Tilbury Clementson Hendra Rea Jenkins Zimpernik Donath Mayr Mlakar Pope-Hoffmann English Unlimited HAK HUM 2 Coursebook B1 Auch mit E-Book+ erhältlich
2. Auflage (Druck 0004) English Unlimited was originally published by Cambridge University Press © Cambridge University Press 2010 English Unlimited (öbv Version, 2nd edition) © Cambridge University Press and Österreichischer Bundesverlag Schulbuch GmbH & Co. KG 2020 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Schulbuchvergütung/Bildrechte: © Bildrecht GmbH/Wien Umschlagsillustrationen: Svenja Plaas, Wien Umschlaggestaltung: Petra Michel, Gestaltung & Typographie, Amberg Layout: Petra Michel, Gestaltung & Typographie, Amberg Illustrationen: Svenja Plaas, Wien; Adam Silye, Wien; Derek Bacon, Kathy Baxendale, Tom Croft, Mark Duffin, Kamae Design, Julian Mosedale, Mark Preston, Nigel Sanderson, Sean Simms Herstellung: Daniela Hochmayer, Wien Redaktion: Susanna Theuer, Wien; Jack Bourke, Cambridge Satz: CMS Cross Media Solutions GmbH, Würzburg Druck: Brüder Glöckler GmbH, Wöllersdorf ISBN (Cambridge) 978-1-009-18118-1 (Student’s Book, HAK/HUM, 2) ISBN (Cambridge) 978-1-108-77307-2 (Student’s Book + E-Book, HAK/HUM, 2) ISBN 978-3-209-10296-6 (English Unlimited – HAK/HUM SB 2 + E-Book) ISBN 978-3-209-10302-4 (English Unlimited – HAK/HUM SB 2 + E-BOOK+) English Unlimited HAK/HUM 2. Coursebook, Schülerbuch + E-Book Schulbuchnummer: 195117 English Unlimited HAK/HUM 2. Coursebook, Schülerbuch mit E-BOOK+ Schulbuchnummer: 195118 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 11. Mai 2020, GZ BMBWF-5.018/0100Präs/14/2018 gemäß § 14 Abs. 2 und 5 des Schulunterrichtsgesetzes, BGBI. Nr. 472/86, und gemäß den derzeit geltenden Lehrplänen als für den Unterrichtsgebrauch für den II. Jahrgang an Handelsakademien im Unterrichtsgegenstand Englisch einschließlich Wirtschaftssprache (Lehrplan 2014) für den II. Jahrgang an Höheren Lehranstalten für wirtschaftliche Berufe im Unterrichtsgegenstand Englisch (Lehrplan 2016) für den II. Jahrgang an Höheren Lehranstalten für Mode im Unterrichtsgegenstand Englisch (Lehrplan 2016) für den II. Jahrgang an Höheren Lehranstalten für Tourismus im Unterrichtsgegenstand Englisch (Lehrplan 2016) geeignet erklärt. Dieses Werk wurde auf der Grundlage eines zielorientierten Lehrplans verfasst. Konkretisierung, Gewichtung und Umsetzung der Inhalte erfolgen durch die Lehrerinnen und Lehrer. Die Bearbeitung erfolgte auf der Grundlage von: English Unlimited HAK/HUM 2, Schülerbuch mit Audio-CD und CD-ROM, Cambridge University Press und Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, 1. Auflage 2012, ISBN 978-3-209-07527-7 (Autorinnen und Autoren: Alex Tilbury, Theresa Clementson, Leslie Anne Hendra, David Rea, Waltraud Donath, Bernd Mayr, Heike Mlakar, Liselotte Pope-Hoffmann; unter Mitwirkung von Maggie Baigent, Chris Cavey, Nick Robinson) Liebe Schülerin, lieber Schüler, Sie bekommen dieses Schulbuch von der Republik Österreich für Ihre Ausbildung. Bücher helfen nicht nur beim Lernen, sondern sind auch Freunde fürs Leben. Kopierverbot Wir weisen darauf hin, dass das Kopieren zum Schulgebrauch aus diesem Buch verboten ist – § 42 Abs. 6 Urheberrechtsgesetz: „Die Befugnis zur Vervielfältigung zum eigenen Schulgebrauch gilt nicht für Werke, die ihrer Beschaffenheit und Bezeichnung nach zum Schul- oder Unterrichtsgebrauch bestimmt sind.“ Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Alex Tilbury Theresa Clementson Leslie Anne Hendra David Rea Barry Jenkins Andrea Zimpernik Waltraud Donath Bernd Mayr Heike Mlakar Liselotte Pope-Hoffmann With contributions by Maggie Baigent, Chris Cavey & Nick Robinson Course consultant: Adrian Doff Coursebook · B1 2 HAK / HUM Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Free time Goals Vocabulary Grammar Listening talk about music talk about present activities and habits talk about experiences and past events talk about sports and exercise do a survey express preferences write short formal and informal messages write a leaflet Talking about music Sports and exercise Experiences, preferences, habits Present simple, past simple, present progressive Music in Trinidad and Tobago Fitness centre survey The world of work Goals Vocabulary Grammar Listening talk about job experiences talk about dream jobs talk about job skills and personal qualities have a job interview write a letter of application understand and use telephone expressions Job skills and personal qualities Presenting yourself Keyword: for Present perfect 1 – for experience Present perfect 2 – with for and since have to, can Job experiences Interview at a job agency Explore listening: A phone call Money Goals Vocabulary Grammar Listening change money understand instructions on a cash machine pay for things in different places report what someone said talk about ways to finance something express wishes, orders and thinking processes or choices fill in forms for financial institutions Money Paying for things Keyword: it Reported speech Infinitive constructions with and without to At a bureau de change Thiago in Scotland A radio programme about Grameen bank City life Goals Vocabulary Grammar Listening make guesses and predictions make recommendations get and give directions get and give information in a tourist office talk about office work describe a place The environment Giving directions Getting information Office duties, equipment and supplies Keyword: to will, might, may Real conditionals Finding your way around New York Sarah’s internship in a tourist office How do you feel? Goals Vocabulary Grammar Listening talk about natural effects of something discuss real possibilities and future plans discuss imaginary situations say how you feel talk about emotions talk about body language apologise for something write a formal/informal email or note of apology yawn, laugh … Extreme adjectives Keyword: just Real and unreal conditionals How we show our feelings Explore listening: Just friends Semester check: Units 1–5 Unit 1 p. 7 3rd semester p. 18 Unit 2 p. 30 Unit 3 p. 42 Unit 4 Unit 5 p. 54 p. 65 Contents Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 Speaking Reading Writing Extras Explore Types of music Music and you Extreme situations Unusual sports Present an activity Interview people about their preferences and habits Jokke Sommer on wingsuit flying Explore reading: Bevan Summer School Your favourite singer or band A handout An email about activities in your town/area Explore writing: – Formal and informal messages – A leaflet advertising your school Across cultures: Culture shock Writing: Formal and informal messages Reading: Bevan Summer School Writing: A leaflet advertising your school Speaking Reading Writing Extras Explore Job descriptions Present a dream career A job interview Explore speaking: Telephone expressions Robbie Williams The work of software engineers Quiz: Your work attitude Job descriptions Text messages about a job interview An email about your dream job Explore writing: A letter of application Keyword: for Across cultures: Rules and obligations Listening: A phone call Speaking: Telephone expressions Writing: A letter of application Speaking Reading Writing Extras Explore Change money Buy things A crowdfunding project Grameen bank Borrower success stories Explore speaking: Getting and giving information Cash machines Go fund yourself Borrower success stories Filling in a form Explore reading: Money tips for India Instructions for a vending machine A fact sheet on funding options Keyword: it Across cultures: Money Reading: Money tips for India Speaking: Getting and giving information Speaking Reading Writing Extras Explore Life in 2050 Recommendations Giving directions In the office Explore speaking: The future of Vienna The urban world in 2050 New York travel guide Explore reading: A short holiday in Cork A blog entry about climate change Directions Explore writing: Describing a place Keyword: to Across cultures: Tourism Reading: A short holiday in Cork Writing: Describing a place Speaking: The future of Vienna Speaking Reading Writing Extras Explore Why do we get … ? Body language If I could change one thing about … Explore speaking: How do you feel about the future? Why do people laugh, yawn or cry? New Yorkers Explore reading: Use your voice! A blog entry: If I won … An article about feelings Explore writing: Formal/Informal emails or notes of apology Keyword: just Across cultures: Gestures Listening: Just friends Reading: Use your voice! Speaking: How do you feel about the future? Explore writing: Formal/Informal emails or notes of apology p. 14 p. 27 p. 40 p. 50 p. 61 Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 The story of stuff Goals Vocabulary Grammar Listening ask about and buy things describe objects talk about possessions talk about cooking and recipes write a recipe with instructions write a formal email Buying things Describing objects Possessions Kitchen utensils Cooking ingredients Cooking verbs Giving instructions Keyword: by some, any Passives At Portobello Market My favourite possession Safe and healthy Goals Vocabulary Grammar Listening describe past events tell a story talk about accidents and injuries talk about present habits explain how something happened write a blog entry Synonyms Linking a story Accidents and injuries Household chores Habits Verbs in stories Keyword: do Past progressive Adverbs Ouch! Five accidents Charlotte about the school cafeteria Megan’s accident Explore listening: Teenagers and stress Getting connected Goals Vocabulary Grammar Listening talk about plans and arrangements make and change arrangements book a room and check into a hotel talk about social networking sites use questions to preface invitations and requests write a report write a formal email Arranging to meet up Staying in a hotel Hotel facilities Connectors Keyword: make Future plans and arrangements Mia and Jason’s plans A room in Kuala Lumpur Explore listening: Teenagers and the media People and places Goals Vocabulary Grammar Listening speak about the location, history and economy of countries talk about moving home talk about people’s lives and achievements guess what words mean write about pros and cons speak about architecture and buildings Describing a country, its location and its people Life and achievements Expressions with know Keyword: there Relative clauses Infinitives and gerunds Moving home Aretha Franklin Nelson Mandela; Cape Town Now and then Goals Vocabulary Grammar Listening talk about past habits and states talk about electronic gadgets and apps talk about technology and change talk and write about diagrams express and respond to opinions have a discussion Talking about gadgets Comparing past and present Diagrams Expressing and responding to opinions Keyword: time used to, would Electronic gadgets Modern office technology Explore listening: Transport Semester check: Units 6–10 Activities Grammar reference and practice Irregular verbs Vocabulary p. 70 Unit 6 4th semester p. 82 Unit 7 p. 96 Unit 8 p. 108 Unit 9 p. 120 Unit 10 p. 132 p. 138 p. 147 p. 159 p. 160 Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 Speaking Reading Writing Extras Explore At a market stall Classroom objects Mysterious objects A video about your favourite possession Mysteries.com Explore reading: Fourteen hour days, marketing and … A blog entry about your favourite possession A recipe for a snack How food is made Explore writing: A formal email Keyword: by Independent learning: Reading Reading: Fourteen-hour days, marketing and … Writing: A formal email Speaking Reading Writing Extras Explore The ten-dollar bill Quiz: Safety first Who does the chores? Your habits What happened? Hack: a taxi driver’s blog Why so clumsy? The treadmill; The cycle washer Explore reading: Watch your step Telling a story Definitions A blog entry about your school cafeteria What happened? Explore writing: A blog entry Keyword: do Listening: Teenagers and stress Reading: Watch your step Writing: A blog entry Speaking Reading Writing Extras Explore Plans and arrangements Book a room, check in Talk about a souvenir Social networking sites Internet dangers Explore speaking: Invitations and requests Opinions on social networking sites Quiz: How connected are you? Text messages cancelling arrangements A memo to the booking clerk Pros and cons of social media Explore writing: – A report – A formal email to a tourist office Keyword: make Independent learning: Listening Speaking: Invitations and requests Writing: – A report – A formal email to a tourist office Listening: Teenagers and the media Speaking Reading Writing Extras Explore Three small countries People’s lives and achievements People and places in Austria Explore speaking: Discussing buildings Monaco; Malta homechange.org Explore reading: Foster and Partners A country profile A blog entry about moving home Explore writing: Pros and cons Keyword: there Independent learning: Guessing what words mean Reading: Foster and Partners Writing: Pros and cons Speaking: Discussing buildings Speaking Reading Writing Extras Explore Childhood memories Gadgets you use Technology and change Give opinions Agree and disagree Explore speaking: Interpreting a line graph The good old times Living your life online Explore reading: Book formats A web posting about ‘the good old times’ A report on shopping habits Explore writing: A blog entry about traffic in Austria Keyword: time Across cultures: Time Reading: Book formats Speaking: Interpreting a line graph Listening: Transport Writing: A blog entry about traffic in Austria Key Semester Checks p. 79 p. 93 p. 104 p. 117 p. 129 p. 174 Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 How to use this coursebook Each unit of this book is designed to help you achieve specific communicative GOALS . These goals are listed at the beginning of each unit. They are based on the language-learning goals stated in the Common European Framework of Reference for Languages (CEFR). The first pages of each unit help you develop your language skills and knowledge. These pages include SPEAKING, LISTENING, READING, WRITING, GRAMMAR and VOCABULARY , with key language highlighted in blue. They are followed by a communicative speaking or writing task which will help you activate what you have learned. The Extras section of each unit begins with a Keyword, which looks at one of the most common and useful words in English. This is sometimes followed by an Across cultures or an Independent learning section. The Extras section is modular in nature and doesn’t have to be dealt with at the point where it occurs in the unit. The Explore section provides additional language and skills work, aiming to help you become a better communicator in English. In this section, you are also introduced to the task formats which you will encounter in the Standardisierte Reife- und Diplomprüfung. The unit concludes with a Self-assessment grid in which you are encouraged to measure your progress against the unit goals set out at the beginning. You can complete this grid either in class or at home. At the end of each semester, a Semester check section gives you the opportunity to revise the topics and language from the previous five units. At the back of the book, there is a Grammar reference with extra practice exercises and a Vocabulary with English sample sentences and German translations. Go to www.oebv.at and type in the code for additional online materials. The Writing coach gives you information about text types and tips for writing good texts. The different text types are relevant for the Standardisierte Reife- und Diplomprüfung. Media tasks are tasks which train your digital competence. Business training are tasks which train business communication and competence. Certain exercises have been marked this way to indicate that they are more challenging and/or are an optional consolidation exercise. These exercises may go beyond B1 level. This audio is on the teacher’s CD. This audio is available online. Go to www.oebv.at and enter the code. Use our QuickMedia App to listen to the audios on your smartphone or tablet. Scan the QR code and download the app. Ó Android iOS Then scan the cover of your Coursebook. To play an audio, scan the page or select the audio from the list of media shown in the app. Nur zu Prüfzw cken – Eigentum des V rlags öbv
Ó g6f6ad Music and you Talk in pairs. 1 Do you listen to music a lot? If yes, when and where? 2 What do you use to listen to music (mobile, MP3 player, …)? 3 What kind of music do you like? 4 Who’s your favourite musician? /What’s your favourite band? 5 Do you know anyone who makes music? 6 Do you play an instrument? Listen to Natalie talking about music in Trinidad and Tobago. Choose the correct options to complete the sentences. 1 Natalie grew up A with local music from Trinidad and Tobago only. with music from around the world. C with classical music. D with very little music around her. 2 People in Trinidad A like Cuban music. B love to travel. C love music in general. D love 1940s and 1950s musicals. 3 The steel drum A is a huge instrument. B is very easy to play. C is easy to travel with. D is used all over the world. 4 Trinidad’s local music, calypso, A comes from Jamaica. B is also called rumba. C sounds like merengue. D is often confused with reggae. 5 These days Natalie plays A the steel drum. B the guitar. C the piano. D no instrument at all. 1 Listening 2 8jn3ft 1 B 7 1 Unit Free time do a survey express preferences write short formal and informal messages write a leaflet Goals talk about music talk about present activities and habits talk about experiences and past events talk about sports and exercise Nur zu Prüfzwecken – Eigentum des Verlags öbv
Complete 1–3 in the table with the correct time expression from below. Now complete 4–9 with are, do, didn’t, doesn’t, isn’t, did. Match the rules and the correct tenses A, B, C. Go to page 138 and read the transcript of Natalie’s interview. Underline all verbs in the present simple, past simple and present progressive and discuss which rules apply. Make questions using the words below. Use the correct form of the verbs. A B 1 instrument / you play / primary school? 4 music / listen / a few years ago? 2 instrument / play / at the moment? 5 music / listen / at the moment? 3 kind of music / you find / interesting to see live? 6 sometimes / go / to concerts? Work in A/B pairs. A, ask B the questions from column A. B, answer A’s questions. Then B, ask A the questions from column B, and A, answer them. Change columns and ask and answer again. Natalie mentions these types of music. Add three more of your own. ■■ reggae ■■ calypso ■■ rumba ■■ classical ■■ salsa ■■ Media task. Work in groups and choose three types of music. Research them on the internet. Try to find some information on, for example: ■■ history ■■ (sub-)genres ■■ famous artists ■■ well-known songs Talk about your findings with the other groups. 3 Grammar Present simple, past simple, present progressive a at the moment sometimes when she was a child b A Present simple B Past simple C Present progressive I only play my handpan (1) . Natalie experienced different types of music (2) . She is designing a new stool (3) . How often (4) you play it? Where (5) she experience so much music? What (6) Natalie and her friends organising? She (7) play the handpan very well yet. She (8) play the handpan in Trinidad. Natalie (9) singing right now. 1 Grammar reference and practice, p. 147 c 1 is used for an action happening now or around now 2 is used for a past experience 3 is used for general facts 4 is used with a definite point in time in the past 5 is used for a fixed arrangement in the near future 6 is used for habits, i. e. things you do repeatedly, regularly d e f 4 Speaking a b c 8 Language skills Extras Explore 1 Free time Nur zu Prüfzwecken – Eigentum des Verlags öbv
Match 1−7 with A−G and complete the sentences from Natalie’s interview. 1 I learned how to play the steel drum when A calypso. 2 I would love to be able to B play classical piano. 3 I was brought up to C Cuban music. 4 Nowadays I play more D I was a little girl. 5 We have our own instrument called E Latin America. 6 We have a local music called F play it again. 7 Calypso is similar to music from G the steel drum. Choose one of the topics below and write five sentences about it. Try to use some of the highlighted expressions from 5. ■■ a great concert ■■ music in my life now ■■ music in my childhood ■■ music in Austria ■■ an instrument I’d like to learn ■■ a special instrument in Austria Work in pairs. Talk about the topic you chose in 6. Ask questions to find out more. Example: A: I learned how to play the drums three years ago. B: Are you in a band? Who’s your favourite singer? / What’s your favourite band? Write an article in which you: ■■ outline what you know about the singer/band. ■■ describe the type of music they make. ■■ explain what makes the singer/band special for you. Write around 200 words. Give your article a heading and use paragraphs to structure your text. Extreme sports Think of three kinds of extreme sport. What do you know about them? Talk in pairs. Read the introduction to Wingsuit flying. Would you like to try this extreme sport? Why? Why not? 5 Vocabulary Talking about music 6 7 Speaking 8 Writing 9 Reading 10 Wingsuit flying is a type of skydiving for which a special jumpsuit, often called a WINGSUIT, squirrel suit or birdman suit, is used. It consists of two arm wings and a leg wing, which increase the skydivers’ surface area and allow them to fly great distances, gliding along almost like a flying squirrel or an eagle. High-tech nylon cells in the suit help the skydivers stay in the air even longer. The wingsuiters use their body to control forward speed, direction, and how high they want to be. It can take years of practice to be able to achieve efficient flight. Experienced wingsuit flyers simply jump from cliffs or mountain tops, spread their arms and soar through the air. In a sense, wingsuit flying is a cross between skydiving and hang-gliding. A wingsuiter can go downwards 80% slower than regular skydivers but fly at horizontal speeds of up to 350km/h. Language skills Extras Explore 1 Free time 9 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Read about Jokke and underline the key points in his life on his way to becoming a professional wingsuit flyer. The first one has been done for you. Compare your key points with a partner. Work together to put the information into chronological order. Then report your findings to the class. Don’t forget to use the past simple for speaking about Jokke’s past. Are you a person who pushes yourself beyond your limits (at school, in sports, in your free time, …)? Work in pairs and: ■■ describe a situation in which you pushed yourself beyond your limits. ■■ talk about people you know who love risks and adventure. ■■ explain why you enjoy or why you don’t enjoy dangerous situations. ■■ explain in which situation you would take risks and why. 11 a Joakim (Jokke) Sommer has always been fascinated by everything that could fly and dreamed about flying one day himself. But as he grew up his childhood dream faded, and he started a career in motocross, which became his biggest passion and an important part of his youth. After several years of riding, he started to freestyle and built his own freestyle motocross (FMX) park where he and his friends met to ride and fly. During the summer of 2007 he and his close friend Jørgen decided to start skydiving, so they completed a skydiving course. He sold his dirt bikes and became a licensed skydiver. After watching dozens of wingsuit flying videos, he had no doubt that this was what he wanted to do. In 2008 he travelled to the United States and completed 250 jumps in two months to gain the required experience. After returning to Norway, he signed up for a BASE-jumping course and travelled to Kjerag to make his first jump off the huge local cliffs. He filmed his jumps and uploaded his first video to YouTube. It was called Wingsuit Base in Romsdalen, Norway. Over 10,000 people saw this video. Starting to BASE jump changed his life. His determination soon made him an expert athlete in the sport. When BASE jumping, the wingsuiters jump from fixed objects and use a parachute to break their fall. ‘BASE’ stands for the four categories of fixed objects from which one can jump: buildings, antennas, spans (bridges), and earth (cliffs). Jokke often talks about his love of wingsuit flying but says that it involves a lot of excitement and even panic on the way up to exit points that are hard to get to. He always takes good friends with him because they need to hold his hand whenever he panics. Right before he jumps he is very nervous as well, but when he is in free fall and feels gravity taking over, he usually experiences great peace of mind and feels disconnected from reality. In a video he calls this the “one minute when you can play around like a superhero”, but, of course, he is aware of the dangers of wingsuit flying. Jokke says, “… you’re kind of trying to ... focus on the actual line you’re going to do and try not to focus too much on the dangerous stuff.” Jokke was born in Oslo in 1986 and grew up in a small place called Son, which is just outside the capital city. It is a small, safe place where children can swim in the ocean and have fun. All in all he liked his life there, however, Jokke wanted to experience more action. He wanted to do something a little different from all the other kids. That was when he started to understand that extreme sport was something that he was more suited to. b 12 Speaking 10 Language skills Extras Explore 1 Free time Nur zu Prüfzwecken – Eigentum des Verlags öbv
Physical activities Read these sentences about unusual sports. Circle the answer that you think is correct. 1 Octopush is the sport of underwater wrestling / hockey . 2 When you zorb, you go down a hill inside a giant ball / bottle . 3 Arctic swimming is swimming at the North Pole / dressed like a polar bear . 4 In disc golf, the players throw CDs / discs into a basket. 5 Chessboxing combines playing chess with boxing / eating boxes of chocolates . 6 In korfball, the players try to put a ball in a ‘korf’, which is a kind of hole in the ground / basket . Check your answers online and discuss your findings in class. These expressions might be useful: Match the activities with pictures A–L. 1 biathlon 4 water polo 7 canoeing / kayaking 10 cross-country skiing 2 cycling 5 fencing 8 archery 11 baseball 3 high jump 6 Pilates 9 scuba-diving 12 yoga Match the activities with the verbs. I do I go I play Pilates Which of the sports in 14 do you like? Which ones do you not like? Did you do any other physical activities when you were a child? Talk in pairs and take notes to report back in class. Example: I sometimes play badminton at the weekend. I like it because it is a good workout and you can play it with up to three friends. When I was a child, I played volleyball with my older brother … 13 Speaking a b It’s a new kind of sport which … It’s the latest adventure activity from … This sport combines … with … It’s growing in popularity because … 14 Vocabulary Sports and exercise A G B H C I D J E K F L 15 16 Language skills Extras Explore 1 Free time 11 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Media task. Choose one sport from 14 or think of another one, and research it on the internet. Prepare and give a 2-minute presentation in class. Include the following points. 1 Where does it come from? 4 Are there any rules/things to be aware of? 2 What special clothes/equipment do you need? 5 Why did you choose it? The following expressions might be useful: Turn the presentation into a handout for your classmates. This should cover the main points of your talk. Doing a survey Is there a fitness centre near where you live? What can you do there? Do you ever use it? Sports Plus is planning to open a new fitness centre. They’re doing a survey of local people’s habits and preferences. Listen to the interview with Sally. 1 What does Sally think of the fitness centre she visits? 3 4 5 How often does she go to the fitness centre? How long does she spend there? What does she usually do? 2 What does she say about her experiences with fitness centres up till now? Can you remember what is said and asked in the interview? Complete the sentences with these expressions. 1 Are you using a at the moment? 2 I’d prefer as well. 3 I don’t mind the , but I’d much rather have private showers. 4 I regularly went to a in Brighton. 5 In my last sports club, there were and saunas. 6 I’d rather have than a sauna. 7 How long do you usually spend in the ? 8 I generally use the running and . Cover the sentences and look at the expressions above again. Try to remember what Sally said. 17 Speaking My presentation deals with … You wear … to protect … The first … event took place in … People like watching … on TV because … The aim is to … In my opinion … / I think it’s a fascinating sport because … 18 Writing 19 Listening 20 g8rm3a 2 21 Vocabulary Experiences, preferences, habits a rowing machines changing rooms private showers gym fitness centre (2x) a nicer pool women-only classes b 12 Language skills Extras Explore 1 Free time Nur zu Prüfzwecken – Eigentum des Verlags öbv
Business training. You decide to open a new business in the field of sports or music. In groups, choose one of the following or your own idea. ■■ an outdoor sports park ■■ a music school ■■ a specialised music store for Indie music ■■ a youth centre for sports and live music Before you open your business, you want to know about people’s past experiences, present habits and preferences. Design a questionnaire with six questions. Think about these things. ■■ location ■■ facilities/service ■■ opening hours ■■ prices ■■ special features ■■ equipment provided The following expressions might be useful: Use your questionnaire to interview people from other groups. Talk to three different people each. Examples: A: How often do you go to a sports centre? A: What kind of music do you usually listen to when you work out? B: Well, I go swimming once a week. B: I prefer instrumental music. Go back to your group and compare your results. What kind of service would most people like? Tell the class about your findings. Some students from Norfolk in England are planning to spend their spring break in your town/area. They are interested in local sports activities and live music. Write an email to them. You should: ■■ describe the local sports facilities ■■ explain why you think or why you don’t think they’re good ■■ suggest other facilities which might be interesting ■■ say what activities you do or did and how you can offer support ■■ tell them about local music bars and live events ■■ ask if they play instruments and would like to perform Write around 200 words. Across cultures: Culture shock 22 Speaking a b Do you / Did you … ? Where … ? When … ? Are you interested in … ? How often do you / did you … ? How long … ? What do you / did you … ? Do you prefer … ? 23 a b c 24 Writing Make a list of reasons why people would like to move to another country. Put them in the groups below: factors which ‘push’ people into leaving their home country and factors which ‘pull’ them to another country. Push factors Pull factors Talk about your ideas with a partner. 25 a b Language skills 13 Extras Explore 1 Free time Nur zu Prüfzwecken – Eigentum des Verlags öbv
Explore writing: Formal and informal messages What do you think happens when people move to a new country or culture? Use the expressions on the right to make sentences using your own ideas. Example: At first life is difficult and you miss your home. Read the article. Do you agree with the ideas? Think about the questions. Then talk together, using the highlighted expressions in the article to help you. 1 Have you (or people you know) ever had culture shock? What happened? 2 What things do people usually like when they come to Austria? What things can be difficult for them? 3 Have you ever lived in a new place? What things were new for you? How did you feel about them? Did you get used to them? 4 Would you like to live or study somewhere else later on in life? Where would that be and why? At first … After a few days or weeks … After a while … 26 27 a Culture shock When people move to a foreign country, they often get culture shock. This has three different stages, though not everyone is in the new culture long enough to go through all three. Stage 1: At first, people often feel that the differences between the old and new culture are interesting and exciting. They may fall in love with the new foods, the lifestyle, people’s habits, the buildings, and so on. Stage 2: After a few days, weeks or months, many people start to have problems. They may think a lot about their old culture, and find it difficult to communicate with people. They miss the food from their own country, they feel that the lifestyle is too fast or too slow, they get angry at people’s habits, and so on. Stage 3: After a while, the new culture starts to feel ‘normal’ and not ‘new’. People understand that it has good and bad things to offer. They start thinking about day-to-day living, as they did in their original culture. b Look at the photo. What’s wrong with Cameron? How do you think he feels? Write down different illnesses and diseases that come to your mind. Read the texts. 1 What are Cameron’s plans for the next few days? 2 3 What are the names of his friends? What does he arrange to do next week? 28 Abigail: Hi Cam, do you want to meet up this evening? What about a barbecue? Love, Abbie Cameron: No … got a terrible headache. Feel like never getting out of bed again. Abigail: That’s a shame! John and Mia are coming too. What’s the matter with you? Cameron: Woke up with a terrible cold – feel awful. :-( Abigail: You poor thing! Are you going to come to school this week? Cameron: No, I need to stay at home for a few days. How about meeting at Finnegan’s Break next week? Abigail: Yes, next week will be good. Is it all right if I drop by tomorrow, or would you prefer to be alone? Cameron: We’ll see. Talk to you tomorrow. When you see John, could you tell him to give me a call? Abigail: Sure. No problem. Take care, A. :-) Cameron: See you. Informal message: Incomplete sentences Contracted forms Use of emojis Direct expression of emotions with exclamation marks Alternative closing phrases: Cheers, … Best, … CU, … Writing coach 29 Explore 14 Language skills Extras 1 Free time Nur zu Prüfzwecken – Eigentum des Verlags öbv
Complete the sentences. Requests 1 Would you mind to Monday or Tuesday next week? is fine. 2 When you see John, could you tell him to ? 3 Is it all right if I tomorrow, or would you prefer to be alone? Invitations 4 Would you like to join me at the sports club café? We could talk about . 5 Do you want to meet up this evening? What about ? 6 I need to . How about meeting at Finnegan’s Break next week? Now decide which of the highlighted expressions are formal and which are informal. Your English friend, Simon, is coming to Austria on his holidays. Write an informal email to your friend. You should: ■■ suggest ways to travel and places to stay ■■ describe the most interesting sights in your area / in Austria ■■ outline (other) things to do and free time activities Write 100–120 words. Now write a short note for the following situation: You have just answered your English host family’s phone because they’re not at home. Leave a (semi-formal) note for your host mother. You should: ■■ tell her who rang ■■ explain what the call was about ■■ ask her to ring back using the telephone number the caller gave you Exchange your emails and notes with a partner. Write a short reply to each one. Look at all your texts together. Do you think they have the correct style? Hello Cameron, I’m sorry to hear you’re not feeling well. Tuesday next week is fine with me. Would you like to join me at the sports club café at five o’clock? We could talk about a possible transfer and a new contract over a snack. Get well soon. Best wishes, Marc Corrigan Dear Mr Corrigan, I am very sorry, but I have to cancel today’s meeting to discuss joining your football club. I am not well. Would you mind changing our appointment to Monday or Tuesday next week? Any time is fine. Regards, Cameron Clarke Semi-formal message: Contracted forms Use of polite would and could Alternative closing phrases: Many thanks, Warm regards, Sincerely, Writing coach Formal message: No contracted forms No emotional statements, only facts Alternative closing phrases: Kind regards, Yours sincerely, Best regards, Writing coach 30 a b 31 Linz, Ars Electronica Museum 32 33 34 15 Language skills Extras Explore 1 Free time Nur zu Prüfzwecken – Eigentum d s Verlags öbv
Explore reading: Bevan Summer School Talk in class. 1 Have you ever been on a language trip to an English-speaking country? 2 3 If not, would you like to go? Why? /Why not? What do you think are the benefits of time spent abroad? Read the leaflet about Bevan Summer School. Parts of the text have been removed. Choose the correct part (A–I) for each gap (1–6). There are two extra parts that you should not use. Write your answers in the spaces provided. The first one (0) has been done for you. TIP: Before you decide which heading is the correct one, read through the whole paragraph to get the overall meaning. Then analyse the options carefully. Wrong answers are often very similar to the correct ones! 35 36 Bevan Summer School (0) Bevan Summer School runs between July and September. It is an annual event that began over 100 years ago, offering a wide range of taster, day and week-long residential courses. (1) It is a summer school for secondary school students which gives you the opportunity to improve your English, learn new skills and meet new people. It’s held at the University of Bevan and easy to get to by public transport and car. Most of all, it’s great value for money, it’s friendly – and it’s fun! (2) Are you over 15? Then you’re welcome. We welcome students from all backgrounds – qualifications and experience don’t matter. We have highly trained staff members for students with learning disabilities and provide a great variety of exciting outdoor activities for the more adventurous among you. (3) The programme of courses is really varied – improve your English language skills, learn an instrument or find out more about photography, Tai Chi and many other things! Learning at Bevan Summer School is fun and will make you grow as a person. (4) We have lots of free social and cultural entertainment provided by a variety of different groups, with something for every taste. There are discos, parties, concerts, talks and workshops, not forgetting nightly dance sessions performed by our dance instructors. (5) We are just ten miles from Cardiff, the capital of Wales and a city alive with culture and great nightlife – just a short bus or train ride away. Locally, there are numerous places of historical and cultural interest – and the Brecon Beacons National Park is only a short drive away. (6) Students at the Summer School can stay on the University campus in modern and spacious rooms, each with their own toilets and showers and a maximum of two students sharing a room. A Will transport be provided? When does the Bevan Summer School take place? C What about the social life? D What about off-campus? E How many students can register? F Who can come? G Is there any accommodation? H What courses are on offer? I What is the Bevan Summer School? 0 B 1 2 3 4 5 6 B 16 Language skills Extras Explore 1 Free time Nur zu Prüfzwecken – Eigentum des Verlags öbv
Self-assessment I can do this well. I can do this most of the time. I still need to work on this. i i talk about music talk about present activities and habits talk about experiences and past events talk about sports and exercise do a survey express preferences write short formal and informal messages write a leaflet Explore writing: A leaflet advertising your school What are the characteristics of a leaflet or brochure? Read the information below and find relevant examples in the leaflet on Bevan Summer School on p. 16. Complete the Writing coach with your examples. Leaflets can be informative or persuasive, i. e. they aim to convince you of something and always contain pictures or illustrations. A leaflet should make the readers interested and provide a quick overview of the product or service described. 1 2 3 4 5 6 Your school is planning to produce a leaflet to be sent out to your partner school in Dundalk, Ireland, in order to make Irish students interested in studying in Austria for a year. Create an informative leaflet about your school as well as events in your area. In your leaflet you should: ■■ describe your school’s facilities and activities ■■ point out cultural events or sports events in your area ■■ persuade students from your partner school to come to Austria Write around 200 words. Work with a partner and compare your leaflets. Discuss and agree on the best text elements and mix them to create an improved version of your first leaflet. 37 students over 15 38 a b Purpose and target group: A leaflet or brochure is often used in marketing to advertise products, services, events or a planned project to a specific, anonymous target group. Language and style: The language needs to be relevant and understandable to the target group. Leaflets are usually written in the active voice. The reader is often directly addressed. Use short sentences with one main idea per sentence. Structure: The text has a clear structure with several subheadings, which can be questions or slogans. The information under a subheading is often a relevant description or gives reasons or an explanation. Writing coach Language skills Extras Explore 1 Free time 17 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Ó w7uj8x Employment and experiences Work in pairs. Take turns to ask and answer the questions. 1 Have you ever had a summer or weekend job? If so, which? 2 Have you ever done volunteer work? Would you like to? Why? / Why not? 3 Have you ever wanted to give up school and start to work? Why? / Why not? Listen to four young people talking about their job experiences. Match each name with two statements (A–J). There are two extra statements that you should not use. Emma 1 A needs to earn money because his/her family doesn’t have much. 2 B is really into computers. Adrian 3 C needed a driving licence for his/her summer job. 4 D isn’t at school any more. Zoe 5 E wants a career in the catering industry. 6 F liked the people he/she worked with in his/her last job. Ethan 7 G couldn’t cope with the stress of his/her last job. 8 H fears that he/she will never find a good job in the future. I has had many different summer jobs. J needs to gain work experience for school. Now look at the sentences and answer the questions. 1 I’ve had lots of summer jobs in my life. 2 The teachers at school didn’t motivate me either. In which sentence is the speaker talking about: A only the past? B his/her whole life up to now? Complete the sentences with have, has, ’ve, haven’t, hasn’t. 1 Listening Emma Adrian Zoe Ethan 2 q3m5ta 3 3 Grammar Present perfect 1 – for experience a b have / has + past participle What kinds of jobs (1) you done? I’ve also worked as a gardener. I always look for summer jobs I (2) had before. I (3) never been very good at maths. Has she ever done any odd jobs? Yes, she (4) No, she (5) 1 Grammar reference and practice, p. 148 18 2 Unit The world of work have a job interview write a letter of application understand and use telephone expressions Goals talk about job experiences talk about dream jobs talk about job skills and personal qualities Nur zu Prüfzwecken – Eigentum des Verlags öbv
Complete the sentences with the present perfect form of the verbs in brackets. 1 a poem for someone? (you / ever /write) 2 volunteer work? (you / ever / do) 3 My cousins an exam in their lives. (never / fail) 4 M y sister a job she liked, so she took a year off from work. (never / have) 5 I my own money, but I would like to soon. (never / earn) Which of the following jobs would you think of as dream jobs? Why? Talk in class. ■■ vlogger ■■ teacher ■■ racing driver ■■ model ■■ singer ■■ CEO of a multinational ■■ footballer ■■ politician Read the article about Robbie Williams. Would you say he has a dream job? Why? /Why not? Read the article again and choose the correct answer (A, B, C or D) for questions 1–4. 1 Robbie always A planned to be a musician. B wanted to be in a band. C wanted to be a star. D wanted to write songs. 2 Robbie left Take That because A he wanted to join another band. B he had health problems. C he didn’t get on with his bandmates. D the tours weren’t making enough money. 3 Angels was A Robbie’s only solo hit outside the UK. B Robbie’s first solo hit in the UK. C Robbie’s first international solo hit. D Take That’s first single without Robbie. 4 Robbie has always A played different characters in his videos. B wanted to be James Bond. C wanted to be an actor. D lived in Los Angeles. 1 to take off: to be successful 2 to land sth.: to get or achieve sth. good 4 5 Reading 6 a Robbie Williams Robbie Williams may be a star these days, but his career has had its ups and downs. Robert Peter Williams was born in Stoke-on-Trent on 13th February 1974. Ever since he was a young child, Robbie has shown star qualities, performing songs on stage in Spain when he was only three years old. He wasn’t always a perfect pupil at school. It was clear he had other ambitions: He wanted to become a star. At the age of 16, Williams joined the boy band Take That, where he became famous in the following five years. But the pressure of being a celebrity and artistic disagreements with the band’s main songwriters got too much. He spent a few years partying, drinking, and taking drugs – while still touring successfully with the group. Finally, after a series of conflicts with the management and the other band members, Robbie left Take That in 1995 to start a solo career. At first it looked as if his new career wasn’t going to take off1. Even though his debut album Life thru a Lens was popular in Britain, it seemed that Robbie’s fans weren’t buying his solo efforts in the rest of Europe, and his decision to quit the band appeared to have been a bad idea. But with the release of Angels in July 1997 everything changed. Since then he has had one hit after another, and recently said that he had never been so happy. In 2018, Robbie fulfilled a life-long dream by singing at the opening ceremony of the World Cup in Moscow. One of the songs he performed was, of course, Angels. As well as his great love of music, Robbie clearly has ambitions to pursue an acting career. He has tried to land2 the role of James Bond for quite some time, and in almost every video he takes on a character he hasn’t played before to demonstrate his acting qualities. Robbie and his family have lived in Los Angeles, close to Hollywood’s major film studios, for several years now. And who knows – maybe he will one day be able to make this dream come true as well. b Language skills Extras Explore 2 The world of work 19 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Look at the sentences in the grammar box. Then complete A and B with for and since: A You can use to say when something started (Monday, last month, 2011). B You can use with a period of time (a week, three months, five years). Write four sentences about yourself on a piece of paper. Use the ideas below with for and since. Then give your sentences to your teacher. I’ve been to … I’ve been a … I’ve lived in … I’ve known … I’ve studied … I’ve had my … Example: I’ve known my best friend Anna for six years. Listen to each set of sentences. Can you guess who wrote them? Dream jobs? In groups, talk about the following questions. 1 Which jobs can you see yourself doing next summer? 2 Which skills and personal qualities are needed for the jobs? Tell the class what you discussed. Your school’s careers adviser gives you the job advertisements below. Read the titles. Would any of the jobs interest you? Now read the advertisements and underline the skills and personal qualities needed for each job. 7 Grammar Present perfect 2 – with for and since for since 1 Robbie and his family have lived in Los Angeles for several years now. 2 Since the release of Angels in July 1997, Robbie has had one hit after another. 1 Grammar reference and practice, p. 148 8 a b 9 a Vocabulary Job skills and personal qualities b 10 a Trainee astronaut Make a difference – see the stars! Meet other trainees from all over the world and receive the highest level of training and support! We are looking for a confident, patient and determined trainee. You will need to have the ability to work in a team and to motivate others. You must have a sound scientific knowledge as well as excellent IT and numeracy skills. You should be a role model to others and be dedicated to your training. Video game designer Interested in computer gaming and work ing in large teams? Video game designers start with a creative idea and bring it to life! Creativity is important for this position, but you must also be able to communica te your ideas to others. We are seeking a dynamic, hardworking and imaginative professional to join our team. You will need strong analytical and problem-solving sk ills, an excellent knowledge of game programs and a fee l for what makes people want to play video games. Experience in the game industry is essential. International movie critic Movie Magazine Cannes is looking for experienced critics to watch films and interview visiting movie stars. Proficiency in MS Office and excellent organisational skills are essential. The successful candidate will have outstanding communication skills and a good command of French. For this position you must be able to work under pressure, be confident, punctual and polite. Au Pair in Hawaii Live-in position available on Waikiki beach, looking after one child, aged 7. Hours: 8–12 a.m. Starting August for up to 12 months (possibly longer). Own beach hut, laptop, plus free surfing lessons … Skills and personal qualities required: Must be kind, calm, reliable, trustworthy, honest, have great interpersonal skills and flexibility. b 20 Language skills Extras Explore 2 The world of work Nur zu Prüfzwecken – Eigentum des Verlags öbv
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