Rea Clementson Tilbury Hendra Jenkins Zimpernik Donath Mayr Mlakar Pope-Hoffmann English Unlimited Coursebook B1+ 3 HTL Auch mit E-Book+ erhältlich
www.oebv.at 1. Auflage (Druck 0003) English Unlimited was originally published by Cambridge University Press © Cambridge University Press 2011 English Unlimited (öbv Version, 2nd edition) © Cambridge University Press and Österreichischer Bundesverlag Schulbuch GmbH & Co. KG 2021 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: : Adam Silye, Wien; Kathy Baxendale, Kate Charlesworth, Maxwell Dorsey, Mark Duffin, Julian Mosedale, Sean Sims, Ben Swift, Dan Taylor, Lucy Truman Herstellung: Daniela Hochmayer, Wien Redaktion: Verena Reiter, Graz; Susanna Theuer, Wien; Jack Bourke, Cambridge; Celia Driver, Cambridge Satz: Adam Silye, Wien Druck: Ferdinand Berger & Söhne Ges.m.b.H., Horn ISBN (Cambridge) 978-1-009-18122-8 (Student’s Book, HTL, 3) ISBN (Cambridge) 978-1-009-32409-0 (Student’s Book, HTL, 3 Solo) ISBN (Cambridge) 978-1-108-77295-2 (Student’s Book + E-Book, HTL, 3) ISBN (Cambridge) 978-1-009-32410-6 (Student’s Book E-Book, HTL, 3 Solo) ISBN 978-3-209-10334-5 (English Unlimited – HTL SB 3 + E-Book) ISBN 978-3-209-10338-3 (English Unlimited – HTL SB 3 + E-BOOK+) ISBN 978-3-209-12531-6 (English Unlimited – HTL SB 3 E-Book Solo) ISBN 978-3-209-12532-3 (English Unlimited – HTL SB 3 E-BOOK+ Solo) English Unlimited HTL 3, Schülerbuch + E-Book Schulbuchnummer: 205260 English Unlimited HTL 3, Schülerbuch mit E-BOOK+ Schulbuchnummer: 205261 English Unlimited HTL 3, Schülerbuch E-Book Solo Schulbuchnummer: 207874 English Unlimited HTL 3, Schülerbuch E-BOOK+ Solo Schulbuchnummer: 207875 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 16.08.2021, GZ BMBWF-2020-0.673.543-Präs/14 gemäß § 14 Abs. 2 und 5 des Schulunterrichtsgesetzes, BGBI. Nr.472/86, und gemäß den derzeit geltenden Lehrplänen als für den Unterrichtsgebrauch für den III. Jahrgang an höheren technischen und gewerblichen Lehranstalten im Unterrichtsgegenstand Englisch (Lehrplan 2015) 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 HTL 3, Schülerbuch mit Audio-CD und CD-ROM, Cambridge University Press und Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, 1. Auflage 2014, ISBN 978-3-209-07516-1 (Autorinnen und Autoren: David Rea, Theresa Clementson, Alex Tilbury, Leslie Anne Hendra, Waltraud Donath, Bernd Mayr, Heike Mlakar, Liselotte Pope-Hoffmann; unter Mitwirkung von Maggie Baigent, 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 David Rea Theresa Clementson Alex Tilbury Leslie Anne Hendra Barry Jenkins Andrea Zimpernik Waltraud Donath Bernd Mayr Heike Mlakar Liselotte Pope-Hoffmann With contributions by Maggie Balgent & Nick Robinson Course consultant: Adrian Doff Coursebook · B1+ 3 HTL English Unlimited Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Contents Global media Goals Vocabulary Grammar Listening talk about information, films and entertainment media talk about habits express preferences and make recommendations describe a book or TV show Habits and preferences Talking about facts and infomation Evaluating and recommending Describing books and TV shows Changes Talking about the present Relative pronouns TV and radio habits Talking about books and TV shows Alice in Austria Explore listening: Online habits Good communication? Goals Vocabulary Grammar Listening talk about using the internet talk about methods of communication speculate about the present and future express opinions speculate about consequences ask for clarification and clarify what you are saying Using the internet Expressing probability Expressing opinions it’s + adjectives Speculating about consequences Keyword: so, such will, could, may, might What’s your favourite method of communication? A new school policy on mobile phones Nick’s granny goes online Explore listening: A conversation about satnav Success Goals Vocabulary Grammar Listening talk about business ideas talk about hopes, dreams and ambitions talk about abilities, success and achievements describe qualities you need for different activities apply for a job take part in an interview Talking about trends and new developments Hopes, dreams and ambitions Abilities Personal qualities Matching people to jobs and activities Applying for a job Facts and feelings Attitudes to success Present perfect and time expressions Hopes, dreams, ambitions An interview with Aileen Westfield Entrepreneurship Negotiating with an investor A conversation about attitudes to success A job interview Explore listening: Renewable energy Lost and found Goals Vocabulary Grammar Listening talk about unexpected travel situations make deductions, talk about possibilities talk about attitudes to possessions describe objects present products and services Travel situations Multi-word verbs: tidying and cleaning Describing products Describing objects Keyword: have Modals of deduction and speculation A nightmare journey Lost property What has Mandy lost? Money matters Goals Vocabulary Grammar Listening give advice talk about managing money give detailed instructions give reasons for advice explain something say you don’t understand Related words Using online services Saying you don’t understand Giving reasons Multi-word verbs: managing money Linking expressions 1 Health and nutrition Verb + -ing 1 Verb + -ing 2 Dorothy’s story Kiarra’s podcast Calling a helpline How teenagers should manage their money A dialogue at the bank Semester check 1: Units 1–5 Unit 1 p. 7 5th semester p. 18 Unit 2 p. 26 Unit 3 p. 40 Unit 4 Unit 5 p. 50 p. 60 Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 Speaking Reading Writing Extras Explore What media do you use? Talking about facts and information Where do you get your news? Describing a TV show Can you believe what you read? Explore reading: Contact your future self A blog post about media use A review of a film or series Across cultures: Intercultural experiences Info point: Company structure Reading: Contact your future self Listening: Online habits Speaking Reading Writing Extras Explore Pros and cons of social media in tourism Is it likely? Discussing things that are a waste of time Discussing a ban of mobile phones Explore speaking: Clarifying things Online friendships Mobile phone addiction Explore reading: Facebook stories A blog for an online discussion platform An email to a newspaper A formal letter to your headteacher Keyword: so, such Speaking: Clarifying things Reading: Facebook stories Listening: A conversation about satnav Speaking Reading Writing Extras Explore Talking about trends and new developments Your hopes, dreams and ambitions Something you found out about your partner Dream jobs An interview with an investor Your attitude to success No headquaters? What is intelligence? Explore reading: Views on personality Your hopes, dreams and ambitions A letter of application with enclosed CV A flyer Explore writing: Taking notes (and writing a memo) Across cultures: Attitudes to success Info point: Electricity Listening: Renewable energy Reading: Views on personality Writing: Taking notes (and writing a memo) Speaking Reading Writing Extras Explore Speaking about possessions Talking about compulsive hoarding Phoning lost property Explore speaking: Presenting products and services Declutter your life! Explore reading: Chinese architectural replicas A blog post about a travel problem A flyer for a neighbourhood charity project A blog post asking for advice A description of an object you no longer need Keyword: have Speaking: Presenting products and services Reading: Chinese architectural replicas Speaking Reading Writing Extras Explore Talking about universities in the USA Talking about money Explore speaking: How to manage finances Jack Monroe Following instructions An email about Dorothy Writing instructions Writing a blog post giving advice Across cultures: Health and nutrition Speaking: How to manage finances p. 16 p. 23 p. 37 p. 47 p. 58 Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Sorting things out Goals Vocabulary Grammar Listening talk about decisions and the consequences of decisions complain about goods and services ask for a refund or replacement make a complaint politely compare and contrast two alternatives write a customer review and a letter of complaint Decision-making Negotiating Softeners Dealing with conflict Real and unreal conditionals Present perfect simple and progressive Three colleagues discussing a problem Mariah makes a complaint The Smiths reach compromises Colin’s teacher complains Ayse talks about conflicts Tariq talks about complaining Explore listening: A disastrous holiday Your environment Goals Vocabulary Grammar Listening talk about weather and natural events make comparisons talk about environmental problems use expressions to soften opinions and disagreements express opinions and have a discussion write a letter to the editor Natural events The environment Linking expressions 2 Expressions to soften opinions and disagreements Narrative verb forms Comparing A podcast on extreme weather and climate change Fran talks about a natural disaster A phone-in programme Sandstown airport Facts and fiction Goals Vocabulary Grammar Listening talk about truth and lies relate a conversation summarise what people say find out news about people you know write a brochure Verbs of communication Relating a conversation Exchanging news Company culture Verb patterns Reporting speech Family gossip White lies and black Two lies Chat about friends Company culture Explore listening: Family customs Living and working together Goals Vocabulary Grammar Listening make polite requests and ask polite questions do a survey talk about cultural etiquette and proper behaviour criticise past actions and suggest alternatives speculate about the past write an email giving information give a talk and take questions Polite requests and questions Cultural etiquette Evaluating past actions make, let, be allowed to, be supposed to Indirect questions should have, could have Unreal conditionals: past Talking to strangers Five short conversations He shouldn’t have … If he hadn’t … Steve, Debbie and Ahmed Attitudes to rules and risk A talk about a new project Conflict solving In the news Goals Vocabulary Grammar Listening understand news stories and react to news tell someone about a news story evaluate options and choose one participate in a discussion and interrupt politely write a letter stating an opinion Understanding news stories Reacting to the news Talking about news stories Evaluating and selecting Keyword: see Present and past participle clauses Passives Five news stories Talking about the news Did you hear …? Choosing a story for a news programme Arranging a surprise party Explore listening: News Semester check 2: Units 6–10 p. 133 Activities p. 164 Vocabulary p. 146 Writing guide p. 173 Key Semester Check p. 154 Grammar reference and practice p. 66 Unit 6 6th semester p. 80 Unit 7 p. 92 Unit 8 p. 104 Unit 9 p. 116 Unit 10 p. 127 Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 Speaking Reading Writing Extras Explore Discussing consequences Making a complaint Reaching a compromise Resolving a dispute Dealing with conflict An article about thinking strategies An email of complaint Describing a diagram A report Explore writing: – Comparing and contrasting hotels – A customer review and a letter of complaint Across cultures: Dealing with conflict Info point: Describing diagrams Writing: – Comparing and contrasting hotels – A customer review and a letter of complaint Listening: A disastrous holiday Speaking Reading Writing Extras Explore Comparing the climate in different countries Discussing ways to reduce your carbon footprint Having a debate Is hydrogen technology hope or hype? Come on, go green Sandstown airport A fundraising flyer Explore writing: A letter to the editor Info point: Fuels Writing: A letter to the editor Speaking Reading Writing Extras Explore Relating a conversation Talking about lies Talking about a friend The Sound of Music The truth about gossip The lie detector Explore reading: – Urban legends – More urban legends A conversation between father and son A blog post about lying Explore writing: A brochure – fiction or reality? Across cultures: Company culture Writing: A brochure – fiction or reality? Reading: Urban legends Listening: Family customs Speaking Reading Writing Extras Explore Talking to strangers Doing a survey Things that went wrong Following rules Explore speaking: – Giving a talk – Dealing with questions in a talk Different countries, different cultures Describing a cultural misunderstanding A blog comment about the EU Explore writing: An email giving information about a trip Across cultures: Rules and risk Info point: Manufacturing Speaking 1: Giving a talk Writing: An email giving information about a trip Speaking 2: Dealing with questions in a talk Speaking Reading Writing Extras Explore Telling a news story Having a discussion Talking about drugs in sport Choosing a story for a news programme Explore speaking: Arranging a surprise party Genetic engineering for athletes Drugs in sport Choosing a story for a news programme A news story Inventing a news story Explore writing: – Mediation – A letter stating an opinion Keyword: see Speaking: Arranging a surprise party Writing: – Mediation – A letter stating an opinion Listening: News p. 76 p. 90 p. 100 p. 113 p. 122 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 contains either a Keyword, which looks at one of the most common and useful words in English, or an Across cultures section. At selected points in the coursebook, Extras includes an Info point providing more specialised HTL-relevant information and terminology. 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. Sometimes you find a Writing coach here with information about the text types and tips for writing good texts. 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. The section Business communication introduces different types of written communication as they are used in business contexts. 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. 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. If you see this icon next to the page number in your book, you can listen to audios on your smartphone or tablet. Ó Android iOS Scan the QR code and download the app. 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 Prüfzwecken – Eigentum des Verlags öbv
Ó ky4n2p Entertainment and you Look at the media logos below and talk in pairs. 1 What media services are offered by these companies? Can you explain each one? What other media can you think of? 2 How much time a week and at what time of day do you usually use these media? 3 What kind of shows, series or online games or channels do you enjoy? Think about: ■■ reality shows ■■ virtual world games ■■ sports programmes ■■ music streaming services ■■ live video stories ■■ fashion trend channels Listening 1 Listen to four people talking about their favourite forms of entertainment. Who prefers what? 2 a 1 p5bd23 Chris from Malta Anna from Austria Liam from Ireland Vicky from the USA Listen again. Who: 1 projects films onto a big white wall? 5 loved teen dramas when she was a young teenager? 2 can’t watch much Netflix these days? 6 likes learning about things when watching films? 3 doesn’t like the adverts on TV? 7 watches cookery programmes? 4 enjoys music more than films? 8 plays a virtual world game to de-stress? b 7 1Unit Global media express preferences and make recommendations describe a book or TV show Goals talk about information, films and entertainment media talk about habits Nur zu Prüfzwecken – Eigentum des Verlags öbv
Listen to the recording again and look at the highlighted expressions in the box below. 1 Which group of expressions is used to talk about: A habits? B things you like? C things you don’t like? 2 Which expressions from column 3 do the speakers use to talk about: A current habits? B past habits? 3 Which expressions can be followed by: A a noun? B an -ing form? C an infinitive? 1 I’m a big fan of … I’m really into … I prefer … to … I’d rather … It’s a great way to … 2 I’m not a big fan of … I can’t stand … I’m not keen on … I find … really irritating. 3 I hardly ever … I tend to … I’ll … I used to … Complete the rules below with present simple, present progressive or present perfect. Make a third rule for the tense that does not fit either of the two gaps. When talking about habits, we use the (1) . When we say what we’re doing right now, we use the (2) . If you need help, go to Grammar reference and practice, p. 154. You are going to discuss your use of media with a classmate. Complete the questions below and think about your answers. Use expressions from 3 in the correct tenses. 1 prefer / TV, streaming, books, radio? 5 like / watching YouTube channels? Which ones? 2 read / anything / at the moment? 6 hear / any important news today? 3 watch / anything interesting / recently? 7 watch / any cool live video stories in the last week? 4 TV series / follow / at the moment? 8 post / anything in the last few weeks? Work in pairs and use the questions above to compare your viewing and listening habits. Example: A: Have you heard any important news today? B: I tend to read the news on my mobile every morning, but there wasn’t anything exciting today. Get together with another pair and compare your findings in groups of four. Also, find out the following: 1 Do you like the same types of media? 2 Have your habits changed much in the last five years? Underline all the relative pronouns in the transcript on p. 134. Talk in pairs. Which functions do the pronouns have in the relative clauses (subject, object, showing ownership, referring to a place or time)? Example: ‘Which’ in the first sentence refers to ‘teen drama series’; ‘teen drama series’ is the object of the relative clause. Can you remember the difference between defining and non-defining relative clauses? Circle the correct option to complete the definitions. 1 Defining relative clauses contain necessary information which cannot / could be left out. You never / have to use commas to separate them from the rest of the sentence. You can / cannot use that instead of who or which. 2 Non-defining relative clauses contain extra information which cannot / could be left out. You never / have to use commas to separate them from the rest of the sentence. You can / cannot use that instead of who or which. Vocabulary Habits and preferences 3 1 p5bd23 Grammar refresher Talking about the present 4 Speaking 5 a b c Grammar Relative pronouns 6 a b c 8 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
Complete these sentences with who, which, whose, where or when. 7 a Person My friend Zac, is totally into the electric guitar, was so jealous. My best friend, I chat with every evening, prefers CNN. The programme follows the Australian cyclists, special chef, Hannah Grant, cooks for the team during the Tour de France. Thing I used to love … teen drama series, I couldn’t wait to talk about with my friends … Sometimes I also watch BBC World News, I think is really good. What also helps me reduce stress is playing an online game like Minecraft, virtual world totally draws me in. Place I painted the wall white my old TV used to be mounted. Time Saturday afternoon is the time I get comfortable on my sofa and enjoy a series on my tablet. What is the difference between which and what in the following sentences? He was told he had won two years Netflix for free, which he which: the fact he had won could hardly believe. The man would have got what he wanted. what: the thing(s) that 1 Grammar reference and practice, p. 154 Complete the sentences below with the correct relative pronouns. Add commas where necessary. 1 Did you hear Zac’s friend said about the new guitar tutorial? 2 I have a friend wife has inherited a lot of money. 3 The streets were slippery the driver had not expected. 4 The tablet he’d ordered online crashed after a few days. 5 The cinema the fire happened has been closed for four weeks. 6 What happened to the dog was rescued? 7 Last Saturday Zac left his mobile phone in the bar he had spent all night jamming with his band. 8 The man I was sitting next to on the plane was watching endless episodes of The Mandalorian. Look at the sentences together. Say whether the pronoun is used as a subject or object. In which sentences can you replace who or which by that? In which sentences can you leave out the relative pronoun? At school, you have had a heated discussion about the media use of young people. You’d like to keep the discussion going and decide to write a blog post about your media habits. You should: ■■ mention at least two different media ■■ describe how and when you use them ■■ explain what you like about them Use relative pronouns to connect your sentences. Write around 250 words. Exchange blog posts with a partner and write a blog comment (around 250 words) on your partner’s post. You should: ■■ give your opinion on the media mentioned ■■ say if and when you would use them ■■ compare your media use with your partner’s 1 Writing guide: How to write a blog post and a blog comment, p. 148. b c a Writing 8 b Language skills Extras Explore 1 Global media 9 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Fact or fiction? Which of these do you use when you need to get information? Which do you tend to trust? Why? ■■ the internet ■■ magazines ■■ customer reviews ■■ advertisements ■■ newspapers ■■ online encyclopedias Discuss your habits with a partner. Talk about these questions with your partner. Report your findings in class. 1 What do you think about this statement: “I read it on the internet, so it must be true.” 2 What do you think ‘fake news’ is? Read the article and answer the questions. 1 What is the problem with Wikipedia? 4 How do I know if a URL is credible? 2 What media do people generally trust most? Why do you think it is like this? 5 6 How can photos tell us if a website is reliable? What do you think is the writer’s opinion on how 3 What is ‘fake news’ and why is it published? to deal with online stories? Speaking 9 a b Reading 10 Can you believe what you read? Today, anyone can write a blog or an online article or produce a podcast. And instead of printed encyclopaedias – completely obsolete by now – there are free online encyclopaedias that can literally be edited by anybody. Who does not know Wikipedia, where you can post or change an entry? It has become an extremely popular way to do research. But is it a good place to get reliable facts? In recent years many people have found that such websites contain inaccurate data. So, there are controversial views on websites like Wikipedia. Some people praise it as an up-to-date and free source of information, others criticise the age of the internet and say there has never been a worse time to get reliable information. So, is it a better idea to place our trust in what we read in magazines, newspapers and books? Words have always had the power to influence people and, rightly or wrongly, we tend to trust the printed word. But in an age where the term ‘fake news’ keeps appearing everywhere, printed media cannot be trusted either. They also contain made-up stories or scandals. How should we know what to believe? What is fake and what is true? First of all, you need to understand what ‘fake news’ is. The Cambridge Dictionary offers this definition: “Fake news: false stories that appear to be news, spread on the internet or using other media, usually created to influence political views or as a joke.” Sometimes people simply spread false stories for fun. A so-called hoax, or spoof, is often sensationalist and intends to increase the author’s readership. Such articles can be misleading. There are, however, some tips to help you find out if a site is true or fake. Ask the five W-questions for spotting fake websites. – Where does the information come from? Look at the URL and see if their endings are credible, like .com, .org, .gov, .net, or .edu. Fake websites often have names similar to the authentic sites, with only one letter being different, so look carefully. – When was the information put online? Fake news may have a date that does not exist, like 32 December. Also, don’t trust information that is still declared as ‘news’, even if it was published years ago. – Who wrote the text or took the photo? Real information always states the author. Carefully look at photos as they could have been photoshopped. Do a reverse online image search to find out if the same photo has been used for different news. – What does the website look like? If the text is sensational or does not have an “About us” section or show contact information, it is usually fake. Grammar mistakes also point towards unreliable information. – How do we know for sure that it’s true? Doublecheck the information. Is it realistic or too good to be true? Real information should be published in more media, so see if you can find the same story on a different website. You can get further proof if a site is accurate, if you check websites that list hoaxes, like www.snopes.com. In general, always be careful and crosscheck information. This way you are safe and can enjoy the many benefits of the internet! 10 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
Find words and expressions in the article on p. 10 with these meanings: 1 which can be trusted or believed = r (adjective) 2 not completely correct or exact = i (adjective) 3 belief= t (noun) 4 believe = t (verb) 5 invented = m (phrasal verb) 6 reports about shocking things that people have done = s (noun) 7 something which seems real but isn’t, which is often published for fun = a h (noun) or a s 8 causing us to believe something that is not true = m (adjective) 9 something that is believable = c (adjective) 10 correct and exact = a (adjective) 11 make certain that information is correct by looking it up in different sources = c (verb) Complete the questions with words and expressions from 11a. 1 What websites do you trust because you think the information is ? 2 Do you what politicians say? Why? Why not? 3 Have there been any about famous people in your country recently? 4 Do you think it’s more important for news sites to be entertaining or and ? 5 Have you ever something on your CV? Ask and answer the questions in groups. You can use place, way, time, idea with these adjectives to evaluate and recommend things. Which adjectives are used in the article? 1 Wikipedia has become a way to do research. 2 But is it a place to get reliable facts? 3 There’s never been a time to get reliable information. 4 So, is it a idea to place our trust in what we read in magazines, newspapers and books? Look at quite and really in this sentence and answer the questions. Wikipedia seems like a really great idea, but actually it’s quite a dangerous website. 1 Which makes the meaning a lot stronger? 2 Which goes before a/an? Which goes after a/an? Vocabulary Talking about facts and information 11 a Vocabulary Evaluating and recom- mending 12 a b c bad better different good great popular terrible worse b Language skills Extras Explore 1 Global media 11 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Class discussion. Where do you get your news? Work in A/B groups. Group A, find arguments for getting your information from print media, like local or national newspapers, magazines, etc. Group B, find arguments for getting your information from the internet, TV, etc. The following expressions might be useful. … is a good idea. … is an easy way to … … is a popular place to … … is a terrible idea. … is a safe place to … … is a great way to … Add quite or really, if appropriate. Example: Checking facts in more than one place is quite a good idea. Describe a book or a TV show Look at the posters for the TV shows Black Mirror: Bandersnatch and Humans and describe them. ■■ What do you think they’re about? ■■ Which one would you rather watch and why? Listen to four people talking about books and TV shows. 1 Were your ideas about Black Mirror: Bandersnatch and Humans correct? 2 Did the people like what they read or watched? Why? Why not? Would you like to watch the TV shows or read the books? Why? Why not? Can you remember what the people said? Complete sentences 1–10 with the information in the boxes. 1 It’s by someone called . 6 My friends also say it’s . 2 It’s quite a well-known . 7 The story extends . 3 It’s about this girl who . 8 It is based on . 4 It deals with . 9 It’s a really . 5 It has in it. 10 Basically, it shows you . Example: It’s by someone called Linda Joy Singleton. Look at the highlighted expressions. Which can you use to talk about: 1 a TV show? 2 a book? 3 both? Speaking 13 Listening 14 a b 2 xr866m c Vocabulary Describing books and TV shows 15 a interesting story book Rachel Ward unexpected consequences of new technologies the Swedish science fiction drama Real Humans many dark and satirical scenes into the present very entertaining has a special gift how to cook great meals b 12 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
You’re going to describe a film or series you like. Think about the language you need to: ■■ describe films/series. It’s on Netflix/Amazon Prime ■■ evaluate things you’ve seen. It’s a really popular … ■■ express preferences. I’m totally into … In groups, tell each other about your favourite films/series. Which would you most like to see? Write a review of a film or series (around 250 words). Include pictures. In your review you should: ■■ give some facts (title, genre, plot) ■■ describe the main characters ■■ explain what you like or don’t like about it. Bring it to the next lesson. Display your reviews in class. Across cultures: Intercultural experiences Have you ever met American teenagers in Austria? What do you think they might find unusual or strange? Listen to Alice talking about an experience she had in Austria. How did she feel during the evening? How about at the end of the evening? Listen again and discuss questions 1–6. 1 Who did Alice go out with? 4 What was the problem for Alice? 2 What language did they speak? 5 Why was Markus fed up? 3 What happened at the bar? 6 What do you think caused the problem between them? Listen to Alice talking about how she felt a while later. What cultural difference does she talk about? Which sentences, A, B or C, are about: 1 a present situation? 2 a past situation? 3 a process of change? A I found it awkward at first. I wasn’t used to teenagers smoking and drinking. B After a while I began to understand what really had happened. I slowly got used to their way of having a good time. C Now I’m OK with it. I’m used to it now. Think about changes in your life or the life of someone you know. Write five sentences with the highlighted expressions in 21. Think about: ■■ moving abroad ■■ changing schools ■■ visiting another country ■■ learning a language ■■ moving to a different area Example: When I started secondary school, I wasn’t used to having so many different teachers. I found it quite difficult to remember all their names at first. Compare your sentences with a partner. Are your experiences similar? a Speaking 16 Writing 17 Alice from Seattle, USA, lived in Vienna for a year. Listening 18 19 a 3 9b5g2w 20 4 yk28qe 22 a b b b Vocabulary Changes 21 13 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
Info point: Company structure Read the information on corporate structure and complete it with the correct words from the boxes. There are two extra words that you should not use. 23 consumers loans losses money wages profit recruiting suppliers departments Companies and corporations Companies, whether they are small firms or large corporations, are organisations that sell goods or services in order to make a (1) . They try to do this by identifying and then satisfying consumer wants and needs. Standard corporate structure consists of various departments that contribute to the company’s overall mission and goals. In each business certain key tasks or functions have to be performed like buying stock, paying bills, hiring people, advertising goods and services, dealing with customers and many more. In small companies all these tasks might be carried out by a handful of people; in large companies, employees specialise in certain functional areas and work together in (2) , such as: ■■ Production: Involves ordering raw materials from (3) , planning production, producing or assembling the finished product, quality control, packing and storing products before distribution. ■■ Human resources (HR): The human resources of a company are its employees, or workers. HR is responsible for hiring or (4) new personnel, selecting the best person for job vacancies, training and motivating, retaining experienced people and keeping staff turnover low, as well as laying off or firing employees. ■■ Finance: The finance department is responsible for producing invoices for customers, making payments on behalf of the company (like paying for raw materials and machinery, running costs, overheads, salaries and (5) ), finding the best sources of finance for capital expenditure (savings, re-investment of profits, bank (6) , selling of shares) and producing financial reports and forecasts. ■■ Marketing: It is the function of marketing to do market research and find out what (7) want. Once the goods or services are ready to be sold, they have to be promoted and advertised in the press, on radio or TV, online, in trade shows or exhibitions or through sponsorship. In pairs, talk about these questions. 1 Which small or large businesses do you know? 3 What difference could the size of a business 2 Are they all structured the same? make to its corporate structure? Read the two statements and discuss if this is true of businesses you know. Try to find examples. 24 a b 1 S mall businesses are hardly ever divided into departments because there would not be enough people or floor space. Thus, employees usually have to have a wider range of skills and broader knowledge. Examples: 2 L arge businesses are generally private or public companies owned by shareholders. The shareholders elect a board of directors to decide general policies. The board of directors nominates a managing director to supervise the day-to-day operations taking place in different departments. Examples: a bed and breakfast Marriott International 14 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
Match the terms 1–8 with the definitions A–H. 1 human resources A the activity of selling products or services, or the department in a company that is responsible for selling them 2 accounting B plant or complex of buildings used for a specific type of business or industry 3 sales C buying supplies for a company 4 public relations D person with the most important position in a company 5 advertising E relationship between a company and the public 6 works / factory F skill or practice of maintaining and auditing accounts, preparing reports on assets and liabilities, etc. 7 purchasing G encouraging people to buy particular goods or services 8 chief executive officer (CEO) H all the people employed by an organisation Now look at the diagram showing the structure of a large company and explain it in your own words. 25 a b Chairperson Human Resources Accounting Advertising Sales Public Relations Works/Factory Purchasing Managing Director Managing Director Financial Director Chief Accountant Sales Manager Advertising Manager Purchasing Manager Public Relations Manager Head of Human Recources Works/ Factory Manager Production Director The following expressions might be useful. Do you know the German equivalents of the words in the diagram? Use a dictionary to help you. Media task. Some Austrian businesses are known inter- nationally for their expertise and craftsmanship; small and large ones alike are particularly good at identifying niche markets and producing things like energy drinks, optical instruments, wine glasses, playing cards, fashion jewellery and hosiery for a world market. Choose an Austrian company and research its: ■■ history and range of products or services ■■ company structure and corporate culture ■■ corporate image Present your findings to the class. In larger companies like …, the highest position is called … The Head of Human Resources is responsible for … c 26 15 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
Explore reading: Contact your future self Read the article about a website. Choose the correct answer (A, B, C or D) for questions 1–8. Put a cross ( ) in the correct box. The first one (0) has been done for you. 27 Robert Colvile reports on an idea for your future When you’ve failed to achieve any of your goals by the age of 30, the last thing you want is an irritating reminder from your 20-year-old self that you were supposed to have written a novel by now. But that is precisely the service offered by futureme.org, a website that stores time-released emails, sent to their writer between 30 days and 30 years later. Since it was set up in 2004, the site has had countless entries, from simple reminders of anniversaries or birthdays to lengthy reflections on the writer’s past, current situation and future goals. It was the inspiration of Matt Sly when he was a teacher in San Francisco trying to design a project for his pupils. “It was just an idea,” said Mr Sly, 41, who also studied business at Yale. “It popped into my head one day when I was out for a jog. My business partner, Jay Patrikios, and I have been amazed by the response.” Most messages are for delivery within three years. About a tenth are made public by their senders. The most emotional public emails were also published as a book. “There are messages from all sorts of people which reflect just about every emotion we go through at some point in our lives,” said Mr Sly. “Some of them are pretty moving.” Mr Sly said that when he uses the site, “it gives the illusion of creating some kind of order” in his life. He deals with ambitions or family issues in his messages or simply tries to assure his future self that he has saved enough money for retirement. The idea has certainly caught on, and there are similar sites called Futuremail and Mail to the Future. Another site, My Last Email, promises to deliver your electronic message to your loved ones after you die. 0 What does the website let you do? A write a novel B send lots of emails C save for your retirement set up reminders 1 What does the writer say about the website in the first paragraph? A It offers a useful service. B It could be a bit annoying. C It helps you achieve your goals. D It’s an attractive idea. 2 Readers cannot use this site A to help them remember future occasions. B to write about their ambitions for the future. C to record memories of their life so far. D to deliver messages to other people. 3 Matt Sly came up with the idea A when he was doing some exercise. B when he was working on a business project. C when he was teaching a class. D when he was studying business at Yale. D 4 Which messages were published? A private messages with emotional content B all messages which have been seen by the public C all the messages which have been delivered D the most moving emails which have been made public 5 What is the attraction of such a website? A It lets you control your future. B It lets you change your past. C It makes your life appear ordered. D It gives you a sense of security. 6 Matt Sly’s website futureme.org A was only successful for a short time. B was inspired by Futuremail. C has made him very rich. D is not the only one offering such a service. 16 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
Explore listening: Online habits You are going to listen to a podcast about the online habits of two teenagers. First, you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, complete the sentences (1–8) using a maximum of four words. Write your answers in the spaces provided. The first one (0) has been done for you. After the second listening, you will have 45 seconds to check your answers. 0 The two teenagers spend per day on the computer. 1 When watching TV on his phone, Max doesn’t mind that . 2 Some series Sarah likes are broadcast from Bosnia via . 3 Max and Sarah both like to watch TV on their phones while they are on . 4 Max isn’t worried about the legality of streaming, although he does worry about . 5 It’s easy for Sarah to watch on Netflix because the service allows access from at the same time. 6 Sarah thinks that the laws concerning streaming and downloading in Austria are quite . 7 The two interviewees agree that normal TV will in the future. 8 Max thinks that regulations around both will be strengthened to protect the film industry. Do you sometimes download music or films? How do you feel about it? What are your views on intellectual property rights and pirating? 7 What happens if the sender of a message dies? A The article does not say. B The message is deleted. C The message gets published. D The message is rerouted to My Last Email. 8 What is the main purpose of this article? A to promote a website B to explain how to be a successful businessman C to give information about a business idea D to give advice on how to use a website 28 5 rw5ue9 about three hours 29 Self-assessment talk about information, films and entertainment media talk about habits express preferences and make recommendations describe a book or TV show 17 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
Ó e5uf8k Online friendships Answer the questions in groups. 1 How much time do you spend online? Which apps or sites do you use most? 2 Do you have a YouTube channel, a blog or a website? Do you ever read other people’s pages? 3 Do you ever post a comment after you’ve watched a video or read a blog online? Read the title of the article. What do people use social networking sites for? Can you think of any reasons why these sites could be bad for friendships? Read the article. Does it mention any of your ideas? Vocabulary Using the internet 1 2 a b Could social networking sites mean the end of lasting friendships? A generation that is growing up using social networking websites is less likely to form lasting relationships and is more likely to act without thinking, an expert has warned. Many people who were born in 1990 or later have only known a world with the internet, so they could grow up with an unrealistic view of the world and themselves, the annual meeting of the Royal College of Psychiatrists heard. Dr Himanshu Tyagi, a psychiatrist, said social networking sites have encouraged the idea that friendships and relationships can be formed and ended quickly and easily. He said, “It’s a world where everything moves fast and changes all the time, where relationships are ended at the click of a mouse. Online, you can delete your profile and change who you are in a few seconds.” He said that because everything happens so quickly on social networking sites, people may start to find the real world boring. He said teenagers who socialise online are more likely to make quick decisions without thinking about the consequences of their actions. They might not pay enough attention to their ‘real world’ selves, and might find it difficult to form relationships in the real world because they won’t learn about body language, tone of voice and facial expressions online. He said that if you can’t see someone’s face or body language or hear the changes in their voice, this will influence your understanding of what’s going on. He added that friendship means something very different to the ‘internet generation’. But there are also benefits. When you’re online, you often don’t know the wealth, race or gender of the person you’re communicating with. Dr Tyagi said, “No one is an outsider on the net. It may not be the best way to make lasting friendships, but it does make everyone equal.” Read the article again. In Dr Tyagi’s opinion, why might young people: 1 have an unrealistic view of the world? 3 find the real world boring? 2 feel that relationships can be started 4 find it difficult to form relationships in the real world? and ended quickly and easily? 5 be equal on the internet? 3 18 2Unit Good communication? express opinions speculate about consequences ask for clarification and clarify what you are saying Goals talk about using the internet talk about methods of communication speculate about the present and future Nur zu Prüfzwecken – Eigentum des Verlags öbv
Language skills Extras Explore 2 Good communication? 19 The article on p. 18 was written in 2008. Consider these questions and talk in pairs. 1 Do you think Dr Tyagi’s predictions have come true? Why? Why not? 2 How did you meet your closest friends? 3 What’s the first thing you notice about people? Is it different meeting people online? 4 Read the last paragraph again. What other benefits are there of using the internet to socialise? Look at sentences 1–7 from the article. Which modal verbs mean: A I’m sure about this? (2x) B This is a possibility? (5x) Speaking 4 modal + infinitive 1 If you can’t see someone’s face … this will influence your understanding of what’s going on. 2 They won’t learn about body language, tone of voice and facial expressions online. 3 People may start to find the real world boring. 4 It may not be the best way to make lasting friendships. 5 They might find it difficult to form relationships. 6 They might not pay enough attention to their ‘real world’ selves. 7 They could grow up with an unrealistic view of the world and themselves. 1 Grammar reference and practice, p. 155 Grammar will, could, may, might 5 Which highlighted expression(s) in the sentences A–G below can you use: 1 to emphasise that you’re sure? 2 to say you think there’s only a small chance? 3 to say you think there’s a good chance of something? (3x) / / 4 to compare the chances of different things happening? (2x) / A My parents are changing internet service provider. Download speeds may well be twice as fast as before. B Have you heard about that new social networking app? I’m definitely going to join it. C I’ll probably join Facebook when I’m in my twenties, if only to keep an eye on my mum and dad! D She’s likely to be at work now. Why don’t you try her mobile? E I’m unlikely to finish this today. I’ll email it to you tomorrow. F You’re more likely to get free wi-fi at the café. G We’d better go to the café later. It’s less likely to be busy then. How likely are these things in the future? Use the prompts to make sentences about: The world You 1 online relationships / be / important 6 I / have an unexpected message on my phone 2 printed newspapers and books / disappear 7 I / start a relationship online 3 everyone / do all their shopping online 8 I / get my dream job 4 most people / speak / Mandarin Chinese 9 I / move to another country 5 people / stop / writing with pens 10 I / learn another language Example: Online relationships will probably be more important in the future. Discuss the ideas in 7 in pairs. Do you have the same ideas? Example: A: I’d say newspapers and books are unlikely to disappear. B: I don’t know. I think printed newspapers may well disappear in the next ten years. Vocabulary Expressing probability 6 7 Speaking 8 Nur zu Prüfzwecken – Eigentum des Verlags öbv
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