Unit 13 –The world of fashion

Transcription

Your Turn 4
Teacher’s Guide
Unit 13 –The world of fashion
Schwerpunkt:
Hören/Sprechen: Kleidung und Mode beschreiben, Song: A dedicated follower of
fashion, Argumente pro/contra verstehen
Lesen/Schreiben: über Modetrends lessen, Auswirkungen beschreiben
Grammatik: so / such, have something done
Aussprache: Wortbetonung
Unit 13, warm-up, Textbook S. 103
((Ex 1)) Word warm-up
Bevor Sie beginnen, lassen Sie die Schüler/innen Wörter aus Übung 1 finden, die zu den
Bildern auf der Seite passen könnten, z. B. piercing, old-fashioned, cardigan.
((Ex 1a)) Lassen Sie hier die Schüler/innen Listen anlegen, in die sie die Wörter eintragen,
die ihren Mitschüler/innen unbekannt sind.
((Audioscript: TB CD 2 Track 21))
allowance – baggy – ban – bell-bottom – cardigan – designer – leather
model – old-fashioned – piercing – platform shoes – protection – sunscreen – tattoo – tie-dyed
((Hörtext endet))
((Ex 1b)) Dazu wird das Warm-up dictionary (siehe TB S. 152-154) verwendet.
((Ex 2)) Pronunciation corner
((Ex 2a))
1 black leather jacket
2 bell-bottom trousers
3 short baggy jeans
4 tie-dyed T-shirt
5 old-fashioned dress
((Hörtext endet))
((Schlüsselsymbol))
1 black leather jacket
2 bell-bottom trousers
3 short baggy jeans
4 tie-dyed T-shirt
5 old-fashioned dress
((Ex 2b)) Es ist einfacher, diese Übung zuerst in der Gruppe zu machen und dann erst
einzelne Schüler/innen aufzufordern, die Wörter zu wiederholen.
© 2012 Langenscheidt KG, Berlin und München
Vervielfältigung zu Unterrichtszwecken gestattet.
Autor: Georg Hellmayr
Seite 1
Your Turn 4
Teacher’s Guide
((Ex 3)) Getting-ready grammar
((Ex 3a)) ((Schlüsselsymbol))
From left to right: a bit too long – too long – very long – far too long
((Ex 3b)) Hier wird die Anwendung von Adverbien geübt. Die Schüler/innen können auch die
Fotos auf S. 104 für ihre Beschreibungen verwenden.
Unit 13A, Amazing fashions, Textbook S. 104-105
((Ex 1)) Is it your cup of tea?
((Ex 1a)) Zum besseren Verständnis lassen Sie die Begriffe den Bildern zuordnen.
mini skirt – Paragraph 1
dyed black hair – Paragraph 4
chains – Paragraph 3
bell-bottom trousers – Paragraph 2
flowered shirts – Paragraph 2
baggy trousers – Paragraph 5
((Ex 1b)) Lassen Sie diesen Text leise lesen und ermuntern Sie Ihre Schüler/innen,
selbstständig unbekannte Vokabeln nachzuschauen (siehe Wordlist S. 156ff.).
((Ex 1c))
Mum:
Akiko:
Mum:
Akiko:
Mum:
Dad:
Mum:
Dad:
Mum:
Dad:
Mum:
Dad:
Mum:
Dad:
Mum:
Dinner’s almost ready. Akiko, can you please lay the table? And put that laptop
away!
Sure, but I want to show you something. You too, dad. Look, this is something I’ve
done for the TLR website. It’s a special feature on fashion.
Let’s have a look. Oooh, scary.
Which one are you looking at?
This one, the guy with orange hair.
Oh the punks. That hair style’s called a Mohawk. They look quite fun.
No, they don’t. They look rather mean and dangerous.
I think they’re very original. Fashions are all the same these days. At least they had
something really new.
It’s great to have something new. But safety pins and zippers and chains? It doesn’t
look very attractive.
Well, they want to make a statement. I mean, they want to send a message.
What message? Look cool: dye your hair orange, wear torn jeans, have your face
pierced. What kind of message is that?
They’re trying to say: we don’t care about designer clothes and we don’t care if
people don’t like the way we look.
That’s pretty obvious! Punk fashion is just not my cup of tea.
How about the girl in the mini skirt? Is that more your thing?
Ah, that’s nice. She looks lovely!
Seite 2
Your Turn 4
Teacher’s Guide
Dad:
Akiko:
Dad:
Mum:
Akiko:
Mum:
Akiko:
She is too skinny. I’m not too keen on fashions that say ‘you’ve got to be thin to look
good’. But you’re right she does look nice.
So you like it then? I mean my article, you think it’s OK?
It’s cool! Well done!
It is quite good. Congratulations!
Only ‘quite good’? Not ‘very good’? What’s wrong with it?
There’s nothing wrong with it, though maybe I’d change a couple of things.
Well, will you give me a hand after dinner? Let’s eat now. I’m starving!
((Hörtext endet))
The second picture on the left showing punks.
The first picture on the left showing a fashion model of the 1960s.
((Ex 1d)) ((Schlüsselsymbol))
Positive: attractive, original, lovely
Negative: scary, dangerous, mean
((Ex 1e)) Als Vorübung sammeln Sie Phrasen, die in dieser Übung verwendet werden
können.
Beispiele:
I’m not keen on – I (don’t) like – look (rather) good/attractive/cool ... – look quite fun – not my
cup of tea – nothing wrong with
((Ex 2)) Language puzzle
1 The skirt was so short that it shocked people.
2 The fashion was so shocking that some places tried to ban it.
3 It was such a fresh, simple look that it soon became a popular fashion.
((Ex 2b)) ((Schlüsselsymbol))
Her jeans were so long that they got torn and dirty.
It was such a cool shop that we all wanted to shop there.
He was such a famous designer that his clothes sold millions.
Her hair was so long that she could sit on it.
((Ex 2c)) ((Schlüsselsymbol))
Beispiele:
1 The other day I broke my MP3 player. I was so angry that I couldn’t speak for a while. It
was such a stupid thing to do that …
2 Last week my friend Sam came first in the chess competition at school. He was so happy
that he started dancing when he received the award.
3 Yesterday I saw a guy dressed in orange. I found it so funny that I had to laugh out loud.
4 Last year my friends came round for a surprise birthday party. I was so surprised when I
saw them that I could not say a word.
Seite 3
Your Turn 4
Teacher’s Guide
Your turn
Teilen Sie hier einzelnen Schülergruppen Mode-Epochen zu, die Sie zuerst im Internet
recherchieren lassen. Am besten suchen die Schüler/innen sofort auf englischen Seiten nach
entsprechenden Informationen.
Die Ergebnisse werden dann in Form eines Klassenmagazins oder in Form einer
Wandzeitung in der Klasse präsentiert.
Unit 13B, Followers of fashion, Textbook S. 106-107
((Ex 1)) Harry’s into fashion
((Ex 1a)) Mit dieser Übung wird das Thema Mode und „body modification“ eingeführt. Eine
tiefer gehende Behandlung des Themas ist hier nicht notwendig.
((Ex 1b))
Harry:
Mum:
Harry:
Mum:
Harry:
Mum:
Harry:
Mum:
Harry:
Mum:
Harry:
Mum:
Harry:
Mum:
Harry:
Mum:
Harry:
Mum:
Harry:
Mum:
Harry:
Mum, do you think I could have my allowance now?
But Harry, I’ve just given you your allowance. You can’t have spent it all already!
Well, the thing is, I want to have my lip pierced.
What?
I want to have my lip pierced.
No way! You’re too young to have stuff like that done.
Why? What’s wrong with it? Lots of people have their lips pierced.
I don’t care what other people do. It looks… horrible. Nice people don’t have their
bodies pierced or tattooed.
You’re so old-fashioned! Just because people have piercings, or tattoos, it doesn’t
mean they’re not ‘nice’! Everybody has stuff like that done. It’s just a fashion.
So, if everybody jumps off a cliff are you going to jump too?
Of course not. Look, you’ve had your ears pierced! You’re ‘nice’.
That’s different.
No, it’s not! You know, Zoe had a henna tattoo done. And her mum is cool with it.
She really doesn’t mind.
Henna tattoos are not forever, Harry, they come off. It’s not the same.
Piercings don’t have to be forever either. They can come out too.
Next you’re going to tell me you’re going to have your hair dyed green or
something.
Green hair? Hmm, that’s an idea… Joke! Come on mum. It’s no big deal!
I’m sorry Harry. You can’t have money for that.
All right then. I’ll save up for it.
Fine. You have a long time to save up. You can’t get a piercing without your parents
permission until you are 18. Meanwhile you are going to treat your body with
respect.
It’s so not fair!
((Hörtext endet))
Harry wants to have his lip pierced.
Seite 4
Your Turn 4
Teacher’s Guide
Harry’s arguments for piercings:
Everbody has piercings.
It doesn’t mean that people are not nice.
It’s just fashion.
His mum had her ears pierced.
Piercings don’t have to be forever either.
It’s not a big deal.
His mum’s arguments against piercings:
Harry’s too young.
It looks horrible.
Nice people don’t have their bodies pierced or tattooed.
Piercings are not the same as henna tattoos as they are forever.
1 I’ve just given you your allowance. You can’t have spent it all already!
2 I want to have my lip pierced.
3 Nice people don’t have their bodies pierced or tattooed.
4 Next you’re going to tell me you’re going to have your hair dyed green or something.
((Ex 1e)) Achten Sie hier darauf, dass die Schüler/innen in der Diskussion logische,
nachvollziehbare Begründungen anführen. Ausgewählte Redemittel stehen auf S. 106 unten
rechts.
((Ex 2)) A dedicated follower of fashion
((Ex 2a)) Die einzutragenden Wörter bzw. Namen finden Sie auf der rechten Seite unter den
jeweiligen Bildern. Zur weiteren Erklärung der Geschichte und der Bedeutung des Liedes
benützen Sie die blaue Box unten rechts.
They seek him here, they seek him there,
His clothes are loud, but never square.
It will make or break him so he’s got to buy the best,
’Cause he’s a dedicated follower of fashion.
And when he does his little rounds,
Round the boutiques of London town,
Eagerly pursuing all the latest fads and trends,
Oh, yes he is (oh, yes he is), oh, yes he is (oh, yes he is).
He thinks he is a flower to be looked at,
And when he pulls his frilly nylon panties right up tight,
He feels a dedicated follower of fashion.
There’s one thing that he loves and that is flattery.
One week he’s in polka dots, the next week he is in stripes
Seite 5
Your Turn 4
Teacher’s Guide
They seek him here, they seek him there,
In Regent Street and Leicester Square.
Everywhere the Carnabetian army marches on,
Each one a dedicated follower of fashion
His world is built round discotheques and parties.
This pleasure-seeking individual always looks his best
He flits from shop to shop just like a butterfly.
In matters of the cloth he is as fickle as can be,
He’s a dedicated follower of fashion.
He’s a dedicated follower of fashion.
((Hörtext endet))
1 The song describes what followers of fashion wear. – T
2 It says where they shop. – T
3 It talks about their hair. – F
4 It says what the most important things are for them. – T
5 The song admires them. – F
1 He flies around the shops like an insect flies from flower to flower. – (c)
2 More than anything he loves to be told how fantastic he is. – (a)
3 When it comes to fashion, he changes his tastes all the time. – (d)
4 This person is always looking for enjoyable experiences and always wants to look really
good. – (b)
((Ex 2d)) Modetrends finden oft in besonderer Markenabhängigkeit ihren Ausdruck. Es lohnt
sich, diesen Aspekt mit den Jugendlichen zu diskutieren.
Unit 13C, Here comes the sun, Textbook S. 108-109
((Ex 1)) Text attack
((Ex 1a)) Lassen Sie die Ideen der Schüler/innen ins Heft schreiben bzw. sammeln Sie die
Ideen an der Tafel. Überprüfen Sie nach Übung 1c, ob sich die Erwartungen an den Text
auch bewahrheitet haben.
((Ex 1b)) Auch hier sollen zuerst einmal nur die Vermutungen bzw. das Wissen der
Schüler/innen erhoben werden. Eine Erklärung bzw. die richtige Darstellung findet sich im
Lesetext in der nächsten Übung.
Mögliche Antworten: 1 – true, 2 – false, 3 – false, 4 – false, 5 – true, – 6 maybe
Seite 6
Your Turn 4
Teacher’s Guide
((Ex 1c)) Lassen Sie den Text leise lesen und besprechen Sie dann die Dinge, die die
Schüler/innen in den Übungen 1 und 2 gesammelt bzw. angekreuzt haben.
((Ex 2)) Read in more detail
1 Lenny hates the sun and never goes outside if it’s sunny. – Lenny should go outside and
enjoy the sun, but he should not forget sun cream.
2 Lyndie lives in a cold climate. So when the sun shines she sunbathes as much as she can.
– Getting lots of sun suddenly is more dangerous when people are not used to it. So Lyndie
should use sun cream and should not stay in the sun for too long.
3 Because she gets up late, Rosie goes to the beach from 10am to 4pm. – This is the time
when the sun is strongest. Rosie should not lie in the sun during that time and if she does
she should use sun cream.
4 Benny thinks wearing sun cream is for girls and sunglasses look silly. In the summer, he
works as a lifeguard at the pool. – As he is outdoors for long hours, Benny should wear sun
cream and sunglasses to protect himself against the sun. The sun is just as dangerous for
boys as it is for girls.
((Ex 3)) Wordfind
tan: brown colour of the skin
glamorous: being like a movie star
sunburn: red colour of the skin because of too much sunlight
toiletries: shampoos, gels, deodorants, perfumes ...
moderate: not too little, not too much
benefit: It is good for you.
((Ex 4)) A problem
((Ex 4a)) Lassen Sie die Jugendlichen hier jeweils in ihren Notizen auch Begründungen
anführen, weshalb sie der einen oder anderen Meinung sind.
((Ex 4b)) Bei dieser Diskussion ist es wichtig, dass die vorgegebenen Phrasen nach
Möglichkeit benützt werden. Diese Wendungen bilden zusammen mit den Notizen aus
Übung 4a das Grundgerüst dieser Diskussion.
Unit 13D, Tasks plus, Textbook S. 110
((Ex 1)) Could you become a fashion designer?
Lassen Sie hier den Kleingruppen freie Hand, gestalterisch tätig zu werden. Ein
vorgegebener Zeitrahmen ist jedoch von Nutzen, um die Übung geregelt ablaufen zu lassen.
Diese Übung eignet sich auch besonders für den fächerübergreifenden Unterricht mit dem
Fach Bildnerische Erziehung.
((Ex 2)) The launch!
Diese Übung kann sehr eindrucksvoll sein, wenn Sie den Schülerinnen/Schülern den
entsprechenden Freiraum zugestehen. Als Vorbereitung dieser Präsentationen können Sie
Seite 7
Your Turn 4
Teacher’s Guide
die Kleingruppen in der Klasse arbeiten lassen und dabei als Sprachcoach zur Verfügung
stehen. Ein klar abgesteckter Zeitrahmen ist auch hier sehr wichtig.
Research task
Lassen Sie bei dieser Aufgabe handschriftliche Notizen anfertigen, bevor die einzelnen
Berufe in der Klasse präsentiert werden. Die persönliche Stellungnahme fördert die
Sensibilität in Bezug auf die Berufswahl.
Unit 13, warm-up, Workbook Achieve S. 103
((Ex 1)) Warm-up crossword
Across
2 PIERCING
4 TROUSERS
5 T-SHIRT
7 JACKET
9 SWEATER
10 SKIRT
Down
1 PLATFORM SHOES
3 CARDIGAN
5 TATTOO
6 JEANS
8 DRESS
((Ex 2)) What’s their opinion?
((Audioscript: WB CD Track 37))
Number 1
Mother: Sally! You’re not going out dressed like that! Your skirt is far too short!
Number 2
Father: Tim, go and get your hair cut! It’s far too long.
Number 3
Woman: Jim, slow down! You’re driving too fast.
Number 4
Anna: I like your hair, Susie.
Susie: Thanks, but I think she’s cut it a bit too short.
Anna: Well, it is very short. Never mind, it’ll soon grow again.
Number 5
Boy:
I can’t wear this. It’s far too baggy.
Number 6
Glenda: I’m not going to wear this. It’s far too old-fashioned.
Mother: Don’t be silly, dear. You’ll look lovely in it.
((Hörtext endet))
Seite 8
Your Turn 4
Teacher’s Guide
1 Sally’s mum thinks her skirt is far too short.
2 Tim’s dad thinks his hair is far too long.
3 The woman thinks Jim is driving too fast.
4 Susie thinks her hair is a bit too short.
5 The boy thinks the sweater is far too baggy.
6 The girl thinks the dress is too old-fashioned.
Unit 13, Exercises, Workbook Achieve S. 104-110
((Ex 1)) Are you a fashion victim?
((Ex 1a)) Nachdem die Schüler/innen ihre Ergebnisse gesehen haben, fragen Sie, wer mit
seiner Beurteilung einverstanden ist. In leistungsstarken Gruppen erklären die Schüler/innen,
warum sie glauben/nicht glauben, dass ihre Beurteilung richtig/nicht richtig ist.
((Ex 1b)) Ähnlich WB E Unit 13/1b. Lassen Sie jeweils auch die Sätze, in denen diese Wörter
vorkommen, vorlesen.
1 baggy – tight
2 comfortable – uncomfortable
3 old-fashioned – modern
4 unattractive – attractive
5 expensive – cheap
6 fashionable – unfashionable
((Ex 1c)) Ähnlich WB E Unit 13/1c.
1
2
3
4
5
6
7
His trousers were very tight. He couldn’t do them up.
Her clothes are very unfashionable. She looks like her grandmother!
Long skirts look unattractive on me. I never buy them, even when they are in fashion.
These shoes are very uncomfortable. I can’t walk more than a few steps in them.
I like expensive clothes. My parents worry about how much I spend on fashion.
My old jeans and baggy T-shirts are really comfortable. I never wear anything else when
I am relaxing at home.
That shop sells very cheap jeans. I usually buy two or three pairs for the same price as
one pair of designer jeans.
((Ex 1d)) Ähnlich WB E Unit 13/1d. Erläutern Sie zuerst anhand der Beispielsätze und der
Grammar-Box, wie diese Sätze miteinander kombiniert werden.
1
2
3
4
5
His trousers were so tight that he couldn’t do them up.
Her clothes are so unfashionable that she looks like her grandmother.
Long skirts look so unattractive that I never buy them, even when they are in fashion.
These shoes are so uncomfortable that I can’t walk more than a few steps in them.
I like such expensive clothes that my parents worry about how much money I spend on
fashion.
Seite 9
Your Turn 4
Teacher’s Guide
6
7
My old jeans and baggy T-shirts are so comfortable that I never wear anything else when
That shop sells such cheap jeans that I usually buy two or three pairs for the same price
as one pair of designer jeans.
((Ex 1e)) Identisch mit WB E Unit 13/1e.
1 His clothes are so cool that he looks like a filmstar.
2 It was such an expensive shop that we decided to look for clothes somewhere else.
3 I don’t know how she can afford such expensive clothes.
4 These shoes are so comfortable that I’m going to buy another pair exactly the same.
((Ex 2)) Twins
((Ex 2a)) Ähnlich WB E Unit 13/2a.
1c – 2a – 3b
((Ex 2b)) Ähnlich WB E Unit 13/2b. Weisen Sie auf Stellen im Text hin, die mögliche
Argumente enthalten (siehe die Abschnitte „Why do it?“ und „Why not?“).
((Ex 3)) The same or different?
Ähnlich WB E Unit 13/3.
Picture 1:
In the first photo, both boys are wearing caps but one is wearing a black one and the other
is wearing a blue one. They are both wearing T-shirts but one is wearing a red one. The
other one is wearing a white one.
Picture 2:
In the second picture both girls are wearing blouses, jeans and white socks. The blouses, the
jeans and the socks are the same.
Challenge
Ähnlich WB E Unit 13/Challenge (p. 105).
Für diese Übung ziehen die Schüler/innen die Texte auf dieser Doppelseite als Anregung
heran. Dabei ist es durchaus sinnvoll, einzelne Sätze nur minimal abgeändert zu
übernehmen. Damit werden die Muster richtig eingeübt.
((Ex 4)) Pronunciation puzzle
Identisch mit WB E Unit 13/4.
“You can never be too rich or too thin.”
Seite 10
Your Turn 4
Teacher’s Guide
Challenge
Ähnlich WB E Unit 13/Challenge (p. 105).
Dieses Zitat stammt von Wallis Simpson, der Duchess of Windsor, und beschreibt ein
Idealbild, das auch zu ungesunden Auswüchsen führen kann. Diesen Zusammenhang
sollten Sie in Ihrer Besprechung herausarbeiten (lassen) ohne eine Bewertung im Detail
abzugeben.
((Ex 5)) What has he had done?
((Ex 5a)) Ähnlich WB E Unit 13/5a.
1 head – (b) shave
2 hair – (b) dye
3 eyebrow – (b) pierce
4 ears – (c) pierce
5 teeth – (b) fix
6 nose – (b) straighten
((Ex 5b)) Ähnlich WB E Unit 13/5b.
Molly:
Tami:
Molly:
Tami:
Molly:
Tami:
Molly:
Tami:
Molly:
Tami:
Molly:
Tami:
Have you seen Bob recently?
No, why?
He’s had his head shaved.
No! Really? You mean he's had all his hair shaved off?
Yes, well nearly all of it. There’s a long bit left at the back and he’s had that dyed
purple!
You’re kidding!
No, honest. He has. And he’s had his eyebrow pierced.
And his ears, too?
No, not his ears, but he’s had a tattoo done on his arm.
What of?
I think it’s a snake or a dragon or something like that. I think it’s horrible. If he wanted
to look better, he should have had his teeth fixed or his nose straightened or
something like that.
Don’t be mean, Molly. He’s a lovely person and he’s not bad-looking. There’s nothing
wrong with his nose or his teeth. I'm not sure about the tattoo, but generally, I think
that if he wants to set his own style, what does it matter? I can’t wait to see him. I bet
he looks great!
((Hörtext endet))
He’s had his hair dyed purple!
And he’s had his eyebrow pierced.
Seite 11
Your Turn 4
Teacher’s Guide
1 He has had his head shaved.
2 He has had his hair dyed.
3 He has had his eyebrow pierced.
4 He hasn’t had his ears pierced.
5 He hasn’t had his teeth fixed.
6 He hasn’t had his nose straightened.
He has had a tattoo done on his arm.
((Ex 5e)) Ähnlich WB E Unit 13/Challenge (p. 106).
Unit 13, Making progress, Workbook Achieve, S. 109
((Ex 1)) Who is it?
Ähnlich WB E Unit 13/MP1.
Sally:
Laura:
Sally:
Laura:
Sally:
Laura:
Sally:
Laura:
Sally:
Laura:
Sally:
Have you met Jeff yet? He’s the new student in my class.
No, I don’t think I have. What’s he like?
He’s really cool. He has long dark hair and he usually wears baggy jeans, sweatshirts
and trainers.
I think I know the boy you mean. Is he quite tall and thin?
Yes, that’s right and he has a tattoo on his arm. It’s a heart.
Really? He’s not old enough to have a tattoo.
It isn’t a real tattoo, I don’t think. But it looks like one.
Wow. That’s cool. Does he wear glasses sometimes?
No, he doesn’t. Anyway, he’s really friendly and he has a lovely big smile.
I’d like to meet him. Will you introduce me?
Sure.
((Hörtext endet))
c
((Ex 2)) Buying clothes
Ähnlich WB E Unit 13/MP2.
1B – 2C – 3A – 4D
Seite 12
Your Turn 4
Teacher’s Guide
Unit 13, Exercises, Workbook Excel S. 102-109
((Ex 1)) Are you a fashion victim?
((Ex 1a)) Nachdem die Schüler/innen ihre Ergebnisse gesehen haben, fragen Sie, wer mit
seiner Beurteilung einverstanden ist. In leistungsstarken Gruppen erklären die Schüler/innen,
warum sie glauben/nicht glauben, dass ihre Beurteilung richtig/nicht richtig ist.
((Ex 1b)) Ähnlich WB A Unit 13/1b. Lassen Sie jeweils auch die Sätze, in denen diese Wörter
vorkommen, vorlesen.
1 baggy – tight
2 comfortable – uncomfortable
3 old-fashioned – modern
4 unattractive – attractive
5 boring – interesting
6 fashionable – unfashionable
7 expensive – cheap
((Ex 1c)) Ähnlich WB A Unit 13/1c.
1
2
3
4
5
6
7
8
His trousers were very tight. He couldn’t do them up.
Her clothes are very unfashionable. She looks like her grandmother!
Long skirts look unattractive on me. I never buy them, even when they are in fashion.
These shoes are very uncomfortable. I can’t walk more than a few steps in them.
I like expensive clothes. My parents worry about how much I spend on fashion.
My old jeans and baggy T-shirts are really comfortable. I never wear anything else when
That shop sells very cheap jeans. I usually buy two or three pairs for the same price as
one pair of designer jeans.
It was a very interesting fashion show. We stayed right to the end.
((Ex 1d)) Ähnlich WB A Unit 13/1d. Erläutern Sie zuerst anhand der Beispielsätze und der
Grammar-Box, wie diese Sätze miteinander kombiniert werden.
1
2
3
4
5
6
7
8
His trousers were so tight that he couldn’t do them up.
Her clothes are so unfashionable that she looks like her grandmother.
Long skirts look so unattractive that I never buy them, even when they are in fashion.
These shoes are so uncomfortable that I can’t walk more than a few steps in them.
I like such expensive clothes that my parents worry about how much money I spend on
fashion.
My old jeans and baggy T-shirts are so comfortable that I never wear anything else when
That shop sells such cheap jeans that I usually buy two or three pairs for the same price
as one pair of designer jeans.
It was such an interesting fashion show that we stayed right to the end.
Seite 13
Your Turn 4
Teacher’s Guide
((Ex 1e)) Identisch mit WB A Unit 13/1e.
1 His clothes are so cool that he looks like a filmstar.
2 It was such an expensive shop that we decided to look for clothes somewhere else.
3 I don’t know how she can afford such expensive clothes.
4 These shoes are so comfortable that I’m going to buy another pair exactly the same.
((Ex 2)) Twins
((Ex 2a)) Ähnlich WB A Unit 13/2a.
1c – 2a – 3d – 4b
((Ex 2b)) Ähnlich WB A Unit 13/2b. Weisen Sie auf Stellen im Text hin, die mögliche
Argumente enthalten (siehe die Abschnitte „Why do it?“ und „Why not?“).
((Ex 3)) The same or different?
Ähnlich WB A Unit 13/3.
Photo 1:
Similar: They are both wearing caps and T-shirts.
Different: The colours of the caps and the T-shirts are different.
Photo 2:
Similar: They are both wearing the same clothes, a pink blouse, blue jeans and white socks.
Different: Their hairstyles are slightly different. The partings are on different sides.
Challenge
Ähnlich WB A Unit 13/Challenge (S. 107).
Für diese Übung ziehen die Schüler/innen die Texte auf dieser Doppelseite als Anregung
heran. Dabei ist es durchaus sinnvoll, einzelne Sätze nur minimal abgeändert zu
übernehmen. Damit werden die Muster richtig eingeübt.
Identisch mit WB A Unit 13/4.
“You can never be too rich or too thin.”
Challenge
Identisch mit WB A Unit 13/Challenge (S. 107).
Dieses Zitat stammt von Wallis Simpson, der Duchess of Windsor, und beschreibt ein
Idealbild, das auch zu ungesunden Auswüchsen führen kann. Diesen Zusammenhang
Seite 14
Your Turn 4
Teacher’s Guide
sollten Sie in Ihrer Besprechung herausarbeiten (lassen) ohne eine Bewertung im Detail
abzugeben.
((Ex 5)) What has he had done?
1 head – (a) shave
2 hair – (a) dye
3 eyebrow – (c) pierce
4 ears – (d) pierce
5 teeth – (b) fix
6 nose – (b) straighten
((Ex 5b)) Ähnlich WB A Unit 13/5b.
Molly:
Tami:
Molly:
Tami:
Molly:
Tami:
Molly:
Tami:
Molly:
Tami:
Molly:
Tami:
Have you seen Bob recently?
No, why?
No! Really? You mean he's had all his hair shaved off?
Yes, well nearly all of it. There’s a long bit left at the back and he’s had that dyed
purple!
You’re kidding!
No, honest. He has. And he’s had his eyebrow pierced.
And his ears, too?
No, not his ears, but he’s had a tattoo done on his arm.
What of?
I think it’s a snake or a dragon or something like that. I think it’s horrible. If he wanted
to look better, he should have had his teeth fixed or his nose straightened or
something like that.
Don’t be mean, Molly. He’s a lovely person and he’s not bad-looking. There’s nothing
wrong with his nose or his teeth. I'm not sure about the tattoo, but generally, I think
that if he wants to set his own style, what does it matter? I can’t wait to see him. I bet
he looks great!
((Hörtext endet))
He’s had that dyed purple!
And he’s had his eyebrow pierced.
Not on the list: He’s had a tattoo done on his arm.
((Ex 5c)) Ähnlich WB A Unit 13/5c.
He’s had his hair dyed.
He’s had his eyebrow pierced.
He’s had a tattoo done on his arm.
He hasn’t had his ears pierced.
Seite 15
Your Turn 4
Teacher’s Guide
He hasn’t had his teeth fixed.
He hasn’t had his nose straightened.
Beispielsätze:
I think that teenagers should be allowed to have tattoos and piercings if they want.
I don’t think it’s right for fashion magazines to show pictures of thin models.
I think it’s wrong for teenagers to wear make-up to school.
It’s true that teenagers should be allowed to wear make-up to school, but they could wear it
when they are not at school.
((Ex 5e)) Ähnlich WB A Unit 13/Challenge (S. 108).
Tasks plus
((Ex 1)) A new fashion craze
((Ex 1a)) Bevor Sie den Text lesen lassen, versuchen die Schüler/innen zu erraten, was die
beiden Bilder darstellen könnten. Der Text erklärt dann, worum es sich handelt.
Stellen Sie danach die Frage, wer gerne diesen Trend ausprobieren würde und was die
Schüler/innen dazu veranlassen würde.
((Ex 1b)) Lassen Sie die falschen Aussagen richtig stellen.
1x–2x–3–4x–5x
1 Something that is eye-watering causes your eyes to water: to produce tears. It is mainly
used in a non-literal sense to suggest that an amount of money is enormous as in “The bill
for the party was absolutely eye-watering”.
2 Something that is attractive and draws your attention immediately is eye-catching. We
could say “She wore an eye-catching dress to the party”.
3 A craze is a short-lived popular fashion.
((Ex 1d)) Für diese Übung nehmen die Schüler/innen den Text „A new fashion craze” als
Beispiel. Zusätzlich dazu können sie auch im Internet nach entsprechenden Texten suchen.
Der Text, den die Schüler/innen verfassen, sollte jedoch handschriftlich abgeliefert werden.
Unit 13, Making progress, Workbook Excel S. 108
((Ex 1)) Who is it?
Ähnlich WB A Unit 13/MP1.
Sally:
Laura:
Have you met Jeff yet? He’s the new student in my class.
No, I don’t think I have. What’s he like?
Seite 16
Your Turn 4
Teacher’s Guide
Sally:
Laura:
Sally:
Laura:
Sally:
Laura:
Sally:
Laura:
Sally:
He’s really cool. He has long dark hair and he usually wears baggy jeans, sweatshirts
and trainers.
I think I know the boy you mean. Is he quite tall and thin?
Yes, that’s right and he has a tattoo on his arm. It’s a heart.
Really? He’s not old enough to have a tattoo.
It isn’t a real tattoo, I don’t think. But it looks like one.
Wow. That’s cool. Does he wear glasses sometimes?
No, he doesn’t. Anyway, he’s really friendly and he has a lovely big smile.
I’d like to meet him. Will you introduce me?
Sure.
((Hörtext endet))
C
((Ex 2)) Buying clothes
Ähnlich WB A Unit 13/MP2.
1B – 2C – 3A – 4D
Seite 17
Your Turn 4
Teacher’s Guide
Unit 14 – Money matters
Schwerpunkt:
Hören/Sprechen: Hilfe anbieten, Ratschläge geben und Bedingungen formulieren
Lesen/Schreiben: Ratschläge zum Umgang mit Geld erfahren, einen Fragebogen
ausfüllen und die Ergebnisse abgleichen
Grammatik: as long as, provided that, wish + past perfect, if-sentences type 3
Aussprache: so/such a zur Betonung
((Ex 1a))
afford – borrow – caring – commission – craze – errand
gig – lend – mow – observant – owe – shovel – sociable
((Hörtext endet))
((Ex 1b)) Die Wörter, die nicht erkannt wurden, werden im Warm-up dictionary (TB S. 152154) nachgeschlagen. Achten Sie dabei auch darauf, dass sich die Schüler/innen die
phonetische Transkription genau ansehen und überprüfen Sie stichprobenartig, ob sie auch
wirklich die richtige Aussprache gefunden haben.
owe/lend/borrow money
mow the lawn
shovel snow
computer craze, borrow a computer, lend someone a computer
afford new trainers
borrow a pen
((Ex 2a))
Boy:
Woman:
Boy:
Woman:
Boy:
Woman:
Can I borrow £10? – (like: Oh!)
No, you owe me £10 already! – (like: Oh!)
Can I have my allowance then? – (like: Wow!)
Only if you mow the lawn. – (like: Oh!)
How long will that take? – (like: Wow!)
I don’t know! But mind the flowers! – (like: Oh! / like: Wow!)
((Hörtext endet))
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Your Turn 4
Teacher’s Guide
((Ex 2b)) Achten Sie bei dieser Übung darauf, dass hier die beiden Laute deutlich
unterschieden werden und dass in beiden Fällen auch wirklich Diphthonge ausgesprochen
werden.
((Ex 3a)) Lassen Sie beim Durchlesen gleich die Konjunktion „if“ in allen Sätzen markieren.
Tip 1
Don’t borrow money unless you can pay it back.
So my advice is: don’t buy stuff unless you can afford it.
Don’t lend money to people unless you can trust them.
Tip 2
The first thing to remember is: don’t buy anything unless you really need it.
You can take shoes back to the shop unless you have worn them outside.
Don’t buy anything unless you absolutely love it!
Beispiel:
Unless you can afford it easily, compare the prices in at least two shops.
Unit 14A, Money: earn it before you spend it!, Textbook S. 112-113
((Ex 1)) Saver or spender?
((Ex 1a)) Lassen Sie hier auch Begründungen für die eine oder andere Entscheidung
anführen.
((Ex 1b))
((Audioscript: TB CD2 Track 28))
Harry:
Zoe:
Harry:
Zoe:
Harry:
Zoe:
Harry:
Zoe:
Harry:
Zoe:
Zoe, are you coming to our gig on Saturday? I’ll save you a seat if you like.
No, I can’t afford to go.
Why? Have you spent your allowance? I’ll lend you some money if you want.
Thanks, but I don’t like to borrow money. Besides, I’m trying to save up as much as
I can for our trip to San Francisco to see the Robinsons. I’m planning to save £400
by July.
£400! How are you going to manage that? I couldn’t do it on my allowance!
Well, I made a deal with my mum. She’ll match whatever amount I manage to save
before the trip.
Do you mean if you save £100, your mum will give you another £100? So, you’re
not saving, your mum is giving you the money. That’s cheating!
No, it isn’t! She’ll only give me the money as long as I save up too. It’s really hard to
save £100. If you hadn’t given up your job, you’d have quite a bit of money by now.
Oh, I couldn’t stand that paper round. It was such a pain!
You’re so lazy! Look, I’ll help you look for a job if you like.
Seite 19
Your Turn 4
Teacher’s Guide
Harry:
Zoe:
Harry:
Zoe:
Harry:
That would be good, I guess, as long as it doesn’t mean getting up early. Actually,
I’d do anything provided that it leaves enough time for the band.
Of course. We’ll find you something nice and easy.
Hey, if I get a job, I can buy lots of stuff in the States: I can get a baseball jacket
and I can buy …
You’re such a spender! You haven’t got the money yet. You’ve got to make it before
you spend it!
You’re right. Listen, come to the gig. I’ll try to get you in for free if you like. But you
probably don’t need that. You’re so rich! £400 by July! Wow!
((Hörtext endet))
Zoe is a saver, Harry is a spender.
1 Why doesn’t Zoe want to go to Harry’s gig? – She cannot afford it because she is saving
money for a trip to San Francisco in summer.
2 On what condition will Zoe’s mum give her money for her trip? – She will give Zoe as much
money as she can save by July.
3 What kind of job did Harry use to have? – He used to do a paper round.
4 Why did Harry give up his job? – He couldn’t stand it, because he didn’t want to get up so
early.
5 On what condition will Harry get a job? – He would get a job as long as he would have time
enough for his band.
((Ex 2)) Offers of help
1 I’ll save you a seat if you like.
2 I’ll lend you some money if you want.
3 I’ll help you look for a job if you like.
4 I’ll try to get you in for free if you like.
Zoe refuses to borrow money from Harry.
Harry accepts Zoe’s offer to find a job for him unless it gets in the way with his band.
Your turn
Lassen Sie die Schüler/innen diese Situationen vorbereiten und dann vor der Klasse
vorspielen. Achten Sie dabei darauf, dass Sie die Dialoge nicht unterbrechen, solange die
Kommunikation aufrecht bleibt. Erst nach Ende eines Dialoges besprechen Sie mögliche
Fehler.
((Ex 3)) Big conditions!
((Ex 3a)) Besprechen Sie vor der Übung die Lee-Box mit den Erläuterungen zu den Phrasen
„as long as“ und „provided that“.
Seite 20
Your Turn 4
Teacher’s Guide
I’ll go to the gig with you as long as (provided that) you promise to be nice all the time.
I’ll let you read my diary as long as (provided that) you do my homework for me for a week.
I won’t tell the teacher as long as (provided that) you are nice to me for a month.
I’ll help you find a job as long as (provided that) you pay me.
I’ll let you do your homework as long as (provided that) you let me read your diary.
((Ex 3b)) Die Partner besprechen gemeinsam ihre Sätze. In guten Gruppen geben die
Partner darauf auch eine Antwort.
((Ex 4)) Parents’ conditions
((Ex 4a)) Lassen Sie hier die Schüler/innen zu jedem Punkt einen Satz nach dem
vorgegebenen Muster schreiben.
((Ex 4b)) Die Partner vergleichen ihre Sätze und stellen dann jeweils den anderen vor und
erläutern die Dinge, die der/die andere tun darf.
Secrets
Aufgabe für Partner/in A auf S. 139; Aufgabe für Partner/in B auf S. 144.
Besprechen Sie die Abfolge der einzelnen Schritte (a-f) bevor die Schüler/innen die
Partnerarbeit beginnen. Die Partnerarbeit ist so angelegt, dass Partner A derjenige ist, der
von Partner B in Schritt c zuerst Ratschläge bekommt.
Danach bereitet sich Partner A in Schritt d und e darauf vor, Partner B (in f) Ratschläge zu
geben. (In dieser Zeit bereitet sich Partner B sich in seinen Schritten d und e darauf vor,
Partner A nach Ratschlägen zu fragen.)
((Ex a)) Am besten ist es, wenn die Schüler/innen hier auf sie zutreffende
Möglichkeiten ankreuzen.
((Ex b)) Stellen Sie sicher, dass die Schüler/innen auch wirklich alle diese Begriffe
kennen. Hier können auch andere, zusätzliche Begriffe angeführt werden.
((Ex 5a)) Erläutern Sie vor dieser Übung an einem Beispiel den Begriff „emphatic“. Durch
den Zusatz „so“ oder „such a“ erhalten Reaktionen Nachdruck, also mehr Gewicht. Dies
drückt sich auch in der Betonung aus.
((Audioscript: TB CD2 Track 29))
1a
Zoe:
1b
Zoe:
2a
Zoe:
2b
Zoe:
You’re a spender!
You’re such a spender!
You’re lazy!
You’re so lazy!
Seite 21
Your Turn 4
Teacher’s Guide
3a
Harry:
3b
Harry:
4a
Harry:
4b
Harry:
It was a pain!
It was such a pain!
You’re rich!
You’re so rich!
((Hörtext endet))
1a
Zoe: You’re a spender!
1b
Zoe: You’re such a spender!
2a
Zoe: You’re lazy!
2b
Zoe: You’re so lazy!
3a
Harry: It was a pain!
3b
Harry: It was such a pain!
4a
Harry: You’re rich!
4b
Harry: You’re so rich!
((Ex 5c)) In dieser Übung werden die Wörter „so“ und „such“ verwendet. Vor einem
einfachen Adjektiv steht „so“, vor der Kombination Artikel+Adjektiv+Nomen steht „such a“.
Lassen Sie in den beiden Beispielen im Buch „so“ und „such a“ markieren.
Beispiele:
You are so nice.
You are such a good football player.
Unit 14B, Things that matter, Textbook S. 114-115
Beispielerklärung:
Money needs to be earned before you spend it. You cannot spend money endlessly.
Beispiele:
• Get another phone contract. This will reduce your monthly bill.
• Do not spend so much money on fast food. Take a packed lunch to school.
• Save money on soft drinks.
Seite 22
Your Turn 4
Teacher’s Guide
• Distinguish between need and want.
• Check the price to get the best deal.
• The sooner you start saving the better.
• Plan how you want to spend your money.
• Spend money cleverly.
((Ex 2)) Read in more detail
1 A need is something that is necessary. – T
2 It’s a good idea to compare prices before buying something. – T
3 It’s better to spend now and save later. – F
4 Don’t worry about your bills, pay them when they come in. – F
5 If you borrow money from a bank, you have to pay them extra money for lending it to you. –
T
((Ex 3)) Wordfind
1 I spent all my savings (money you don’t spend and put aside) on a new laptop.
2 I buy books online because that’s the best deal (the best price).
3 Peter is bad at budgeting (planning how to spend money) so he can never pay his bills.
4 Jake doesn’t have many fixed costs (things you have to pay for regularly). He only has to
pay for his bus pass.
((Ex 4)) Will I be poor, will I be rich?
((Ex 4a)) Hier müssen sich die Schüler/innen vorerst für eine einzige Möglichkeit
entscheiden. In einem zweiten Durchgang können sie die jeweils zweit- und drittbeste
Möglichkeit wählen.
Alternativ dazu lassen Sie die sechs Möglichkeiten nach ihrer Wichtigkeit ordnen.
((Ex 4b)) In dieser Diskussion geht es vor allem um die Kommunikation zwischen den
Jugendlichen. Es ist hier nicht angebracht, den Diskussionsfluss durch Korrigieren der Fehler
zu unterbrechen. Die Korrektur eventuell aufgetretener Fehler kann danach erfolgen.
((Ex 5)) Decisions, decisions!
((Ex 5a)) Veranschaulichen Sie die Information in der Trax-Box auf einem Zeitstrahl (z. B. so:
year 10 / age 14  study for 2 years  age 16: GCSE exam  leave school / get a job or
go on to further studies  study for 2 more years: A-levels).
Danach können Sie die Abfolgen auf dem Zeitstrahl mit dem Schulsystem in Österreich
vergleichen.
((Ex 5b)) Stellen Sie nach dem Anhören des Interviews nur die vorgegebenen Fragen.
Carmen Heskey:
You’re listening to a special edition of Opinion and Stuff on TLR. I’m
Seite 23
Your Turn 4
Teacher’s Guide
Carmen Heskey. This time of year many of you will be deciding what GCSEs to
take. It’s a BIG decision. Our guest this evening is Betty Foreman, junior
minister for education. Good evening Betty, welcome to the programme.
Betty Foreman:
Good evening.
Carmen Heskey:
Why are GCSEs important?
Betty Foreman:
These exams, GCSEs, mark the end of your compulsory education.
Everybody has to take at least some of these exams.
Carmen Heskey:
But some teenagers may decide they don’t want to study anymore after
their GCSEs. Are the exams important for them too?
Betty Foreman:
Of course! Even if you decide to leave school at 16, good GCSE results
will give you more career choices and better jobs in the future.
Carmen Heskey:
How can people decide what subjects to study?
Betty Foreman:
Well, everybody has to take English and Maths. They are compulsory.
Then there are almost 50 different subjects you can choose from: languages,
business studies, media studies, art, etc. But of course not every school has all
the choices.
Carmen Heskey:
Fifty different choices! Wow! So it’s not surprising some students find it
difficult to decide!
Betty Foreman:
That’s right. To help you decide think about things you are interested in,
subjects you really like, and also subjects you are good at.
Carmen Heskey:
So you don’t have to decide what you are going to do for the rest of your
life right now.
Betty Foreman:
No, you don’t. For example, if you think you would like to go into
business in the future you could choose things like business studies, computer
studies and so on. You will find out if you really want to do that. You can always
change your mind later on.
Carmen Heskey:
What about the number of subjects? How many subjects do you have to
do?
Betty Foreman:
Most people do 8 or 9. Some do more, some fewer. Make sure you don’t
try to do more than you can cope with. Even if you only take a few, remember
this is one of the best things you can do for a well-paid job in the future.
Carmen Heskey:
That’s been really helpful. Thank you. After the break, Betty will take your
calls. Stay with us and get phoning. The lines are open now.
((Hörtext endet))
The programme is an interview about the GCSE exams.
Young people in school and their parents will be most interested in this programme.
((Ex 5c)) Lassen Sie hier nur die Fragen, die Ihre Schüler/innen interessieren, ankreuzen.
Die Antworten dazu finden die Schüler/innen selbst beim nochmaligen Anhören des
Interviews.
((Ex 5d)) Kontrollieren Sie durch gezielte Fragen, ob die Schüler/innen die Kernaussagen
richtig verstanden haben.
1 Are GCSEs important? Why (not)? – They are important because they mark the end of
compulsory school education.
2 Are GCSEs important if you want to leave school afterwards? – Good GCSE results will
give you more career choices and better jobs in the future.
3 What subjects do you have to study? – You have to study English and Maths.
Seite 24
Your Turn 4
Teacher’s Guide
4 How many subjects do you have to do? – Some people do up to 9 subjects, but you should
only do as many subjects as you can cope with.
5 What’s a good way to choose your subjects? – To help you decide think about things you
are interested in, subjects you really like, and also subjects you are good at.
Unit 14C, Business: have you got what it takes?, Textbook S. 116-117
((Ex 1)) A quiz
((Ex 1a)) Diese Fragen sollen den Jugendlichen die Probleme und Entscheidungen eines
Geschäftstreibenden näherbringen. Je nach Strategie sind verschiedene Antworten möglich.
Die Schüler/innen lernen hier auch, einen Fragebogen auszufüllen, der von schrittweisen
Entscheidungen geleitet ist.
Die Auflösung, welche der Antworten die sinnvollste ist, findet sich im Hörtext (Übung 2).
((Ex 1b)) Achten Sie hier darauf, dass die Schüler/innen jeweils auch schlüssige
Begründungen anführen, weshalb sie die eine oder andere Antwort gewählt haben (siehe
Sprechblasen).
((Ex 2)) Have you got what it takes?
Tim:
Pat:
Tim:
Pat:
Tim:
Pat:
Welcome to the money programme. I’m Tim Prettypenny. Our guest today is Pat
Hunter, teen business person of the year. Today we talk business. Did you do the
quiz on the TLR website? Pat and I will tell you how to score it and explain what
your choices mean. Ready? Let’s get started.
Question number 1. How much do you sell your cards for? Option a 55p? You’re
not making any money and you’re working for free. 1 point. Option b, 75p, gives you
a good profit. 2 points. Answer c, £1.10, is rather greedy and risky. But risk is part
of business. 3 points. So a, 1 point, b 2 points, and c 3 three points.
Question number 2. Did you choose a or c? Give yourself three points. Why?
You’re testing the market to find out how well you can do. So, three points for a or
c. If you chose b, you’re not finding out anything new about the business. It’s safe,
but not business-like. One point. So that’s 3 points for a or c but only one point for
b.
Question 3. I think a is the best option because it shows that you are prepared to
work hard to make the business grow. Three points. Did you choose b? This is not
very good for business but it is probably very good for your social life. 2 points. So
a, three points, b, 2 points.
Question 4. How much profit have you made? By now you should have a good
amount of money! What do you do with it? Saving is always a good idea. So, 2
points for a. But a better idea is b. Reinvesting in your business, that is, putting your
profits back into it is excellent. 3 points. Did you choose c? Hmm, you get the
satisfaction of spending money you earned but it definitely doesn’t help the
business. One point for c. That’s 2 points for a, 3 for b and one for c.
Are you ready for question 5? Don’t you wish you had saved or reinvested the
money? If you make fewer cards, as in option a, you will make less money – 2
Seite 25
Your Turn 4
Teacher’s Guide
Tim:
points for a. If you buy cheaper paper you may sell the same number of cards and
make as much money as before. Three points for c. What about b? Well, if you
increase the price you may lose many clients if your cards become too expensive. 1
point for b. So, 2 points for a, one for b and three for c.
Finally, question 6. This is not a happy situation but it’s a common one. The best
idea is to use a shop because many people will see your cards. But try to negotiate
a lower commission. Three points for a. Did you choose c? Well, thinking of another
business, may be necessary but you could try harder to save your business. Two
points for c. Did you choose B? This is the same as doing nothing! You’ll just
continue to lose money. No points! a 3 points; b no points! and c two points.
And that’s it! How did you do? Do you have what it takes to be in business? You
can find further information on our website.
We’ll be right back after these messages.
((Hörtext endet))
1 In question 1: Option a is not a good choice because you won’t be making any money.
2 In question 2: If you make more cards at a higher price, you will test the market.
3 In question 3: Working on Saturday and Sunday shows that you really want your business
to grow.
4 In question 6: If you continue to run your business in the same way as before, you will lose
more money.
((Ex 2c)) Hier beschreiben die Schüler/innen ihre „Managementfehler“ (siehe Beispiel).
((Ex 2d)) Hier diskutieren die Partner/innen, was sie hätten besser machen können. Die
Grammar-Box gibt Beispiele, wie die Sätze zu konstruieren sind.
((Ex 2e)) Lassen Sie die Schüler/innen zuerst überlegen, in welchem Bereich sie besonders
gut sind. Dann sammeln Sie die Geschäftsideen an der Tafel. Abschließend können Sie die
Gruppe entscheiden lassen, welche dieser Ideen die beste ist.
((Ex 3)) Portfolio writing
Diese Übung gibt eine Struktur für die Schreibaufgabe vor. Die Schüler/innen können aus
den bereits besprochenen Punkten die Dinge wählen, die sie für besonders passend halten.
Damit wird der Lernertrag gesichert.
((Ex 1)) What’s money for?
((Ex 1a)) Für diese Gruppenaktivität ist es wichtig, dass die Schüler/innen selbst ihre
Gruppen wählen dürfen.
((Ex 1b)) Als Vorbereitung auf das Gruppengespräch wählt jede/r aus, wie er/sie mit Geld
umgeht.
Seite 26
Your Turn 4
Teacher’s Guide
((Ex 1c)) Hier werden dann nur die verschiedenen Vorgangsweisen vorgestellt.
((Ex 2)) Money doctors
((Ex 2a)) Teilen Sie die Klasse in drei Teams auf. Jede Gruppe beschäftigt sich mit einem
der drei Themenkreise. Die Teams fertigen dann Schilder an und gruppieren sich um einen
Tisch, der als Beratungszentrum dient.
((Ex 2b)) Die Mitglieder der jeweils anderen Teams stellen Fragen an die jeweiligen
Experten.
((Ex 2c)) Abschließend werden die besten Antworten bewertet und das beste Beratungsteam
ausgewählt.
((Ex 3)) Tell others!
Jedes Team aus der vorangegangenen Übung fertigt ein möglichst aussagekräftiges Poster
an, wobei die Texte auf den Secrets-Seiten entsprechend ausgewählt und gekürzt bzw.
ergänzt werden können.
Research task
Lassen Sie die Informationen, die zur Beantwortung dieser Fragen notwendig sind, im
Internet recherchieren. Besonders gute Gruppen machen diese Recherche auch auf den
Seiten englischer Banken, um auch die englischen Begriffe besser kennenzulernen.
((Ex 1)) Money, money, money
1 commission – 2 afford – 3 spend – 4 lend – 5 pay – 6 cost – 7 earn – 8 allowance – 9 bank
– 10 salary
Solution Exercise 1a: Money talks.
2 If you have money, you can get people to do what you want.
((Ex 2)) Opposites
1 spend – (c) save
2 buy – (d) sell
3 borrow – (e) lend
4 expensive – (b) cheap
5 give – (a) take
Seite 27
Your Turn 4
Teacher’s Guide
((Ex 3)) What’s the situation?
Number 1
Jo:
Hi, Ric. Can you do me a favour?
Ric:
Oh, hello Jo. Sure what is it?
Jo:
Well, I have forgotten my purse and I need £5 to pay for my lunch.
Ric:
No problem. Here you are.
Jo:
Thanks, Ric. I’ll pay you back tomorrow.
Number 2
Jim:
What’s the matter, Fred? You look worried.
Fred:
It’s my sister’s birthday on Saturday and I don’t know what to get her.
Jim:
Is she coming home?
Fred:
No, she’s staying at college.
Jim:
Why don’t you send her some money, then she can choose her own present?
Fred:
I’d rather not. She doesn’t have her own letterbox and one of the other students might
take it.
Number 3
Lottie: What are you doing, John?
John:
I’m taking a photo of this jacket.
Lottie: Why?
John:
I need some money so I’m going to advertise it in the student magazine.
Number 4
Jill:
You look happy, Denise!
Denise: Yes, I’ve got my allowance so I can go shopping.
Jill:
What are you going to buy?
Denise: I thought I might get some flowers for Jenny, she’s been ill.
Number 5
Jeff:
Oh, Grant, I’m glad I’ve seen you. Remember that £5 you borrowed from me on
Monday?
Grant: What? Oh, yes of course. I’m very sorry but I still haven’t got it. Can I pay you back
on Monday.
Jeff:
Sure, but don’t forget, will you?
Grant: No, I won’t. Sorry, Jeff!
((Hörtext endet))
1 Jo is borrowing some money from Ric.
2 Fred doesn’t want to send any money.
3 John wants to sell a jacket.
4 Denise has been given her allowance.
5 Grant owes some money to Jeff.
Seite 28
Your Turn 4
Teacher’s Guide
((Ex 1)) Are you a spender or a saver?
Ähnlich WB E Unit 14/1a.
1b Sandra and Beatrice
2c Beatrice and Jo
3a Sandra
4c Lewis
5b Beatrice
6c Lewis
Challenge
Ähnlich WB E Unit 14/Challenge (S. 110).
Lassen Sie für diese Statements zuerst einmal schriftliche Notizen anfertigen. Allerdings
sollten nur Stichwörter notiert werden. Dann sprechen die Schüler/innen in ein bis zwei
Sätzen über ihren Umgang mit Geld.
((Ex 2)) Offers
1
2
3
4
5
6
I’m really hungry but I left my purse at home. – (c) I’ll lend you some money for lunch if
you want.
I need to post this birthday card but I’m too busy. – (a) I’ll take it to the postbox for you if
you want.
My parents asked me to look after my little brother but I need to do my homework. – (f) I’ll
take him to the park if you like.
It’s really hot in here. – (b) I’ll open the window if you want.
I can’t find my mobile phone. – (e) I’ll help you look for it if you like.
Tom borrowed some money from me last week, but I think he has forgotten about it. – (d)
I’ll remind him to pay you back if you like.
((Ex 3)) Conditions
1
Klara:
Molly:
Klara:
Molly:
Klara:
Molly, I can’t do my English homework. Can you help?
Well, OK, I will, provided that ...
What?
Well, I’m going to a party on Saturday and I’ve got nothing to wear and no time to go
shopping. Can I borrow your new dress?
Sure.
Seite 29
Your Turn 4
Teacher’s Guide
2
Teacher: Tim are you free to play in the match on Friday?
Tim:
What time is it?
Teacher: It starts at 3.
Tim:
Well, I promised my parents I’d be home before 5 o’clock ...
Teacher: It should be over in time for that.
Tim:
OK then.
3
Molly:
Tami:
Molly:
Tami:
4
Klara:
Martin:
Klara:
Martin:
Klara:
You’re singing in the concert tomorrow night, aren’t you?
Not exactly. I’ve said that I will play the piano, as long as I don’t have to sing.
Who’s choosing the music?
Mr Howard.
Martin, will you fix my bike for me? Please?
Well, that depends ...
Depends on what?
Well, I’m going skating on Sunday and I need to get to the skating rink by 10. If you
let me take your bike, ...
OK, OK.
((Hörtext endet))
1
2
3
4
Molly offers to help Klara with her English provided that – (a) she can borrow Klara’s new
dress on Saturday.
Tim will play in the match on Friday as long as – (b) he can get home before 5 o’clock.
Tami will play in the concert provided that – (b) she doesn’t have to sing as well.
Martin agrees to fix Klara’s bike provided that – (a) she lends it to him on Sunday.
((Ex 4)) I’ll do it if…
1 I’ll pay for the food as long as you pay for the drinks.
2 I’ll take your sister to the park provided that I don’t have to take your brother, too.
3 I’ll make supper provided that you take the dog out.
4 We can have a party as long as we don’t make a mess.
5 We can have a burger as long as there’s time after the film.
((Ex 5)) Money
((Ex 5a)) Identisch WB E Unit 14/5a. Bevor Sie die Lösung bekannt geben, lesen die
Schüler/innen den Text in Übung 5b und suchen selbst die richtige Antwort.
All these things were used as money apart from an ice cube.
((Ex 5b)) Identisch WB E Unit 14/5b.
Seite 30
Your Turn 4
Teacher’s Guide
1 pigs and cows
2 feathers and eggs
3 gold and silver
4 It can easily be divided. It is easier to carry around.
5 30 potato mashers
Challenge
Ice cubes melt easily.
They have no real value.
You cannot carry them around easily.
((Ex 6)) Giving advice
1
2
3
4
5
6
You should start saving now.
If I were you, I’d start saving now.
You should go to the bus station and ask if anyone has found it.
If I were you, I would go back to the bus station and ask if anyone has found it.
You should take it to the police.
If I were you, I would take it to the police.
You should remind her to pay the money back.
If I were you, I would remind her to pay the money back.
You should get a job and start saving money for the trip.
If I were you, I would get a job and start saving.
You should tell him that he shouldn’t spend all at once.
If I were you, I would tell him that he shouldn’t spend all at once.
Challenge
Beispielsätze: You shouldn’t spend all your money at once. – If I were you, I wouldn’t spend
my money all at once.
((Ex 7)) What’s the best advice?
1:
2:
3:
4:
5:
I borrowed some money from a friend and I forgot to pay it back.
My parents lent me 200 pounds for a new computer. I now have a part-time job and I
have saved 100 pounds so far.
My grandmother gave me a lot of money at Christmas.
I’ve got a part-time job so I can save up for a holiday.
My parents give me as much money as they can afford, but my allowance always runs out
by the end of the month.
((Hörtext endet))
Seite 31
Your Turn 4
Teacher’s Guide
1b You should apologise to your friend.
2a You should pay some of the money back.
3a If I were you, I’d spend half of it and put half in the bank.
4b You should open a bank account.
5a You should plan your spending better.
((Ex 8)) I wish!
1
2
3
4
I wish I hadn’t spent all my money.
If I hadn’t spent all my money, I would have bought that dress.
I wish I’d brought an umbrella with me.
If I had brought an umbrella, I wouldn’t have been so wet.
I wish I’d taken a warm coat.
If I had worn my warm coat, I wouldn’t have been so cold.
I wish I hadn’t come home late
If I hadn’t come home late, my parents wouldn’t have been angry.
The only safe way to double your money is to fold it and put it in your pocket.
Unit 14, Making progress, Workbook Achieve, S. 117
((Ex 1)) An expensive shopping trip
Identisch mit WB E Unit 14/MP1.
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hello?
Hi, Hazel, it’s Jane.
Oh, hi Jane.
You sound miserable. What’s the matter?
It’s my mum. She found out about my little shopping trip last Saturday.
So? What’s the problem?
Well, you see, it wasn’t really my money I was spending. It was money my parents
gave me for the school trip.
Oh, I see. And you spent some of it on clothes.
All of it, actually.
Oh, Hazel! How much?
Well, the dress was only £20 but the jacket was much more. But it was a bargain.
They wanted £200 for it, but I managed to get it for £50 less.
So how did your mum find out?
She found the price tag in the rubbish. She was absolutely furious!
Oh, dear. So did she make you take it back to the shop?
Seite 32
Your Turn 4
Teacher’s Guide
Hazel:
Jane:
Hazel:
No, it was too late for that.
So what about the school trip?
I can still go on that. But I can’t go out in the evenings for three weeks and I won’t get
my allowance until I’ve paid back the money.
((Hörtext endet))
1 When did Hazel go shopping? – (a) last Saturday
2 What did she buy? – (c) a jacket and a dress
3 How much did she spend on the jacket? – (b) £150
4 What happened when Hazel’s mother found the price tag? – (a) She was very angry.
5 What did Hazel’s mother do? – (c) She stopped her allowance.
((Ex 2)) Making your allowance last longer
1c, 2b, 3b, 4c
((Ex 1)) Are you a spender or a saver?
1 Sandra and Beatrice
2 Beatrice and Jo
3 Sandra
4 Lewis
5 Beatrice
6 Lewis
((Ex 1b)) Lassen Sie hier jeweils auch die Sätze vorlesen, in denen diese Begriffe
vorkommen.
cash = money
cheap ≠ expensive
generous ≠ mean
borrow ≠ lend
Challenge
Ähnlich WB A Unit 14/Challenge (S. 112).
Lassen Sie für diese Statements zuerst einmal schriftliche Notizen anfertigen. Allerdings
sollten nur Stichwörter notiert werden. Dann sprechen die Schüler/innen in ein bis zwei
Sätzen über ihren Umgang mit Geld.
Seite 33
Your Turn 4
Teacher’s Guide
((Ex 2)) Offers
1
2
4
5
I’m really hungry but I left my purse at home. – (c) I’ll lend you some money for lunch if
you want.
I need to post this birthday card but I’m too busy. – (a) I’ll take it to the postbox for you if
you want.
It’s really hot in here. – (b) I’ll open the window if you want.
I can’t find my mobile phone. – (d) I’ll help you look for it if you like.
Extra problem 3 – Antwortmöglichkeit:
I’ll take him to the park if you like. Or: I’ll do your homework for you if you like.
((Ex 3)) I’ll do it if…
1 I’ll pay for the food as long as you pay for the drinks.
2 I’ll take your sister to the park provided that I don’t have to take your brother, too.
3 I’ll make supper provided that you take the dog out.
4 We can have a party as long as we don’t make a mess.
5 We can have a burger as long as there’s time after the film.
((Ex 4)) Conditions
1
Klara:
Molly:
Klara:
Molly:
Klara:
Molly, I can’t do my English homework. Can you help?
Well, OK, I will, provided that ...
What?
Well, I’m going to a party on Saturday and I’ve got nothing to wear and no time to go
shopping. Can I borrow your new dress?
Sure.
2
Teacher: Tim are you free to play in the match on Friday?
Tim:
What time is it?
Teacher: It starts at 3.
Tim:
Well, I promised my parents I’d be home before 5 o’clock ...
Teacher: It should be over in time for that.
Tim:
OK then.
3
Molly:
Tami:
Molly:
Tami:
You’re singing in the concert tomorrow night, aren’t you?
Not exactly. I’ve said that I will play the piano, as long as I don’t have to sing.
Who’s choosing the music?
Mr Howard.
Seite 34
Your Turn 4
Teacher’s Guide
4
Klara:
Martin:
Klara:
Martin:
Klara:
Martin, will you fix my bike for me? Please?
Well, that depends ...
Depends on what?
Well, I’m going skating on Sunday and I need to get to the skating rink by 10. If you
let me take your bike, ...
OK, OK.
((Hörtext endet))
1
2
3
4
Molly offers to help Klara with her English provided that she can borrow Klara’s new
dress on Saturday.
Tim will play in the match on Friday as long as he can be home before 5 o’clock.
Tami will play in the concert provided that she doesn’t have to sing as well.
Martin agrees to fix Klara’s bike provided that she lends it to him on Sunday.
((Ex 5)) Money
((Ex 5a)) Identisch WB A Unit 14/5a. Bevor Sie die Lösung bekannt geben, lesen die
Schüler/innen den Text in Übung 5b und suchen selbst die richtige Antwort.
All these things were used as money apart from an ice cube.
((Ex 5b)) Identisch WB A Unit 14/5b.
1 The barter system was used before money was invented. 
2 The value of money depends on what people decide that it is worth. 
3 With money you can buy more exact amounts of things. 
4 Potato mashers were used for everyday purchases in ancient Cameroon. x
5 The price of a wife in ancient Cameroon was very low. x
6 Live animals are not suitable for use as money because they are not worth anything. X
((Ex 6)) Giving advice
1
2
3
4
5
You should start saving now.
If I were you, I’d start saving now.
You should go to the bus station and ask if anyone has found it.
If I were you, I would go back to the bus station and ask if anyone has found it.
You should take it to the police.
If I were you, I would take it to the police.
You should remind her to pay the money back.
If I were you, I would remind her to pay the money back.
You should get a job and start saving money for the trip.
If I were you, I would get a job and start saving.
Seite 35
Your Turn 4
Teacher’s Guide
6
7
You should tell him that he shouldn’t spend all at once.
If I were you, I would tell him that he shouldn’t spend all at once.
You shouldn’t spend all your money at once.
If I were you, I wouldn’t spend my money all at once.
((Ex 7)) What’s the best advice?
1:
2:
3:
4:
5:
I borrowed some money from a friend and I forgot to pay it back.
My parents lent me 200 pounds for a new computer. I now have a part-time job and I
have saved 100 pounds so far.
My grandmother gave me a lot of money at Christmas.
I’ve got a part-time job so I can save up for a holiday.
My parents give me as much money as they can afford, but my allowance always runs out
by the end of the month.
((Hörtext endet))
1b You should apologise to your friend.
2c You should pay some of the money back.
3a If I were you, I’d spend half of it and put half in the bank.
4b You should open a bank account.
5a You should plan your spending better.
((Ex 8)) I wish!
1
2
3
4
I wish I hadn’t spent all my money.
If I hadn’t spent all my money, I would have bought that dress.
I wish I’d brought an umbrella with me.
If I had brought an umbrella, I wouldn’t have been so wet.
I wish I’d taken a warm coat.
If I had worn my warm coat, I wouldn’t have been so cold.
I wish I hadn’t come home late
If I hadn’t come home late, my parents wouldn’t have been angry.
The only safe way to double your money is to fold it and put it in your pocket.
Seite 36
Your Turn 4
Teacher’s Guide
Tasks plus
((Ex 1)) The car loan
1 The man borrowed the money to pay for his airline ticket. x
2 The man was well-known to the bank manager. x
3 The bank charged interest on the loan. 
4 The interest was less than the cost of a car park. 
((Ex 2)) Choose the title
(b) How much is this conversation going to cost me?
((Ex 3)) Where did the money go?
Damit Ihre Schüler/innen dieses Rätsel nicht sofort lösen können, lesen Sie den Text bei
geschlossenen Büchern vor und lassen Sie die Schüler/innen nachdenken, was die Lösung
dieses Problems sein könnte.
Solution: Be careful what you are adding together. Originally, the three people paid €30, they
each received back €1, so they now have only paid €27. Of this €27, €25 went to the
manager for the room and €2 went to the receptionist.
Unit 14, Making progress, Workbook Excel, S. 116
((Ex 1)) An expensive shopping trip
Identisch mit WB A Unit 14/MP1.
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hazel:
Jane:
Hello?
Hi, Hazel, it’s Jane.
Oh, hi Jane.
You sound miserable. What’s the matter?
It’s my mum. She found out about my little shopping trip last Saturday.
So? What’s the problem?
Well, you see, it wasn’t really my money I was spending. It was money my parents
gave me for the school trip.
Oh, I see. And you spent some of it on clothes.
All of it, actually.
Oh, Hazel! How much?
Well, the dress was only £20 but the jacket was much more. But it was a bargain.
They wanted £200 for it, but I managed to get it for £50 less.
So how did your mum find out?
She found the price tag in the rubbish. She was absolutely furious!
Oh, dear. So did she make you take it back to the shop?
No, it was too late for that.
So what about the school trip?
Seite 37
Your Turn 4
Teacher’s Guide
Hazel:
I can still go on that. But I can’t go out in the evenings for three weeks and I won’t get
my allowance until I’ve paid back the money.
((Hörtext endet))
1 When did Hazel go shopping? – (a) last Saturday
2 What did she buy? – (c) a jacket and a dress
3 How much did she spend on the jacket? – (b) £150
4 What happened when Hazel’s mother found the price tag? – (a) She was very angry.
5 What did Hazel’s mother do? – (c) She stopped her allowance.
((Ex 2)) Making your allowance last longer
1c, 2b, 3b, 4c
Seite 38
Your Turn 4
Teacher’s Guide
Unit 15 – Two hellos and a goodbye
Schwerpunkt:
Hören/Sprechen: eine kurze Rede vorbereiten, über Zukünftiges spekulieren, Song:
Summer holidays
Lesen/Schreiben: zwei Lesetechniken anwenden (skimming, scanning), einen kurzen
Artikel schreiben und pro/contra Argumente strukturieren
Grammatik: conjunctions (and, but, so, because, although)
Aussprache: Betonung in Begrüßungen
((Ex 1a))
(Audioscript: TB CD 2 Track 32))
announcement – bargain – fond of – hug – leap – love at first sight – obey
recognise – reserved – reunion – weird – zigzag
(Hörtext endet))
((Ex 1b)) Die Wörter, die nicht erkannt wurden, werden im Warm-up dictionary (TB S. 152154) nachgeschlagen. Achten Sie dabei auch darauf, dass sich die Schüler/innen die
phonetische Transkription genau ansehen und überprüfen Sie stichprobenartig, ob sie auch
wirklich die richtige Aussprache gefunden haben.
((Ex 1c)) Lassen Sie dazu zwei Schüler/innen gegeneinander antreten. Die Gruppe kann als
Jury agieren und die Beschreibungen bzw. die Antworten bewerten.
((Ex 2a))
1 recognise – reserved – reunion
2 only – obey – object
3 leap – leave – leapt
4 weird – weight – eight
5 main – bargain – plain
(Hörtext endet))
1 recognise – 2 only – 3 leapt – 4 weird – 5 bargain
((Ex 2b)) Achten Sie beim Nachsprechen besonders auf die unterschiedlichen Laute und
weisen Sie auf die Schreibung dieser Laute hin.
Seite 39
Your Turn 4
Teacher’s Guide
I want to go to California, so I’m going to save up.
I want to go to California and Jenny wants to come too.
I want to go to California, but I haven’t got any money.
I want to go to California because I’ve heard it’s very nice.
When Marianne and Frank were little they were neighbours and played together all the time.
Marianne’s mum looked after him because Frank’s mum worked all day. Then Marianne and
her family left town.
Years later, a friend of Frank’s phoned him and invited him to a party. He didn’t want to go.
He was feeling lazy but his friend insisted. So he agreed to go. At the party, Frank was
bored because he didn’t know anybody. He went up to a girl and they started talking. They
didn’t realise they had met before. The girl was Marianne!
‘I wasn’t planning to go out that Saturday because I was feeling lazy. I was taking it easy but
my friend rang to invite me to his party. I agreed to go,’ says Frank. ‘And I’m so glad I did!
Marianne and I like each other as much as we did when we were kids.’
((Ex 3c)) Lassen Sie hier die Schüler/innen diskutieren, welche Version die bessere ist.
Jeweils zwei Schüler/innen einigen sich auf eine Version.
Unit 15A, The reunion, Textbook S. 120-121
((Ex 1a)) Besprechen Sie dieses Bild in der Gruppe. Sammeln Sie die Aussagen an der Tafel
bzw. im Heft.
The main point of the story is that Christian, the lion, recognised Ace and John as his friends.
((Ex 2)) Read more carefully
1 Christian grew up in London.
2 They bought him at Harrods.
3 Because he had become too big to keep him in their London home.
4 Years later, a film of their reunion was posted on an Internet platform.
5 Because he approached them and they hugged and played together.
6 Because he had his own pride.
((Ex 3)) Wordfind
The lion is the second largest cat, after the tiger. Most lions live in eastern and southern
Africa. Their natural home, or habitat, is the savannah or grasslands. A group of lions is
called a pride. Each group usually has five or six females, their babies, or cubs, and one or
two adult males. In the wild, lions live 10–14 years; in captivity, for example in zoos, they
can live over 20 years. Some people have raised lions. George Anderson and his wife Joy
raised Elsa, a lioness. They became very close; Elsa hugged Joy to show her affection.
They taught her to cope with life with other lions and then sent her back to the wild.
Seite 40
Your Turn 4
Teacher’s Guide
((Ex 4a)) Neben den angeführten Argumenten können die Schüler/innen auch andere Punkte
einfügen, solange sie zum Thema passen. Zusätzliche Aspekte besprechen Sie gemeinsam
in der Gruppe.
((Ex 4b)) Ein wesentliches Element der Portfolio-Texte sind die Überarbeitungen. Erläutern
Sie diesen Punkt auch Ihren Schüler/innen.
((Ex 4c)) Die Endversion sollte schön gestaltet sein, damit dieser Text im Portfolio einen
guten Eindruck macht und die Schüler/innen auch Freude mit ihrer Leistung haben können.
Unit 15B, Looking back, looking forward, Textbook S. 122-123
((Ex 1)) Looking back
Vergleichen Sie die Aspekte, an die sich die Schüler/innen erinnern können, auch in der
Klasse. Eine Mindmap kann dabei sehr hilfreich sein.
((Ex 2)) Akiko’s blog
It is about Akiko’s experiences in England.
It is written for people who want to go to England. She shares her experiences with the
readers of her blog and gives them advice.
1 Street markets, second-hand shops, charity shops and car boot sales are good places to
shop.
2 Get a job and/or get involved in school activities.
3 Because Britain is a multi-cultural place.
4 The best way to see the “real” Britain is to walk around in the neighbourhoods.
5 The weather is not brilliant because you can have sunshine and heavy rain on the same
day. It is very changeable.
((Ex 2c)) Achten Sie darauf, dass die Schüler/innen ihre Aussagen mit den angegebenen
Phrasen beginnen: If I were coming to ... If I were visiting ...
What an amazing two years it’s been! – It has been a very good time.
Make the first move! – Take the first step!
… without breaking the bank – ... without running out of money
Anything goes! – There are no rules. Everything is allowed/acceptable.
(I can) sort of … – in some way/to some extent (I can) ...
((Ex 2e)) Die Schüler/innen besprechen gemeinsam die Bedeutung der Phrasen aus Übung
1d. Dabei wird nur Englisch gesprochen. Wenn es sprachliche Probleme geben sollte, bieten
Sie Hilfe an.
Seite 41
Your Turn 4
Teacher’s Guide
((Ex 3)) An announcement
((Ex 3a)) Sammeln Sie hier nur kommentarlos die Vermutungen der Schüler/innen. Die
Lösung des Rätsels findet sich im Hörtext der nächsten Übung.
Pam:
Matt:
Pam:
Ah Matt, Akiko. Here you are! Come in, come in.
Hey, what’s going on? Cake! What are we celebrating?
OK, everybody. Listen up! I have an announcement to make. It’s about Matt – and
Akiko.
((Hörtext endet))
((Ex 3b))
Pam:
Matt:
Pam:
Ah Matt, Akiko. Here you are! Come in, come in.
Hey, what’s going on? Cake! What are we celebrating?
OK, everybody. Listen up! I have an announcement to make. It’s about Matt – and
Akiko. Akiko, would you like to say a few words?
Akiko:
Well, as you probably know, Matt is leaving TLR soon.
I’m sure you will all agree that working with him has been, well, really cool!
Personally, I’d like to thank Matt for all his support. I’ve really learnt a lot from him.
So Matt, good luck and … good bye!
Matt:
Thanks!
((from the group in the background: Speech! Speech!))
Matt:
No, no, I’m no good at making speeches. But I do want to say that I’ve had four
fantastic years here and now it’s time to move on. I’m getting too old for TLR! It’s
been really nice to work with such a great team! I look forward to listening to all your
programmes and reading your website. And it’s not really good-bye. I am starting
university in October, up in Edinburgh but I’ll certainly visit when I’m down here.
Pam:
We are also celebrating Akiko’s second year with us. She’s become a tremendous
producer so we have decided to make her senior producer. Akiko, welcome to your
new job!
Akiko:
Oh my God, what a surprise! Thanks! I don’t know what to say. Thanks! Wow! How
cool is that? Thank you.
Pam:
Everybody, have some cake!
Akiko:
Hey, Matt? Did you really mean what you said?
Matt:
What?
Akiko:
You’ll keep in touch? And you’ll come to visit?
Matt:
Of course I meant it. Come on, let’s join the others.
((Hörtext endet))
It is a farewell party for Matt (who is going to leave TLR after four years and they also
celebrate that Akiko has been with TLR for two years.
1 As you probably know, Matt is leaving TLR soon.
2 Personally, I’d like to thank Matt for all his support.
3 It’s been really nice to work with such a great team!
4 I look forward to listening to all your programmes and reading your website.
Your turn
Seite 42
Your Turn 4
Teacher’s Guide
In dieser kurzen Abschiedsrede sollten die Phrasen, die in Matts und Akikos Reden
vorkommen, erneut verwendet werden. Diese formelhaften Wendungen sollten genau
nachgeahmt werden.
Befolgen Sie die vorgegebenen Schritte dieser Übung. Erst in einem zweiten Schritt sind
Abweichungen sinnvoll. Speziell schwächere Schüler/innen sollten genau bei diesem Aufbau
bleiben.
Unit 15C, Meeting again, Textbook S. 124-125
((Ex 1)) What if?
((Ex 1a)) ((Audioscript: TB CD 2 Track 36))
Jack:
Emily:
Jack:
Emily:
Jack:
Emily:
Jack:
Emily:
Jack:
Emily:
Jack:
Emily:
Jack:
Emily:
Emily, what are you doing? It’s really late.
Nothing much. Just, you know, writing some stuff. Why are you still awake? Are you
nervous about tomorrow?
No, why would I be nervous?
I don’t know. What if something goes wrong?
What can possibly go wrong? Oh, what if they miss their flight? I hadn’t thought of
that. Or what if …
I don’t mean that. I mean, after all this time … what if you don’t get on?
You know we get on! OK, we haven’t seen each other but we chat, we email …. Of
course we’ll get on … won’t we?
Yes, sure. What is it people say? ‘Absence makes the heart grow fonder’ or
something?
What does that mean?
I think it means something like you like people better when you’ve been away from
them for a long time.
There you go, then. Nothing to worry about.
Or does it mean that when you haven’t seen someone for a long time you forget the
bad things about them and you only remember the nice things? So then, when you
finally see them, you find they’re not so nice after all.
That IS NOT going to happen! I’m going to bed. You’re making me nervous!
Night Jack. And don’t worry. I’m sure everything will be all right.
((Hörtext endet))
Their friends from England are coming to see them. Emily is worried because she doesn’t
know how they would get on with each other after such a long time. Jack thinks there won’t
be any problems as they have been in touch anyway.
1 Emily:
2 Jack:
3 Emily:
What if something goes wrong?
What if they miss their flight?
What if you don’t get on?
((Ex 1c)) Lassen Sie die Schüler/innen zuerst einmal ihre eignen Erklärungen abgeben.
Sammeln Sie die Ideen an der Tafel. Erst am Ende der Diskussion erläutern Sie den Satz,
sofern es notwendig sein sollte.
Seite 43
Your Turn 4
Teacher’s Guide
((Ex 2)) Scenarios
Lassen Sie die Schüler/innen zuerst diese Szenarios durchlesen. Erst dann können sie
sinnvoll miteinander diskutieren. Achten Sie darauf, dass es hier vor allem um die
Kommunikation, den Austausch geht. Allfällige Fehler korrigieren Sie erst nach Ende des
Gesprächs.
((Ex 3)) Language puzzle
Although they had been in touch often, they hadn’t met for a year.
They’ve kept in touch but they haven’t seen each other for a year.
They still like each other although they are all a bit different now.
All three have changed a bit but they still like each other.
((Ex 3b)) Die genaue Verwendung von „although“ finden Sie in der Grammar-Box an der
rechten Seite.
Zoe liked Jack very much but she now prefers Harry.
Although Zoe liked Jack very much, she now prefers Harry.
Jack has always liked Zoe and Harry but he prefers his American friends.
Although Jack has always liked Zoe and Harry, he prefers his American friends.
They have new interests but they can share them with their friends.
Although they have new interests, they can share them with their friends.
((Ex 4)) Meeting again
Mr Robinson: Zoe! Harry! Over here!
Mrs Robinson: Zoe, Harry! It’s so lovely to see you!
Zoe:
Hello Mrs Robinson. Nice to see you too!
Emily:
It’s been such a long time!
Jack:
Hey man, long time no see! Good to see you!
Harry:
You too man.
Jack:
Hey Zoe! Here you are, at last! Welcome to San Francisco!
Zoe:
Hey Jack. I still can’t believe I’m here!
((Hörtext endet))
It’s so lovely to see you!
Nice to see you too!
It’s been such a long time!
Long time no see! Good to see you!
Here you are, at last!
Welcome to San Francisco!
I still can’t believe I’m here!
Zuordnung siehe Transcript bei Exercise 4a.
Seite 44
Your Turn 4
Teacher’s Guide
((Ex 5a))
1 It’s so lovely to see you!
2 Nice to see you too!
3 It’s been such a long time!
4 Hey man, long time no see!
5 Good to see you!
((Hörtext endet))
((Ex 5b)) Lassen Sie hier die Schüler/innen durchaus übertreiben. Dadurch lernen Sie die
Intonation viel besser und finden es meist auch lustig.
((Ex 6)) Summer holiday
((Ex 6a))
From left to right:
San Francisco Giants flag: at the Giants’ Stadium
A toy / tourist gift of a Segway: at the Segway outlet
A toy / tourist gift of Alcatraz in the San Francisco Bay: at Alcatraz
A mug / tourist gift with a picture of Lombard Street, San Francisco: in or near Lombard
Street
We took a tour on one of these! Cool, isn’t it? (And nobody fell off!) – a ride on a Segway (top
left)
Fun, but not that fun. It looked better from Fisherman’s wharf. It’s just an old prison. –
Alcatraz (bottom left)
The Giants are the local baseball team. The game’s brilliant – a bit like cricket but faster.–
two baseball players of the Giants’ team (top right)
The best street in the whole world! Cars zigzag round the sharp bends – would be fun on a
skateboard! – Lombard Street (bottom right)
((Ex 6d))
Summer holiday
We’re all going on a summer holiday
No more working for a week or two
Fun and laughter on a summer holiday
No more worries for me or you
For a week or two
We’re going where the sun shines brightly
We’re going where the sea is blue
We’ve seen it in the movies
Now let’s see if it’s true
Seite 45
Your Turn 4
Teacher’s Guide
Everybody has a summer holiday
Doing things they always wanted to
So we’re going on a summer holiday
To make our dreams come true
For me and you.
((Hörtext endet))
The Robinsons and their friends are all together now in San Francisco. They are going on
holiday in California.
((Ex 1)) Your Turn Search
In Gruppen zu Viert machen die Schüler/innen dieses Abschluss-Quiz.
1 Who’s had a better year, Jack and Emily in the US or Zoe and Harry in England?
Find:
Two good experiences/days the friends had this year:
The police officer didn’t fine Mr Robinson for driving on the wrong side of the read.
School is exciting for Jack.
Zoe got a guitar from her grandfather.
Two bad experiences/days they had this year:
The hotel in San Francisco had lost their booking.
Mr Robinson had left his mobile on the plane with all his numbers on it.
Zoe misses her late grandfather.
2 What happened in Niagara Falls?
Roger Woodward survived going over the Niagara Falls.
3 What advice can you give to somebody who spends so much that they can’t pay their bills?
Plan how you’re going to spend the money you’ve got. Put money aside for fixed costs first.
4 Who owned California before the US?
Russia, Spain and Mexico
5 What are charities? Name two.
Amnesty International, cwac (Children with Aids Charity), Greenpeace, Guide Dogs for the
Blind, Oxfam.
6 Name two reasons why people in South Africa sing so often.
It is way to celebrate happy times, but it is also a way to get through sad times.
7 What is ‘Man on Wire’?
It is a movie about a man who walked from one tower of the World Trade Center to the other
on a tight rope.
8 Why do animals have hair and humans don’t?
Because they do not sweat.
Seite 46
Your Turn 4
Teacher’s Guide
9 Where can you find out about children’s rights?
You can look up the rights that are set in the United Nations Convention on the Rights of the
Child.
10 What is ’The Tempest’?
The Tempest is a play by William Shakespeare.
11 What and when is April Fools’ Day?
On April 1st (April Fool’s Day) people play tricks on each other.
12 What’s Akiko’s new job at Teen Life Radio?
She works as a reporter now.
13 What are ‘hunters of cool’?
Hunters of cool are young people who know a lot about teenagers and the things they like.
14 What does ‘Vox pop’ mean?
When radio reporters interview people in the streets.
((Ex 2)) And the winner is …?
Legen Sie am besten eine genaue Reihenfolge fest, wer die Fragen stellen darf. Damit
stellen Sie sicher, dass verschiedene Schüler/innen an die Reihe kommen.
Research task
Diese Aufgabe kann gut als Hausübung vorbereitet werden. Lassen Sie die Schüler/innen
entscheiden, ob sie zu zweit oder alleine an dieser Aufgabe arbeiten wollen.
Das erste Thema können die Schüler/innen auch nach 15C bearbeiten – falls es die Zeit
erlaubt. Oder als Abschluss des Textbook statt der Aufgabe „Your Turn Search“.
The word that doesn’t fit: obey.
1 “Be quiet and listen, class! Mrs Marston is going to make an important announcement.”
2 Gina first met Simon at a party. It was love at first sight and now they’ve been going out
together for two years.
3 “Do you know who that boy over there with the tattoo is? I’ve never seen him before, or at
least I don’t recognise him.”
4 “It’s so weird. I put my mobile phone down here on the desk and now it’s gone. It can’t
have been stolen, because there’s no one else in the room.”
5 “I’m going to a reunion of my primary school class tonight. We left the school ten years
ago today. I’m really excited to see everyone and to see how they’ve changed.”
6 “Did I tell you about my new jacket? I bought it at Marlowe’s. It was a complete bargain –
it only cost £10!”
Seite 47
Your Turn 4
Teacher’s Guide
((Ex 2)) I did it because …
1
2
3
4
5
6
7
8
There’s a great film on at the cinema but I can’t go because I have to finish my
homework.
We’re going to visit our aunt next weekend because it’s her birthday on Saturday.
I don’t know how to play this computer game so I’m going to ask my brother to help me.
Molly has joined the basketball team and she’s playing in her first match next week.
I would love to go shopping with you but I promised my mum I’d look after my little
brother.
Klara wants to visit her penfriend in France so she is saving up for the trip.
We didn’t go to the beach because it was raining.
Molly is going skating next week and she is going to ask Klara to join her.
((Ex 3)) Joining sentences
1 It rained on Saturday so the match was cancelled.
2 Stephen missed the bus because he got up late.
3 Tim wanted to go the concert but all the tickets had been sold.
4 Molly and Klara went shopping and they bought some clothes.
((Ex 1)) Skimming and scanning
((Ex 1a)) Identisch mit WB E Unit 15/1a. Besprechen Sie hier genau durch, wie man am
besten einen Text überfliegt und das Wesentliche herausfindet. Die Lesetechniken sind auf
S. 120-121 jeweils erläutert.
2 is the correct summary.
((Ex 1b)) Ähnlich WB E Unit 15/1b.
1
2
3
4
5
What clues did Brenda find by the side of the road? – pieces of broken glass from the
lights of a car, a toothbrush, a child’s toy, a pen, a packet of sweets, and a birthday card
addressed to ‘Mary’.
How long did Tina wait for her family to come back? – three weeks
How did Brenda know who the things belonged to? – A birthday card addressed to ‘Mary’
What part of the story did Brenda get wrong? – All three members of the Thompson
family had survived the accident.
Why didn’t the Thompsons look for Tina? – They thought that Tina had died in the
accident.
1 The Thompsons had a car accident.
2 Brenda found Tina by the side of the road.
3 Brenda found a pile of the Thompson’s things by the side of the road.
4 Brenda telephoned the police.
Seite 48
Your Turn 4
Teacher’s Guide
5 The Thompsons were reunited with their dog.
((Ex 2)) Dolphins
1 A dolphin is a friendly animal that lives in the sea.
2 A shark is a large meat-eating fish with lots of sharp teeth.
3 To rescue someone means to save them from danger.
4 To drown is to die in water because you can’t breathe.
5 To train an animal is to teach it to do what you want.
6 To attack someone is to start a fight with them.
((Ex 2b))
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Did you see that programme on TV last night?
Which one?
The one about dolphins.
No. I don’t really like nature programmes.
But this was different. It was incredible – all about how dolphins rescue people.
Rescue people?
Yeah, like people who are drowning.
Really? What do the dolphins do?
If someone is drowning, they push them up above the water with their noses. They
also help people who are attacked by sharks.
I don’t believe dolphins can fight sharks!
No, they don’t fight them. If a shark attacks or comes near a person in the water, they
swim in circles around the person and keep the shark away from them. Eventually it
gives up.
Really? Why would dolphins do that?
I don’t know, but it’s happened lots of times. It happened just last year in the
Mediterranean. Some tourists on a ship were watching some dolphins playing and
one of them decided to go swimming with the dolphins. Then a shark attacked him. It
bit his leg and he was bleeding badly. But the dolphins circled around him until the
other people on the ship could get to him and pull him out.
Wow. Perhaps that old joke about dolphins is right.
What joke?
You know, why are dolphins cleverer than humans ...?
Go on ...
Because it only takes them three hours to train a man to stand at the side of a pool
and feed them fish.
Oh, very funny!
But it makes you think, doesn’t it? If dolphins have feelings and will help humans who
are in trouble, then is it right for us to keep them in zoos and make them do tricks to
amuse us? I don’t think it is.
And what about those fishermen who kill dolphins so that there are more fish in the
sea for them to catch?
Yes, I think that’s terrible.
((Hörtext endet))
Seite 49
Your Turn 4
Teacher’s Guide
1 The programme was about people who have rescued dolphins from fishermen. – x
2 Dolphins save people from drowning by pushing them above the water with their noses. –

3 Dolphins have saved swimmers by attacking sharks that came near to them. – 
4 The man in the Mediterranean was bitten by a shark. – 
5 The sharks swam in circles around the man. – x
6 Klara thinks it is OK to train dolphins to do tricks. – x
1 The programme was about dolphins who have rescued people.
5 The dolphins swam in circles around the man.
6 Klara thinks it is not OK to train dolphins to do tricks.
((Ex 3)) Pronunciation jokes
“How does he smell?”
((Ex 4)) Saying goodbye
((Ex 4a)) Identisch mit WB E Unit 15/5a.
1
Man:
I’ve just finished, Mrs Peters. Here you are.
Woman: Oh, that’s great. Well, goodbye and thank you.
Man:
You’re welcome.
2
Andy:
Girl:
Bye, Michelle. I’m off now.
So long, Andy. See you next time.
3
Woman: I’m leaving now. Thank you very much for your help.
Man:
Goodbye. It’s been a pleasure meeting you.
4
Woman: Bye, Tony. Have a safe journey.
Man:
Take care. I’ll see you next year.
5
Girl:
Boy:
See you later, Sam!
Sure. I’ll be at the club on Thursday.
6
Woman: Have a good trip.
Man:
I will.
Woman: Keep in touch!
((Hörtext endet))
Seite 50
Your Turn 4
Teacher’s Guide
1 Well, goodbye and thank you.
5 See you later, Sam!
2 So long, Andy. See you next time.
4 Take care. I’ll see you next year.
3 Goodbye. It’s been a pleasure meeting you.
6 Keep in touch!
((Ex 4b)) Identisch mit WB E Unit 15/5b.
informal
See ya.
’Later!
Bye.
neutral
See you later.
It’s been a pleasure.
Goodbye.
Keep in touch.
Take care.
So long.
formal
It’s been very nice meeting you.
Goodbye and good luck for the future.
((Ex 5)) Worries
(((Schlüsselsymbol))
1 What if it doesn’t fit me? – (f) Well, you can always take it back to the shop.
2 What if he doesn’t recognise me? – (d) Why don’t you tell him what you will be wearing?
3 What if I miss the train? – (e) There will be another one an hour later.
4 What if nobody comes? – (a) Don’t be silly! It’s a party – of course they’ll come!
5 What if I don’t like it there? – (c) Well, if you really hate it, you can come home.
6 What if I can’t find the address? – (b) Take this map. You’ll be fine!
((Ex 6)) Although
((Ex 6a)) Ähnlich WB E Unit 15/7.
1
2
3
4
5
6
Although Peter doesn’t like documentaries, he thought the one about gorillas was
fascinating.
Although I like dogs, I’ve never had one as a pet.
Although my sister is younger than me, she is better at playing the piano.
Although Tami knows sweets are bad for you, she can’t help eating them.
Although Tim went shopping for a sweater on Saturday, he didn’t buy one.
Although my father enjoys watching football, he has never played it.
Seite 51
Your Turn 4
Teacher’s Guide
1 He = Peter; one = documentary
2 one = dog
3 She = my sister
4 She = Tami; them = sweets
5 He = Tim; one = sweater
6 He = my father; it = football
1 Although Klara took lots of photos, she didn’t take one of a shark.
2 Although Martin has seen a dolphin in the zoo, he has never swum with one.
3 Although dolphins are very clever, I don’t think they are as clever as dogs
4 Although Japanese is a beautiful language, not many people speak it.
5 Although I believe in ghosts, I have never seen one.
6 Although chocolate is delicious, it isn’t very good for you.
((Ex 7)) Saying hello
Identisch mit WB E Unit 15/8a.
1 It’s so lovely to see you. – f
4 Hey, what’s up? – i
2 Hey, man, long time no see! – i
5 Alright? How’s it going? – i
3 I’m very pleased to meet you. – f
6 How do you do? – f
Unit 15, Making progress, Workbook Achieve S. 125
((Ex 1)) A long walk
Jim:
What’s that you’re reading, Jonathan?
Jonathan:
This? Oh, I’ve just finished it. It’s called The Incredible Journey. It’s by Sheila
Burnford.
Jim:
What’s it about?
Jonathan:
Well, it’s about two dogs and a cat. They walk across Canada to find their lost
family.
Jim:
Ugh talking animals. I hate books like that!
Jonathan:
No, it’s not like that. In this book the animals don’t talk. It’s quite realistic.
Jim:
Oh. And how do they get lost?
Jonathan:
Well, their family, the Hunters, go on a trip to England for several months.
Jim:
Leaving their pets behind?!
Jonathan:
Well, no, they leave them with a friend, but he lives 300 miles away. The
animals don’t realise it’s only for a short time and they set off to walk back to their real
home.
Jim:
So do they make it?
Jonathan:
Yes, eventually. The Hunters get back from England first and when they find
that their pets are missing, they are very upset. They go to their friend’s house and
they spend a long time looking for them in the countryside around the house. But they
Seite 52
Your Turn 4
Teacher’s Guide
don’t find them so they go home.
Jim:
So, no happy ending then.
Jonathan:
Oh yes. The Hunters go home and just as they’re about to give up hope they
see their pets coming out of the woods one by one and heading for the house.
Jim:
This sounds familiar. Didn’t someone make a film of this story?
Jonathan:
Yes, they did. I’m going to try and get the DVD.
((Hörtext endet))
1 ,2 , 3 , 4 , 5 , 6 , 7 ,8
1
2
3
4
Next month.
Because it will be a surprise party.
Their host families have agreed to make sure that Gina and Abdul are at the school on
time.
Give Mrs Smith their pieces of paper with their messages or memories.
((Ex 1)) Skimming and scanning
((Ex 1a)) Identisch mit WB A Unit 15/1a. Besprechen Sie hier genau durch, wie man am
besten einen Text überfliegt und das Wesentliche herausfindet. Die Lesetechniken sind auf
S. 118-119 jeweils erläutert.
2 is the correct summary.
((Ex 1b)) Ähnlich WB A Unit 15/1b.
1
2
3
4
5
What clues did Brenda find by the side of the road? – pieces of broken glass from the
lights of a car, a toothbrush, a child’s toy, a pen, a packet of sweets, and a birthday card
addressed to ‘Mary’.
How long did Tina wait for her family to come back? – three weeks
How did Brenda know who the things belonged to the family in the car accident? – A
birthday card addressed to ‘Mary’.
What part of the story did Brenda get wrong? – All three members of the Thompson
family had survived the accident.
Why didn’t the Thompsons go back for Tina? – They thought that Tina had died in the
accident.
1 gathered up – (d) put together
2 survived – (c) didn’t die
3 to abandon – (a) to leave
4 convinced me – (b) made me sure
Seite 53
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((Ex 1d)) Ähnlich WB A Unit 15/2c.
(d) The Thompsons had a car accident.
(b) Brenda saw the emergency services at the scene of the accident.
(e) Tina waited three weeks before Brenda found her.
(a) Brenda found Tina by the side of the road.
(c) Brenda found a pile of the Thompsons’ things by the side of the road.
(f) Brenda telephoned the police.
(i) The police told Brenda the name of the woman in the car.
(h) The Thompsons were reunited with their dog.
(j)The Thompsons gave Brenda a reward for finding their dog.
(g) The Thompsons died in the accident.
((Ex 2)) Dolphins
((Ex 2a))
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Tim:
Klara:
Did you see that programme on TV last night?
Which one?
The one about dolphins.
No. I don’t really like nature programmes.
But this was different. It was incredible – all about how dolphins rescue people.
Rescue people?
Yeah, like people who are drowning.
Really? What do the dolphins do?
If someone is drowning, they push them up above the water with their noses. They
also help people who are attacked by sharks.
I don’t believe dolphins can fight sharks!
No, they don’t fight them. If a shark attacks or comes near a person in the water, they
swim in circles around the person and keep the shark away from them. Eventually it
gives up.
Really? Why would dolphins do that?
I don’t know, but it’s happened lots of times. It happened just last year in the
Mediterranean. Some tourists on a ship were watching some dolphins playing and
one of them decided to go swimming with the dolphins. Then a shark attacked him. It
bit his leg and he was bleeding badly. But the dolphins circled around him until the
other people on the ship could get to him and pull him out.
Wow. Perhaps that old joke about dolphins is right.
What joke?
You know, why are dolphins cleverer than humans ...?
Go on ...
Because it only takes them three hours to train a man to stand at the side of a pool
and feed them fish.
Oh, very funny!
But it makes you think, doesn’t it? If dolphins have feelings and will help humans who
are in trouble, then is it right for us to keep them in zoos and make them do tricks to
amuse us? I don’t think it is.
And what about those fishermen who kill dolphins so that there are more fish in the
sea for them to catch?
Yes, I think that’s terrible.
((Hörtext endet))
Seite 54
Your Turn 4
Teacher’s Guide
1 The programme was about people who have rescued dolphins from fishermen. – x
2 Dolphins save people from drowning by pushing them above the water with their noses. –

3 Dolphins have saved swimmers by attacking sharks that came near to them. – x
4 The man in the Mediterranean was bitten by a shark. – 
5 The sharks swam in circles around the man. – x
6 Klara thinks it is OK to train dolphins to do tricks. – x
7 Tim and Klara both watched the TV programme. – x
8 Because of what the dolphins did, the man was rescued. – 
1 The programme was about dolphins which have saved people from drowning.
3 Dolphins have saved swimmers by keeping sharks away from them.
5 The dolphins swam in circles around the man.
6 Klara thinks it is not OK to train dolphins to do tricks.
7 Tim and Klara both didn’t watch the TV programme.
((Ex 3)) What do you think?
Beispielsätze:
I think all animals should have the same rights as humans.
It’s true that animals like dolphins are intelligent and should be protected, but it is wrong to
train animals to do tricks.
((Ex 4)) Pronunciation jokes
“How does he smell?”
((Ex 5a)) Identisch mit WB A Unit 15/4a.
1
Man:
I’ve just finished, Mrs Peters. Here you are.
Woman: Oh, that’s great. Well, goodbye and thank you.
Man:
You’re welcome.
2
Andy:
Girl:
Bye, Michelle. I’m off now.
So long, Andy. See you next time.
3
Woman: I’m leaving now. Thank you very much for your help.
Man:
Goodbye. It’s been a pleasure meeting you.
4
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Woman: Bye, Tony. Have a safe journey.
Man:
Take care. I’ll see you next year.
5
Girl:
Boy:
See you later, Sam!
Sure. I’ll be at the club on Thursday.
6
Woman: Have a good trip.
Man:
I will.
Woman: Keep in touch!
((Hörtext endet))
1 Well, goodbye and thank you.
5 See you later, Sam!
2 So long, Andy. See you next time.
4 Take care. I’ll see you next year.
3 Goodbye. It’s been a pleasure meeting you.
6 Keep in touch!
((Ex 5b)) Identisch mit WB A Unit 15/4b.
informal
See ya.
’Later!
Bye.
neutral
See you later.
It’s been a pleasure.
Goodbye.
Keep in touch.
Take care.
So long.
formal
It’s been very nice meeting you.
Goodbye and good luck for the future.
Challenge
Andere Möglichkeiten finden Sie im Internet mit dem Suchbefehl: „ways to say good-bye“.
((Ex 6)) Worries
(((Schlüsselsymbol))
1 What if it doesn’t fit me? – (f) Well, you can always take it back to the shop.
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2 What if he doesn’t recognise me? – (h) Why don’t you tell him what you will be wearing?
3 What if I miss the train? – (g) There will be another one an hour later.
4 What if nobody comes? – (a) Don’t be silly! It’s a party – of course they’ll come!
5 What if I don’t like it there? – (c) Well, if you really hate it, you can come home.
6 What if I can’t find the address? – (b) Take this map. You’ll be fine!
7 What if it rains? – (e) It won’t. But take an umbrella just in case.
8 What if our teacher finds out? – (d) Well, she’ll probably be very angry.
((Ex 7)) Although
Ähnlich WB A Unit 15/6a.
1
2
3
4
5
6
7
8
Although Peter doesn’t like documentaries, he thought the one about gorillas was
fascinating.
Although I like dogs, I’ve never had one as a pet.
Although my sister is younger than me, she is better at playing the piano.
Although it rained all the time, we enjoyed our holiday in England.
Although Molly likes cooking, she doesn’t like washing up.
Although Tim went shopping for a sweater on Saturday, he didn’t buy one.
Although Klara took lots of photos, she didn’t take a photo of a shark.
Although dolphins are very clever, I don’t think dolphins are as clever as dogs.
((Ex 8)) Saying hello
((Ex 8a)) Identisch mit WB A Unit 15/7.
1 It’s so lovely to see you. – f
2 Hey, man, long time no see! – i
3 I’m very pleased to meet you. – f
4 Hey, what’s up? – i
5 Alright? How’s it going? – i
6 How do you do? – f
2, 4, 5
Unit 15, Tasks plus, Workbook Excel S. 123
((Ex 1)) A remarkable reunion
1 55 people survived the plane crash. – x
2 If the plane had not crashed, it would have landed in Charlotte, North Carolina. – 
3 Before the online group was set up, the passengers started to email each other. – 
4 When they have a birthday, the survivors have a ‘celebrate life party’. – x
5 The group began to meet up because talking online hadn’t helped. – x
6 The survivors worried less about problems after the crash. – 
7 Pam Seagle walked in front of a bus after the crash. – x
8 Ben Bostic thinks it’s important to do what you want in case you don’t get a chance to do it
later. – 
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((Ex 2)) Celebrate your life
Fordern Sie hier Ihre Schüler/innen auf, Passagen aus dem Text “A remarkable reunion” zu
übernehmen und in ihre Texte einzubauen, um ihre Texte authentischer klingen zu lassen.
Der fertige Text kann ein Teil des Portfolios der Schüler/innen sein.
Unit 15, Making progress, Workbook Excel S. 124
((Ex 1)) A long walk
Jim:
What’s that you’re reading, Jonathan?
Jonathan:
This? Oh, I’ve just finished it. It’s called The Incredible Journey. It’s by Sheila
Burnford.
Jim:
What’s it about?
Jonathan:
Well, it’s about two dogs and a cat. They walk across Canada to find their lost
family.
Jim:
Ugh talking animals. I hate books like that!
Jonathan:
No, it’s not like that. In this book the animals don’t talk. It’s quite realistic.
Jim:
Oh. And how do they get lost?
Jonathan:
Well, their family, the Hunters, go on a trip to England for several months.
Jim:
Leaving their pets behind?!
Jonathan:
Well, no, they leave them with a friend, but he lives 300 miles away. The
animals don’t realise it’s only for a short time and they set off to walk back to their real
home.
Jim:
So do they make it?
Jonathan:
Yes, eventually. The Hunters get back from England first and when they find
that their pets are missing, they are very upset. They go to their friend’s house and
they spend a long time looking for them in the countryside around the house. But they
don’t find them so they go home.
Jim:
So, no happy ending then.
Jonathan:
Oh yes. The Hunters go home and just as they’re about to give up hope they
see their pets coming out of the woods one by one and heading for the house.
Jim:
This sounds familiar. Didn’t someone make a film of this story?
Jonathan:
Yes, they did. I’m going to try and get the DVD.
((Hörtext endet))
1 ,2 ,3 ,4 ,5 ,6 ,7 , 8
1
2
3
4
Next month.
Because it will be a surprise party.
Their host families have agreed to make sure that Gina and Abdul are at the school on
time.
Give Mrs Smith their pieces of paper with their messages or memories.
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Unit 16, Big break
„Big break units“ wiederholen den Stoff der vorangegangen vier Units (siehe ‘Einleitung).
Unit 16A, Big break Textbook S. 127
((Ex 1)) Picture puzzle: Which picture?
((Ex 1a))
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
I hate Sundays. There’s nothing to do. Let’s play cards or something.
I’ve got a better idea. Let’s do this game in the paper.
OK. What do you have to do?
Well, see these four pictures? You have to choose one.
OK, I choose number …
Stop! Don’t tell me the number. You choose the picture and I have to guess which
one you chose.
Are you going to read my mind or what?
Don’t be silly. You describe the picture and I guess.
Boring! That’s too easy!
No, wait. When you describe the picture you can’t use the name of the things in it.
You can’t use the name of the things? I don’t get it.
For example, if there is a ball in the picture you don’t say “There’s a ball in the
picture”. You say “There is something you can play tennis, or whatever, with”. And
you have to be quick because you have to help me guess in one minute.
Oh, OK, I get it. So, in my picture there is something you make music with.
That could be any picture. Tell me more.
There are some things that look like shoes. Things that you wear on your feet.
Hmm, that could be any picture too.
Then there is also something you use for drying your hair …
Hurry up, time’s almost up.
There’s something you can play in the bath with.
It’s this picture!
That’s right! Your Turn!
((Hörtext endet))
DESCRIBE AND GUESS – THE RULES
Choose one of the four pictures.
Don’t tell your partner the details of the picture.
Help your partner guess.
Describe the objects: Don’t use the names of the objects.
You must find other ways of doing it.
You must get the other player to guess in one minute.
They are talking about the top left picture.
((Hörtext endet))
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((Ex 1c)) Mit schwächeren Gruppen machen Sie einige dieser Sätze gemeinsam. Es
ist hier wesentlich, dass die beiden Partner zusammenarbeiten, um ein möglichst
gutes Ergebnis zu erreichen.
Picture 1: sun lotion, a piano, a newspaper, a rubber duck, two socks, a glass, a spoon, a
fireplace
Picture 2: a trumpet shoes, a pullover, a magazine, an MP3 player, a towel, a postcard, a
fork, a hat, a bottle
Picture 3: wellies, a book, a hairdryer, sunglasses, a knife, a blanket, a coin, a snare drum,
drumsticks
Picture 4: a radiator, a pair of sandals, a flute, a baseball cap, a cup and a saucer, a spoon, a
letter, a bar of chocolate
((Ex 2)) Word detectives
Sammeln Sie die Wörter zu den einzelnen Kategorien an der Tafel. Bei
leistungsschwächeren Gruppen geben Sie als Suchhilfe die jeweiligen Units vor, in denen
passende Wörter vorkommen.
Für die Erweiterung der Listen mit anderen Wörtern empfiehlt es sich, den Schüler/innen die
Funktion eines Thesaurus zu erklären (vgl. auch die Thesaurus-Funktion in Ihrem
Textverarbeitungsprogramm).
Beispiele:
Words to do with clothes you wear (Unit 13):
skirt, cardigan, black leather jacket, bell-bottom trousers, short baggy jeans, tie-dyed T-shirt,
old-fashioned dress...
Words to describe fashion (Unit 13):
old-fashioned, cool, attractive, original, pretty, interesting, lovely, unattractive, scary,
dangerous, mean, dirty ...
Words to talk about money (Unit 14):
budget, borrow, lend, pay back, afford, allowance, owe, fixed costs, interest, save, bills,
spend, bank, charge...
Words to talk about wild animals (Unit 15):
cub, natural habitat, in the wild, leap, pride, natural home, male, female, captivity, zoo ...
Unit 16B, School Times: episode 8, Textbook S.128-129
((Ex 1)) Pippa’s messenger puzzle
Asif 1
Hello Pippa!
Pippa 2
Asif! Great to hear from you. How are you?
Asif 3
Fed up! I’m fed up.
Pippa 4
Yes, you must be.
Asif 5
And my parents are fed up too. Really angry. They want me to go back to my classes.
Pippa 6
Have they talked to the school?
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Asif 7
Yes, they’ve talked to Mrs Griffiths lots of times.
Pippa 8
I’ve watched that film hundreds of times. And now I know it wasn’t you.
Asif 9
How? How do you know it wasn’t me?
Pippa 10
Sorry, Asif. Got to go. I’ll call you later.
Asif 11
But Pippa, just tell me!
Pippa 12
Smilie waving good bye.
((Ex 2)) School times: episode 8
Pippa:
Mrs Griffiths! Mrs Griffiths! Can I have a word?
Mrs Griffiths: Yes Pippa. Of course. Come into the office.
Mrs Griffiths:
Pippa:
Mrs Griffiths:
Pippa:
Mrs Griffiths:
Pippa:
Mrs Griffiths:
Pippa:
OK, Pippa. Now, what can I do for you?
It’s about the film of Asif.
Ah. That film.
Yes. That film. The one of him going into the hall. And the fire.
Yes, Pippa, I know the one you mean. What about it?
It’s not true. I mean it’s a fake, it’s made up. Because if you look –
– I know it’s not true, Pippa, and not only that –
– carefully you’ll see that it’s really three different bits of film, and in the first, you
know – I spent HOURS making the film bigger and looking at it – in the first,
when Asif goes into the hall he’s got a little beard, well, not really a beard, he’s
not old enough, but you made him shave it off weeks before the fire, and then
when you see him walking past the hall he doesn’t have his beard, so it can’t be
him be- ...
Mrs Griffiths: Pippa! Be quiet for just one second.
Pippa:
But Miss Griffiths, I Mrs Griffiths: I said quiet. Listen Pippa, dear. We know it wasn’t Asif. The fire service has told
us. It was an electrical fault that started it – we’re going to have some very
angry words with the construction company.
Pippa:
So what about Asif?
Mrs Griffiths: Asif is fine. Now all we have to do is find the person who made that film.
Pippa:
I might be able to help you there, Mrs Griffiths.
Andy:
Tracy:
Andy:
Tracy:
Andy:
Tracy:
Andy:
Tracy:
Andy:
Tracy:
Andy:
Tracy:
Andy:
Tracy.
Hey, Andy, thanks for coming along, Andy.
Yeah.
Can I ask you a question?
It’s a free country.
You always say that!
Yeah, probably. What’s the question?
You and Pippa. Are you going to be friends again?
Maybe. It’s up to her.
Why?
She’s the one not talking to me.
But you haven’t talked to her.
No. Why should I?
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Tracy:
Andy:
Tracy:
Andy:
Tracy:
Andy:
Tracy:
Andy:
Tracy:
Andy:
Tracy:
Andy:
Pippa:
Tracy:
Pippa:
Tracy:
Pippa:
Andy:
Pippa:
Andy:
Tracy:
Pippa:
Tracy:
Pippa:
Tracy:
Pippa:
Tracy:
Pippa:
Tracy:
Pippa:
Andy:
Pippa:
Andy:
Pippa:
Andy:
Pippa:
Andy:
Pippa:
Tracy:
Andy don’t be such a loser. You two used to get on really well. Make the first
move. Hey come on. Let’s go and get a drink in that café.
OK. Tracy?
Yeah?
Why are you interested in all this? Me and Pippa.
Cause I like you Andy.
You like me.
Yes. Hey, don’t worry, not like that. But you’re OK.
Thanks. I think.
Oh look. Look who’s here.
It’s Pippa.
Well done Andy. Ten out of ten. Yes, it’s Pippa.
OK, I think I’ll just go.
Tracy! What’s An- he doing here?
Andy, come back. Don’t walk away like that.
You said you had a story for School Times. You didn’t say anything about him.
Yes, well I lied, didn’t I!
That’s what you’re best at.
Hey, that’s not fair.
Now you’re on her side.
No, it isn’t like –
Stop it, both of you. I’m fed up with you.
You’re what?
Fed up.
Well, I am SO sorry, Tracy’s fed up, well that is a probPippa, just for once stop being so clever-clever, OK?
Huh?
You Andy. You Pippa. You’re friends. You were friends. You really really liked
each other. And Pippa, you and me were nearly sisters once, remember? And
Andy, you’re my friend. You’re a good friend. And, and this is the important bit,
you two like each other, I know you do, and Andy’s spent the whole term
making a fantastic invention for you, –
A what?
– but you won’t talk to him and he’s too proud to talk to you cause he’s stupid
and he’s a, he’s a BOY, but me, well I am FED UP with both of you. And you
don’t want that. Not again. You really don’t want that. So are you both going to
stop being silly and start talking to each other or what?
Andy?
Yes, what?
Perhaps we could...
Perhaps we could what, Pippa?
Perhaps we could... oh help, this isn’t easy, I’m sorry... Perhaps we could talk
about the end of year dance.
No. I don’t want to. I really don’t want to.
No, not THAT one. This one. This year’s dance.
What about it?
Shall we go together?
Hello. Asif? Yes. It’s working. At least I think so. They’re talking to each other
anyway... the end of year dance?... No, I’m not going with anyone... with you?...
yeah... er, why not?
((Hörtext endet))
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1 Because she had a closer look at the film and saw that he was having a beard in the first
part. But he had shaved it off weeks before the fire.
2 She spent hours looking at the film and making it larger.
3 The fire brigade told her that it had been an electrical fault.
4 She wants to discover who made the film about Asif.
5 Tracy told Pippa that she had a story for School Times.
6 To make Pippa come to the café.
7 Tracy talks to Asif on the phone and they decide to go to the end of year dance together.
1 “Can I have a word?” means … – (b) I’d like to have a conversation with you.
2 “I’m fed up with you” means … – (g) You make me feel really irritated
3 “It was an electrical fault” means … – (e) There was a problem with wires etc.
4 “It’s a fake” means … – (c) It’s not the real one. It’s a copy.
5 “It’s made up” means … – (d) Someone invented something that wasn’t true.
6 “Make the first move” means … – (a) Be the one to start something.
7 “You’re on her side” means … – (f) You are her supporter – not mine.
Your turn
Lassen Sie jeweils auch Begründungen anführen, weshalb einzelne Schüler/innen die eine
oder andere Meinung vertreten. Zum besseren Verständnis können Sie auch den Hörtext
(2/41) noch einmal vorspielen.
((Ex 2c)) Hier sind verschiedene Varianten möglich – je nach Ausgang des Gesprächs.
Erarbeiten Sie mögliche Lösungen in der Gruppe.
((Ex 3)) School Times
Dieser Text wird leise vorbereitet. In der Diskussion ist es dann notwendig, dass die
Schüler/innen klar die Gründe für ihre Entscheidung bekannt geben.
((Ex 4)) Acting
Diese Spielszenen dienen dazu, die Phrasen genauer einzuüben. Achten Sie dabei darauf,
dass möglichst viele Schüler/innen an die Reihe kommen. Dazu teilen Sie die Gruppe in
Kleingruppen zu jeweils 4 Leuten (Pippa, Andy, Tracy und Mrs Griffiths).
Unit 16C, Reading and writing: an article, Textbook S. 130-131
((Ex 1)) A world without money?
((Ex 1a)) In dieser Übung geht es nur darum, die Reihenfolge der Dinge festzulegen.
Gehandelt wird mit diesen Dingen erst in Übung 1b.
From left to right: mobile phone, MP3 player, laptop, jeans, a record player, a coin collection,
a ticket to the World Cup Final, an electric guitar, a ticket for a flight to the USA.
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((Ex 1b)) Die Tauschgeschäfte werden in Partnerarbeit gemacht. Die Sprechblasen geben
ein Muster vor. Mit leistungsschwächeren Gruppe machen Sie zuerst einen Musterdialog
gemeinsam durch.
((Ex 1c)) Zuerst lassen Sie diesen Text leise lesen. Die Schüler/innen versuchen dabei,
selbstständig die Antworten auf die Fragen zu finden. Danach werden die Antworten
verglichen.
This kind of swapping is called bartering.
There were often problems because people didn’t want the things other people had to offer.
Or they could not agree on the value of things.
((Ex 1d)) Als zusätzliche Übung lassen Sie die Stellen im Text suchen, die die richtige
Information enthalten.
1 Ages ago people bartered because there was no money. – T
2 When people bartered, it was difficult to decide the value of things. – T
3 The Chinese invented paper money. – not in the text
4 Many countries used Lydian coins. – F
5 Money has replaced bartering completely. – F
((Ex 2)) Portfolio writing: a short article
((Ex 2a)) Der Text eignet sich zur Bearbeitung aller drei Themenbereiche.
a short history of money: ll 22-31
shopping before money was invented: ll 1-21
bartering in our days: ll 32ff.
((Ex 2b)) Dieser Text soll zuerst mit einem/r Partner/in besprochen werden, erst dann wird
eine Reinschrift angefertigt, die sich dann auch gut als Portfoliotext eignen könnte.
Die einzelnen Schritte können auch als Muster für andere Texte herangezogen werden.
((Ex 3)) The phonemic alphabet
((Ex 3a)) Weisen Sie bei dieser Übung besonders auf die Symbole hin, die Vokale
ausdrücken.
1 allowance
2 designer
3 budget
4 savings
5 reunion
6 announcements
((Ex 3b))
1 allowance
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2 designer
3 budget
4 savings
5 reunion
6 announcements
((Hörtext endet))
((Ex 4)) Dictionary training
Lassen Sie diese Sätze zuerst in Stillarbeit schreiben, dann werden die Sätze mit der
Gruppe abgeglichen. Dazu schreiben Sie verschiedene Einzelsätze an die Tafel.
Alternativ dazu lassen Sie die Schüler/innen ihre Sätze an die Tafel schreiben. Dann
besprechen Sie die Ergebnisse gemeinsam. Dabei lassen Sie zuerst die Schüler/innen die
Sätze der anderen korrigieren.
Unit 16D, Language practice, Textbook S. 132-133
((Ex 1)) Bright futures
((Ex 1a)) Bevor die Schüler/innen diese Fragen beantworten, erarbeiten Sie diesen Text,
indem Sie Fragen zum Inhalt stellen. Dabei können Sie auch gleich die Aussprache
überprüfen, ohne den Text laut vorlesen zu lassen.
1 What exams did both Diana and Simon do? – Diana: GCSE (O levels) (General Certificate
of Secondary Education); Simon: (GCSE) A-levels
2 What did Diana do at 16? What did Simon do? – Diana went to college to become a
mechanic. Simon stayed at school to do his A-levels.
3 What is their dream job? – Diana always wanted to do something with motorbikes. Simon
wants to work for television.
4 On what condition will Simon get into his favourite university? – He can only get into his
favourite university if his A-level results are good.
5 On what condition can you have a bright future if you leave school at 16, says Diana? – As
long as you are prepared to work hard, you can have a bright future.
((Ex 1b)) Das Muster für diese Fragen lautet: wish + past perfect tense.
((Ex 1c)) Mit Hilfe der vorgeschlagenen Ideen in der Box bilden die Schüler/innen Antworten.
Achten Sie dabei darauf, dass auch jeweils if –sentences verwendet wird, wie in dem
Beispiel angegeben.
((Ex 2)) Facts and results
Some parents think a good school is so important that they move to an area where there is a
school they like.
Some schools are so difficult to get into that kids have to take an entrance exam.
Some kids have such a busy schedule that they don’t have time for fun.
Some classes are so large that teachers can’t learn the names of all the students.
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Some colleges have such a large range of courses that students find it hard to choose.
This is such a good school that many parents want their children to go there.
((Ex 2b)) Lassen Sie das Muster dieser Sätze einfach kopieren und achten Sie darauf, dass
jeweils „such a“ bzw. „so“ richtig verwendet werden.
((Ex 3)) Angels and devils
((Ex 3a)) Besprechen Sie vorher mit leistungsschwächeren Gruppen durch, welche
Adjektive zu welchen Berufen passen und welche nicht.
((Ex 3b)) Lassen Sie die Gruppe erarbeiten, welche Aussagen die richtigen sind. Die
richtigen Sätze lassen Sie ins Heft schreiben.
((Ex 4)) Mini-test
1 I wish – (b) I had studied harder for yesterday’s maths test.
2 If you hadn’t spent all your money on snacks – (a) you would have been able to to buy the
book you wanted.
3 We enjoy being together – (b) although we have different interests.
4 Her jeans are – (b) so long that she keeps tripping over them.
5 You can borrow my bike – (c) as long as you promise to look after it.
Unit 16E, Speaking, Textbook S. 134
((Ex 1)) Looking back – do you have a good memory?
Diese Übung dient der Wiederholung der Inhalte der zurückliegenden Units. In einem ersten
Schritt suchen die Jugendlichen die richtigen Antworten, ohne das Buch zu verwenden. Erst
in einem weiteren Schritt ist die Verwendung des Buches erlaubt.
((Ex 2)) Talk about ... friendship
((Ex 2a)) Hier erstellen die Schüler/innen Ihre eigene Prioritätenliste.
((Ex 2b)) In dieser Übung wird in Partnerarbeit über Freundschaft diskutiert. Dabei könne
auch Änderungen an der Prioritätenliste vorgenommen werden. Die Beispielsätze in den
Sprechblasen geben Anregungen, wie diese Fragen besprochen werden können.
((Ex 2c)) Mit Hilfe der Textbausteine wird eine kurze Präsentation zusammen mit einem/r
Partner/in erarbeitet. Achten Sie dabei unbedingt darauf, dass die Schüler/innen keine
vollständigen Sätze auf ihre Stichwortzettel schreiben, sondern nur einzelne Wörter, die
dann als Hilfe bei der Präsentation dienen. Das Ziel ist ein gut vorbereiteter, aber frei
gesprochener Text.
((Ex 2d)) Bei den Präsentationen verteilen Sie Beobachtungsaufgaben an die Schüler/innen
(z.B. Körpersprache, Aussprache, Sprechtempo). Bei der Besprechung achten Sie
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Teacher’s Guide
besonders darauf, dass keine Beurteilungen, sondern nur Beschreibungen vorgebracht
werden.
Unit 16, Big break, Writing corner, Workbook Achieve S. 127
((Ex 1)) Writing an article
((Ex 1 Step 1)) Identisch mit WB E Unit 16/Writing corner 1/1.
((Schlüsselsymbol) ((Audioscript: WB CD Track 47))
A history of shoes
Experts believe that shoes were the very first clothes made by ancient people. They needed
them to protect their feet from sharp rocks and hot sand as they hunted for food. In hot
countries, shoes were made of a flat piece of leather. They were attached to the foot with a
strap. In cold countries, shoes usually covered the whole foot and protected it from snow and
ice.
Gradually, fashions in shoes developed and shoes became a symbol of wealth and power. A
person’s social status shoes that they wore. The rich didn’t have to do much walking and
they often had shoes with very high heels or very long toes. Comfort was not important, and
some amazing styles were created. In Poland the government had to pass a law banning a
shoe with a toe so long that it made walking nearly impossible.
In addition, there were only two possible widths: wide and narrow. One reason for this was
that the shoemaker’s tools had hardly changed at all in over a thousand years. However, in
the late 19th century machines were invented that could mass-produce shoes in a variety of
shapes and sizes and gradually hand-made shoes became a thing of the past.
((Hörtext endet))
1 Experts believe ...
2 They needed them to
3 ... shoes were made ...
Gradually fashions in shoes developed and shoes became a symbol of wealth and power. A
person’s social status was shown by the shoes that they wore. The rich didn’t walk much
so they could wear shoes with very high heels or very long toes. Comfort was not
important, and some amazing styles were created. In Poland the government had to pass
a law banning a shoe with a toe so long that it made walking nearly impossible.
Beispieltexte:
Seite 67
Your Turn 4
Teacher’s Guide
Today people wear a wide variety of shoe styles. Some people like very narrow shoes,
others like shoes with high heels or handmade shoes. Most shoes today are mass-produced
and that is why they are rather cheap. However, good shoes have never been really cheap.
Shoes today are very different from those in the past. We can buy almost any type of shoe
today provided is in fashion. If you are not happy with what is available on the market, you
can have your shoes made. However, that is rather expensive.
Today most shoes are made by machines and they come in many different styles. As a
consequence they are rather cheap and many people wear the same model. But today you
can only buy shoes cheaply if they are in fashion. If you look for something special you have
to pay a high price as these shoes are often handmade.
Unit 16, Big break: Reading corner, Workbook Achieve S. 128-129
((Ex 1)) Special animals
((Ex 1a)) Ähnlich WB E Unit 16/Reading corner 1a.
(a) Animals and humans working together
((Ex 1b)) Ähnlich WB E Unit 16/Reading corner 1b.
1 the dog Endal
2 the dolphin Moko
3 the parrots Peanut and Yosuke
4 the dog Endal
5 the dolphin Moko
6 the dog and the African Grey Parrot
((Ex 1c)) Identisch mit WB E Unit 16/Reading corner 1c.
1 plug – (e) an object used to fill the hole in a bath or washbasin
2 unconscious – (d) alive but not able to speak, hear, see or feel anything
3 recovery position – (g) a position that you should put an unconscious person in to make
sure they can breathe
4 imitate – (f) copy
5 outskirts – (a) the edge of a town or city
6 stranded – (c) stuck on a beach and unable to move
7 witness – (b) someone who sees something happen
((Ex 1d)) Identisch mit WB E Unit 16/Reading corner 1d.
1 Allen Parton was born with his disability. x
2 Endal was not allowed into food shops with his owner. x
3 The smoke alarm was the only sound that Peanut could copy. x
4 African Grey Parrots are known to be particularly intelligent. 
5 The police never found out how Yosuke learnt his name and address. x
6 Moko seemed to be able to communicate with the whales. 
Seite 68
Your Turn 4
Teacher’s Guide
((Ex 1e)) Ähnlich WB E Unit 16/Reading corner 1e.
Die Schüler/innen benützen die Vorstrukturierung in 1e sowie die Texte auf der vorigen
Seite, um sich Anregungen für ihren Text zu holen. Dabei sollten nach Möglichkeit ganze
Phrasen und Satzelemente übernommen werden, damit der Text möglichst authentisch
klingt.
Unit 16, Big break: Focus on form, Workbook Achieve S. 130-131
((Ex 1)) “So” and “such”
Identisch mit WB E Unit 16/Focus on form 1.
1 It was such a lovely day that we decided to go on a picnic.
2 She was so angry that she could hardly speak.
3 I have never seen such beautiful flowers before.
4 You took such a long time, I thought you weren’t coming!
5 It was so dark that we couldn’t see where we were going.
6 He seemed such a nice man that we believed everything he said.
((Ex 2)) What have they had done?
Ähnlich WB E Unit 16/Focus on form 2.
1 They have had a tree planted.
2 They have had the window mended.
3 They have had the door painted.
4 They have had the grass cut.
5 They have had the windows cleaned.
6 They have had the rubbish removed.
((Ex 3)) Making offers with ‘I’ll … if you want/like’
1 I’ll help you look for it if you like.
2 I’ll help you if you want.
3 I’ll lend you my sweater if you want.
4 I’ll look it up for you if you like.
((Ex 4)) As long as
1 I’ll cook the dinner, provided that you do the washing up.
2 I’ll pay for the cinema tickets as long as you buy the popcorn.
3 I’ll make you a sandwich, provided that you help me with my homework.
4 I’ll take your little sister swimming as long as she behaves nicely.
Seite 69
Your Turn 4
Teacher’s Guide
5 Mrs Marston says we can have the party in the gym, provided that we clean up afterwards.
((Ex 5)) Advice
Identisch mit WB E Unit 16/Focus in form 5.
1 You should ask your parents. / If I were you, I’d ask your parents.
2 You should get a part-time job. / If I were you, I’d get a part-time job.
3 You should save up. / If I were you, I’d save up.
4 You should ask him to get it mended. / If I were you, I’d ask him to get it mended.
5 You should tell the police. / If I were you, I’d tell the police.
((Ex 6)) I wish …
1 If I had worn a sweater, I wouldn’t have been cold.
2 If I hadn’t spent all my money, I’d have bought that dress.
3 If I hadn’t eaten six slices of cake, I wouldn’t have felt sick.
4 If I hadn’t broken my brother’s computer, he wouldn’t have been angry.
5 If I had learnt to play the piano when I was younger, I’d have been able to play at the
school concert.
Unit 16, Big break: Working towards the standards, Workbook Excel S. 132
((Ex 1)) Teenage fashions
Identisch mit WB E Unit 16/Working towards the standards 1.
Interviewer: Excuse me, could I ask you a few questions?
Sally:
What about?
Interviewer: Teenagers and fashion. It won’t take long.
Sally:
OK, then.
Interviewer: Right. First of all I see you are wearing jeans and a T-shirt. Is that what you
wear every day?
Sally:
Not every day, no. But I don’t often wear skirts, so I guess you could say this is what I
usually wear.
Interviewer: OK. And what sort of clothes do you like?
Sally:
Well, I like my clothes to be comfortable, so I don’t like anything that’s too tight.
Interviewer: So you like your clothes to be loose, baggy even?
Sally:
Yes, I suppose I do. My mother would prefer it if I wore smarter clothes, and I do like
smart clothes, but really only wear them for special occasions like weddings and
things.
Interviewer: Do you and your mother usually agree or disagree on fashion?
Sally:
Well, we don’t have many disagreements. Neither of us likes tattoos or piercings so
that isn’t an issue. But we do argue about my hair.
Interviewer: Why is that?
Sally:
Well, I’d like to get it dyed, but she won’t let me.
Interviewer: So how often do you buy clothes?
Sally:
Oh, maybe once a month.
Interviewer: And what are you looking for today?
Seite 70
Your Turn 4
Teacher’s Guide
Sally:
Either a new coat or a jacket. Probably the jacket. I’d really like a leather one if they’re
not too expensive.
((Hörtext endet))
1 Sally usually wears – (a) jeans and T-shirts.
2 Sally doesn’t like – (a) tight clothes.
3 Sally’s mother says she can’t have – (c) her hair dyed.
4 Sally would like – (a) a leather jacket.
((Ex 2)) Tips for clothes shoppers
Identisch mit WB E Unit 16/Working towards the standards 2.
1 Which of these things does the leaflet NOT recommend? – (b) Buying the best quality you
can afford.
2 Why should you not buy something in the first shop you go to? – (c) You might find it is less
expensive in another shop.
3 Why should you only buy things that you need? – (b) Anything else is a waste of money.
4 What does “catches your eye” mean? – (a) attracts your attention
((Ex 3a)) Identisch mit WB E Unit 16/Working towards the standards 3a.
Interviewer: Hi, Libby. Now you’re going to tell us about a time when you had to say
goodbye, aren’t you? First of all, who did you have to say goodbye to and why did
you have to say goodbye?
Libby: Well, it was all my friends at the first school I went to. I was there for four years, but
then my dad got a job in a different part of the country. Mum and I had to move to be
with him and so I had to go to a new school.
Interviewer: That must have been hard for you. How did you feel about it?
Libby: At first, I was very angry. I didn’t want to leave my friends and I didn’t see why I had
to. Then as the day got nearer, I just became totally miserable.
Interviewer: Oh dear. Did your friends have a party or anything? What did they do to say
goodbye to you?
Libby: They didn’t have a party, but they did make me a big Good Luck card, which they all
signed, and they bought me a present. It was a camera so I could send pictures to
them of my new home.
Interviewer: Did you make new friends easily at your new school?
Libby: Not at first. At first I was really sad and lonely. I’d been really happy at my old school
and I hated everything about the new one. But then I met another girl who had been
through the same experience. She had moved schools more than once because of
her dad’s job. She understood how I felt and she was really kind to me. We became
best friends and I started to enjoy my new life a bit more.
Interviewer: Do you still keep in touch with your old friends?
Libby: For two or three years I did. But as time went on and I made new friends, it became
more difficult to keep in touch. I still exchange Christmas cards with one of them, but I
haven’t actually seen her for years.
((Hörtext endet))
Seite 71
Your Turn 4
Teacher’s Guide
1 Why did you have to say goodbye? 
2 How did you feel about it? 
3 How did your friends feel? x
4 What did your friends do to say goodbye to you? 
5 What did you do to say goodbye to them? x
6 Did you make new friends easily? 
7 Do you still keep in touch with your old friends? 
((Ex 3b)) Identisch mit WB E Unit 16/Working towards the standards 3b.
a–b–c–d–ex–fx–g–h
((Ex 3c)) Identisch mit WB E Unit 16/Working towards the standards 3c.
Die Schüler/innen fertigen hier Notizen an, die sie in der folgenden Übung nützen können.
((Ex 3d)) Identisch mit WB E Unit 16/Working towards the standards 3d.
Hier wird der Hörtext noch einmal vorgespielt, damit sich die Schüler/innen die
charakteristischen Phrasen besser einprägen und sie danach selbst auch benützen können.
((Ex 4)) Saved!
Ähnlich WB E Unit 16/Working towards the standards 4.
Lassen Sie hier die Schüler/innen selbstständig arbeiten. Nur bei schwächeren Gruppen
besprechen Sie zuerst die Bilder und ihre Inhalte.
Unit 16, Big break: Try it out! Workbook Achieve S. 133
The Your Turn Magic Trick
Identisch mit WB E Unit 16/The Your Turn Magic Trick.
Bevor Sie diesen Trick erklären bzw. lesen lassen, zeigen Sie dieses Experiment vor und
lassen die Schüler/innen raten bzw. erklären, wie der Trick gemacht wurde.
The Your Turn Experiment
Identisch mit WB E Unit 16/The Your Turn Experiment.
Dieser Text dient dazu, naturwissenschaftliche Informationen zu vermitteln. Lassen Sie
typische Wendungen und Vokabel mit einem Marker anstreichen.
Unit 16, Big break: Writing corner, Workbook Excel S. 126
((Ex 1)) Writing an article
((Ex 1 Step 1)) Ähnlich mit WB A Unit 16/Writing corner 1/1, aber ohne HV-Input. Die
leistungsstärkeren Schüler/innen, die mit dem WB E arbeiten, sollen anhand der Notizen und
Textfragmente eigene Texte erstellen.
Seite 72
Your Turn 4
Teacher’s Guide
1 Experts believe ...
2 They needed them to
3 ... shoes were made ...
((Ex 1 Step 2)) Identisch mit WB A Unit 16/Writing corner 1/2.
Gradually fashions in shoes developed and shoes became a symbol of wealth and power. A
person’s social status was shown by the shoes that they wore. The rich didn’t walk much
so they could wear shoes with very high heels or very long toes. Comfort was not
important, and some amazing styles were created. In Poland the government had to pass
a law banning a shoe with a toe so long that it made walking nearly impossible.
Beispieltexte:
Today people wear a wide variety of shoe styles. Some people like very narrow shoes,
others like shoes with high heels or handmade shoes. Most shoes today are mass-produced
and that is why they are rather cheap. However, good shoes have never been really cheap.
Shoes today are very different from those in the past. We can buy almost any type of shoe
today provided is in fashion. If you are not happy with what is available on the market, you
can have your shoes made. However, that is rather expensive.
Today most shoes are made by machines and they come in many different styles. As a
consequence they are rather cheap and many people wear the same model. But today you
can only buy shoes cheaply if they are in fashion. If you look for something special you have
to pay a high price as these shoes are often handmade.
Unit 16, Big break: Reading corner, Workbook Excel S. 127-128
((Ex 1)) Special animals
((Ex 1a)) Ähnlich WB A Unit 16/Reading corner 1a.
(a) Animals and humans working together
((Ex 1b)) Ähnlich WB A Unit 16/Reading corner 1b.
Seite 73
Your Turn 4
Teacher’s Guide
1 the dog Endal
2 the dolphin Moko
3 the parrots Peanut and Yosuke
4 the dog Endal
5 the dolphin Moko
6 the dog and the African Grey Parrot Yosuke
7 the dog Endal
8 the dog and the African Grey Parrot
((Ex 1c)) Identisch mit WB A Unit 16/Reading corner 1c.
1 plug – (e) an object used to fill the hole in a bath or washbasin
2 unconscious – (d) alive but not able to speak, hear, see or feel anything
3 recovery position – (g) a position that you should put an unconscious person in to make
sure they can breathe
4 imitate – (f) copy
5 outskirts – (a) the edge of a town or city
6 stranded – (c) stuck on a beach and unable to move
7 witness – (b) someone who sees something happen
((Ex 1d)) Identisch mit WB A Unit 16/Reading corner 1d.
1 Allen Parton was born with his disability. x
2 Endal was not allowed into food shops with his owner. x
3 The smoke alarm was the only sound that Peanut could copy. x
4 African Grey Parrots are known to be particularly intelligent. 
5 The police never found out how Yosuke learnt his name and address. x
6 When Moko appeared, witnesses saw a change in the attitude of the whales. 
((Ex 1e)) Ähnlich WB A Unit 16/Reading corner 1e.
Die Schüler/innen benützen die Texte auf der vorigen Seite um sich Anregungen für ihren
Text zu holen. Dabei sollten nach Möglichkeit ganze Phrasen und Satzelemente
übernommen werden, damit der Text möglichst authentisch klingt.
Unit 16, Big break: Focus on form, Workbook Excel S. 129-130
((Ex 1)) ‘So’ and ‘such’
Identisch mit WB A Unit 16/Focus in form 1.
1 It was such a lovely day that we decided to go on a picnic.
2 She was so angry that she could hardly speak.
3 I have never seen such beautiful flowers before.
4 You took such a long time, I thought you weren’t coming!
5 It was so dark that we couldn’t see where we were going.
6 He seemed such a nice man that we believed everything he said.
Seite 74
Your Turn 4
Teacher’s Guide
((Ex 2)) What have they had done?
Ähnlich WB A Unit 16/Focus on form 2.
1 They have had a tree planted.
2 They have had the window mended.
3 They have had the door painted.
4 They have had the grass cut.
5 They have had the windows cleaned.
6 They have had the rubbish removed.
((Ex 3)) Making offers with ‘I’ll … if you want/like’
1 I’ll help you look for it if you like.
2 I’ll help you if you want.
3 I’ll lend you my sweater if you want.
4 I’ll look it up for you if you like.
((Ex 4)) As long as
1 I’ll cook the dinner, provided that you do the washing up.
2 I’ll pay for the cinema tickets as long as you buy the popcorn.
3 I’ll make you a sandwich, provided that you help me with my homework.
4 I’ll take your little sister swimming as long as she behaves nicely.
5 Mrs Marston says we can have the party in the gym, provided that we clean up afterwards.
((Ex 5)) Advice
1 You should ask your parents. / If I were you I’d ask your parents.
2 You should get a part-time job. / If I were you I’d get a part-time job.
3 You should save up. / If I were you I’d save up.
4 You should ask him to get it mended. / If I were you I’d ask him to get it mended.
5 You should tell the police. / If I were you I’d tell the police.
((Ex 6)) I wish …
1 If I had worn a sweater, I wouldn’t have been cold.
2 If I hadn’t spent all my money, I’d have bought that dress.
3 If I hadn’t eaten six slices of cake, I wouldn’t have felt sick.
4 If I hadn’t broken my brother’s computer, he wouldn’t have been angry.
Seite 75
Your Turn 4
Teacher’s Guide
5 If I had learnt to play the piano when I was younger, I’d have been able to play at the
school concert.
Unit 16, Big break: Working towards the standards, Workbook Excel S. 131-132
((Ex 1)) Teenage fashions
Identisch mit WB A Unit 16/Working towards the standards 1.
Interviewer: Excuse me, could I ask you a few questions?
Sally:
What about?
Interviewer: Teenagers and fashion. It won’t take long.
Sally:
OK, then.
Interviewer: Right. First of all I see you are wearing jeans and a T-shirt. Is that what you
wear every day?
Sally:
Not every day, no. But I don’t often wear skirts, so I guess you could say this is what I
usually wear.
Interviewer: OK. And what sort of clothes do you like?
Sally:
Well, I like my clothes to be comfortable, so I don’t like anything that’s too tight.
Interviewer: So you like your clothes to be loose, baggy even?
Sally:
Yes, I suppose I do. My mother would prefer it if I wore smarter clothes, and I do like
smart clothes, but really only wear them for special occasions like weddings and
things.
Interviewer: Do you and your mother usually agree or disagree on fashion?
Sally:
Well, we don’t have many disagreements. Neither of us likes tattoos or piercings so
that isn’t an issue. But we do argue about my hair.
Interviewer: Why is that?
Sally:
Well, I’d like to get it dyed, but she won’t let me.
Interviewer: So how often do you buy clothes?
Sally:
Oh, maybe once a month.
Interviewer: And what are you looking for today?
Sally:
Either a new coat or a jacket. Probably the jacket. I’d really like a leather one if they’re
not too expensive.
((Hörtext endet))
1 Sally usually wears – (a) jeans and T-shirts.
2 Sally doesn’t like – (a) tight clothes.
3 Sally’s mother says she can’t have – (c) her hair dyed.
4 Sally would like – (a) a leather jacket.
((Ex 2)) Tips for clothes shoppers
Identisch mit WB A Unit 16/Working towards the standards 2.
1 Which of these things does the leaflet NOT recommend? – (b) Buying the best quality you
can afford.
2 Why should you not buy something in the first shop you go to? – (c) You might find it is less
expensive in another shop.
3 Why should you only buy things that you need? – (b) Anything else is a waste of money.
4 What does “catches your eye” mean? – (a) attracts your attention
Seite 76
Your Turn 4
Teacher’s Guide
((Ex 3a)) Identisch mit WB A Unit 16/Working towards the standards 3a.
Interviewer: Hi, Libby. Now you’re going to tell us about a time when you had to say
goodbye, aren’t you? First of all, who did you have to say goodbye to and why did
you have to say goodbye?
Libby: Well, it was all my friends at the first school I went to. I was there for four years, but
then my dad got a job in a different part of the country. Mum and I had to move to be
with him and so I had to go to a new school.
Interviewer: That must have been hard for you. How did you feel about it?
Libby: At first, I was very angry. I didn’t want to leave my friends and I didn’t see why I had
to. Then as the day got nearer, I just became totally miserable.
Interviewer: Oh dear. Did your friends have a party or anything? What did they do to say
goodbye to you?
Libby: They didn’t have a party, but they did make me a big Good Luck card, which they all
signed, and they bought me a present. It was a camera so I could send pictures to
them of my new home.
Interviewer: Did you make new friends easily at your new school?
Libby: Not at first. At first I was really sad and lonely. I’d been really happy at my old school
and I hated everything about the new one. But then I met another girl who had been
through the same experience. She had moved schools more than once because of
her dad’s job. She understood how I felt and she was really kind to me. We became
best friends and I started to enjoy my new life a bit more.
Interviewer: Do you still keep in touch with your old friends?
Libby: For two or three years I did. But as time went on and I made new friends, it became
more difficult to keep in touch. I still exchange Christmas cards with one of them, but I
haven’t actually seen her for years.
((Hörtext endet))
1 Why did you have to say goodbye? 
2 How did you feel about it? 
3 How did your friends feel? x
4 What did your friends do to say goodbye to you? 
5 What did you do to say goodbye to them? x
6 Did you make new friends easily? 
7 Do you still keep in touch with your old friends? 
((Ex 3b)) Identisch mit WB A Unit 16/Working towards the standards 3b.
a–b–c–d–ex–fx–g–h
((Ex 3c)) Identisch mit WB A Unit 16/Working towards the standards 3c.
Die Schüler/innen fertigen hier Notizen an, die sie in der folgenden Übung nützen können.
((Ex 3d)) Identisch mit WB A Unit 16/Working towards the standards 3d.
Seite 77
Your Turn 4
Teacher’s Guide
Hier wird der Hörtext noch einmal vorgespielt, damit sich die Schüler/innen die
charakteristischen Phrasen besser einprägen und sie danach selbst auch benützen können.
((Ex 4)) Saved!
Ähnlich WB A Unit 16/Working towards the standards 4.
Lassen Sie hier die Schüler/innen selbstständig arbeiten. Nur bei schwächeren Gruppen
besprechen Sie zuerst die Bilder und ihre Inhalte.
Unit 16, Big break: Try it out!, Workbook Excel S. 133
The Your Turn Magic Trick
Identisch mit WB A Unit 16/The Your Turn Magic Trick.
Bevor Sie diesen Trick erklären bzw. lesen lassen, zeigen Sie dieses Experiment vor und
lassen die Schüler/innen raten bzw. erklären, wie der Trick gemacht wurde.
The Your Turn Experiment
Identisch mit WB A Unit 16/The Your Turn Experiment.
Dieser Text dient dazu, naturwissenschaftliche Informationen zu vermitteln. Lassen Sie
typische Wendungen und Vokabel mit einem Marker anstreichen.
Seite 78

Unit 13 –The world of fashion

Transcription

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