrote to me today to inform me that my “credit zone*” had expired. As a consequence, I am overdrawn* to the extent of £5,624.03. They have asked me to rectify* this oversight and have charged me £25 for their letter. I rang Parvez tonight and asked him to draft a letter on my behalf to the bank. He told me if I was a small business, I would be declared bankrupt*. He demanded a meeting with me before any decisions were taken. He ordered me to destroy all my credit and store cards before I left the house in the morning. He said, “You can’t be trusted, Moley.”
Tuesday, February 18th
Salvation*! My application to the Bank of Scotland for a MasterCard with a £10,000 limit was successful. Ergo, my credit and store cards are still intact. Parvez is such a drama queen. I now have a MasterCard to put next to my Visa card. They look good together in my wallet. They have
also sent me, by separate post, four cheques made out* to Adrian Mole. Each cheque is worth £2,500. All I have to do is sign them and pay them into my bank and the money will be available immediately. At lunchtime I paid three into my bank to clear my overdraft*. The fourth I folded and put into my wallet for emergencies.
Wednesday, February 19th
Met Parvez at lunchtime in the wine bar opposite the shop. He asked me if I had cut up my credit and store cards. I said, “No, I couldn’t find the scissors.” I told him not to bother writing to the bank, because sufficient funds had already been paid into my account. He lectured me about my lifestyle and warned me that I was heading for trouble if I continued spending at my current rate. I told him that I was re-engaged to Marigold because she was expecting my baby in September. Parvez said, “I’m glad you’re doing the right thing. A kid needs a father, innit*?”
The Adrian Mole series became hugely successful because of its humour (including
and the unreliability of the narrator, Adrian. Even as a schoolboy he believes himself to be an intellectual, and in this diary novel he is a
is 33¾ years of age in this novel, has never
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50 UNIT 5
Literature
1 a Get together with a partner and discuss what you would do if you owed someone €1,000.
b Quickly read the text and identify the basic problem Adrian has got.
Glossary: *credit zone – Kreditlimit; *overdrawn – überzogen; *rectify = put right; *bankrupt – pleite; *salvation – Rettung;
*made out to = payable to; *overdraft – Kontoüberziehung; *innit = (isn’t it) doesn’t he
Glossary: *staunch = strong and faithful; *unrelenting = that never gives up; *belittle – abwerten
45
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Speak2 a Get together in groups of 3–4
and discuss the things it is worth
running up debts for. How far
would you go (and for which
items)? Give examples of purchases
and acquisitions you would have to
run up debts for.
b Discuss the following scenario:
you have the opportunity to attend
university in England; however, you
have to take out a student loan of
£20,000. Would you do it or not?
Why?
c What do you think of Adrian’s
strategy? Is there any advice you
could give him?
My mother rang and said that she and my father had been talking about my engagement to Marigold non-stop for the past three days. She said, “We need to talk to you urgently, Adrian. Can we call round* to Rat Wharf some time soon?”
Thursday, February 20th
I never want to speak to either of my parents again. How dare they tell me how to live my life, who to marry and who to impregnate*? I am thirty-four years old. [...]
Friday, February 21st
My mother left a message on my voicemail, saying that she was sorry about her behaviour yesterday. She said, “I shouldn’t have said that Marigold is a manipulative hysteric who has worse dress sense* than Princess Anne. If you want to go ahead and ruin your life, that’s fine by me.” She ended by saying, “None of your family and friends can understand it, Adrian. They all think you must have gone off your head.” I wanted to tell my mother the truth – that I am not going to marry Marigold – but I did not want her to think that she can boss me about* like she did when I was a little kid.
51UNIT 5
M c Read the text again, then choose the correct answer (A, B, C or D) for questions 1–6. Put a cross ✗
in the correct box. The first one (0) has been done for you.
0 The bank wrote to Adrian
A threatening him with repossession of his flat.
B asking him to correct the mistake he probably made. ✗
C asking him to renegotiate his credit zone.
D declaring him bankrupt.
Q1 Parvez’ (the accountant’s) advice to Adrian was
A to declare he was running a small business.
B to give back his credit and store cards.
C to demand a meeting.
D to destroy his credit and store cards.
Q2 Adrian used the £10,000 from MasterCard to
A put it all in his bank account.
B invest in his small business.
C clear his debts with the larger part of it.
D be prepared for further emergencies.
Q3 Parvez lectured Adrian about
A the way he organised his finances.
B the way he spent his money on Marigold.
C the way he amassed credit and store cards.
D the way he dealt with the bank.
Q4 The fact that Adrian and Marigold were about to have a baby
A pleased Mr Parvez.
B didn’t worry his parents.
C had made Adrian get
re-engaged to Marigold.
D made him look forward to
being a father.
Q5 Adrian’s mother is obviously
A very pleased to be a
grandmother soon.
B not in agreement with the
view of Adrian’s friends.
C surprised to learn that
Marigold is a hysteric.
D very displeased by Adrian’s
re-engagement.
Q6 Adrian has no intention of
A criticising his mother.
B ignoring his mother’s advice.
C marrying Marigold.
D meeting with his friends.
Glossary: *call round – vorbeikommen; *impregnate = make someone pregnant;
*dress sense = taste in clothes; *boss someone about = order someone around
71
b Read the text again, then decide whether the statements (1–6) are true (T), false (F) or
not given (NG) in the text. Put a cross ✗ in the correct box.
c Look at the two statements from the blurb (short text on the back cover of a book) of Feed.
Match the words and the definitions.
UNIT 5
e Titus, the protagonist of Feed, has met a girl, Violet, and fallen in love with her, but Violet is
different. The feed-world isn’t everything to her. At a party, her “feed” malfunctions, and she is taken
to hospital. Titus visits her. Listen to the following extract and mark T (True) or F (False) with a cross ✗ .
1 During the seizure* Violet lost all her childhood memories. T F
2 Violet is sure she’ll always remember Titus. T F
3 Dancing is one thing that shows Violet that she’s alive. T F
4 Titus would like to take Violet to the zoo. T F
5 He also wants her to see a Mayan temple. T F
6 Violet cries because she feels like she is in a world of sitcoms. T F
7 Violet thinks the feed has too much influence on her life. T F
f Work in two groups. One group collects arguments for the concept of the feed, another group
collects arguments against it. When you are ready, do a class debate on the concept of the feed.
Glossary: *seizure = a
sudden condition where
you lose control of yourself
d Look at the three
book covers. Work with a
partner, choose a book
and come up with three
statements for a blurb.
1 inventive a making you feel that something
2 ominous bad is going to happen
3 spooky b gentle and careful
4 tender c involving strong feelings
5 passionate d something that is truly surprising
6 stunner e able to think of new, different,
interesting ideas
f strange or frightening
Highly original, beautifully written, spooky, tender, passionate … It’s a stunner.(Melvin Burgess, author of Junk)
Feed is a mind-boggling work of the imagination, meg inventive, meg amusing, and meg ominous. (Sonya Hartnett, author of Thursday’s Child)
CD 2
5
1 Basically, a “feed” can be described as a
computer in your head.
T F NG
2 Everyone is very intelligent now
because they have instant access to an
encyclopaedia.
T F NG
3 The feedcasts are an important source
of entertainment.
T F NG
4 One of the many advantages is that
you don’t have to pay for the feedcasts.
T F NG
5 Companies have a special profi le of
you so they know when you want
something.
T F NG
6 There’s no need to be annoyed about
the companies because they don’t
really control everything.
T F NG
bb Read the text again, then
not given (NG) in the text. Put
cc Look at the two statemen
Match the words and the defi
ee Titus, the protagonist of
different. The feed-world isn’t
to hospital. Titus visits her. Lis
1 During the seizure* Violet lost
2 Violet is sure she’ll always rem
3 Dancing is one thing that sho
dd Look at the three
book covers. Work with a
partner, choose a book
and come up with three
statements for a blurb.
Highly original, beautifwritten, spooky, tenderpassionate … It’s a stun(Melvin Burgess, author of Junk)
Feed is a mind-boggling wdthe imagination, meg invemeg amusing, and meg om(Sonya Hartnett, author of Thursday’s
CD 2
555
1 Basically, a “feed” can be desc
computer in your head.
T F NG
2 Everyone is very intelligent no
because they have instant ac
encyclopaedia.
T F NG
3 The feedcasts are an importa
of entertainment.
T F NG
70 UNIT 5
I missed the feed.
I don’t know when they first had feeds. Like maybe, fifty or a hundred years ago. Before that, they had to use their hands and their eyes. Computers were all outside the body. They carried them around outside of them, in their hands, like if you carried your lungs in a brief case and opened it to breathe.
People were really excited when they first came out with feeds. It was all da da da, this big educational thing, da da da, your child will have the advantage, encyclopedias at their fingertips, closer than their fingertips, etc. That’s one of the great things about the feed – that you can be supersmart without ever working. Everyone is supersmart now. You can look things up automatic, like science and history, like if you want to know which battles of the Civil War George Washington fought in and shit.
It’s more now, it’s not so much about the educational stuff but more regarding the fact that everything that goes on, goes on on the feed. All of the feedcasts and the instant news, that’s on there, so there’s all the entertainment I was missing without a feed, like the girls were all missing their favorite feedcast, this show called Oh. Wow! Thing! which has all these kids like us who do stuff but get all pouty*, which is what the girls go crazy for, the poutiness.
But the braggest* thing about the feed, the thing that made it really big, is that it knows everything you want and hope for, sometimes before you even know what those things are. It can tell you how to get them, and help you make buying decisions that are hard. Everything we think and feel is taken in by the corporations, mainly by data ones like Feedlink and OnFeed and American Feedware, and they make a special profile, one that’s keyed just to you, and then they give it to their branch companies, or other companies buy them, and they can get to know what it is we need, so all you have to do is want something and there’s a chance it will be yours.
Of course, everyone is like, da da da, evil corporations, oh they’re so bad, we all say that, and we all know they control everything. I mean, it’s not great, because who knows what evil shit they’re up to. Everyone feels bad about that. But they’re the only way to get all this stuff and it’s no good getting pissy* about it, because they’re still going to control everything whether you like it or not. Plus, they keep like everyone in the world employed, so it’s not like we could do without them. And it’s really great to know everything about everything whenever we want to have it just like, in our brain, just sitting there.
This is a novel about a society in which most of the kids are
Glossary: *pouty – schmollend; *braggest = here: the best, sth you can brag about (be proud of), *pissy = angry or upset
a Quickly scan the text and find out what is good and
what is bad about the so-called “feeds”.
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LiteratureFeedby M.T. Anderson (a novel)
Sample pages INTO ENGLISH 1
Sample pages INTO ENGLISH 4
15
Popular culture
INTO Music
INTO Music präsentiert den Schülerinnen und Schülern bekannte Songs und bereitet in ansprechender Form die lyrics dazu auf. Als zusätzliche Form der Präsentation wurden in allen Fällen Lieder gewählt, die auch interessante Video Clips zu bieten haben, sodass auch hier eine Auseinandersetzung mit der Sprache der visuellen Information gewährleistet ist und die Schülerinnen und Schüler Songs auf mehreren Ebenen analysieren und genießen können.
INTO Film
INTO Film bezieht sich nicht nur auf jeweils einen themen bezogenen Film-ausschnitt, der entsprechend für den Unterricht aufbereitet ist, sondern erfüllt auch die Forderung nach dem Erlernen einer fünften Fertigkeit: dem Umgang mit visuellen Medien. Schrittweise werden die Schülerinnen und Schüler in wesentliche Elemente der Film analyse eingeführt und erlernen neben dem Anschauen auch das genaue Hinschauen, das ihnen die komplexe Sprache des visuellen Zeitalters altersadäquat näherbringt.
43UNIT 4
FILM WORK
Animated filmsThe earliest forms of animation can be found in Palaeolithic cave paintings, where animals are depicted as if they were in motion. In the years before fi lm there were several devices and gadgets* that simulated movement (e.g. the Magic Lantern). Early animations in fi lm, which started appearing before 1910, consisted of simple drawings photographed one at a time. It was extremely labour-intensive as there were literally hundreds of drawings per minute of fi lm. The development of celluloid around 1913, however, made animation easier to manage. Early pioneers of animation were Winsor McKay and George Méliès.
It was, however, the Golden Age of Animation (1930s to 1950s) that made animated fi lms and cartoons popular. While Warner Brothers Cartoons focused on short fi lms (e.g. Tex Avery’s fi lms), it was Walt Disney who took animation to a new level, since he added sound to his movie cartoons (Steamboat Willie, 1928, being the fi rst). And even though there were a handful of animated feature fi lms before, Disney is credited with the fi rst full-length feature fi lm, Snow White and the Seven Dwarfs (1937), which is still popular today. For a long time Disney was associated with the animation business and seemed to overshadow all other companies.
In 1979, however, Graphics Group of Lucasfi lm was founded. In 1986 the group became Pixar. Pixar specialised in producing CGI-animated (= Computer Generated Imagery) feature fi lms, the fi rst being John Lasseter’s Toy Story in 1995. Nearly all their fi lms were a huge success. However, in 2006 The Walt Disney Company bought Pixar at a valuation* of $7.4 billion, making Walt Disney, once again, the name behind animation.
DV D
Speak2 Get together in groups of 3–4 and
discuss the following:
• What do you think are the
characteristics of good food?
• How can one learn (and teach) the
appreciation of good food?
• Why do people often have such
fond memories of childhood food?
• “Today convenience food
(= ready meals) dominates every
diet.” Why is this true and what are
other options?
• Ego says: “We (= the food critics)
thrive on negative criticism.” Can
you think of an example that
proves him wrong?
Write3 You have been asked to write a
food review for a journal. In your
review you should:
• describe the type of restaurant
and the ambiance
• justify your opinion of the food
• explain how the restaurant could
improve
Write around 200 words.
4 a In groups, make a list of your
top animated movies. Then check a
few websites on top animated films
and see how they compare to your
list.
b One of the twelve basic
principles of animation is
exaggeration, sometimes defined
as caricature of facial features,
expressions, poses, attitudes and
actions. Watch the clip again and
say whether this is true of the
characters and actions in
Ratatouille.
Glossary: *gadget – Gerät; *valuation = estimated value
INTO ENGLISH 1–4 bietet zahlreiche Textformate zu popular culture, welche Einblick in den Alltag und die Lebenswelt der Menschen in unterschiedlichen Kulturen geben. Damit erweitert INTO ENGLISH den Kulturbegriff um Inhalte, die für Jugendliche leicht zugänglich und hochinteressant sind, und zeigt ihnen die Vielfalt des kulturellen Alltages.
Sample pages INTO ENGLISH 4
Sample page INTO ENGLISH 2
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SamS lple pages INTINTO EO ENGLNGLISHISH 44
42
Film
UNIT 4
Ratatouille (2007)
A rat named Remy dreams of becoming a great French chef despite his
family’s protests and the obvious problem of being a rat in a decidedly
rodent-phobic* profession. When fate places Remy in the sewers* of Paris,
he fi nds himself ideally situated beneath a restaurant made famous by his
culinary hero, Auguste Gusteau. Despite the apparent dangers of being an
unlikely – and certainly unwanted – visitor in the kitchen of a fi ne French
restaurant, Remy’s passion for cooking soon sets into motion a hilarious and
exciting rat race that turns the culinary world of Paris upside down.
Glossary: *rodent-phobic = that hates rats and mice; *sewer – Abwasserkanal
1 a Get together with a partner and imagine you are having a special guest for dinner at your home.
Decide on who the guest will be and then discuss the meal you will serve.
b Watch the scene in which a ratatouille is prepared for the food critic Ego and answer the
following questions:
1 Why is the young woman, Colette, surprised that Remy wants to prepare ratatouille?
2 What is Ego’s reaction to the first bite?
3 What are the next two incidents that confirm Ego’s initial reaction?
4 How does Ego pass his time while waiting for the chef?
5 What is the basic idea of Ego’s review?
DV D
FILM WORK
AniAnimated films
3–4 and
e
s.
oups of 3
ng:
k are the
Originalfilme
im
Film Library Set
SSam lple page INTINTO EO ENGLNGLISHISH 22
The ScientistColdplay
a Watch the video and put
these things in the order that
they happen.
The singer takes off his jacket.
The singer walks past a
basketball game.
The singer crosses some
railway tracks.
The car swerves to avoid a
truck.
The car rolls down the hill.
The singer gets up off a
mattress.
The singer gets out of his car.
The singer jumps over a wall.
The singer’s girlfriend takes off
her seatbelt.
The singer walks through some
woods.
b Check with a partner. Talk
about the events in the order
they happened in real time.
c Listen to the song. Find the
mistakes in the lyrics and correct
them.
d Discuss.
1 Find lines that suggest this song
is about a broken relationship.
2 What do you think went wrong
with the relationship and why?
e Imagine. The singer’s
girlfriend hears this song, but
she doesn’t really understand
what he is trying to say. She asks
him to explain himself more
clearly. Write a letter from the
singer to his girlfriend putting
his message more simply. Give
some concrete examples.
101UNIT 7
Come up to meet you, ....................................
Tell you I love you. ....................................
You don’t know how lovely you are. ....................................
I had to get you, ....................................
Tell you I need you, ....................................
Tell you I set you on fi re. ....................................
Tell me your secrets ....................................
And answer your questions. ....................................
Oh, let’s go back to the start ....................................
Walking in circles, ....................................
Coming in tails*, ....................................
Heads are a science at last. ....................................
Nobody said it was easy. ....................................
It’s such a shame for our hearts. ....................................
Nobody said it was easy. ....................................
No one ever said it would last. .................................... Oh, take me back to the start. ....................................
I was just guessing ....................................
At numbers and faces, ....................................
Pulling the puzzles apart. ....................................
Questions of religion, ....................................
Science and progress, ....................................
Could not speak as loud as my thoughts, ....................................
Tell me you love me. ....................................
Run back and haunt me. ....................................
Oh, when I rush to the start, ....................................
Walking in circles, ....................................
Chasing tails*, ....................................
Coming back as we are. ....................................
Nobody said it was easy. ....................................
Oh, it’s such a shame for us to part. ....................................
Nobody said it was easy. ....................................
No one ever said it would be so hard. ....................................
I’m going back to the start. ....................................
DV D
DV D
Glossary: *coming in tails – etwa: immer nur Zahl (statt Kopf) gewählt;
*chasing tails = going round in circles
The ScientiissttttColdplayaa Watch tWatchatchhWatchhh the videhe videhe videdeeo and po and po and pand po and po and p and puuuuu
these thhese tthese tth hings ihings igs gs igs ihi gs is in the on the on the on the oe on the oe oe rder thrder thrder thrder thrder tder trder thde atatattaat
theythhey hathey haeyey hahappppppen.ppen.ppen.pppen
The sinThe sinThe sinsine sinThe sinT ger takger taker taktaker takkka es off es offs off f ff offf his jacis jacachis jacacckkkk
The sThe sinhe sinThThe singer wager walger wawager walger walwaa ks pks pks paks pks pastpast a a aa
basketbball gamall game.
The singer crosses some
railway tracks.
The car swerves to avoid a
truck.
The car rolls down the hill.
The singer gets up off a
mattress.
The singer gets out of his c
The singer jumps over a wa
The singer’s girlfriend takes
her seatbelt.
The singer walks through so
woods.
bb Check with a partner. Ta
about the events in the order
they happened in real time.
cc Listen to the song. Find
mistakes in the lyrics and cor
them.
dd Discuss.
1 Find lines that suggest this s
is about a broken relationshi
2 What do you think went wro
with the relationship and wh
ee Imagine. The singer’s
girlfriend hears this song, bu
she doesn’t really understand
what he is trying to say. She a
him to explain himself more
clearly. Write a letter from th
singer to his girlfriend puttin
his message more simply. Giv
some concrete examples.
DV D
DV D
60 UNIT 5
Three Lions 96 Baddiel, Skinner & the Lightning Seeds
a Which one of these things do you not see in the video?
DV D
M Write
d You work as an assistant to a fitness manager in the UK who is trying to get people to do more sports. Your boss wants you to make suggestions for a marketing campaign he wants to launch. You have found two graphs on the Internet which show a relationship between obesity and how much sport people do. Write a report to your boss.
In your report you should: • analyse the charts
• argue the need for getting people to do more sport based on the research you have described
• suggest how these ideas should be promoted to the public Divide your report into sections and give
them headings. Write around 250 words. (For more ideas on writing a report check the suggestions on p. 138/139)
Sour
ce: w
ww
.th
eg
uar
dia
n.c
om
/ne
ws/
dat
ablo
g
It’s coming home. It’s coming home. It’s coming.
Football’s coming home ...
*Everyone seems to know the game. They’ve seen it all before. They just know. *They’re so certain That England’s gonna throw it away,
*Gonna give it away, *But know they can win, ’Cause I remember ...
Chorus *Three Lions on a chest,
Jules Rimet still gleaming*, *Forty years of hurt,
Never stopped me dreaming.
*So many laughs, so many sneers, But all those oh-so-nears,
Wear you down, *Through the decades.
But I still see that tackle by Moore, *And when Lineker missed,
Bobby belting the ball, And Nobby dancing ...
Chorus
I know it was then, but it could be again.
Glossary: *gleaming – glänzend
c Discuss.1 Why do people care so much about how their country does at
sporting championships?
2 The video shows exclusively men. Is this sports obsession a male
characteristic or do women also get involved?
a ball hitting the post a goal scored from a corner
a penalty saved
a penalty scored
a player being sent off
a player lifting a trophy
a player celebrating a goal
fans waving fl ags
Participation in sport
12.000
9.000
6.000
3.000
0
Obesity admissions to hospital (2001–2011)
Under 16
16–24
25–34
35–44
45–54
55–64
65–74
75 and over
2001 2003 2005 2007 2009 2011
b The lines with an asterisk (*) by them have a mistake. Listen carefully and correct the lyrics.
As a child 86%
As an adult 53%
100
75
50
25
0
DV D
Original
Video Clips
auf der
Song Collection
DVD
Sample page INTO ENGLISH 3
16
INTO ENGLISHINTTO ENGLLISH Exam practice
EVERY TUESDAY evening the Queen saw her prime minister, who briefed her on what he felt she ought to know. The press were fond of picturing these meetings as those of a wise and experienced monarch guiding her first minister past possible pitfalls and drawing on her unique repository of political experience accumulated over the fifty-odd years she had been on the throne in order to give him advice. This was a myth, though one in which the palace itself collaborated, the truth being the longer they were in office the less the prime ministers listened and the more they talked, the Queen nodding assent though not always agreement.
To begin with, prime ministers wanted the Queen to hold their hand, and when they came to see her it was to be stroked and given an approving pat in the spirit of a child wanting to show its mother what it has done. And, as
so often with her, it was really a show that was required, a show of interest, a show of concern. Men (and this included Mrs Thatcher) wanted show. At this stage, though, they still listened and even asked her advice, but as time passed, all her prime ministers modulated with disturbing similarity into lecturing mode, when they ceased to require encouragement from the Queen but treated her like an audience, listening to her no longer on the agenda. It was not only Gladstone who addressed the Queen as if she was a public meeting. The audience this particular Tuesday had followed the usual pattern, and it was only when it was drawing to a close that the Queen managed to get a word in and talk about a subject that actually interested her. “About my Christmas broadcast.” “Yes, ma’am?” said the Prime Minister. “I thought this year one might do something different.” “Different, ma’am?” “Yes. If one were to be sitting on a sofa reading or, even more informally, be discovered by the camera curled up with a book, the camera could creep in – is that the expression? – until I’m in mid-shot, when I could look up and say, ‘I’ve been reading this book about such and such,’ and then go on from there.” “And what would the book be, ma’am?” The Prime Minister looked unhappy. “That one would have to think about.” “Something about the state of the world perhaps?” He brightened. “Possibly, though they get quite enough of that from newspapers. No. I was actually thinking of poetry.” “Poetry, ma’am?” He smiled thinly.
EXAM PRACTICE | READING
Short answers: answering questions using a maximum of 4 words
Example 1
Read the extract from a fictional work by Alan Bennet about the Queen and her Prime Minister.
Answer the questions (1–9) using a maximum of 4 words. Write your answers in the spaces provided.
The first one (0) has been done for you.
20
25
30
35
40
45
50
55
The uncommon reader
5
10
15
Reading
66
Exam practiceM
67EXAM PRACTICE | READING
“Thomas Hardy, for instance. I read an awfully good poem of his the other day about how the Titanic and the iceberg that was to sink her came together. It’s called The Convergence of the Twain. Do you know it?” “I don’t, ma’am. But how would it help?” “Help whom?” “Well,” – and the Prime Minister seemed a trifle embarrassed actually to have to say it – “the people.” “Oh, surely,” said the Queen, “it would show, wouldn’t it, that fate is something to which we are all subject.”She gazed at the Prime Minister, smiling helpfully.
He looked down at his hands. “I’m not sure that is a message the government would feel able to endorse.” The public must not be allowed to think the world could not be managed. That way lay chaos. Or defeat at the polls, which was the same thing. “I’m told,” – and now it was his turn to smile helpfully – “that there is some excellent footage of Your Majesty’s visit to South Africa.” The Queen sighed and pressed the bell. “We will think about it.”
75
80
60
65
70
0 When did the Queen meet with her Prime Minister? every Tuesday evening
Q1 How long had she been having these meetings?
Q2How did prime ministers change their behaviour in these meetings the more they had them?
Q3What relationship does the writer use to compare that of a new prime minister and the Queen?
Q4 How many prime ministers does the passage name?
Q5In the meeting described, what did the Queen want to talk about?
Q6What did the Queen suggest she could use as a prompt to start her Christmas speech?
Q7 What poet does the Queen suggest reading from?
Q8How does the Prime Minister feel about the Queen’s message being all about fate?
Q9 How does the Queen end the meeting?
67
a myth, though one in which the palace itself collaborated, the truth being the longer they were in office the less the prime ministers listened and the more they talked, the Queen nodding assent though not always agreement.
To begin with, prime ministers wanted the Queen to hold their hand, and when they came to see her it was to be stroked and given an approving pat in the spirit of a child wanting to show its mother what it has done. And, as
been reading this book about such and such,’ and then go on from there.” “And what would the book be, ma’am?” The Prime Minister looked unhappy. “That one would have to think about.”“Something about the state of the world perhaps?” He brightened. “Possibly, though they get quite enough of that from newspapers. No. I was actually thinking of poetry.”“Poetry, ma’am?” He smiled thinly.
EXAM PRACTICE | READING
50
55
10
15
66
Short answers: answering questions using a maximum of 4 words
0 Who was Theophrastus? an ancient Greek philosopher
Q1
Where was Christopher Columbus
returning from when his ship ran into
problems?
Q2What was the message that he threw
into the sea?
Q3
What could happen to people who
uncorked bottles without permission
in 16th century England?
Q4What happened to the eighty-eight
people off the coast of Costa Rica?
Q5Where did the fi shermen fi nd the
message in the bottle?
Q6 How do balloon messages travel?
Q7
Name one of the reasons why balloon
messages are better than messages in
bottles.
Q8What were the original messages in
bottles?
Q9What does the Voyager Golden
Record have on it?
EXAM PRACTICE | LISTENING
CD 2
1
Example 1
You are going to listen to a recording about messages
in bottles. First you will have 45 seconds to study the
task below, then you will hear the recording twice.
While listening, answer the questions (1–9) using a
maximum of 4 words. 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.
98
Listening Exam practice
A MESSAGE IN A BOTTLE
M
EXAM PRACTICE | READING 667667
Banked gap fill
Example 1
Read the text about animal experimentation. Some parts of the text are missing. Choose the correct
part (A–O) the for each gap (1–12). There are two extra parts that you should not use. Write your
answers in the spaces provided. The first one (0) has been done for you.
ANIMAL EXPERIMENTATION: GOOD OR BAD?
Imagine the following (0)… . You are, and have been for many years now, a staunch defender of animal rights.
Clearly you are fi rmly against any kind of animal experimentation (Q1)… . Then one day your doctor tells you
that unless you undergo an immediate heart transplant, you will die. They perform a successful operation and
you are given (Q2)… years of healthy living. How do you feel knowing that you are only alive because of a
technology that was developed through the (Q3)… animal experimentation?
This, (Q4)… , is perhaps the most convincing argument in defence of the use of animals in scientifi c research
and it is, clearly, a hard one to refute. Even if we are (Q5)… unlucky as to need such major surgery, we all reap
the benefi ts of medical advances. Most of these would take years longer (Q6)… at all if it was not for animal
testing. It is very easy to stand up and criticise the scientists for conducting their tests on monkeys (Q7)…
without really taking into consideration how (Q8)… their work does to improve the qualities of our lives.
On the other hand, animals are living creatures and undeniably have their own rights to life. They are,
unfortunately, (Q9)… used in research that is completely unnecessary and does nothing for the general good
of mankind. I include in this category cosmetic products and cigarettes. I believe it is becoming (Q10)…
diffi cult to defend this practice. However, there are still plenty of people who would like to see a veto on all
animal cruelty.
There is no doubt that this is a complex issue and it
has divided both scientifi c and public opinion
(Q11)… . Indeed, it is probably one of the most
controversial issues of our time. Perhaps because
there are so many convincing arguments on both
sides, I fi nd it hard to know (Q12)… my own feelings
lie. Although I could clearly support a stop to
pointless testing, I am not sure if I could go along
with a total ban.
0 Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12
N
Language in use Exam practice
108 EXAM PRACTICE | LANGUAGE IN USE
M
A and rats E for scientific research I not so M probably the most
B extensive use of F in the long run J of course N scenario
C far too often G more and more K or even never happen O where
D for many years now H much L plenty more
Sample pages INTO ENGLISH 4
INTO ENGLISH steht von Anfang an ganz im Zeichen der Vorbereitung auf die mündliche und schriftliche Reife-prüfung. Ab Klasse 6 bietet die Exam practice im Anhang wertvolle Tipps und Übungen nach dem Muster der standardisierten kompetenzorientierten Reifeprüfung. In INTO ENGLISH 4 stehen Ihnen auf mehr als 80 Seiten Übungen zu den Bereichen Reading, Listening, Language in use, Writing und Speaking zur Verfügung.
17
Exam practice
Als Vorbereitung auf die mündliche Matura werden – in Überein-stimmung mit dem Format der Reifeprüfung NEU – jeweils zwei Bilder oder Grafiken präsentiert, die als Impuls bzw. Diskussionsgrundlage zur Einzelarbeit (Individual long turn) dienen. Darüber hinaus gibt es zum gleichen Thema eine Aufgabenstellung zur Partnerarbeit (Paired activity).
Exam practice – Speaking
178
UNIT 8
Fashion 1 Individual long turn (5 minutes)
• Compare and contrast the two pictures.
• Outline the general importance of fashion, trends and fads for both consumers and industry. Assess
the difference between haute couture (designer fashion) and prêt-à-porter (ready-made standardised
clothes).
• Describe your attitude towards fashion and highlight what is important for you personally and what
you consider bad taste.
2 Paired activity
You and your partner have been asked to arrange a half-hour fashion show at your school’s prom
which should please the mixed audience there. Discuss the points below and present a common
solution to all five of them. Summarise your main ideas so you can brief your helpers.
• models (only from school?)
• type of clothes
• kind of audience and how to meet different tastes
• number of outfits shown
• award ceremony
EXAM PRACTICE | SPEAKING
Sample page INTO ENGLISH 2
In INTO ENGLISH 3 finden sich im Anhang nicht nur konkrete Aufgabenstellungen für Writing tasks, sondern auch wertvolle Tipps und Anregungen, worauf beim Verfassen der verschiedenen Textsorten zu achten ist.
Writing tips
Article
Example 1
Young people and politics An English teen magazine is doing a
series on politics and is looking for articles
on what teenagers think about politics.
The best articles will be published in the
magazine. You decide to write an article.
You should:
• describe your attitude to politics
• explain where you get your information on
politics from
• make suggestions on how politicians
can get young people more interested in
politics.
Write around 250 words and give your
article a title.
Are you interested in politics?•
••
Example 2
Cyber-bullying Your school is promoting
a campaign against cyber-
bullying and is asking students
to write articles on the subject.
You decide to write an article.
You should:
• describe a case of cyber-
bullying you have heard about
• explain why cyber-bullying is
such a problem
• suggest how your school can
help stop cyber-bullying
Write around 250 words and
give your article a title.
Don’t let acyber-bull push
your buttons.
Cyber Bully.delete
Speak to a teacher you’re
Writing Exam practice
EXAM PRACTICE | WRITING126
M
Sample page INTO ENGLISH 4
Sample pages INTO ENGLISH 3SSam lple pages INTINTO EO ENGLNGLISHISH 33
18
INTO ENGLISHINTTO ENGLLISH INTO ENGLISH Online
Cyber Homework
Über die Online-Lernplattform www.helbling-ezone.com haben Sie und Ihre Schülerinnen und Schüler kostenlosen Zugang zu unserem großen Angebot an Online-Materialien. Neben der bereits bei MORE! – unserem beliebten Lehrwerk für die Unterstufe – etablierten Cyber Homework dienen auch INTO Grammar und die INTO Projects der individuellen Vertiefung und unterstützen das eigenverantwortliche Lernen. Darüber hinaus gibt es zahlreiche Zusatzmaterialien, wie Worksheets, Buch- und Filmtipps, Linksammlungen zu den Themen in INTO ENGLISH, sowie zusätzliches Material zur Vorbereitung auf die Reifeprüfung.
Wir freuen uns, Ihnen zu INTO ENGLISH ein attraktives Cyber Homework-Angebot bieten zu können. Die Cyber Homework ist für alle Klassen kostenlos zugänglich, für die Sie im Rahmen der Schulbuchaktion das Lehrwerk INTO ENGLISH bestellt haben. Die Cyber Homework-Aufgaben zu jeder Unit umfassen jeweils folgende Bereiche:
Cyber Homework 1: Useful words practice Cyber Homework 2: Reading, Grammar, Vocabulary Cyber Homework 3: Listening, Language in use, Wordwise
INTO Grammar
Hier finden die Schülerinnen und Schüler vertiefende Erklärungen zur Grammatik in den einzelnen Units, sowie weitere Übungen zu den verschiedenen Grammatikkapiteln.
INTO PROJECTS – developingindependent learning skills
Hier finden die Schülerinnen und Schüler kompetenz orientierte Aufgabenstellungen für selbstständiges Arbeiten (Einzel- und Gruppenarbeit). Für jede Unit finden sich hier verschiedenste Projekte, welche u. a. mit Hilfe der zur Verfügung gestellten Links bearbeitet werden können. Die INTO Projects verbinden Aufgabenstellungen, Spracherwerb und Alltagswissen auf ideale Weise miteinander und fördern den Erwerb von „Weltwissen“, wie es für die Matura besonders nützlich ist.
19
Support materials for the teacher
TEST BUILDER SOFTWARE MIT AUDIO-CD
Zur effizienten Zusammenstellung Ihrer Schularbeiten finden Sie ein reichhal-tiges Angebot an Aufgabenstellungen für jede Schulstufe. Mit der Test builder Software können Sie flexibel und ohne großen Aufwand Ihre Schularbeit zusammenstellen und sparen viel Zeit. Die Aufgaben trainieren gezielt die Anforderungen der Reifeprüfung NEU. Abgestimmt auf das Coursebook wer-den Aufgabenstellungen zu den Bereichen Reading, Listening, Language in use und Writing angeboten. Die Software beinhaltet selbstverständlich auch alle Tapescripts der Listenings sowie die Lösungen für alle Aufgaben-stellungen, soweit es sich um standardisierte Aufgabenstellungen handelt. Sämtliche Höraufgaben befinden sich auf den Audio-CDs.
Herbert Puchta · Christian HolzmannJeff Stranks · Peter Lewis-Jones
1TEST BUILDER AUDIO CD
Aktualisierte
Ausgabe 2018
Herbert Puchta · Christian Holzmann Jeff Stranks · Peter Lewis-Jones
33TEST BUILDER AUDIO CD 1-4 3Aktualisierte
Ausgabe
2018
Herbert Puchta · Christian Holzmann Jeff Stranks · Peter Lewis-Jones
4TEST BUILDER AUDIO CDs
Aktualisierte
Ausgabe
2018
FILM LIBRARY (DVDs)
Die INTO ENGLISH Film Library bietet pro Band 4–6 Original- filme auf DVD in englischer Sprache, die auf den INTO Film Seiten im Coursebook behandelt werden. Durch gezielte Auf- gaben wird so auch viewing comprehension geschult. Gleich- zeitig wird über die Inhalte der Filme real life content vermittelt.
SONG COLLECTION (DVD)
Die INTO ENGLISH Song Collection bietet eine DVD mit den Video Clips zu allen Songs eines Bandes (INTO Music). Zum Anhören finden Sie die Songs auch auf den Audio-CDs.
1SONG COLLECTION
3SONG COLLECTION
2SONG COLLECTION 4SONG COLLECTION
AUDIO-CDs
Die Audio-CDs beinhalten alle Hörtexte der Listening-Aufgaben aus den Coursebooks, gesprochen von native speakers. Berücksichtigt werden auch im Sinne der Vorbe-reitung auf die Reifeprüfung NEU unterschiedliche accents sowie situative Atmosphären (Hintergrundgeräusche etc.).
Herbert Puchta · Christian Holzmann Jeff Stranks · Peter Lewis-Jones
33AUDIO CD 1–3
Herbert Puchta · Christian Holzmann Jeff Stranks · Peter Lewis-Jones
1AUDIO CD 1–3
Herbert Puchta · Christian HolzmannJeff Stranks · Peter Lewis-Jones
4AUDIO CD 1–3
Herbert Puchta · Christian Holzmann Jeff Stranks · Peter Lewis-Jones
2AUDIO CD 1–3
TEACHER’S BOOK
Im Teacher’s Book finden Sie didaktische Tipps und Hintergrund infos sowie Tapescripts und Lösungen zu den Übungen des Course book. Vertiefende Projektarbeiten mit didaktischer Anleitung bieten Ihnen eine zusätzliche Aufbereitung der Themen der Units.
3Herbert Puchta
Christian HolzmannJeff Stranks
Peter Lewis-JonesTerry Prosser
TEACHER’S BOOK1Herbert Puchta
Christian HolzmannPetra Schweighofer
TEACHER’S BOOKTEACHHER’S BOOK112
Herbert PuchtaChristian Holzmann
Jeff StranksPeter Lewis-Jones
Terry Prosser
TEACHER’S BOOK
34TEACHER’S BOOK
Herbert PuchtaChristian Holzmann
Jeff StranksPeter Lewis-Jones
Terry Prosser
AktualiA sierte
AAAA beusgabeusgabeusgabeg0182018
Herbert Puchta · Christian HolzmannJeff Stranks · Peter Lewis-Jones
2TEST BUILDER AUDIO CD
Aktualisierte
Ausgabe 2018
20
INTO ENGLISH – Die Komponenten im Überblick
SCHÜLERBÜCHER
Coursebook 196 Seiten, broschiert SBNr. 160.165 € 19,21
Coursebook mit E-BOOK+SBNr. 185.378
€ 19,21
ZUSATZMATERIALIEN
Teacher’s Book108 Seiten, didaktische Tipps und Infos, Lösungen und TapescriptsISBN 978-3-85272-632-8 € 11,90
Audio-CDsAlle Listenings des Coursebook produziert mit native speakersISBN 978-3-85272-634-2 € 29,00
Song Collection DVD6 Video Clips von OriginalsongsISBN 978-3-85272-633-5 € 19,00
Test builderAudio-CD mit Access-Code für Software-Download
• EinzellizenzISBN 978-3-85272-635-9 € 24,90
• SchullizenzISBN 978-3-99089-082-0 € 49,90
Film Library6 Originalfilme auf DVD in englischer SpracheISBN 978-3-85272-651-9 € 85,00
Schulpaket Teacher’s Book, Audio-CDs, Song Collection, Film Library mit Test builder SchullizenzISBN 978-3-99089-083-7 € 125,–
Lehrerpaket Teacher’s Book, Audio-CDs und Song CollectionISBN 978-3-99089-084-4 € 35,–
SCHÜLERBÜCHER
Coursebook 200 Seiten, broschiert SBNr. 160.168 € 19,53
Coursebook mit E-BOOK+SBNr. 185.379
€ 19,53
ZUSATZMATERIALIEN
Teacher’s Book100 Seiten, didaktische Tipps und Infos, Lösungen und TapescriptsISBN 978-3-85272-637-3 € 11,90
Audio-CDsAlle Listenings des Coursebook produziert mit native speakersISBN 978-3-85272-639-7 € 29,00
Song Collection DVD 6 Video Clips von OriginalsongsISBN 978-3-85272-638-0 € 19,00
Test builderAudio-CD mit Access-Code für Software-Download
• EinzellizenzISBN 978-3-85272-640-3 € 24,90
• SchullizenzISBN 978-3-99089-085-1 € 49,90
Film Library6 Originalfilme auf DVD in englischer SpracheISBN 978-3-85272-652-6 € 85,00
Schulpaket Teacher’s Book, Audio-CDs, Song Collection, Film Library mit Test builder SchullizenzISBN 978-3-99089-086-8 € 125,–
Lehrerpaket Teacher’s Book, Audio-CDs und Song CollectionISBN 978-3-99089-087-5 € 35,–
SCHÜLERBÜCHER
Coursebook 172 Seiten, broschiert SBNr. 165.501 € 21,72
Coursebook mit E-BOOK+SBNr. 185.380
€ 21,72
ZUSATZMATERIALIEN
Teacher’s Book88 Seiten, didaktische Tipps und Infos, Lösungen und TapescriptsISBN 978-3-85272-642-7 € 11,90
Audio-CDsAlle Listenings des Coursebook produziert mit native speakersISBN 978-3-85272-644-1 € 29,00
Song Collection DVD 5 Video Clips von OriginalsongsISBN 978-3-85272-653-3 € 19,00
Test builderAudio-CD mit Access-Code für Software-Download
• EinzellizenzISBN 978-3-85272-645-8 € 24,90
• SchullizenzISBN 978-3-99089-088-2 € 49,90
Film Library6 Originalfilme auf DVD in englischer SpracheISBN 978-3-85272-643-4 € 85,00
Schulpaket Teacher’s Book, Audio-CDs, Song Collection, Film Library mit Test builder SchullizenzISBN 978-3-99089-089-9 € 125,–
Lehrerpaket Teacher’s Book, Audio-CDs und Song CollectionISBN 978-3-99089-090-5 € 35,–
SCHÜLERBÜCHER
Coursebook 164 Seiten, broschiert SBNr. 170.352 € 18,35
Coursebook mit E-BOOK+SBNr. 185.381
€ 18,35
ZUSATZMATERIALIEN
Teacher’s Book68 Seiten, didaktische Tipps und Infos, Lösungen und TapescriptsISBN 978-3-85272-647-2 € 11,90
Audio-CDsAlle Listenings des Coursebook produziert mit native speakersISBN 978-3-85272-649-6 € 29,00
Song Collection DVD 3 Video Clips von OriginalsongsISBN 978-3-85272-654-0 € 19,00
Test builderAudio-CD mit Access-Code für Software-Download
• EinzellizenzISBN 978-3-85272-650-2 € 24,90
• SchullizenzISBN 978-3-99089-091-2 € 49,90
Film Library4 Originalfilme auf DVD in englischer SpracheISBN 978-3-85272-648-9 € 85,00
Schulpaket Teacher’s Book, Audio-CDs, Song Collection, Film Library mit Test builder SchullizenzISBN 978-3-99089-092-9 € 125,–
Lehrerpaket Teacher’s Book, Audio-CDs und Song CollectionISBN 978-3-99089-093-6 € 35,–
1Herbert Puchta
Christian HolzmannJeff Stranks
Peter Lewis-Jones
COURSEBOOK
Inklusive Audio!
2Herbert Puchta
Christian HolzmannJeff Stranks
Peter Lewis-Jones
COURSEBOOK
Inklusive Audio!
Herbert PuchtaChristian Holzmann
Jeff StranksPeter Lewis-Jones
INTTTOOO EENNNGGGGLLIIISSHHHHINTTTOOO ENNGGLIISHH 3COURSEBOOK
Inklusive Audio!
Herbert PuchtaChristian Holzmann
Jeff StranksPeter Lewis-Jones
4COURSEBOOK
Inklusive Audio!
INNNTTTOOO EEENNGGGLLISSSHHH
www.helbling-ezone.com – die Online-Lernplattform
20
HELBLING Verlagsgesellschaft m.b.H.6063 Rum · Kaplanstr. 9Tel.: +43 512 262333-0Fax: +43 512 262333-111E-Mail: [email protected]
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/01-
19Das „Schulbuch mit E-BOOK+“ bietet den SchülerInnen neben dem Printprodukt eine interaktive digitale Ausgabe mit Zusatzfunktionen. Es kann mit Desktop-PC, Laptop oder Tablet genutzt werden.
Schulbuchpreise der Aktion 2019/2020 gültig ab 1.6.2019. Preise der Zusatzmaterialien gültig ab 1.1.2019. Stand Jänner 2019 – Preisänderungen sowie Irrtum und Liefermöglichkeiten vorbehalten.
