additional listening comprehension - cornelsen.de · • wenn die arbeit mit context – additional...

Additional Listening Comprehensionfür die gymnasiale Oberstufe

Worksheets – Transcripts – Lösungen

Nur für

inter

nen G

ebrau

ch

Inhaltsverzeichnis

1

© 2

018 C

orn

els

en V

erlag

Gm

bH

, B

erlin

.

Alle

Rechte

vorb

ehalten.

Die

Ve

rvie

lfä

ltig

un

g d

iese

r S

eite

ist fü

r d

en

eig

ene

n U

nte

rric

hts

ge

bra

uch

ge

sta

tte

t.

Fü

r in

ha

ltlic

he V

erä

nd

eru

ng

en

du

rch D

ritt

e ü

be

rnim

mt

de

r V

erla

g k

ein

e V

era

ntw

ort

un

g.

Vorwort ……………………………………………………………………………………………………………… 2

Skills Pages: How to Improve Your Listening Skills …………………………………………………………… 3

Skills Page: Text Types …………………………………………………………………………………………… 4

Page KV Titel Level CD Track Length

Modern Media – Tools or Tyrants?

5 1 How digital messages excite us Basic 1 1 03:41

9 2 Fake news and the post-truth world Advanced 1 2 03:28

Science – Enhancing Life?

13 3 MCity – Where the self-driving cars of the future

are tested Basic 1 3 02:33

17 4 Across the U.S. bicycle commuting picks up

speed Advanced 1

4 03:32

5 02:06

6 01:27

Living One’s Life – Individuals in Society

21 5 Global Ranking of Happiness has happy news

for Norway and Nicaragua Advanced 1 7 02:58

25 6 Generation Wealth – Wanting vs. having Advanced 1 8 03:33

29 7 ‘True Love’ Advanced 1 9 05:37

10 05:23

Visions of the Future – Utopias and Dystopias

35 8 Star Wars – a mirror of the real world? Basic 1 11 03:51

39 9 Leaving it all behind Advanced 1 12 04:30

13 02:34

The Power of Words – from Shakespeare to Today

44 10 Shakespeare reaches younger generations Basic 1 14 04:31

47 11 Shakespeare through time and across the world Advanced 1 15 06:02

The UK – a Kingdom United?

51 12 The English breakfast Basic 1 16 04:03

55 13 Inside Europe: Gibraltar – Big trouble in Iberia’s Little

Britain Advanced 1 17 05:05

India – a Kaleidoscope

58 14 India’s perfume capital threatened by scent of

modernity Basic 2 1 02:32

61 15 Britain’s colonial legacy and its impact on India Advanced 2 2 06:14

The USA – Still the Promised Land?

66 16 #OscarsSoWhite – Does Hollywood need more

diversity? Advanced 2 3 04:26

70 17 Minda Harts – from homeless teen to career coach Advanced 2 4 06:41

76 18 Bias isn’t just a police problem, it’s a preschool

problem Advanced 2 5 04:33

Beyond the Nation – Europe and a Globalized World

80 19 The vote against globalization Basic 2 6 01:57

84 20 Inside Europe: Taking tea to China Advanced 2 7 04:31

Work and Business – Careers and Perspectives

88 21 Should internships always be paid? Basic 2 8 05:12

93 22 Email and time management Advanced 2 9 05:47

Urban, Suburban and Rural Life

97 23 Urban agriculture Basic 2 10 03:54

100 24 Gentrification Advanced 2 11 04:06

Quellenverzeichnis ……………………………………………………………………………………………… 104

Nur für

inter

nen G

ebrau

ch

Vorwort

2

© 2

018 C

orn

els

en V

erlag

Gm

bH

, B

erlin

.

Alle

Rechte

vorb

ehalten.

Die

Ve

rvie

lfä

ltig

un

g d

iese

r S

eite

ist fü

r den

eig

enen U

nte

rric

hts

gebra

uch g

esta

tte

t.

Fü

r in

ha

ltlic

he V

erä

nd

eru

ng

en

du

rch D

ritt

e ü

be

rnim

mt

de

r V

erla

g k

ein

e V

era

ntw

ort

un

g.

Die Audiomaterialien Context – Additional Listening Comprehension (Heft und CD) enthalten elf Kapitel

mit insgesamt 24 authentischen Hörtexten und Worksheets zur Schulung und Überprüfung des

Hörverstehens im Englischunterricht der Sekundarstufe II. Das Material bietet sich aufgrund einer Vielzahl

geschlossener Übungsformate sowohl zum allgemeinen Hörverstehenstraining als auch zur gezielten

Vorbereitung auf Hörverstehensprüfungen an.

Themen und Anspruchsniveau

Die Kapitelthemen orientieren sich am Lehrwerk Context. Alle Hörtexte und Aufgaben sind aber problemlos

auch lehrwerkunabhängig einsetzbar und für alle Bundesländer geeignet.

Zu neun Kapiteln werden je zwei Hörtexte mit Worksheets auf unterschiedlichen Anspruchsniveaus

angeboten: ein Hörtext auf dem Basic Level und einer auf dem Advanced Level.

Zu zwei weiteren Kapiteln gibt es ein vertieftes Angebot, nämlich jeweils drei thematisch miteinander

verzahnte Hörtexte mit Worksheets auf dem Advanced Level. Dabei handelt es sich zum einen um das

Kapitel „The USA – Still the Promised Land?“, zu dem sich Hörtexte und Worksheets zum Thema „Racism

and discrimination“ finden, zum anderen um das Kapitel „Living One’s Life – Individuals in Society“ mit

Material zum Thema „Happiness: How do we define it?“. Natürlich können die Audios dieser beiden Kapitel

– ebenso wie die der übrigen Kapitel – auch einzeln und unabhängig voneinander bearbeitet werden.

Das Heft

Das vorliegende Heft umfasst zwei Skills Pages, alle Worksheets als Kopiervorlagen sowie

Handreichungsseiten zu jedem Hörtext mit folgenden Informationen:

• formale und inhaltliche Hinweise zu jedem Hörtext;

• eine Word help-Box, in der schwieriges Vokabular aus dem Hörtext aufgeführt ist;

• Transcripts der Hörtexte (mit Hervorhebungen des Word help-Vokabulars);

• Extra-Aufgaben, die auch zur Differenzierung eingesetzt werden können (z. B. um das Anspruchsniveau

zu variieren oder die Herangehensweise an ein Thema zu erweitern);

• eine kompakte Version des Answer key, der die Lösungen auf einen Blick liefert.

Die Kennzeichnung auf den Worksheets und im Answer key zeigt an, dass die Schülerinnen und Schüler

ihre Antworten auf ein separates Blatt schreiben sollen.

Die CD-Extras

Die am Ende des Heftes beigefügten CD-Extras enthalten

• alle 24 Audios – abspielbar als MP3-Dateien oder als Audio-CD;

• die Skills Pages zum Ausdrucken;

• die Worksheets (als PDF und als editierbare Word-Dokumente);

• eine ausführliche Version des Answer key, die jedes Worksheet ausgefüllt mit Lösungen zeigt.

Hinweise zur Arbeit mit Context – Additional Listening Comprehension

• Die Schülerinnen und Schüler sollten ausreichend Zeit haben, um die Aufgaben vor dem ersten Hören

lesen und verstehen zu können.

• Die Audios sollten mindestens zwei Mal gehört werden.

• Wenn die Arbeit mit Context – Additional Listening Comprehension unmittelbar der

Prüfungsvorbereitung dient, sollten keine Wörterbücher als Hilfsmittel verwendet werden. Auch eine

Vorsemantisierung potenziell unbekannter Wörter empfiehlt sich in diesem Fall nicht. Weitere Hinweise

dazu finden Sie ggf. auf den Handreichungsseiten.

• Alle Aufgaben sind editierbar und können entsprechend den Anforderungen der Bundesländer und der

Lerngruppe oder angepasst werden.

Nur für

inter

nen G

ebrau

ch

Skills Page: How to Improve Your Listening Skills

Context | Additional Listening Comprehension | www.cornelsen.de/context

Foto: @ CartoonStock/Norman Jung

Skills Page

Page 1 of 1

© 2

018 C

orn

els

en V

erlag

Gm

bH

, B

erlin

.

Alle

Rechte

vorb

ehalten.

Die

Ve

rvie

lfä

ltig

un

g d

iese

r S

eite

ist fü

r d

en

eig

ene

n U

nte

rric

hts

ge

bra

uch

ge

sta

tte

t.

Fü

r in

ha

ltlic

he V

erä

nderu

ng

en d

urc

h D

ritte

übern

imm

t der

Verlag k

ein

e V

era

ntw

ort

un

g.

As an advanced English learner, it is important to

train your speaking, listening and writing skills for

a variety of situations so that you may understand

and be understood. Learning English in school and

practising with your teachers and classmates is

often very different than using English in real life

encounters. To help you train your listening skills

in particular, the texts you will hear are authentic

recordings – that is, recordings of native speakers,

not of English learners.

On the one hand, there are certain elements in

these texts which may make them harder to

understand, such as false starts, stuttering and

hesitation. The speaker may also use ‘filler’ words

and pauses to give themselves time to think.

On the other hand, some aspects of authentic texts

make them easier to understand; speakers use less

complex sentence structures and often repeat

themselves.

There may be background noise as the recordings are often made live and not in a studio.

You should accept that you will not recognize every word – this is not necessary for most of the tasks either.

Although a word you know or you expect to hear may actually be in the text, you may not recognize it when

it is said because of the pronunciation, the background noise or other factors which get in the way.

Therefore, authentic listening is good preparation for life outside of the classroom!

Useful Tips

• Think about the theme before listening. Prepare by listing sub-topics to help you make notes

while you listen.

• Prepare yourself by writing down keywords or names you know will probably be featured in the text.

• Predict what you will hear.

• Read the questions before listening.

• Monitor your understanding. Check if what you understood at the beginning of the listening still

holds true after you have heard the whole text.

• Note down keywords which you hear. They may be words the speaker labels as important or they

may be words which occur often. Mind maps are a good way of organizing them.

• Listen for signal words (at first, then, meanwhile, alternatively, finally, etc.) to help follow the

structure of what is being said.

Nur für

inter

nen G

ebrau

ch

Skills Page: Text Types

Context | Additional Listening Comprehension

www.cornelsen.de/context

Skills Page

Page 1 of 1

© 2

018 C

orn

els

en V

erlag

Gm

bH

, B

erlin

.

Alle

Rechte

vorb

ehalten.

Die

Ve

rvie

lfä

ltig

un

g d

ieser

Seite ist fü

r den

eig

enen U

nte

rric

hts

gebra

uch g

esta

tte

t.

Fü

r in

ha

ltlic

he V

erä

nd

eru

ng

en

du

rch D

ritt

e ü

be

rnim

mt

de

r V

erla

g k

ein

e V

era

ntw

ort

un

g.

Text type Key features of this text

type

Aspects that make

listening easier

Aspects that make listening

harder

Feature

(e.g. „Generation

Wealth –

Wanting vs.

having‟)

• One or multiple speakers

• Usually about one set

topic

• Information is presented

in a structured way

• With multiple speakers,

questions are not asked

often. If they are, they

are often scripted/

pre-recorded.

• Frequent pauses

• Structure/markers

• Rhetorical devices

• Use of concrete examples

• Multiple speakers often

repeat or paraphrase

• Lots of information presented in a

relatively short period of time

• Text may contain unfamiliar

words

• Can sometimes seem

scripted/unnatural

• Words may be lost because of

background noise or music

Short Story

(e.g. “„True

love‟”)

• Usually one speaker

reading a written text

• A moment in life

• Often contains plot

twists and surprise

endings

• Text follows a script and

is carefully structured to

form a narrative

• Text contains fewer

unfinished sentences and

less hesitation

• No filler words (such as

„Errrm‟)


words

• No (or very little) repetition

• Interior monologue may be

harder to understand

Formal interview

(e.g.

„Shakespeare

reaches younger

generations‟)

• Questions are asked by

an interviewer to get

information from an

interviewee

• A topic is usually given

• Often with experts

Speakers often rephrase

what they or their partner(s)

are saying, repeating

statements by using other

words

• Listener has to deal with more

than one voice

• Speakers often interrupt each

other

• Interviews are not scripted and

sometimes change direction or

topic quickly

Debate

(e.g. „Should

internships

always be

paid?‟)

• Formal or informal

• Discussion in which

different opinions are

presented (usually for or

against a current topic)

• Speakers often do not

know each other, so they

are more likely to clearly

present arguments

• Speakers have very clear,

often opposing opinions

• Speakers often interrupt each

other

• Listener has to deal with more

than one voice

• Unfinished sentences, hesitations

and repetition are common

Podcast

(e.g.

„Shakespeare

through time and

across the

world‟)

• Can be live or recorded

• Can involve one or more

speakers

• Usually about one

theme/topic

• Similar to a report, but

can contain mixed text

types (report, interview,

discussion, etc.)

• frequent pauses

• Structure/markers

• Always about a set topic

• Usually seems more

natural than a report

• Use of concrete examples,

situations and opinions

• Lots of information presented in a



words

• Words may be lost because of

background noise or music

• Can seem unstructured due to the

mixed text types (report,

interview, discussion, etc.)

Report

(e.g. „Inside

Europe –

Gibraltar – Big

trouble in

Iberia‟s Little

Britain‟)

Based on a written script,

presents lots of

information in a concise

way

Clearly structured, usually

with markers, such as first,

second, etc.

Lots of information presented in a


Nur für

inter

nen G

ebrau

ch

Modern Media – Tools or Tyrants? 5

Modern Media – Tools or Tyrants? Basic Level

How digital messages excite us

CD 1, Track 1

Source: Guardian, 2017

Topic: Social media addiction

Text type: Podcast

Language variety: American English

Length: 03:41

This is a podcast from the Guardian in which Leigh Alexander and Matt Shore discuss the psychology behind

addictions to text messages, tweets, ‘likes’ and emails. They then talk with artist Lindsay Howard, who created an

art project called Temporary Highs based on how people use social media.

Word help

adrenaline, gratification, impulsive, thrill, jolt of, art curator, conduct sb./sth., burst of, dopamine, overarching,

impulse, tap into sth., validation

Transcript

Leigh Alexander: Hey, Leigh here. Question for you. ((ping)) How did that make you feel? Did you check your

phone? Ok, how about this? ((buzz)) Heart skip a beat? Did you feel that rush of adrenaline

through your body? Today’s episode is about that feeling and how that feeling can drive you

– a gratification-seeking human – to do things that you might not otherwise do. I’m joined

by my producer Matt for this one.

Matt Shore: Hey Leigh. So, you know those nights where you’re out at the club or the bar with your

friends? Then you head home afterwards. It’s three or four a.m. and you get kind of desperate

and you text your ex – not speaking from experience …

Leigh Alexander: Well, yeah. I don’t know about that. But I mean I’ve definitely left a lot of impulsive and

regrettable texts in my wake.

Matt Shore: Yeah, we all have. Well, you know that exact moment when you hit ‘send’ on that message

that you shouldn’t be sending to the person you shouldn’t be texting in the first place? And it

feels really gratifying.

Leigh Alexander: Yeah, and it kind of comes with the thrill of doing something that you know you’re not

supposed to be doing.

Matt Shore: Yeah. So that feeling – that feeling of pleasure that you get when you send that message to

your ex or your phone rings or you get that new email …

Leigh Alexander: Or like that jolt of excitement when one of your tweets hits a hundred ‘likes’.

Matt Shore: Hey, not all of us have a hundred-thousand Twitter followers, Leigh.

Leigh Alexander: Half of them are bots.

Matt Shore: Well, it turns out, there’s a huge amount of psychology behind that sensation. And you’re

actually not the only one experiencing it. Millions and millions of people get that exact same

shot of adrenaline every single day.

Leigh Alexander: From the Guardian I’m Leigh Alexander.

Matt Shore: And I’m Matt Shore. It’s Chips with Everything. Here is the show.

Leigh Alexander: Today’s show starts off with an art curator based in Brooklyn.

Lindsey Howard: My name is Lindsey Howard. I’m an independent curator based in New York and I specialize

in digital art and culture.

Matt Shore: Lindsey’s days are made up of conducting studio visits, talking with artists and going to see

exhibitions and artists around spaces.

Lindsey Howard: And really … a lot of my practice evolves out of these conversations with artists, making

connections between their work and seeing what they’re in dialogue with.

Matt Shore: And the reason we wanted to have Lindsey on for this episode is because she recently curated

an art exhibition all about those little bursts of dopamine that our body gives us when the

technologies that we surround ourselves with excite us.

Leigh Alexander: Exactly. And, appropriately she titled her exhibition Temporary Highs.

5

10

15

20

25

30

35

Nur für

inter

nen G

ebrau

ch


6 Modern Media – Tools or Tyrants?

Lindsey Howard: I think Temporary Highs was a phrase that kept coming up in my mind when I was

experiencing social media, thinking about the kinds of things that I would post or the

responses that I would get. It seemed like it was a hit every time you would get a like, you’d

get a ‘fave’ or you’d get a retweet. And so, Temporary Highs became this overarching theme

that really tied all of these works and impulses together.

Leigh Alexander: So Lindsey goes out, does some research, taps into the local community of artists and she

starts finding creators who are making art that explores this kind of impulsive cycle of

sharing and consumption and how technology enables our reward-seeking behavior.

Lindsey Howard: So I was talking with artists in studio visits and I heard more than once this description of

opening up Twitter, scrolling through, closing Twitter, and immediately opening it back up

again. So I wanted to bring these works together to look at both the pleasure and the anxiety

around these experiences as well as what I identified, you know, in terms of why do this is

really about a constant search for validation and understanding and essentially connection.

Answer key

In addition to this answer key, CD 1 offers a version of the worksheet with answers filled in. 1 Individual answers

2 Individual answers

3 Individual answers, e. g.

a. Texting an ex when you get home from the bar. / Sending an email you should not have sent.

b. Your phone rings. / You get a new email. / You get 100 ‘likes’ on Twitter.

c. She is an independent curator from New York who specializes in digital art and culture.

d. An art project/exhibition that Lindsey Howard created.

e. social media works and impulses / opening Twitter, scrolling through, closing it and immediately

opening it again.

4 a. Leigh Alexander – b. Matt Shore – c. Leigh Alexander – d. Lindsey Howard – e. Lindsay Howard

5 Individual answers, e. g.

a. Since digital messages seem to give us a positive feeling/make us feel acknowledged, we sometimes

do silly things in order to experience this feeling.

b. Digital messages give all people good feelings.

c. Humans want to be acknowledged and rewarded, and technology can help us satisfy that urge.

d. Technology is bittersweet: It makes us happy and, at the same time, puts us under stress.

e. Digital messages create a community between users.

6

expression synonym German translation

1. a burst of 2. a jolt of

a shot of Schub

pleasure enjoyment Erregung

gratification reward Belohnung

impulsive passionate / uncontrollable

unkontrolliert


40

45

Nur für

inter

nen G

ebrau

ch

Modern Media – Tools or Tyrants? KV 1




Page 1 of 2

© 2

018 C

orn

els

en V

erlag

Gm

bH

, B

erlin

.

Alle

Rechte

vorb

ehalten.

Die

Ve

rvie

lfä

ltig

un

g d

iese

r S

eite

ist fü

r d

en

eig

ene

n U

nte

rric

hts

ge

bra

uch

ge

sta

tte

t.

Fü

r in

ha

ltlic

he V

erä

nd

eru

ng

en

du

rch D

ritt

e ü

be

rnim

mt

de

r V

erla

g k

ein

e V

era

ntw

ort

un

g.


You will listen to a podcast in which Leigh Alexander and her co-host Matt Shore discuss social media

addiction with artist Lindsay Howard. You will hear the audio twice. Before listening, read the tasks and

make sure you understand them.

Before listening 1 Sometimes people check their mobile phones for new messages, put it away and immediately

check again for new messages. Explain why you think they do this.

2 Compare your answers with a partner and discuss what a psychologist would possibly say about

the question in task 1.

While listening: gist 3 Listen to the podcast. While listening, take notes on the following questions:

a Give an example of ‘impulsive texting’: .

b What kind of moments create an addictive reaction to social media?

.

c Who is Lindsey Howard?

.

d What is titled ‘temporary highs’? .

e What was the inspiration for Temporary Highs?

While listening: detail 4 Listen to the podcast a second time and indicate who says the following quotes. Tick the correct

box for each quote.

Quote Lindsay

Howard

Leigh

Alexander

Matt Shore

a ‘… how that feeling can drive you, a

gratification-seeking human, to do

things that you might not otherwise do.’

b ‘… millions of people get that exact

same shot of adrenaline every single

day.’

c ‘… enables our reward-seeking

behavior.’

d ‘… the pleasure and anxiety around

these experiences’

e ‘… a constant search for validation

and understanding and essentially

connection.’

Nur für

inter

nen G

ebrau

ch

Modern Media – Tools or Tyrants? KV 1




Page 2 of 2

© 2

018 C

orn

els

en V

erlag

Gm

bH

, B

erlin

.

Alle

Rechte

vorb

ehalten.

Die

Ve

rvie

lfä

ltig

un

g d

iese

r S

eite

ist fü

r d

en

eig

ene

n U

nte

rric

hts

ge

bra

uch

ge

sta

tte

t.

Fü

r in

ha

ltlic

he V

erä

nd

eru

ng

en

du

rch D

ritt

e ü

be

rnim

mt

de

r V

erla

g k

ein

e V

era

ntw

ort

un

g.

After listening 5 Explain one or more of the quotes from exercise 4 in your own words.

6 Based on the given synonyms, add the following terms/expressions to the table below and give a

German translation for each of them.

Term/expression Synonym German translation

1. a burst of

2. a jolt of shot of Schub

pleasure enjoyment Erregung

gratification reward Belohnung

compulsive passionate / uncontrollable unkontrolliert

7 Prepare a two-minute statement in which you present your opinion on the problem of social media

addiction presented in the podcast.

gratification impulsive pleasure

jolt of burst of

Nur für

inter

nen G

ebrau

ch

Modern Media – Tools or Tyrants? 9

Modern Media – Tools or Tyrants? Advanced Level

Fake news and the post-truth world

CD 1, Track 2

Source: Sky News, 2015

Topic: Fake news, information

Text type: Interview

Language variety: American English, British English

Length: 03:28

This is a Sky News interview and discussion about fake news and the influence of the internet. Host Adam Bouton

first talks to Jim Waterson, a journalist for Buzzfeed, then to technology expert Tom Cheshire, and finally to

researcher Claire Fox. They discuss the impact that technology and social media have had on information and

journalism.

Word help

within reasonable bounds, bang on about sth., unsubstantiated, unverified, clickbait, unashamedly, juicy

headline, ad revenue, mundane, outlet, downside, breach the walls, credible, rebuttal, den of trolls and abuse,

fireside chat, metric

Transcript

Adam Boulton: Jim, is it people just having a laugh? Is that what it’s about?

Jim Waterson: No, I think it’s genuinely quite a major threat to how we sort of function in sort of how we

have a sort of agenda that, actually, we can discuss things within some reasonable bounds.

We have got almost no control in distribution now which for many reasons that’s good – you

no longer have to rely on a handful of newspapers to get an idea of what’s going on in the

world. On the other hands it means your mate John down the pub, who previously used to

bang on about strange things, about secrets going on that he couldn’t get out there, can now

reach a far bigger audience than a newspaper can and he can do it with one completely wild,

unsubstantiated, unverified story which gets straight out there, suddenly has 20,000 shares

on Facebook. And millions of people who don’t know any better, think that it’s there for a

reason and has some value.

Boulton: And as I understand it, people can actually make money from generating clickbait, is that

right?

Waterson: This is really the classic one. Journalists have always unashamedly tried to push stories as

far as they go. We all love a juicy headline. We all love a great bit of gossip and then we

often push it just that little bit further to try and make people take an interest in it. And that

was how you sold papers, that’s how you get people to watch TV shows, that’s how you get

people to tune in and that was, you know, accepted. The problem this time is that no one had

considered a world in which you have no one controlling the distribution other than one

company, particularly Facebook, based in California, to the point where, if you just make a

completely fake a headline like that rugby player who says, ‘You know, people are clicking

on stories to see I’ve died’ – obviously you’d click on that if you’re interested in that as a

player, and then they find out that he hasn’t. But you’ve clicked on the site, you’ve given

some ad revenue to the site that you’ve clicked on, and you’re less interested in the much

more mundane, day-to-day news which traditional outlets are offering. […]

The problem is, there’s always a counter argument, which is that it probably was the system

that needed reforming. It’s probably, in fact it’s definitely much healthier that new outlets,

such as mine, BuzzFeed, can come along and break in entirely thanks to the internet opening

up the news agenda. The downside is that, the problem is, through that gap are now charging

in. We sort of breached the walls and into the gap. Absolutely everyone is charging in.

Boulton: Now Tom, on Twitter we’ve got the blue tick which says, you know, theoretically it says it

really is you who’s doing this. Technologically, are there any other ways of sort of sorting

stories and saying, ‘Well this is credible, this isn’t credible’?

5

10

15

20

25

30

Nur für

inter

nen G

ebrau

ch

Fake news and the post-truth world

10 Modern Media – Tools or Tyrants?

Tom Cheshire: It is really hard and, as Jim was saying, the problem is that this stuff just flies around, and

even people click on it, and the damage is already done and you send out a rebuttal. I think

what’s interesting is, the big tech companies, you know, they’re kind of founded on

optimism, whether it is Twitter. Everyone thought that this would be a lovely place for people

to talk and, instead, it turns into a den of trolls and horrible abuse. Facebook, the same sort

of thing: that we want to connect people. But both of them rely on advertising that relies on

people really engaging on it and they don’t really mind what you click on. But I think their

site fits, so Mark Zuckerberg, the chief executive of Facebook, had a lovely fireside chat

with Sheryl Sandberg, talking about the year 2016 which was a fairly disastrous one for

Facebook in every other metric than money. But he said, ‘Facebook is a new kind of

platform, it’s not a traditional technology company, it’s not a traditional media company. You

know, we build technology and we feel responsible for how it’s used.’ That’s a bit different

from how it used to be. They used to say, ‘We’re just pipes, we just put it out there.’ Now

they’re going to start thinking a bit more about what they can do about this.

Claire Fox: But isn’t there … isn’t there a nervousness here? I mean one of the problems is that there’s a

lot of calls for regulation. We’re seeing Facebook and Twitter under pressure – but sadly

have gone along with it – to start censoring things that they don’t like and so we actually end

up, for those of us who believe in press freedom, and actually the pursuit of truth requires

freedom.

Answer key

In addition to this answer key, CD 1 offers a version of the worksheet with answers filled in. 1 Individual answers, e.g. Students might focus on the untrue and often sensational character of fake

news, and they might mention that the internet makes fake news more possible.

2 Individual answers, e.g. Students might underline that politics that appeals to emotions rather than to

intellect can greatly profit from fake news.

3 b

4 1) c; 2) d; 3) a; 4) d; 5) a; 6) a


35

40

45

50

Nur für

inter

nen G

ebrau

ch

additional listening comprehension - cornelsen.de · • wenn die arbeit mit context – additional...

Documents