PRIME TIME 4

COURSEBOOK

Unit 1, Going abroad, Task 5, Listening: At the airport

Track	Titel	Setting	Hintergrundger.	Sprecherin	Akzente	Alter
1	1-5: At the airport	Airport	Lautsprecherdurchsage	Speaker	egal	adult

Announcer:	At the airport 1.

Speaker:	Good morning. This is an announcement for all passengers travelling on the 7:15 flight OS 413 to Paris. This flight is delayed by approximately 1 hour because of bad weather.

Announcer:	2.

Speaker:	Attention, would all passengers travelling to Cairo on flight OS 863 please have your boarding passes and passports ready for boarding? Flight OS 863 is now boarding at gate 17.

Announcer:	3.

Speaker:	Attention, Anja and Stephan Werner, your flight BA 699 to London is ready to leave. Please go to gate 7 immediately. The doors of the plane will close in five minutes. Final boarding call for passengers Anja and Stephan Werner.

Announcer:	4.

Speaker:	This is an announcement for passengers travelling to Tokyo on flight OS 051. Will all passengers with express boarding tickets and passengers travelling with young children please go to gate 6 for boarding. That’s all passengers with express boarding tickets and passengers travelling with young children go to gate 6 for boarding. Thank you.

Announcer:	5.

Speaker:	Good morning, ladies and gentlemen. We have landed at Pudahuel airport in Santiago de Chile where the local time is 6:25 a.m. and the temperature is 13ºC. We hope you have enjoyed your flight with LATAM Airlines this evening and wish you a safe journey to your final destination.

Unit 2, New York, Task 1 c), I love New York

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
2	2-1-c) I love New York	keine	Narrator = Sophie	American	egal

Announcer:	I love New York. Numbers, numbers, numbers …

Narrator:	New York City consists of five boroughs, which means parts of the city. They are called Manhattan, Queens, Brooklyn, The Bronx and Staten Island.

In the year 1624 people from the Netherlands founded a trading post in the place where New York City is today. It was called New Amsterdam.

By the year 2018 an estimated number of 8.3 million people lived in the city of New York, making it the biggest city in the United States.

Approximately 50 million tourists visit New York each year.

Around 170 different languages are spoken by the people living in the city. That is more than in any other city in the world.

On September 11, 2001, New York City was attacked by terrorists when two airplanes crashed into the two towers of the World Trade Center, killing nearly 3000 people.

Unit 2, New York, Task 4 a), Listening: Ellis Island

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
3	2-4-a) Ellis Island	keine	Tour guide = Oscar Tourist = Anne	American	adult adult

Announcer:	A visit to Ellis Island

Tour guide:	You can now see the museum on Ellis Island on your right. We’ll land there in a few minutes. Just a few pieces of information first.

As some of you know, the first wave of immigration to the U.S. happened between 1860 and 1890, during which time more than 14 million immigrants came to New York. Because of the rising numbers, authorities needed a bigger space for the immigrants, and so they opened the “new” immigration center on Ellis Island in 1892. You can already see many different buildings on the island.

It was a long and difficult journey across the ocean. Many immigrants hadn’t eaten for days when they arrived in New York. Many were sick or weak from the journey. After their arrival they had to register in the Great Hall over there, which could hold more than a thousand people. They were examined by doctors, and, if they were ill, they had to stay in the hospital building over there. They also had to prove that they could read and write, had some money with them and were not dangerous. If they passed the inspections, they could legally immigrate into the United States. Many of them stayed in New York City, but others travelled on to other parts of the country, sometimes joining family already living there.

Tourist:	I have a question! How many people were allowed to immigrate?

Tour guide:	All in all, only about 2 per cent of the immigrants were sent back to their home countries.

But in the early 1920s the rules for immigration became a lot stricter. There was a certain number for how many people from each country could come to the US per year. And if that number was reached, people were sent back.

The immigration center on Ellis Island was closed in 1954, by which time more than 12 million people had come to our country through Ellis Island. That means that around 40 per cent of all US Americans have ancestors who passed through this place.

The island stayed closed until 1976, when it was opened to the public and became a national museum. There are around 2 million visitors a year, so please don’t get lost now when we step off the boat … (fading out)

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
4	Song: American Dream

Unit 2, New York, Task 8, Listening: New York neighbourhoods

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
5	2-8 Listening: New York neighbourhoods, Chinatown	draußen	Straßenlärm	Keith = Oscar	American	adult
Tribeca	Straßenlärm	Alita = Sophie	American	adult
East Village	Straßenlärm	Matt = Michael	American	adult

Announcer:	New York neighbourhoods. A. Chinatown

Keith:	Why do I live in Chinatown? That’s easy: it’s a different world within New York. What’s more important, you can still find some cheap places to rent here. They might not be the prettiest apartments, but they are right in the middle of Manhattan! And if you like eating out for not too much money, this is a perfect place, too. Lots of restaurants transport you to the East for a while. Sure, it sometimes gets a bit touristy, but that’s something you have to get used to in New York anyway.

Announcer:	B. Tribeca

Alita:	My favourite neighbourhood here in New York is Tribeca. Tribeca actually means triangle below Canal Street and it is situated in Lower Manhattan. I can’t afford to live here (laughs), because it’s one of the most expensive neighbourhoods in New York, but I love to come here to walk around and have a drink once in a while. What’s more, it’s excellent for celebrity watching – you will most likely see someone famous around every corner!

Announcer:	C. East Village

Matt:	People say the east village is the birthplace of punk rock, and, in my opinion, you can still feel that vibe today. Lots of students and artists choose this neighbourhood for relatively cheap apartments. They come from all over the world, too, which makes this area a colourful and fun place – perfect for hanging out and finding out what’s going on. And there is always something going on. That’s why I love it!

Unit 3, Intelligent machines, Task 2, Listening: What people know about artificial intelligence

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
6	3-2) What people know about artificial intelligence, Interview 1	Interview	Straßengeräusche	Ally = Sarah Alcott = Oscar	egal	adult
3-2) Interview 2	Interview	Straßengeräusche	Ally = Sarah Jane (librarian) = Anne	egal	adult
3-2) Interview 3	Interview	Straßengeräusche	Ally = Sarah Shelby (doctor fe) = Sophie	egal	adult
3-2) Interview 4	Interview	Straßengeräusche	Ally = Sarah Parker male = Ben	egal	teen
3-2) Interview 5	Interview	Straßengeräusche	Ally = Sarah Edison = Michael	egal	adult

Announcer:	What people know about artificial intelligence. Interview 1: Alcott

Ally:	This is Alcott. Alcott says that artificial intelligence is good at playing board games. Tell us more about that, Alcott.

Alcott:	Ermm … okay, I’ve heard that artificial intelligence is quite good at playing board games. I think that’s because there are clear rules for a game which AI can learn. It is said that AI can beat the best human players at games like chess. I wouldn’t play chess against a computer, though, because I’d always lose. (laughs)

Announcer:	Interview 2: Jane

Ally:	This is Jane. Jane tells me she works in a library. Can you think of anything artificial intelligence could help you with?

Jane:	Well, AI can help you to find information in texts very quickly for example. It might take you a few hours to read one book. AI, on the other hand, can read a book in less than a second, and then tell you everything you want to know about a topic. I absolutely love the quick read app on my phone.

Ally:	Do you think that’s a good thing?

Jane:	Yes, I do. I like anything that helps me to get things done more quickly.

Announcer:	Interview 3: Shelby

Ally:	This is Shelby. Shelby says she works in medicine. What exactly do you do, Shelby?

Shelby:	So, I work in a hospital. I’m a nurse in a clinic for lung diseases.

Ally:	That sounds interesting. What do you know about artificial intelligence?

Shelby:	Well, I know that AI is becoming more and more important for many jobs.

Ally:	Can you think of a specific example?

Shelby:	Take my job, for instance. Very often, patients have x-rays taken of their lungs, you know – pictures of their lungs –, so that we can see if there’s a medical problem. Believe it or not, but our doctors always use some AI-software to help them study the pictures.

Ally:	Wait, a computer can see a medical problem on an x-ray of the lung?

Shelby:	Yes, it does. In fact, most times the computer is as good as a human doctor.

Ally:	Wow. Don’t you think that one day we won’t need any doctors then?

Shelby:	No, I don’t. You see … AI can help the doctors to find the problem. But it can’t talk to a patient the way a human doctor can. It’s best if the two work together.

Announcer:	Interview 4: Parker

(Straßengeräusche)

Ally:	This is Parker. Parker tells me he loves music. Have you heard of artificial intelligence, Parker?

Parker:	Yes, I have. (pause) I’ve just read that computers are starting to write music. Actually, there are loads of pop songs on YouTube that were written by AI. I have listened to some of them, and I think these songs don’t sound bad.

Ally:	So are you now going to stop listening to your favourite human singers?

Parker:	(laughs) No way. I still like the songs of my favourite pop bands much more. The computer-generated music sounds a bit … (pause) boring. Besides, imagine a rock concert with just computers on stage (pause) …

Ally:	Do you think AI will one day become really good at creative things, like making music or painting a picture?

Parker:	Maybe. But I think it will take some more years.

Announcer:	Interview 5: Edison

(Straßengeräusche)

Ally:	This is Edison. Edison says he’s heard of artificial intelligence driving cars. Can you tell us more about that, Edison?

Edison:	You see, in the future, cars may not need humans to drive them. AI will let the cars drive on their own.

Ally:	I can’t imagine riding in a self-driving car. Can you?

Edison:	Well, everything’s fine if nothing goes wrong. But in an emergency, it might be hard for a driverless car to decide what to do. Sometimes it might not be possible to stop. So, should the car then drive into a tree or into another car? What would happen to me, and what would happen to the other people in the street? (pause) No, I wouldn’t want to ride in a self-driving car nowadays either.

Unit 3, Intelligent machines, Task 4, Listening: Fixing a date for an interview

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
7	3-4) Fixing a date for an interview	Phone call	Phone call	Professor Sarah Holmlund = Sophie Ally = Sarah	American egal	adult

Announcer:	Fixing a date for an interview

(Telefonläuten)

Professor:	Hello, Professor Holmlund speaking.

Ally:	Hello, Professor Holmlund. This is Ally speaking.

Professor:	Hello, Ally. What can I do for you?

Ally:	I’m writing a post on intelligent machines for my blog.

Professor:	Ah.

Ally:	And I’m doing some research on how such machines work.

Professor:	I see.

Ally:	So I looked for some robotics experts and found your homepage.

Professor:	Aha.

Ally:	I wonder if you have a few minutes for an interview. I’d like to talk to you to get some expert information.

Professor:	Of course. Well … let me see. What about next Monday at 10 a.m.?

Ally:	Well, actually, I’m at school at this time.

Professor:	Okay.

Ally:	Some time in the afternoon, perhaps?

Professor:	4:30 p.m.? Would that suit you?

Ally:	That’s perfect, Prof. Holmlund. Thanks.

Professor:	Where do you want the interview to take place? Are you thinking of coming to my office?

Ally:	Well, no. Actually, I was thinking of skyping with you.

Professor:	Excellent. Good idea. And … what exactly do you want to know, Ally?

Ally:	Well, in my blog I’ll talk about artificial intelligence. My parents want to buy a vacuum cleaning robot, you see, and I’m planning to explain to my readers how it works.

Professor:	Very well, Ally. I’ll bring a model vacuum cleaning robot to show you what it can do and why, okay?

Ally:	Fantastic! Thank you so much, Professor Holmlund.

Professor:	You’re welcome. See you on Monday afternoon then.

Ally:	Yes, good-bye. See you on Monday … (fade out)

Unit 3, Intelligent machines, Task 5, Listening: How intelligent machines work

Track	Titel	Setting	Hintergrundger.	Sprecherin	Akzente	Alter
8	3-5) How intelligent machines work	Interview	Skype-Sound, der anzeigt, dass das Gespräch aufgebaut wird und am Ende, um anzuzeigen, dass es beendet wird	Professor Sarah Holmlund = Sophie Ally = Sarah	American	adult teenager

Announcer:	How intelligent machines work

Ally:	Hello, Professor Holmlund, can you hear me?

Professor:	I can hear you very well, Ally.

Ally:	Great. So, thank you very much, Professor Holmlund. I’m so happy that you agreed to skype with me. As you know, I am writing a post for my blog. At the moment, I’m doing some research on intelligent machines.

Professor:	I’m very happy to talk to you, Ally.

Ally:	Professor Holmlund, you are a robotics professor. What does a robotics professor do?

Professor:	Well, I design and build robots. Robots are machines that can help us to do things we don’t want to do or we cannot do.

Ally:	Do you also design vacuum cleaning robots?

Professor:	No, unfortunately I don’t design vacuum cleaning robots myself. But I work with the technology behind these robots. We use this technology in all kinds of robots.

Ally:	Do you think a vacuum cleaning robot is intelligent?

Professor:	It is intelligent in a way. A robot is not intelligent like a human, like you and me. But it has something that we call “artificial intelligence”. With a certain type of computer software, the robot can do some things on its own. For example, this vacuum cleaning robot can find its way around an apartment. You see, it is moving along the walls and remembers where it has been.

Ally:	But how can it do that? It doesn’t have any eyes, as we do.

Professor:	No, Ally, it doesn’t have any eyes. But it has sensors, little cameras, that tell the robot where the walls are, for example. It can “see” the apartment, so to speak, through these sensors. But the sensors are not enough. The robot also needs artificial intelligence-software to understand the information it gets through the sensors.

Ally:	Wow … that sounds really complicated. Can this robot understand camera images, like a human? So … could it say to me “Hello, Ally,” when it sees me?

Professor:	Yes, it could. But first, it has to get to know you. It has to learn that you are not the wall of the room, but you are Ally.

Ally:	Can a robot really learn something?

Professor:	Yes, of course. The way a robot learns is not so different from the way we humans learn. When humans are young, they learn by playing, exploring, watching and listening. We learn from our families, our friends and our teachers at school. Once we know what a cat looks like, for example, we will recognize it in photos or in the real world.

Ally:	Does a robot also go to school?

Professor:	(laughs) You could say that, yes. This vacuum cleaning robot that you can see here, has already learned a lot but to help it learn more, we show it pictures of what it needs to learn and tell it what’s in these pictures. We could show it a picture of you, for example, and tell it that your name’s Ally. So when it sees you in the real world, it will say hello to you.

Ally:	Okay, that doesn’t sound so difficult …

Professor:	Well, Ally, it is quite difficult in fact. In reality, it’s not so easy to teach a robot. But technology is becoming better every day. Today artificial intelligence can even teach itself.

Ally:	Professor Holmlund, thank you so much for this interesting discussion. I don’t think I have understood everything you said, but I’ll definitely do more research …

Professor:	It was a pleasure, Ally. Please call me again any time if you have more questions.

Ally:	I will; thanks, Professor Holmlund.

Unit 4, Going to the limit, Task 1, Your unXpected Xperience

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
9	4-1) Your unexpected Xperience	Radio ad	Jingle	speaker = Michael	egal	adult

Announcer:	Going to the limit – Your unXpected Xperience

(jingle)

Speaker:	To all the adventure freaks and adrenaline junkies out there! We have the perfect unXpected Xperience just for you!

In love with city life? Try tree top climbing and enjoy the jungle feeling in the city! Feel like a superhero once you’ve reached the top!

Or try aggressive inline skating, an exciting new form of old, boring skating! Jumping down stairs with your skates on? No problem!

Still not getting enough of that adrenaline? Then parkour is for you! Move around buildings and jump over walls as fast as lightning.

High, higher, unXpected! Get to know paragliding. Let the wind take you up into the sky, then enjoy the view. Don’t worry, you’ll be safe with our special equipment.

Can’t decide between skateboarding and snowboarding? Mountainboarding is your answer! Race down hills on a board with wheels.

Jump from a bridge, head first? Not a problem when you have a rope around your ankle. Go bungee jumping!

Do you love speed? Try jet skiing and go up to 70 miles per hour across the water.

Going in a raft through rough water and trying a cliff jump sounds good to you? Enjoy the excitement of white-water rafting!

Ready for an even bigger challenge? Give freediving a chance. No complicated equipment, just you and the sea.

Your unXpected Xperience!!!

Unit 4, Going to the limit, Task 4 a), Finding work-life balance

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
Video	4-4-a) Finding work-life balance	Sound effect	speaker = Michael	egal	adult

Announcer:	Finding work-life balance – kein announcement

Speaker:	(Sound effect) – unXpected Xperience – going to the limit

Are you reaching your limits every day? At work? At school?

Do you often do lots of things at the same time? Because of a deadline? To finally get it done?

Is your everyday life like walking a tightrope? One mistake and you’re out?

Always trying to find the balance between work and your life?

Do you always keep the hardest part for last?

Hanging in there? Giving everything for your job?

Do you want to experience life differently?

Going to the limit can be exciting and so much fun. It can be an unXpected Xperience.

We offer extreme sports in the city, in the water or up high.

Are you not sure which of our offers fits you best? Check out our online quiz on www.unXpectedXperience.com.

Unit 4, Going to the limit, Task 4 d), Finding work-life balance

Track	Titel	Hintergrundger.	Sprecher/innen	Akzente	Alter
10	4-4-d) Finding work-life balance	Keine	Alsana = Sophie	Egal	egal

Announcer:	Listen to Alsana’s message.

Alsana:	Hi, Josh, it’s Alsi. I’ve seen the video. It’s … interesting. But listen – I’m a bit worried about you. Have you been very stressed lately? I just wanted to tell you that I know this really great meditation camp. It’s called “Xcellent RelaXation”. I know it sounds a bit silly, but it’s great. Should I give Hannah a ring? She’s one of the guides. Let me know what you think.

Unit 4, Going to the limit, Task 5, Listening: Exploring one’s limits

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
11	4-5) Exploring one’s limits	interview	keine	Auntie Sia/Ms Fuller = Anne Tom = Lorenzo Jen = Louisa	egal egal egal	adult teenager teenager

Announcer:	Exploring one’s limits

Tom:	Thanks, Auntie Sia, for doing this interview with us.

Sia:	Sure.

Tom:	Oh, this is Jen. We are working on this project together.

Sia:	Hi, Jen!

Jen:	Hi, Ms Fuller.

Sia:	Oh, please call me Sia.

Jen:	Okay, great. So, my first question is: what is so special about your job?

Sia:	Well, my job has everything. There is extreme sports, extreme nature, mystery and history. And it really makes me go to my personal limits.

Tom:	Oh, we forgot to ask: What is your job? You know, this is an interview for school.

Sia:	Yes, right. That’s not so easy to answer. I would say I’m a college professor for history and an underwater archaeologist.

Jen:	What are you trying to find underwater?

Sia:	Together with my team I explore flooded underwater caves to find out about the culture of the Maya. We are trying to find ancient things the Maya used. That can tell us how they lived.

Tom:	Who or what are the Maya?

Sia:	Ancient Maya built cities with stone buildings and temples. The modern Maya still live in Central America. What do they even teach you at school these days?

Tom:	Haha, don’t worry. This is just for the interview. I know about the Maya. But back to your job. What is so dangerous about it?

Sia:	Good question. We’re taking risks each time we enter a cave. We go over 60 metres underground to extremely dark places that are filled with snakes and other dangerous animals.

Jen:	How would you like working in a normal office job then?

Sia:	Actually, I don’t spend all of my time underwater. I’m also a scientist and a teacher, you know. How else should I be able to pass on my knowledge?

Tom:	Right. So, when will you go on your next expedition? And why can’t we come with you?

Sia:	… very funny. You need years of training for a job like mine! It can be quite dangerous. Sometimes it’s really hard to remember the way out of a cave. How would you like that?

Tom:	I like going to the limit! Last question: how do you deal with all that stress?

Sia:	Meditating and hot yoga help me a lot.

Tom:	Great! Thanks so much, Auntie Sia!

Jen:	Thanks!

Unit 4, Going to the limit, Task 7, How much is too much?

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
12	4-7 How much is too much?	dialogue	keine	Lara = Fatima Ben = Ben Jen = Maddie	egal	teenager teenager teenager

Announcer:	How much is too much?

Lara:	Our project is about stress. We found an infographic about stressed teens in the magazine Teenagers Today which we would like to show you. This is it, and we are going to talk about the most interesting information.

Ben:	As you can see, stress can change your sleep, mood, grades and appetite. Now, what do you think? Who gets more sleep? Stressed or relaxed teens? Jen?

Jen:	Stressed teens?

Ben:	Yes, that’s right. And who of you has never shouted at a classmate because of stress? Well, of course, Tom, you would never shout at anyone.

Lara:	You can see in the infographic that 1 in 4 stressed students lets their bad mood show in class. Of course, not only your classmates, but also your grades will become worse if you’re under stress. 1 out of 10 students says their grades would be better if they weren’t stressed.

Ben:	Finally, we want to talk about appetite. Stress can make teenagers eat too much unhealthy food. Others are too stressed to eat anything and just miss meals.

Lara:	We thought it would be interesting to find out if things are similar in our class. We’ve prepared a quiz for you. Ben is going to hand it out now.

Unit 4, Going to the limit, Task 8, Ready for an adventure?

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
13	4-8 Reading and listening: Ready for an adventure, Dialogue 1	dialogue	keine	Ann = Fatima Barb = Maddie	egal	teenager teenager
Dialogue 2	dialogue	keine	Alex = Oscar Bart = Sophie	egal	teenager teenager
Dialogue 3	dialogue	keine	Andy = Lorenzo Bonnie = Louisa	egal	teenager teenager
Dialogue 4	dialogue	keine	Amy = Sarah Ben = Ben	egal	teenager teenager

Announcer:	Ready for an adventure, Dialogue 1

Ann:	I definitely want to see animals.

Barb:	Yeah, so do I. And I would like the weather to be warm.

Ann:	Sounds great. I don’t mind the heat. Anything is better than snow and ice.

Barb:	Yes, I agree. Summer’s the best!

Announcer:	Dialogue 2

Alex:	You know what I hate?

Bart:	What’s that?

Alex:	Going on holiday and not being active at all.

Bart:	So do I. Both of us are fit enough for something more exciting than sitting around all day long.

Alex:	… agreed. I really like water sports. What about you?

Bart:	… sounds great!

Alex:	Cool

Announcer:	Dialogue 3

Andy:	… nice hotel … five stars?

Bonnie:	… not for me! I just love camping.

Andy:	Well, so do I. Would you like to camp and go on a hike? I mean a long hike?

Bonnie:	Challenge accepted!

Announcer:	Dialogue 4

Amy:	You know I would like to experience something completely different on our holidays.

Ben:	What do you mean?

Amy:	I had enough of posting everything on social media, getting a message every second.

Ben:	What would you like to do instead?

Amy:	… go back to the good old times. I mean … like ancient times.

Ben:	Oh, … sounds good. But can I still take pictures?

Amy:	Yes, of course. We’ll post them once we’re back at home.

Unit 5, Television and streaming, Task 1 a), Listening: Good old television

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
14	5-1-a) Statement 1	keine	Narrator = Anne (elderly)	egal	elderly
Statement 2	keine	Narrator = Oscar	egal	adult
Statement 3	keine	Narrator = Michael	egal	adult
Statement 4	keine	Narrator = Sophie	egal	adult
Statement 5	keine	Narrator = Anne (normal voice)	egal	adult

Announcer:	Good old television. 1.

Narrator:	(elderly) It was the television set that brought historic moments to people’s living rooms all over the world. I think everybody in my generation remembers the broadcast of the moon-landing!

Announcer:	2.

Narrator:	There used to be a time in my teenage years when everyone seemed to watch the same TV programmes. My friends and I were addicted to the Friends. We used to watch it, often together, and then talk about it for ages.

Announcer:	3.

Narrator:	What I remember about my childhood? Very little, but one thing I remember clearly is: waiting for and watching Sesame Street before going to bed. Everyone knew and loved Bert and Ernie!

Announcer:	4.

Narrator:	What is “Jeopardy”? (laughs) One programme that we would always watch together as a family was this iconic quiz show.

Announcer:	5.

Narrator:	I think television is still important today because it informs people about political and cultural events.

Unit 5, Television and streaming, Task 3 a), Listening: More history

Track	Titel	Setting	Hintergrundger.	Sprecherin	Akzente	Alter
15	5-3-a) More history	Museum	Husten, Kichern, Klatschen (von mehreren Personen)	Guide = Oscar Student 1 = Sophie Student 2 = Michael	egal egal egal	adults

Announcer:	Listen to a guide from a museum talking about the more recent developments in television history.

(Guide at museum talking to a group of students)

Guide:	(coughs) So, now you know what happened in the first hundred years of television history. The truth is, though, that the development in the last 60 years or so has not been less fascinating. Technology has raced on, and, in the 1970s people could not only watch the different programmes; they could record them! Do you know what I am talking about?

Student 1:	The DVD!

Guide	(chuckles) No, no, that came a little later. The first recording device for television was the VCR, the video cassette recorder, and it was developed in Japan in 1976. Have you guys ever used cassette tapes? (silence) No? This is because about 20 years later the new technology of DVDs had replaced the old recording machines. DVDs were used for everything for a while, even computers, but they also have become a thing of the past since the invention of Blue Ray and digital TV, something you are still familiar with I guess?

Student 1:	Yes …

Student 2:	Yeah, we are …

Guide:	Good, good. The latest inventions in television include the change from typical TV programmes to streaming sites and 3D technology … and who knows what will be next?

But we have now reached the end of our tour. I thank you all for your attention!

(Group claps)

Unit 5, Television and streaming, Task 5 a), The way we used to watch TV

Track	Titel	Setting	Hintergrundger.	Sprecherin	Akzente	Alter
16	5-5-a) The way we used to watch TV	statements	keine	Margaret = Anne Joshua = Michael	egal egal	elderly elderly

Announcer:	Listen to Aisha’s grandparents Margaret and Joshua talking about what watching television was like when they were young.

Margaret:	(elderly voice) I remember the first television set in our street. Yes, imagine: not everyone used to have his or her own in the living room! The Baker family would invite my parents over to watch the weekly news show on Sundays, and we children used to come along. Sometimes there were special children’s programmes and a bunch of the children from the neighbourhood were allowed to join the Bakers’ children in watching them. Oh, how we used to love those! I can still remember some of the characters and stories I think … (fade out)

Joshua:	(elderly voice) The first time I watched television? I remember that! I was standing in front of a store window, where the shopkeeper sometimes used to turn on the TV for people outside to watch. On Tuesdays there was this children’s show, and all the kids from the neighbourhood stood together around the window excitedly, and we didn’t even hear the sound (laughs) … and in winter it was freezing … (sighs)

Later on, my family owned their own TV, and we used to watch together, parents and children, in the evenings. There used to be only 3 channels, and there were only a few hours of broadcasting every day! If you weren’t there when it was on, you missed it, and that was that! I still can’t believe how much has changed!

Unit 6, Blogs, Task 1 a), It’s all about blogs

Track	Titel	Setting	Hintergrundger.	Sprecherin	Akzente	Alter
17	6-1-a) It’s all about blogs	keine	Taylor (boy) = Ben Tina = Louisa Andrea = Lorenzo	British Swiss Italian	teenager teenager teenager

Announcer:	It’s all about blogs. Listen to the teenagers.

Taylor:	Hey, my name’s Taylor, and I’m from Liverpool. I’ve just started my own blog on sports and healthy food. I do a lot of sports and live a very healthy life. So I thought why not share all the knowledge I’ve got with the rest of the world? It is one of the easiest ways to publish writing on the WWW. It’s almost as easy as sending an e-mail (laughing). (fade out)

(pause)

Tina:	Hi, guys, my name is Tina, and I’m 15 years old. Last year I started my own travel blog and I simply love it. It’s all about travelling, but it’s not just like any travel blog. … It’s about seeing things in your own town and the surrounding area. So, I go by train, bus and tram very often. I live in Zurich, and there are lots of places in my town that can be reached by public transport. My favourite means of transport are trains. (pause) On my blog I show photos, and sometimes I put up audios and even videos. The best thing: my blog is a simple text-based blog, and it has had a great effect on my English skills.

(pause)

Andrea:	Hello, I’m Andrea, and I come from Bologna. My greatest hobby is electronics and the latest technology when it comes to smartphones, tablets or any kind of computers. So, a few months ago, I started my own technology blog, where I tell people new and interesting details about the latest stuff out there. “What is a blog?” you may ask. Well, it’s a frequently updated website that looks similar to an online journal. It’s easy to create and update your blog. You only need access to the internet, and a minimum of technical know-how.

Unit 6, Blogs, Task 3 b), Writing: Paragraphs for more structure

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
18	6-3-b) Writing: Paragraphs for more structure	keine	Narrator = Sophie	egal	adult

Announcer:	Paragraphs for more structure

Narrator:	A paragraph is …

… a part of a text which consists of at least one sentence and usually deals with a single aspect or idea. However, a paragraph is also a short part of a text which begins with a new line and consists of one or more sentences. But a paragraph is also one of the parts that a piece of writing or a text is divided into.

So, all of them are correct.

Unit 6, Blogs Task 4 a), Listening: Five steps to start a blog

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
19	6-4-a) Five steps to start a blog	keine	Ally = Sarah	egal	teenager

Announcer:	Five steps to start a blog. Listen to Ally and her tips.

Ally:	So, first of all you have to pick a topic. Once you have a topic, it’s time to choose your blog name. A good blog name should be catchy, so readers know what your blog is all about. If you are blogging about one specific topic, then include that in some way in your blog name. If you are planning to create a personal blog with a variety of topics, then use your name since your blog is all about you. For example, “Blogging with Ally”. Once you have some blog name ideas you will need to choose a domain extension. So, “Blogging with Ally” becomes bloggingwithally.com, for example.

Secondly, it’s time to get your blog online. To get your blog up and running you need two things: blog hosting and blogging software. A blog host is a company that stores all of the files for your blog and delivers them to the user when they type in your blog name. You also need to have the software to build your blog. For example, WordPress blogging software is the most popular and easiest to use.

Then, as a third point you have to log in and you will be in the administrator area. This is where you can make any changes you want to your blog. Everyone has a different idea of how they want their blog to look like. One of the great things about using WordPress blog is that you can change your whole layout and design with just a few clicks.

Now your blog is up and running. It’s time to really do some blogging! The menu gives you the possibility to have “posts”. On every new WordPress blog, you will see that there’s already a post. This is a default post and we don’t need it. Even after you have written a post, your post blog may still show “coming soon” on your page. So, try to click “launch”, and your post will be online.

Last, but not least, number five, promote your blog. Creating a well-designed blog and writing great content is just the start. In order to get readers for your blog you will need spend some time promoting it, especially when you first start. To get readers to post links on social media accounts, like Facebook and Twitter, your friends can help you and share the link with their friends. Then it automatically multiplies your readers.

Unit 6, Blogs, Task 7 a), Listening: Self-made superstars

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
20	6-7-a) Listening: Self-made superstars	Interview	keine	Interviewer = Howard Janet Ward = Anne	egal egal	adult adult

Announcer:	Self-made superstars. Listen to the interview with a psychologist and media expert.

Interviewer:	Good afternoon, everybody. Today’s topic is “Self-made superstars”, and we aren’t talking about actors or singers. No, we are talking about normal teenagers who are extremely successful. (pause) With me in the studio: Janet Ward – a media expert. Hello.

Janet Ward:	Hello.

Interviewer:	There are teenagers out there who have made themselves online superstars. What’s the story behind them?

Janet Ward:	Well, most of those kids started out with rather simple vlogs, or “video blogs”. These videos are usually about their everyday life, thoughts, and feelings. While the frequency of vlogs can vary, the content is authentic, mainly unscripted, and focuses on a specific topic. Their videos have become better in quality and have been watched by others around the world.

Interviewer:	So, online platforms such as YouTube give those kids the chance to promote their ways of life on video, and others like this kind of content.

Janet Ward:	Exactly. Today’s most popular vlogs attract thousands or even millions of subscribers who tune in regularly to watch the “video diaries” of their favorite vlogger.

Interviewer:	Millions of subscribers? Really?

Janet Ward:	Yes, really. Many top YouTubers have millions of subscribers who tune in regularly to watch their vlogs, often instead of a TV show or series.

Interviewer:	So, those kids are basically superstars, right?

Janet Ward:	Yes, in one way or the other they are. They’re called “influencers” because they attract such a huge audience and influence them. In fact, top digital influencers continue to replace traditional celebrities.

Interviewer:	But how is this possible?

Janet Ward:	Well, if you’ve got a YouTube channel and create videos on a regular basis, you can reach many people and you get in touch with the community. Even big brands such as Nike realise the importance of advertising with social media influencers as part of a strategy to reach consumers out there.

Interviewer:	So, as an influencer you can also make a lot of money, right?

Janet Ward:	Yes, you can, but it isn’t as simple as it sounds. You need to put a lot of time and ambition into that. Many teenagers think “Oh, I want to be an influencer and earn a lot of money,” but let me tell you … Success doesn’t come easy. It’s a lot of hard work to have millions of followers.

Interviewer:	Yeah, I can imagine. So that was quite interesting … (fade out).

Unit 7, Play IT safe, Task 4, Listening: Celebrating Privacy

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
21	7-4 Celebrating Privacy	Interview	keine	Interviewer = Sophie Colin Kemp = Oscar	egal egal	adult adult

Announcer:	Listen to an interview with Colin Kemp, an expert on data privacy, and find out more about international Data Protection Day.

Interviewer:	Colin, you’re one of the many organisers of events on international Data Protection Day.

Colin Kemp:	That’s correct. I’ve been one since Data Protection Day was celebrated for the first time in 2007.

Interviewer:	Can you tell us more about that day, Colin?

Colin:	Sure. In April 2006, the European Union decided that every year on 28 January, Data Protection Day should be celebrated across Europe. One year later, the event was also held outside of Europe. Outside of Europe, it’s called Data Privacy Day.

Interviewer:	Why does Data Protection Day take place on 28 January?

Colin:	28 January is a special day for data protection. People celebrate that Convention 108, a European document, was created in 1981. This document protects people when their personal information is processed by a computer.

Interviewer:	How does Convention 108 protect people?

Colin:	Convention 108 includes a number of rules on data processing. For example, if you collect people’s personal information you have to tell them that you’re doing so. People usually have to sign that it’s okay for them that information like their name and address are processed, and they have to be informed of their right to have that information corrected. Also, you can’t just collect and process people’s so called “sensitive” data, like information about their religion or sex life.

Interviewer:	This document has been around for more than 30 years. Shouldn’t people know enough by now about data protection and privacy?

Colin:	Sadly, they don’t. You see, since Convention 108 was created, so many things have changed. In the 1980s much less information was collected than nowadays. Today, if you just visit a website, more information is collected about you than you can imagine. And many people give away a lot of information freely, for example when they share pictures and stories on social networks.

Interviewer:	I see. Data Protection Day is more important than ever.

Colin:	That’s true. And through all kinds of events worldwide, people start thinking about data protection. They are made aware of how important it is to know your rights, to fight for your rights and, last but not least, to protect your data.

Interviewer:	Well, thank you very much for the interview, Colin.

Unit 8, Sustainability, Task 5 a), Listening: A travel podcast – part I

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
22	8-5-a) Listening: A travel podcast – part 1	Podcast	Intro music	Presenter = Michael	egal	adult

Announcer:	A travel podcast – part 1

Presenter:	Welcome everybody (intro music) …

Sustainable travel: How do you do that? And perhaps even more important: is it really possible? (pause) Over the last few years, long distance journeys have been chosen more often by tourists. In fact, they are more popular than ever. For several years, holidays have often been spent in faraway countries. Don’t get me wrong; that’s great. I have been doing that for several years, BUT … (pause) at the same time, there is a growing awareness that travelling does not come without side-effects. Air travel leads to high CO2 emissions. (pause) If you take a closer look, local culture and nature have been influenced through the years by tourism and tourists’ behaviour. So, what to do? (pause)

Well, your ecological footprint can be reduced in a number of ways. For example, some time ago I said to myself: flying needs to be stopped. I know it sounds strange, but it’s not so bad. Since December I have taken several train trips. Yes: What I focus on now is train trips. (pause)

What better feeling is there than to just sit back and relax? Let the most beautiful landscapes pass you by, knowing you are safely on your way to a new and exciting destination. Yep, that is what you get when travelling by train. (pause)

Unit 8, Sustainability, Task 6 a), Listening: A travel podcast – part II

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
23	8-6-a) Listening: A travel podcast – part 2	Podcast	keine	Presenter = Michael	egal	adult

Announcer:	A travel podcast – part 2

Presenter:	(…) Imagine: What is more romantic than travelling different countries by train? I think trains have such a magical feeling to them that you wish you could ride them forever.

For me, train rides make you think about life. Everything passes by in an instant; there’s no other option than to enjoy the view. (pause) One will be amazed by the extreme beauty of nature. And what’s the best thing? It’s cheaper and way more sustainable than travelling by car or airplane. Let me give you an example of a train trip that I took in Switzerland a few weeks ago. (pause)

The Bernina Express is a direct train from Chur to Tirano in Italy. It crosses the beautiful canton of Graubünden from the north to the south. The journey takes about 4 hours and you travel from Switzerland to Italy. The Bernina Express route is an impressive piece of railway engineering: the train reaches an altitude of 2253 m. (pause) The landscape is really the best thing because it varies greatly. From high alpine scenery in the Alps to Mediterranean flair in Italy. On your journey you can see lots of interesting buildings and architecture: ruins and castles, but also spectacular viaducts and tunnels. (pause)

Nature offers snow-covered mountains and glaciers, but also mountain lakes. Once the valley floor has been reached, you’ll notice that the villages look more Italian than Swiss. This is still Switzerland, but people speak Italian here. (pause) I could go on forever because this journey was really special, and all the areas are beautiful in their own way. (fade out)

Unit 8, Sustainability, Task 10 a), Listening: Tips for a sustainable way of living

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
24	8-10-a) Listening: Tips for a sustainable way of living	keine	Speaker = Sophie	egal	adult

Announcer:	Tips for a sustainable way of living

Speaker:	(…) There are so many ways how to live a sustainable life. Of course, sustainability is a big word, but every single individual can help a little bit to make this world a better one. Let me give you a few tips on how to change a few things in your daily routine:

“Reduce, Reuse, Recycle” may feel a bit old-fashioned, but it’s still important nowadays. Every product we buy has an environmental footprint: from the materials used to create it to the pollution emitted during manufacturing to the packaging that ends up in landfills. So, before you buy, ask yourself if you really need it. If you do, look for minimal packaging and shipping. (pause)

Let’s continue with shopping … and let’s talk about plastic, because plastic never goes away. Today billions of pounds of plastic can be found in the world’s ocean. Every year thousands of seabirds, sea turtles, seals and other marine animals are killed by pieces of plastic. (pause) You can start reducing your plastic waste in a few simple steps: use reusable bags when you shop, avoid single-use water bottles, bags, and straws. Instead, try to buy unwrapped products at the grocery store, shop locally and try to shop less online. (fade out)

Unit 9, Express yourself, Task 1, Art or garbage

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
25	9-1 Art or garbage	keine	Presenter = Howard	egal	adult

Announcer:	Art or garbage

Presenter:	Picture A is part of the “sausage series” by two Swiss artists called Peter Fischli and David Weiss. The title of this artwork is “In Anos Teppichladen”. The slices of sausage look a bit like carpets, don’t they?

In picture B you can see the work “Where shall we go dancing tonight?” by Sara Goldschmied and Eleonora Chiari. It had to be made twice because a cleaner thought that the bottles and confetti had been left behind at a party at the museum.

Picture C looks like a snapshot, but it is actually a carefully planned work of art. The piece is called “Hahns Abendmahl” by Daniel Spoerri. You can see it in the mumok, the well-known Museum of Modern Art in Vienna.

Picture D shows one of 32 prints of the artwork “32 Campbell Soup Cans” by Andy Warhol. This work was one of the reasons why pop art became an important art style in the US.

Also the artwork in picture E had to be remade after the first shark had started to rot. It has the complicated title “The Physical Impossibility of Death in the Mind of Someone Living” and was made by Damien Hirst in 1991. When people told the artist that anyone could have put a tiger shark in a glass container, he said, “But you didn’t, did you?”.

Unit 9, Express yourself, Task 4, A song: New class, new self – kommt vonMario

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
26	9-4 A song: New class, new self	kommt von Mario

Unit 9, Express yourself, Task 5, Hitting a grand slam and rocking the house

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
27	9-5 Listening: Hitting a grand slam and rocking the house	Poetry slam	Applaus großes Publikum	Presenter Monster Maker Queen Lara Turtle Whisperer	egal	adults

Announcer:	Hitting a grand slam and rocking the house. Listen to three poems presented at a poetry slam.

Presenter:	Welcome to tonight’s poetry slam. We are proud to present our first poet, Monster Maker!

(Applause)

Monster Maker:	Make your own monster

Enough for 7½ billion

What you’ll need:

Wildfires, landslides and droughts

Lots of cheap flights

Two large teaspoons of money and power

Three slices of an endangered species of your choice

The juice of poisoned fish

Some pieces of trash left behind on a beach

A bucket of wasted water

A little stinking garbage left to rot

As many plastic bags, plastic spoons and plastic cups as you can find

When making this recipe, make sure that you always put yourself first

First, put the natural disasters in a very large pan

Next, add the cheap flights and wait till it’s hot

Then season with money and power

And add the slices of endangered species – careful, don’t cut yourself!

Now pour some fish juice into the pan

Put in the garbage and cook until lightly golden

Then add ten litres of water – make sure you don’t save it

Simmer forever or until the garbage is soft

Lastly, season with plastic, the more the better.

Presenter:	Thank you, Monster Maker! I want to hear you make some noise for Monster Maker!

(Applause)

Presenter:	Tonight it’s up to you who wins. The poem our second slammer will present is called “All the footprints”. Please put your hands together for Queen Lara!

(Applause)

Queen Lara:	All the footprints, carbon footprints,

Who left them?

I want to see for myself.

Carbon footprints – can you look at yourself in the mirror?

All the footprints, carbon footprints,

Where do they stop?

I don’t want to know.

Carbon footprints – I can’t look at myself no more.

All the footprints, carbon footprints,

Why are they here?

I don’t think Earth ever said,

“I’m all yours, go help yourself!”

All the footprints, carbon footprints,

How big is yours?

Have you asked yourself

About all the footprints, carbon footprints?

(Applause)

Presenter:	Wow, Queen Lara, that was amazing, wasn’t it, guys? But now give it up for our third artist tonight, Turtle Whisperer!

(Applause)

Turtle Whisperer:	Eeeng shllni nimmfo,

meho eeem lewworf ninininin sreayyy,

orpcrettt symlf thormff rrawough

eeesii list noww.

Naciii symlf thinnn eees

Tubbb cisplaa saggb nourrnd iiim

Draiifffa rruuh symlf

Swayn swooyen swaa.

Meeegruhhn eeseee nacc

Shiifylleeyj ro cisplaa,

Eemdreahooo!

Now in a language humans understand:

In this green shell of mine,

My home for 99 years,

I protect myself from the rough water.

The sea and I are still one

I can be myself in the sea.

But see, plastic bags are all around me

And I’m afraid I might hurt myself

When I’m hungry and can’t see

If it’s jellyfish or plastic,

Oh, dear me!

(Applause)

Unit 9, Express yourself, Task 7b, Video: You do you

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
Video nicht auf CD	9-7 You do you	keine	Cecilia = Sophie oder Louisa	American	teenager

Cecilia:	Dear friend,

As you know, I’ve been a freshman for only three weeks, but I’ve already become so much wiser. In fact, I would call myself as wise as an owl. Do you remember when I asked you if you could reinvent or remake yourself? New class, new self? Well, I guess I can now answer this question myself.

Last weekend I went to my very first freshman party. Believe it or not, I had been invited. So I went. First I showered, dressed and put on some make-up, all the while thinking, “I do not want to be the wallflower anymore. No flower on the wall.” But then I thought, “Let them see me and like me for who I am.”

And I went. It was a party to celebrate the moon landing. So they played music from 1969. You know, the summer of love. Let the Sunshine in. Lay, Lady, Lay.

At one point we were all dancing by ourselves. We were all able to relax, helping ourselves to food and drinks, not having to behave ourselves all the time.

There was Luke, who had dressed up as an astronaut, dancing all night. He really was the star of the party, sure of himself, comfortable. And Marge in her olive silk dress, classy as usual, often looking at herself in the mirror. Such a beauty queen. Sean in his suit, the nerd of our class. And then there was Lucy, wearing her dad’s old shirt, looking so 90s. She wanted to dance to Man on the Moon, and even though this song was released in 1992, the DJ, Mira, played it for her.

And there was myself, in some boring jeans and a pink sweater. Nothing exciting. But so me. You should have seen me that night. I was actually dancing and enjoying myself!

Later that night, Susan, the host, introduced me to Ezra, who’s really cool. He’s into skateboarding. Definitely too cool for me, right? Wrong! He texted me the next day.

So I guess I am still the weird girl who likes to draw in her notebook and feels a bit shy around people. The girl who expresses herself through pictures rather than lots of words. But I’m also the girl who’s not hiding, who’s not ashamed of herself and who’s not worrying that people might be looking at her strangely. And I’m the girl who’s thinking of throwing her own party. Can you imagine that?

I’ve really tried hard to push myself and to step out of my comfort zone. I’ve started to believe in myself. I’ve realized that I don’t need to change. I like myself. I like that I’m a bit of a wallflower. That’s just me.

I feel good about the new school year. I’m actually looking forward to getting up in the morning, going to school and meeting some of my classmates on the weekends.
I’m really proud of myself. Are you proud of me?

Love always,

Cecilia

Unit 10, New Zealand, Task 1c, Where is New Zealand?

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
28	10-1c Where is New Zealand?	keine	Presenter = egal

Announcer:	Where is New Zealand?

Presenter:	New Zealand is one of many islands in the South Pacific Ocean. (pause) In terms of geography, the country consists of two large main islands – the North Island and the South Island – but there are many other islands which belong to the country of New Zealand, around 600 smaller islands to be precise. (pause) New Zealand belongs to the geographic region of Oceania. This is not a continent itself, but rather a continental region which includes many islands in the South Pacific Ocean.

Unit 10, New Zealand, Task 3c, Language in use: a lot of/lots of and much vs. many

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
29	10-3c Language in use: a lot of/lots of and much vs. many	Interview school radio	Interviewer = Ben Dr Sumner = ???	British New Zealand	teenager adult

Announcer:	Listen to the interview with a history professor.

Interviewer:	Welcome to today’s school radio interview. With me today: Dr Sumner from the University of Auckland, New Zealand.

Dr Sumner:	Hello.

Interviewer:	Dr Sumner, you have brought a lot of material which deals with New Zealand and especially the Maori culture. How much do we know about their culture and history?

Dr Sumner:	Well, there are lots of interesting things about the history and lives of the Maori in New Zealand.

Interviewer:	For example: how much do we know about the arrival of the Maori? Are there many written stories about their arrival?

Dr Sumner:	Hmmm. There isn’t too much exact information about their arrival, but where to start … Lots of Maori arrived by canoes from islands in Polynesia around 1,000 A.D. They developed their own culture, language, a rich mythology and lots of things such as crafts and weapons.

Interviewer:	So, many Maori men were good at fighting back in those days?

Dr Sumner:	Yes, they were. A lot of Maori were strong and fearless. Fighting amongst tribes was common at that time and they also had to fight against new people coming to New Zealand.

Interviewer:	So, how many weapons did the Maori have for fighting others? (fade out) Could you tell us ...

Unit 10, New Zealand, Task 4c, “The Wanderers” by Edith Howes

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
30	10-4c “The Wanderers” by Edith Howes	Narrator = Howard	adult

Announcer:	“The Wanderers”

Narrator:	Some of the people decided to go to this new land, where there would be more room. The people built three canoes for the trip that were big enough to hold hundreds of them. They decorated the canoes beautifully. They loaded enough food, water and other things they needed for the trip. Then those who were leaving said good-bye to those who were staying, and the long journey over the ocean to the new land began.

The trip was long, and on the way, the voyagers became tired and angry with each other and began to fight. So Ngatoro [stress on “a”], a magician who had come with them, decided to use his magic to call up a storm. This made the voyagers afraid. (pause) Then Ngatoro called a whirlpool from deep in the ocean. When the voyagers saw the whirlpool before their canoes, they begged Ngatoro to help them, promising to make peace with one another. So Ngatoro commanded the storm and the sea to be calm. The heavens and the sea were once again quiet, and the voyagers continued their trip together peacefully.

After travelling for a long time, the people saw what seemed to be a great, white cloud on the horizon. They sailed on and on towards it, and the next day they reached the new land, which they named “Ao-tea-roa”, the “Land of the Long, White Cloud.” They came nearer and saw the snowy mountain peaks high above the cloud, the sun shining down on beautiful forests, flowers and streams. Exploring the land, they found enough food and fresh water, and so they began to build houses and plant seeds, to hunt and to fish.

Ngatoro also wandered through the country to bless it with his magic. He used his magic to dry swamps, lower hills, call up springs of water from the ground and have fairies guard the land for his people. He told his people he was going to the mountains and that they shouldn’t eat anything until he would return. If they fasted, he told them, his magic would remain strong.

But, as soon as they could no longer see him, Ngatoro’s people forgot what he had told them. They ate, and Ngatoro’s magic weakened. It became very difficult for him to climb, and when he reached the snowy peak of a mountain, he had grown tired and weak, and he fell to the ground. It was cold, and Ngatoro was in danger of freezing to death, and so he prayed to the god of fire, and the god of fire heard his prayer. At the Fire-god’s command, a stream of fire sprang out of the mountaintop and poured down the side of the mountain, so that Ngatoro could warm himself.

When Ngatoro returned and told his people what had happened, they were very sorry that they had forgotten to fast and almost caused his death, and they promised in the future always to remember his words.

To help them remember, the fire still burns in the mountain, which is called a volcano. Sometimes the fire comes to the surface, just as it did to help Ngatoro. And now the children of the people who once settled the new land long ago still live there, still telling the tale of how their ancestors came to the land and … (fade out)

Unit 10, New Zealand, Task 8, Listening: A history podcast

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
31	10-8 Listening: A history podcast	Narrator = Michael	British	adult

Announcer:	A history podcast

Narrator:	Arriving by canoe from islands in Polynesia near Tahiti, the Maori came to New Zealand around 1,000 A.D. (pause) Visiting New Zealand next, the Dutch explorer Abel Tasman came to the islands in the 1600s. However, Abel Tasman and his men left this region after being attacked. As Abel Tasman was Dutch, New Zealand was named “Nieuw Zeeland” after a region in the Netherlands. (pause)

Coming to the islands of New Zealand next, Captain James Cook arrived with his ship in 1769. Establishing settlements for the British crown, the British colonialists signed a treaty with the Maori in 1840. However, the Maori protested against the treaty after being pressured and having their lands taken away. (pause)

In the 1860s, a 12-year war against the British for control of the North Island began. Finally, peace was restored to the islands in the 1870s. (pause)

New Zealand was part of the British Empire for a long time, before it became independent from Britain. Today, it is a member of the Commonwealth of Nations.

Unit 11, Coming back, Task 3, Listening: My dream holidays in Austria

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
32	11-3 Listening: My dream holidays in Austria, Interview 1: Leo	Interview	keine	Leon = Howard	British	adult
Interview 2: Owen	Interview	Owen = Michael	British	adult
Interview 3: Maya	Interview	Maya = Anne	British	adult
Interview 4: Amelia	Interview	Amelia = Sophie	British	adult

Announcer:	My dream holidays in Austria. Interview 1: Leon

Leon:	In my holidays, I can’t really sit still. I could never spend my holidays in the countryside or on a farm. Boring! Or on a cruise ship. I’d fall asleep. (gähnt, lacht) I need fun and exciting things. I want to see lots of different places. (etwas überdreht) I want to go from one sight to the other, see a church, then visit a museum, eat something at a market, then take a walk in a park, ride the tram, listen to a street musician. In the evening I’d like to go to the cinema or the theatre or see a concert. And after that I want to go to a club to party all night long …

Announcer:	Interview 2: Owen

Owen:	Mountains are the place where I feel really happy. Imagine peaks covered with snow … aren’t they just amazing? I have been snowboarding for the past 6 years and the winter is by far my favourite season. I don’t like doing sports so much because sports are quite boring, I think, except snowboarding. It gets you exercise, lets you have fun, breathe fresh air and enjoy the beauty around you. For me, snowboarding is freedom. When I’m out there surfing the snow and the sun is shining, I feel free. I know I am part of nature, part of the small snowflakes, part of the mountain. I am complete.

Announcer:	Interview 3: Maya

Maya:	I work as a teacher, and that’s a really stressful job. I have to be well prepared every day, and while students are present, I can’t really relax. Many people think that teachers have good working schedules, but I actually take a lot of work home, where I have to correct homework or exams. Sometimes I just have to get a break. I’d like to go to a place where I can get some nice food, and where I can relax, maybe read a book or take a walk or … just float in warm water. I’d like to have a massage and then take a nap in a steam room that smells like roses …

Announcer:	Interview 4: Amelia

Amelia:	I’m an adventure girl. My parents used to carry me on their backs when I was a baby, when they were exploring mountains years ago. My dad has always loved the trails in the Peak District and walking through Scotland. I couldn’t fully understand him until I went to South Korea to teach English. 80 per cent of South Korea is mountains. Can you imagine? Mountains everywhere! I’d look out my window, and the mountain would be right there … calling me. Soon enough, I was taking hiking trips almost every weekend. I love hiking because people are so nice when they’re walking up and down mountains. If you see someone, you have to say hi.

Unit 11, Coming back, Task 6, Listening: Finding a place to stay

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
33	11-6 Listening: Finding a place to stay	Dialogue	Frühstücksgeräusche,	Dad = Howard Ally = Sarah Mum = Anne	British	adult teenager adult

Announcer:	Finding a place to stay

(Frühstücksgeräusche)

Dad:	So, Ally, which offers have you found on the booking website?

Ally:	Okay, there are three places in or around Sankt Magdalena which look quite good.

Mum:	Oh dear, it’s been such a long time since I was last in Sankt Magdalena. I wonder if I know any of these places. Let me have a look … (Pause, liest vor:) Hotel Montana. Hmm … I know that building from my childhood. But it definitely wasn’t called Hotel Montana in those days. And the other one … (liest vor:) Hotel Alpina? Where’s that … (Pause) Oh! I know that one. Funny, there used to be a bakery there. They must have changed the whole place …

Ally:	(unterbricht:) Mum, please, we’ll have enough time to find out what has changed in Sankt Magdalena when we get there. Let’s concentrate on planning our stay, shall we?

Mum:	Okay, okay … never mind. (Pause) So, we need a room for three …

Ally:	(unterbricht:) Mum, please! I’m not five. I need my own room!

Mum:	(gedankenverloren) Oh yes, sure. Sorry, you’re right.

Dad:	We’ll stay for six nights. Let’s try to find a place that’s not more than EUR 1,100 for the three of us.

Mum:	Yes, I agree. We can’t afford much more with the flights and all. (Pause) And that should include breakfast as well.

Dad:	Right. Maybe there’s an apartment where we can cook our own dinner.

Ally:	I’d like to have free Wi-Fi in my room. I’m afraid data roaming could become tricky, who knows...

Dad:	(liest vor:) Let’s see. That place is situated directly next to the ski slope. We definitely won’t need that as we’re going there in summer. (laughs)

Ally:	But it would be cool if we had bicycles to explore Sankt Magdalena.

Mum:	Yep, if we could rent some from the hotel, that would be perfect.

Ally:	How about stuff like sauna or swimming pool?

Dad:	Okay, sauna or swimming pool are nice to have, but they are not a must. What do you think, Susanne?

Mum:	I agree, sauna or swimming pool are not important.

Ally:	Okay … (Pause) When I look at these offers, there’s one place that perfectly fits our needs. How do you like that one?

Mum:	Yes, that looks nice.

Dad:	Nice place. I like it …

Unit 12, The Understudy – a play, Task 3 a), Scene 1: The Read-Through

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
34	12-3-a) Scene 1: The Read Through	Play	Sesselrücken, Schritte, Stimmengemurmel	Narrator = Michael Ross = Ben Deva = Fatima Blossom = Maddie Jade = Sophie Mr Gillespie = Howard	all British	adult teenager teenager teenager teenager adult

Announcer:	The Understudy – a play. Scene 1: The Read-Through

Narrator:	The drama group are in the school auditorium for the first read-through of the script of Romeo & Juliet. The technical crew are making a balcony out of chairs. Blossom is handing out scripts. Ross is walking around practising his lines. He comes up and stands behind Deva who is studying her part.

(Geräusche im Hintergrund, Sesselrücken, Schritte, Stimmengemurmel)

Ross:	Did my heart LOVE till now? …

Did my heart love till NOW? …

For I never saw true beauty till this NIGHT!

For I never saw true beauty till THIS night!

Narrator:	Deva smiles at him delighted, as if the words were for her. Ross walks away, and continues repeating his lines. Deva says to her friend Blossom:

Deva:	Isn’t Ross a wonderful Romeo, Blossom! He’s such a wonderful actor!

Blossom:	You think everything about Ross is wonderful, Deva.

Deva:	(embarrassed) No, I don’t! … I just think he deserves a better Juliet than Jade Chapman!

Blossom:	Well, you’re her understudy, and she’s late. Where is she this time?

Deva:	She had better turn up soon. I’d be too terrified to play Juliet.

Narrator:	Mr Gillespie, the drama teacher, enters the auditorium.

(Schritte)

Mr Gillespie:	Okay, cast! Gather round, please!

(dann keine Hintergrundgeräusche mehr)

Narrator:	Everyone gathers around Mr Gillespie, the director, at the centre of the stage.

Mr G.:	Now, our drama is based on Shakespeare’s famous play, which was written in 1596.

(very quickly, speaking almost at the same time)

Ross:	Wow! That’s over 400 years ago!

Blossom:	That’s so old!

Deva:	Such a long time ago!

Mr G.:	Indeed. It’s about two teenagers about your age who are madly in love with each other.

All teens:	(laugh) Oooh!

Mr G.:	But it’s not a rom-com., in fact it’s one of Shakespeare’s great tragedies. You see, Romeo and Juliet love each other …

Blossom:	But their families are big enemies, right, sir?

Mr G.:	That’s right, Blossom. Romeo is a Montague and Juliet is a Capulet.

Ross:	Oh no!

Deva:	It can’t be a happy ending.

Blossom:	Doesn’t look good.

Mr G:	Now can anyone tell us the main idea of Shakespeare’s play?

Deva:	True love always wins in the end?

Narrator:	Deva looks dreamily at Ross.

Deva:	Even when it seems impossible …

Mr G.:	Very good, Deva.

Now, Romeo Montague, you’re head over heels in love with Juliet Capulet … (sighs) Oh no, where is our Juliet now?

Deva:	She’s late again, sir.

Blossom:	She’s always late.

Mr G.:	We can’t rehearse without a Juliet! Deva, you’re her understudy, so you can play Juliet.

Deva:	But sir … I … I …

Mr G.:	It’s just for today, Deva, we need our female lead!

Narrator:	Jade runs in breathless.

Mr G.:	Ah, there you are, Jade.

Jade:	Sorry, sir! But an elephant escaped from the zoo and the traffic was terrible …

Narrator:	Everyone laughs.

All teens:	(laugh)

Mr G.:	(annoyed) … Jade! I don’t want to hear your colourful excuses. If you’re late again, your part will go to your understudy. Now the whole cast is finally here, let’s read the script. Scene One!

Unit 12, The Understudy – a play, Task 4 a), Pronunciation: Sentences stress

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
35	12-4-a) Pronunciation: Sentences stress	Ross = Ben	teenager

Announcer:	Pronunciation: Sentence stress

<aus Scene 1 rausschneiden als eigener Track>

Ross:	Did my heart LOVE till now? …

Did my heart love till NOW? …

For I never saw true beauty till this NIGHT!

For I never saw true beauty till THIS night!

Unit 12, The Understudy – a play, Task 4 b), Pronunciation: Sentences stress

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
36	12-4-b) Pronunciation: Sentences stress	Presenter = Howard	British	adult

Announcer:	Pronunciation: Sentence stress

Narrator:	I asked you to buy me a bunch of red roses.

I asked you to buy me a bunch of red roses.

I asked you to buy me a bunch of red roses.

Unit 12, The Understudy – a play, Task 5, Scene 2: Learning the part

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
37	12-5 Scene 2: Learning the part	Play	keine	Deva = Fatima Blossom = Maddie Narrator = Michael	British British British	teenager teenager adult

Announcer:	Scene 2: Learning the part

Narrator:	In Deva’s bedroom. Blossom is helping Deva learn her part. Deva is lying on the bed and looking at the ceiling.

Deva:	… Two of the fairest stars in all of heaven.

Blossom:	You what?

Deva:	It’s how Romeo describes Juliet’s eyes. Well of course she totally falls for him. Imagine if a boy said that sort of thing to you!

Blossom:	You really understand Juliet, huh! Jade should be your understudy! She never knows her part.

Deva:	During rehearsal the prompt has to feed her pretty much every line!

Blossom:	And she’s always late, always has some crazy excuse.

Deva:	What was it last time, ‘Someone tried to kidnap me on the way to rehearsal, sir’?

(Deva and Blossom both laugh.)

Blossom:	Or ‘I couldn’t learn my part because I came down with a nut allergy’.

Deva:	To be fair, I think Jade is actually allergic to nuts.

Blossom:	Humph! With Jade Chapman you never know what’s true.

Deva:	Hey, listen to Romeo’s lines when he first sees Juliet:

Narrator:	Deva is reading Romeo’s script.

Deva:	“Did my heart love till now?” (Deva reads Romeo’s stage direction in neutral voice)

(Romeo shakes his head)

“For I never saw true beauty till this night!” (she sighs)

He’s saying he’s never seen a girl as beautiful as Juliet!

Blossom:	Hmmm, in the opening scene, Romeo says he’s never seen a girl as beautiful as … what was her name?

Deva:	Rosalind.

Blossom:	So he sees Juliet and suddenly his girlfriend is history?

She’s suddenly his ex? The guy’s totally flaky!

Deva:	You just don’t understand him, Blossom!

When he sees Juliet, he feels true love for the first time!

Blossom:	Deva, this is Romeo we’re talking about, right? ... Or is it maybe Ross?

Deva:	(upset) Oh Blossom! I’m afraid he’ll fall in love with Jade Chapman!!

Blossom:	Hey, it’s a stage play, remember? Ross is only acting!

Deva:	(crying) … But how am I going to watch him kiss her!!

Narrator:	Blossom puts her hand on Deva’s shoulder.

Blossom:	Well, maybe you won’t have to …

Deva:	Huh?

Unit 12, The Understudy – a play, Task 6 a), Scene 3: Rehearsal – Part 1

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
38	12-6-a) Scene 3: Rehearsal Part 1	Play	Klatschen,	Narrator = Michael Ross = Ben Deva = Fatima Blossom = Maddie Jade = Sophie Mr Gillespie = Howard Prompt = Anne (whispering) member of technical crew boy = Lorenzo	alle British	teenager teenager teenager adult teenager teenager teenager teenager

Announcer:	Scene 3: Rehearsal. Part 1

Narrator:	In rehearsal. Ross and Jade are rehearsing a scene. Jade is reading from her script.

Jade:	Romeo, Romeo wherefore … er … er …?

Prompt:	(whispering) Wherefore art thou Romeo?

Jade:	What on earth does wherefore mean?

Mr G.:	In Elizabethan English “wherefore” means “why”. She’s wondering out loud why she had to fall in love with a boy from an enemy family. Carry on, please.

Ross:	Did my heart love till now? …

Narrator:	Romeo shakes his head.

Ross:	For I NEVER saw true beauty till this night!

(A long pause …)

Jade:	Huh? Is it my turn? Oh! … er …where are we in the script?

Ross:	(repeats his line louder) I never saw true beauty till this NIGHT ...!

Jade:	… Where are we?! I can’t find my line!

Narrator:	Romeo throws his hands up, frustrated.

Ross:	Argh!

Mr. G.:	Okay, everyone. Let’s take a break!

Narrator:	Ross talks privately to Mr. G.

Ross:	I can’t perform like this, sir! Jade doesn’t understand a word she’s saying!

Mr. G.:	(sighs) Give her time, Ross, give her time.

Narrator:	A member of technical crew interrupts:

Boy Crew:	Sir, are we using just one spotlight for the balcony scene?

Narrator:	Mr G. turns to talk to the technical crew.

Blossom:	Poor you, Ross. Looks like you need an energy boost.

Ross:	I certainly do!

Blossom:	Here, have a “Nut ‘n Granola” bar.

Ross:	Oh, cool, Blossom. I’m hungry. (he starts to eat the snack bar) There could be talent scouts in the audience on opening night, how can I give my best performance with a Juliet like that!

Blossom:	Talent scouts …?

Ross:	Sure, the Royal Shakespeare Company are always looking for new talent.

Blossom:	Would they really come to a performance at our school?

Ross:	Definitely, I could soon be on the London stage!

Narrator:	Blossom pats Ross’s arm, leaves him to finish his snack bar, and goes back to Deva.

Deva:	(excited) Ross spoke to you, Blossom, what did he say?!

Blossom:	He’s worried about his acting career. He really needs a new Juliet …

Deva:	I saw you give him something, what was it?

Blossom:	Oh, just a Nut ‘n Granola bar. He was hungry as usual.

Deva:	Ah, that’s so sweet of you, Blossom.

Narrator:	Mr. Gillespie comes centre stage.

Mr G.:	Okay, cast! Places! Let’s get the balcony scene right this time!

Narrator:	Everyone takes their places.

Mr G.:	So, Romeo has climbed up to Juliet’s balcony window in the dark. The lovers are about to have their first kiss. Juliet says her famous goodnight lines – then he kisses her.

Narrator:	Deva whispers to Blossom, covering her eyes …

Deva:	Eee! I can’t watch!

Blossom:	Trust me, Deva, it’s going to be okay.

Deva:	How can you say that …?

Mr G:	Ross, you can’t deliver Shakespeare’s fine lines with your mouth full of Nut ‘n Granola …

Ross:	(with his mouth full) Sorry, sir! (swallowing the rest)

Narrator:	He swallows the last bit of the bar.

Deva:	Huh! Blossom …! I think I know what you’ve done!

Ross:	Ah Juliet!

Jade:	Good night, good night,

Parting is such sweet sorrow /

that I shall say good night till it be morrow!

Mr G.:	(directing) Go in for the kiss!

Unit 12, The Understudy – a play, Task 6 a), Scene 3: Rehearsal – Part 2

Track	Titel	Setting	Hintergrund.	Sprecher/innen	Akzente	Alter
39	12-6-a) Scene 3: Rehearsal Part 2	Play	Narrator = Michael Ross = Ben Deva = Fatima Blossom = Maddie Jade = Sophie Mr Gillespie = Howard A member of technical crew boy = Lorenzo	alle British	teenager teenager teenager teenager teenager adult teenager

Announcer:	Scene 3: Rehearsal. Part 2

Narrator:	Ross goes to kiss Jade on the balcony.

Deva:	STOP!! Don’t kiss her! You mustn’t …! I mean ...

Mr G.:	What? Why not, Deva?

Jade:	You’ve totally ruined the scene!

Deva:	I’m so sorry, but I think the kiss … should come later, much later … er … I’ve been reading about Shakespeare’s times …

Mr G.:	Have you?

Narrator:	Deva holds up a book.

Deva:	Yes, sir, in the sixteenth century, people definitely didn’t kiss on a first date!

Mr G.:	Hmm, brilliant background research Deva … Well done!

Jade:	(furious) But this is such a romantic scene! It has to end with the kiss!

Mr G.:	No, Deva’s right, I think it’s too early for the kiss.

Boy Crew:	Maybe they could just high-five?

(Everyone laughs.)

Mr G:	Play it again, and cut the kiss!

Narrator:	Ross climbs up the balcony again.

Ross:	Ah Juliet!

Jade:	Parting is such sweet sorrow / that I shall say good night till it be morrow!

Narrator:	This time Ross blows Juliet a kiss. Everybody claps.

(Everybody claps.)

Mr G:	Thank you everybody! See you back here tomorrow!

Deva:	(angry) What on earth were you thinking, Blossom! You know Jade’s allergic to nuts.

Blossom:	I did it for you, Deva!

Deva:	I know, Blossom, you’re such a loyal friend. But I had to stop the scene. She could have got an allergic shock if he kissed her!

Narrator:	Jade marches up to Deva, furious.

(trampelnde Schritte kommen näher)

Jade:	(furious) How dare you! You ruined my scene!

Deva:	I’m so sorry, Jade … I had to!

Jade:	You’re just an understudy, you’re never going to play Juliet! How does Romeo describe Juliet’s eyes? ‘Two of the fairest stars in all heaven.’ Whoever heard of a Juliet in glasses? Back off, four-eyes! Romeo’s mine!

(trampelnde Schritte entfernen sich)

Narrator:	Jade leaves the stage.

Unit 12, The Understudy – a play, Task 9, Scene 4: Dress rehearsal

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
40	12-9 Scene 4: Dress rehearsal	Play	Elizabethanische Musik (Laute)	Narrator = Michael Ross = Ben Deva = Fatima Blossom = Maddie Jade = Sophie Mr Gillespie = Howard Prompt = Anne Boy from technical crew = Lorenzo A make-up artist = girl = Louisa	alle BE	teenager adult teenager teenager teenager teenager adult teenager

Announcer:	Scene 4: Dress rehearsal.

Narrator:	At the dress rehearsal. The costume designers are dressing the actors. The make-up artists are making them up.

A make-up artist:	Wow, you all really look the part in costume and make-up!

Mr G.:	Well done, costume and make-up artists!

Jade:	I’ve really worked on my role, sir.

Mr G.:	I hope so, Jade.

Jade:	You’ll see, sir!

Mr G.:	Let’s rehearse the balcony scene. Positions please, cast! Lights! Spot on the balcony! Silence on the set!

Narrator:	The actors get in position. The lights go down. Juliet’s bedroom light comes on.

Ross:	But soft! What light through yonder window breaks?

Narrator:	Juliet comes out onto the balcony.

Jade:	(happy) Romeo, oh Romeo!

Mr G.:	Huh?! No, no, no Jade …, we rehearsed this, she’s not happy. She’s sad. She’s in love with an enemy, Romeo’s a Montague … remember?

Jade:	Oh yeah. I’ll do it again.

Mr G.:	Positions please!

Narrator:	Juliet’s bedroom light comes on.

Ross:	But soft! What light through yonder window breaks?

Narrator:	Juliet comes out on the balcony, her hands in her hair …

Jade:	(very melodramatic) Romeoooo, … Oooh Romeoooo!

Mr G.:	No, no, no, Jade! Not so sad … You see she’s happy to be in love, but sad that it’s with the enemy.

Jade:	Happy and sad? How do I act that?

Mr G.:	(sighs) Just continue please …

Jade:	(trying to remember her lines) Er … er … um.

Mr G.:	You haven’t learned your lines, have you Jade!

Prompt:	(prompting) Wherefore.

Jade:	Oh yeah, … Where are you, Romeo?

Prompt:	Wherefore art thou Romeo?

Jade:	Oh yeah, I remember. (says her lines fast, with no emotion) Romeo-oh-Romeo- wherefore-art thou Romeo, is that right?

Narrator:	Ross takes off his hat and throws it down.

Ross:	This is hopeless! I quit!

Mr G.:	I’m sorry, Jade, please come down off the balcony.

Jade:	But sir …! I’m Juliet!

Ross:	Not anymore!

Jade:	This is sooo unfair!

Narrator:	Jade storms off stage.

Mr G.:	Stage manager, where’s the understudy?

Blossom:	She’s still in costume and make-up, sir. I’ll get her.

Narrator:	Blossom runs off stage.

Mr G.:	Let’s not waste time. Dancers! Let’s rehearse your dance! Lights up! Music!

Narrator:	Elizabethan lute music starts and the dancers go through their steps for a few minutes.

(Elizabethanische Musik – Laute)

Mr G.:	Very good, dancers! Excellent!

Narrator:	Blossom returns pulling a very shy Deva in costume with a veil over her face.

Deva:	… I haven’t got my glasses!

Blossom:	Huh? Where are they?

Deva:	I took them off in the make-up room, and when I went to put them on, they weren’t there!

Blossom:	I bet Jade stole them!

Deva:	… I can’t see a thing!

Blossom:	Oh my God! How will you read the script?

Deva:	How will I find the balcony!

Ross:	Sir, maybe we can try the scene with the kiss this time?

Mr G:	Why not, Ross. Positions please, cast. A final read-through of the balcony scene.

Narrator:	The actors get in position for the balcony scene. Juliet’s bedroom light comes on and Deva comes out onto the balcony. She lifts her veil. Without glasses she looks transformed as Juliet.

Everybody:	Wow!

Boy Crew:	She looks so beautiful!

Ross:	But soft! What light through yonder window breaks? /

It is the East and Juliet is the sun!

Deva:	(confused) Wherefore art thou Romeo?

Deny your father and refuse your family name and I’ll no longer be a Capulet.

Narrator:	Ross puts down his script.

Ross:	Shall I hear more, or shall I speak at this?

Narrator:	Deva puts down her script and plays the part by heart.

Jade has come back and looks on from the wings.

Deva:	It’s only your name Montague that is my enemy:

What’s Montague? What’s in a name?

If we called a rose by any other name,

It would smell as sweet.

Mr G.:	Excellent. Let’s do the end of the scene. Are you ready?

Ross:	Ah Juliet!

Deva:	Good night, good night, parting is such sweet sorrow /

that I shall say good night till it be morrow!

(A pause.)

Narrator:	Romeo kisses her. All the cast and technical crew cheer.

Everyone:	Bravo! Bravo!

Blossom:	That was brilliant!

Boy Crew:	She’s such a good Juliet!

Make-up girl:	Wow! She can act!

Jade:	Ugh! But I’m Juliet! This is so unfair!

Narrator:	Jade throws down Deva’s glasses and storms off across the stage.

Mr G.:	Same time tomorrow for Act 3 everyone!

Narrator:	The main stage lights go off, the cast and crew leave. Ross and Deva are alone on the stage.

Ross:	You were absolutely brilliant, Deva, I never knew you could act! With you as my Juliet I’m sure to be spotted by the scout. Hollywood could call one day …

Narrator:	Blossom has picked up Deva’s glasses from the stage floor and returns them to her and exits.

Deva:	Thanks, Bloss.

Ross:	What’s that Deva?

Deva:	(embarrassed) Oh, just my glasses.

Narrator:	Deva goes to hide them away in her bag.

Ross:	Don’t put them away, Deva.

Deva:	Huh?

Ross:	I quite like you with them on.

Narrator:	Slowly, he takes the glasses from her, places them on her face and gazes at her.

(A pause.)

Narrator:	Blossom has crept back and watches secretly from the wings.

Ross:	Ah! Two of the fairest stars in all the heaven …

Did my heart love till now? …

Narrator:	Romeo shakes his head. Blossom clasps her hands in joy for Deva.

Ross:	For I NEVER saw TRUE BEAUTY till THIS night!!

Narrator:	They kiss. Blossom in the wings jumps for joy and silently punches the air.

The end
Unit 13, Incredible inventions, Task 2, I’ll eat my hat!

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
41	13-2: I’ll eat my hat!	in der Klasse	Teacher Ms Campbell = Anne Bryan = Ben Ada = Fatima	BE	adult teen teen

Announcer:	I’ll eat my hat!

Teacher Ms Campbell:	Right, class 8! Right, class 8! If you don’t stop chatting right now, we won’t play the game.

Great. So, I’ve written some important inventions on the board. In your pairs, you should talk about each invention and guess the year it was invented. Try to get the correct order. For each invention, you can earn a point. If you have got the nearest year for an invention, you will get one point in this category. You will get two bonus points if you’ve got the exact year. If nobody has any questions, we’ll get started. Oh, one more thing – of course, you aren’t allowed to use your smartphones! So, this is what happens if you don’t pay attention in the history lessons – you’ll get zero points! … will serve you right … All right, go!

Bryan:	Okay, let’s see … Braille – what is that even? …

Ada:	It’s a system of printing for the blind.

Bryan:	… the telephone, paper, the microscope … how should I know? Let me do some online research …

Ada:	Bryan, don’t use your phone! We’ll be out of the game if Ms Campbell sees it.

Bryan:	Right, Little Miss Know-It-All! Do you have a better plan?

Ada:	Well, we’ll just end up confused if we don’t do this step by step. Listen, I was named after one of the coolest inventors ever, Ada Lovelace. I really want to do well in this.

Bryan:	Who’s that? Just kidding ... Hmm if the internet isn’t the most recent invention, I’ll eat my hat.

Ada:	Okay, you are so not wearing a hat …

Bryan:	It’s just an idiom, silly!

Ada:	Duh! I know. Another one is: If you lie down with dogs, you will get up with fleas.

Bryan:	Ugh, what does that mean?

Ada:	It means that if you hang around bad people, others will think you are bad, too. It means that if the person you have to work with with hasn’t paid attention in the history lessons, the teacher will think you yourself don’t know anything either.

Bryan:	Boohooo! Listen, I know a thing or two about history. The wheel was invented in 3500 BC. Ha!

Ada:	And the light bulb was invented at the beginning of the 20th century. In 1906, to be exact. Ha!

Bryan:	Wow, if we go on like this, we’ll win this thing! I can see it! An A in history, hooray! If I get an A in at least five subjects, I’ll get a new phone. I can see it coming, Ada!

Ada:	Yeah, right … I think I’ll have to take your temperature; you can see things that will never happen. Luckily, the thermometer was invented in … I think it was in the late 16th century …

Teacher:	Right, class 8. So, let’s go through these inventions now. Make sure to tick off your right answers and correct your mistakes.

Of all inventions on our list, the internet is the most recent one. It was invented in 1969.

The light bulb was invented in 1906.

In the 19th century, we’ve got the telephone, which was invented in 1876, the fridge – 1850 – and in 1829, Louis Braille invented a writing system that could be used by blind people. It was named after its inventor, Braille.

People have been able to take their temperature since 1593, when the thermometer was developed.

The microscope has been around a little longer, it was invented in 1590.

The next two inventions on my list are my favourites – without them, we wouldn’t be able to produce books so easily. Yes, that’s a good thing, Bryan! So the invention of the printing press happened around 1450 and paper was invented as early as 100 AD.

But the wheel was invented even earlier, around 3,500 BC.

Unit 13, Incredible inventions, Task 3, Language in use: Conditionals and idioms

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
42	13-3 Language in use: Conditionals and idioms	Narrator = Michael	BE	adult

Announcer:	Conditionals and idioms. Listen to these sentences.

Narrator:	1 – If you don’t stop chatting, we won’t play the game.

2 – If nobody has any questions, we’ll get started.

3 – We’ll be out of the game if Ms Campbell sees it.

4 – We’ll be confused if we don’t do this step by step.

5 – If I’m not right about this, I’ll eat my hat.

6 – If you lie down with dogs, you’ll get up with fleas.

7 – If we go on like this, we’ll win this thing!

8 – If I get an A, my parents will buy me a new phone.

Unit 13, Incredible inventions, Task 6d, The best and worst inventions of all time

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
43	13-6d The best and worst inventions of all time	Narrator = Howard	BE	adult

Announcer:	The best and worst inventions of all time

Narrator:	In 2014 people in Britain were asked what they thought were the best and worst inventions of all time. Find out if you gave the same answers.

On the list of the best inventions of all time were … the bicycle, the internet, the light bulb, the telephone and television.

The funny thing was that the television was also found to be one of the worst inventions of all time!

But let’s find out about the rest of the list. The nuclear bomb, landmines, plastic bags and mobile phones landed on this list.

Unit 13, Incredible inventions, Task 7, Listening: Chindogu inventions

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
44	13-7: Chindogu inventions	Narrator = Anne	BE	adult

Announcer:	Chindogu inventions

Narrator:	1. Now your pet can help with the most boring job in the house! If you hate cleaning the floor, you’ll love these special duster socks for your cat. As it runs around, everything becomes bright and shiny!

2. These days crossing the road can be dangerous because there are so many cars. With this roll-up zebra crossing, you can cross safely and don’t lose any time.

3. For lots of people their car is like their second home. How wonderful that you can use it for drying your clothes! Use this washing line roof rack, and your wet clothes will be nice and dry when you arrive home.

4. How annoying that you always have to wait for your noodles to cool before you can eat them. This chopstick fan cools your noodles while you are eating.

5. Sometimes you need someone to scratch your back. But what if the person helping you just can’t find the right spot? With this back scratchers’ T-shirt and the little map it comes with, this problem will be a thing of the past.

6. This is the solution for businessmen who don’t want to take an umbrella with them every day. Wear the umbrella tie, and you’re well dressed and prepared for any weather.

Unit 14, Work hard; play hard, Task 3, Jobs we’ll lose to machines

Track	Titel	Setting	Hintergrund.	Sprecher/innen	Akzente	Alter
45	14-3 b): Jobs we’ll lose to machines	Presentation	keine	Dr Antonella Arulappan = Sophie	American	adult

Announcer:	Jobs we’ll lose to machines

Dr Antonella Arulappan:	Let me show you a photo of my niece. Her name is Jodie. She just turned eight months last week. Her mum’s a doctor, and her dad’s a lawyer. By the time Jodie will have finished school, the jobs that her parents do will look very different from today. (pause)

In 2013, researchers from Oxford University did a study on the future of work. They found out that 50 per cent of all jobs could be done by machines or computers as well as by humans. (pause) 50 per cent – that’s quite a lot, isn’t it? (pause)

Have you ever heard of “artificial intelligence”? It means that machines can actually learn from data and then do a number of jobs that before only humans could do. (pause) In the beginning, these jobs were rather simple ones. In the 1990s, for example, people started to use computers to sort letters by post codes automatically. Today, computers can do far more complex things. Computers now help doctors to find out what illness a patient has. They analyse a photo of a patient’s eye, for example, and can tell if the person has a certain illness or not. (pause) Computers can do that because they analyse millions and millions of photos and become better with every photo. Now does that mean we don’t need any doctors anymore? No, it doesn’t. There are things we can do that machines can’t do. Machines can do jobs they have repeated many times before, like the millions of eye photos. But machines face problems when there is a new situation, a situation they don’t know. (pause) You see, artificial intelligence can only learn from a lot of data like texts or pictures. But we humans, can use our creative thinking to solve problems we’ve never seen before. (pause)

So what does this mean for the jobs of the future? We just have to ask one question: Is the job all about tasks that are repeated over and over again, like sorting letters or analysing photos of an eye? Well, such jobs can be done by machines, which are getting smarter and smarter. Another question is, do we have to deal with complex situations in our jobs that ask for individual solutions? Or do we have to be creative in order to meet specific needs? Then machines can be very helpful, but they won’t be able to replace us. (pause) So, Jodie, whatever you decide to do one day, let every day be a new challenge for you. If it is, then you will stay ahead of the machines.

Unit 14, Work hard; play hard, Task 8, Listening: Applying for a job by phone

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
46	14-8 Listening: Applying for a job by phone	Telefon-gespräch	Telefongespräch, Warteschleifenmusik Türe öffnet und Schritte Schreiben auf Papier	Receptionist = Sophie Ally = Sarah Ben Nevis (manager) = Michael	BE	adult teen adult

Announcer:	Applying for a job by phone

Receptionist:	This is HomeCare. How can I help you?

Ally:	Hello, this is Ally McArthur. I’m calling about a summer job at your retirement home.

Receptionist:	Right, I’ll just put you through to Ben Nevis. He’s the manager of our retirement home.

Ally:	Thank you!

Ben Nevis:	Hello, Ally! Thanks for calling. What can I do for you?

Ally:	Hello, Mr Nevis. I got your phone number from a friend of mine, Eve. She worked at your retirement home last summer. I’d like to get a holiday job at a retirement home too, and so she recommended to call you.

Ben:	Oh right, Eve. Yes, I can remember her well. She did a great job! Okay … you’d like to work with us this year, would you?

Ally:	Yes, I’d love to.

Ben:	Unfortunately, we don’t have any job offers at the moment …

Ally:	Oh, I’m sad to hear that.

Ben:	… but I’ll still take down your details. Maybe we’ll have something for you in the next few weeks, and then we can call you.

Ally:	Okay, thanks. That sounds great!

Ben:	All right then. Let’s start with your name. It’s Ally Mc …

Ally:	Ally McArthur, Mr Nevis.

Ben:	… McArthur … right. And how old are you, Ally?

Ally:	I’ve just turned 14.

Ben:	Okay. Got that. Ally, have you done any jobs before, or is this your first summer job?

Ally:	No, it isn’t. Last year, my parents and I worked on a farm in New Zealand. And during the school year, I helped at our local animal shelter every second weekend.

Ben:	Wow, that sounds really ambitious. I like that! What did you have to do at the animal shelter, Ally?

Ally:	Well … I’m no trained animal carer, so I didn’t work on my own most of the time. I helped the animal carers feed the animals, walk the dogs and I tried to talk as much as possible with the animals to cheer them up.

Ben:	You sound like a real team player, Ally.

Ally:	Well … at least I try to give my best.

Ben:	How would the people you worked with describe you, if I asked them, Ally?

Ally:	Err … my workmates … I don’t know. I’m really not that special. I … think I’m quite open-minded. I like to get to know new things, and I like meeting new people. And I can take criticism well. What’s really important to me is to be punctual and organised. I mean, I couldn’t work somewhere where there were no clear rules and where I don’t know what I should do.

Ben:	Are you good at communication with people?

Ally:	I think so. I mean, I would say I’m cheerful and friendly most of the time. I think that it’s important to make sure people have a good time in a retirement home, to give them the feeling that someone is really interested in them.

Ben:	Oh, yes, I totally agree with you. Why are you actually interested in working with us, Ally?

Ally:	Well … I got the idea because I’m really interested in technology …

Ben:	Technology? That’s not the first thing that comes to my mind when I think of a retirement home …

Ally:	I know. It just that … that it’s all over the internet that machines will take over more and more humans’ jobs. But I’m sure that machines won’t replace carers who work in retirement homes. A machine can never be as … as human as a human carer.

Ben:	Yes, I know what you mean.

Ally:	But of course, that’s not the only reason why I’m interested in this job. I really wish to work with you because I’d love making a difference in other people’s lives. I think I’d enjoy talking to them and listening to their stories, sometimes from years ago. I also think that for a carer every day is different, and there are new challenges every day.

Ben:	Cool, Ally, I really like what you say. Listen, I’ll talk to my team, and we’ll see what we can do. I promise to call you by the end of next week to let you know if we can offer you a summer job.

Ally:	That would be wonderful. Thank you so much!

Ben:	That’s quite all right. Don’t worry. So … we’ll come back to you next week. Bye!

Ally:	Bye, Mr Nevis.

Unit 15, Awesome ads, Task 3, Listening and writing: Xciting or seXist?

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
47	15-3 Listening and writing: Xciting or seXist?	Speaker 1 = Sophie Speaker 2 = Michael	AE	adult

Announcer:	Xciting or seXist?

Speaker 1:	(Girly) Welcome to beautiful BriXity! Ready to have some delicious pizza with my cute little friends? It’s pizza night! Let’s open our own pizzeria! Wonderful! The place is sparkling, we’re so excited! Ready to go! Do you have an order for us? Give us a call and your perfect piece of pizza will be ready in one, two, three, four, five minutes! BriXity – Let the Xcitement begin!

Speaker 2:	(Aggressive) The fastest spaceship is in your hands with this cool exciting set! But, oh no, you need to save the world first! Be brave and fight the evil monsters with the scary magic sword! Not adventurous enough for you? Get ready for the dangerous last adventure. It’s you and he. Are you powerful enough to do it? BriXity – Let the Xcitement begin!

Unit 15, Awesome ads, Task 7, Become a critical consumer

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
48	15-7 Become a critical consumer	public interest ads	Speaker 1 = Michael Speaker 2 = Anne Speaker 3 = Howard	egal	adults

Announcer:	Become a critical consumer. 1

Speaker 1:	A phone isn’t free. Someone is paying. Somewhere, somehow. Quite soon it might be all of us. Reduce e-waste. It’s your call.

Announcer:	2

Speaker 2:	Does it look, smell and taste good? Don’t let it go to waste then! Clever people plan cleverly. Download our meal planning app and find even more food for thought on betterthanbestbefore.com.

Announcer:	3

Speaker 3:	Fast, faster, fast fashion? Take a step back, ‘cause it’s time for a fashion revolution. Buy less, choose well, make it last. It can be forever.

Unit 15, Awesome ads, Task 8, Rap: Ad for you – kommt von Mario

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
49	15-8: Rap: Ad for you	kommt von Mario

Unit 15, Awesome ads, Task 9, Listening: Let toys be toys

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
50	15-9 Listening: Let toys be toys	podcast jingle	Mira = Sophie	American	adult

Announcer:	Let toys be toys

(podcast jingle – anderer als bei Ally’s podcast)

Mira:	Hey, there, it’s Mira. This is my podcast, All you need is a Miracle. Today I want to share something that I’ve been thinking about a lot lately. So, just recently I was watching some TV. I know, “big deal”, but hey, … wanna know what I came across?

[Ad: aggressive] Are you powerful enough to pull it off?

[Ad girlish:] Ready to have some delicious pizza with my cute little friends?

Wow! What is going on here? Yes, I haven’t watched afternoon cartoons in a while, but I wasn’t expecting such sexist ads! I was so annoyed that the adverts secretly tell girls they should be cute and little, and the boys that they have to be powerful and strong. So let’s hear some of the messages directed at boys.

[Ads: aggressive] Let’s build a new castle! … ready for action! Who’s gonna win?

And for the girls:

[Ads girlish:] Let’s bake a nice cake! … want to be my friend? Who will wear the coolest make-up at the party?

So boys are shown as aggressive, powerful, strong. They actively do stuff; they build and destroy things. And very few ads show them as nice and caring or showing their emotions.

Girls, on the other hand, are portrayed as cute, nice and pretty. They do care for others, but most of the time, they are shown as caring for their looks.

What kinds of role models are created here? Is this just “bad advertising”? Well, it’s hard to believe that this should just be a coincidence. Let’s talk numbers.

Advertisers spend 17 billion dollars a year marketing to young people. Yup, billion! Just on TV, kids see more than 25,000 ads in a year.

As you know, I think it’s important to show young women that working in technology is cool, but the way technology is advertised to children is – again – so sexist! One ad for a mini-computer was clearly directed towards girls. What can they do with it? … play little games where they make pizza and buy clothes!

And I don’t think it’s a coincidence that only 3% of open source programmers and only 11.5% of video game developers are women.

So I think we should ban ads directed at children. Let toys be toys!

Some countries have already done it: Quebec has banned ads for young people under the age of 13. In Sweden, advertisers are not allowed to produce ads for children under the age of 12.

What do you think? Should ads for children be banned? Let me know.

Unit 16, Fact detectives (Unit 1), Task 2, Be a fact detective: The Apollo 11 mission

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
51	16-2 Be a fact detective: The Apollo 11 mission	keine	Presenter = Howard

Announcer:	Be a fact detective: The Apollo 11 mission

Presenter:	Paragraph 1 goes with the question “When did the first moon landing happen, and who was involved? The US astronauts Buzz Aldrin, Michael Collins and Neil Armstrong became the first people to walk on the moon on the 21st of July in 1969. (pause)

Paragraph 2 answers the question “Why was the moon landing so important for the USA?”. You have probably all heard of the Cold War and the space race. So, the USA had the first person to walk on the moon’s surface. (pause)

Paragraph 3 goes with the question “How did they get to the moon, and how long did it take?” It took four days, six hours and 45 minutes to get to the moon. (pause)

Paragraph number 4 should be matched with the question “What did they do on the moon, and what was their job?” It wasn’t just about winning the space race, but also about doing important experiments and collecting data for further research.

Unit 16, Fact detectives (Unit 8), Task 1, Reading between the lines

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
52	16-1 Reading between the lines	keine	Presenter = Anne

Announcer:	Reading between the lines

Presenter:	This quote is by John F. Kennedy from a speech given before the Irish Parliament in Dublin in June 1963. In his speech he addresses the long history between the USA and Ireland; that many Irish left their home country and settled in the US. (pause) However, he also addresses the conflict between the Republic of Ireland and Northern Ireland, which still belongs to the United Kingdom. He encourages his listeners to have big dreams and “to think outside the box”, even though it sometimes seems impossible. (pause) They should believe in peace, and hope for a better future.

Unit 16, Fact detectives (Unit 8), Task 2, Be a fact detective: NASA’s vision on planetary sustainability

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
53	16-2 Be a fact detective: NASA’s vision on planetary sustainability	Prof Sanders = Michael Interviewer = Sophie	American	adult

Announcer:	Be a fact detective: NASA’s vision on planetary sustainability

Prof Sanders:	This quote tells a lot about NASA’s vision for planetary sustainability. They have goals for a better future for our planet.

Interviewer:	Hmmm, what kind of goals? Can you give us some examples?

Prof Sanders:	For example, they do a lot of research on how to get enough energy from our solar system for all people. By having enough energy, people can produce the food they need. They do research on how to protect people from storms and climate change.

Interviewer:	Oh wow, I didn’t know that.

Prof Sanders:	They also work on experiments to get economic growth from renewable resources and products.

Interviewer:	This more than I expected. (fade out)

Unit 16, Fact detectives (Unit 15), Task 1, Your turn: Find someone who …

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
54	16-1 Your turn: Find someone who …	Presenter = Anne	BE	adult

Announcer:	Your turn: Find someone who …

Presenter:	Examples of famous women in sports are Serena Williams, a famous US-American tennis player, and Lindsey Vonn, another successful sportswoman from the USA. (pause)

There’re several female comic heroes; here’re some examples: Wonder Woman from All Star Comics is probably best known. Another well-known character is Captain Marvel from The Avengers.

Of course, women are in politics too, but it wasn’t too long ago when there were only men doing politics. Great Britain got their first female Prime Minister in 1979. Angela Merkel was Germany’s first female chancellor and also leader of the Conservative Party.

In many parts of the world, men and women aren’t treated equally, so activists need to fight for equal rights. One famous activist is Michelle Obama. She studied law, is the wife of former US president Barack Obama and has established herself as a role model for girls and women around the world.

Scientists? Well, there are lots of them. But what about women in that field? Well, there are several: Lise Meitner, for example, was an Austrian-Swedish physicist and one of the most famous nuclear scientists of the early 20th century. Another great example is Jane Goodall, a British researcher who investigated the behaviour of wild chimpanzees.

Women in Austria got the right to vote in 1918, after World War I had ended. In 1919 the first election took place, and it was the first time ever that women had a say in politics.

Unit 16, Fact detectives (Unit 15), Task 1, Be a fact detective: What is “International Women’s Day”?

Track	Titel	Setting	Hintergrundger.	Sprecher/innen	Akzente	Alter
55	16-1 Be a fact detective: What is “International Women’s Day”?	keine	Presenter = Sophie	American	adult

Announcer:	Be a fact detective: What is “International Women’s Day”?

Presenter:	International Women’s Day (IWD) is celebrated around the world on March 8 every year. It is important to highlight the economic, political and social contributions women have made to our world. Certainly, women can be happier nowadays than 100 years ago. (pause) All around the world women are becoming more powerful and more successful, in business and entertainment as well as politics, sports and science. Of course, now there are several nations with women leaders. This shows that things are moving in the right direction. (pause)

HOWEVER, it is still necessary to highlight the inequality of millions of girls and women around the globe, because there are areas on our planet where girls and women do NOT have the same rights as boys and men do. For example, they are not allowed to go to school or university. There are places where they are not allowed drive a car or even ride a bike. (pause) Even in Austria, women and men are not always treated equally especially when it comes to money and jobs. As long as there is no real equality between boys and girls and men and women, the fight for a better future has to go on.