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Additional Listening Comprehensionfür die gymnasiale Oberstufe
Worksheets – Transcripts – Lösungen
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Inhaltsverzeichnis
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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
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Vorwort
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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.
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Skills Page: How to Improve Your Listening Skills
Context | Additional Listening Comprehension | www.cornelsen.de/context
Foto: @ CartoonStock/Norman Jung
Skills Page
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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.
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Skills Page: Text Types
Context | Additional Listening Comprehension
www.cornelsen.de/context
Skills Page
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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‟)
• Text may contain unfamiliar
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
relatively short period of time
• Text may contain unfamiliar
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
relatively short period of time
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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.
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How digital messages excite us
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
7 Individual answers
40
45
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Modern Media – Tools or Tyrants? KV 1
Context | Additional Listening Comprehension
www.cornelsen.de/context
Modern Media – Tools or Tyrants?
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How digital messages excite us
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.’
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Modern Media – Tools or Tyrants? KV 1
Context | Additional Listening Comprehension
www.cornelsen.de/context
Modern Media – Tools or Tyrants?
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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
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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’?
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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
5 Individual answers
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