Tilbury Hendra Rea Clementson Doff Goldstein Jenkins Zimpernik Mayr Mlakar English Unlimited Coursebook B2 / C1 HTL 4|5 Auch mit E-Book+ erhältlich
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.“ 2. Auflage (Druck 0002) 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 2023 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: Adam Silye, Wien; Kathy Baxendale, Nicholas Carn, Kate Charlesworth, Tom Croft, Maxwell Dorsey, Mark Duffin, Nick Kobyluch, Julian Mosedale, Nigel Sanderson, Sean Sims, Ben Swift, Lucy Truman Herstellung: Daniela Hochmayer, Wien Redaktion: Verena Reiter, Graz; Jack Bourke, Cambridge; Celia Driver, Cambridge Satz: Adam Silye, Wien Druck: Ferdinand Berger & Söhne Ges.m.b.H., Horn ISBN (Cambridge) 978-1-009-18132-7 (Student’s Book, HTL, 4/5) ISBN (Cambridge) 978-1-009-32416-8 (Student’s Book, HTL, 4/5 Solo) ISBN (Cambridge) 978-1-108-77341-6 (Student’s Book + E-Book, HTL, 4/5) ISBN (Cambridge) 978-1-108-32417-5 (Student’s Book E-Book, HTL, 4/5 Solo) ISBN 978-3-209-10335-2 (English Unlimited – HTL SB 4/5 + E-Book) ISBN 978-3-209-12966-6 (English Unlimited – HTL SB 4/5 E-Book Solo) ISBN 978-3-209-10339-0 (English Unlimited – HTL SB 4/5 + E-BOOK+) ISBN 978-3-209-12967-3 (English Unlimited – HTL SB 4/5 E-BOOK+ Solo) English Unlimited HTL 4/5, Schülerbuch + E-Book Schulbuchnummer: 210217 English Unlimited HTL 4/5, Schülerbuch mit E-BOOK+ Schulbuchnummer: 210218 English Unlimited HTL 4/5, Schülerbuch E-Book Solo Schulbuchnummer: 211175 English Unlimited HTL 4/5, Schülerbuch E-BOOK+ Solo Schulbuchnummer: 211109 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 14.11.2022, GZ BMBWF-2O21-0.724.488-Präs/15 gemäß § 14 Abs. 2 und 5 des Schulunterrichtsgesetzes, BGBI. Nr.472/86, und gemäß den derzeit geltenden Lehrplänen als für den Unterrichtsgebrauch für den IV.–V. Jahrgang an höheren technischen und gewerblichen Lehranstalten im Unterrichtsgegenstand Englisch geeignet erklärt (Lehrplan 2015). 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 4/5, Schülerbuch mit Audio-CD und CD-ROM, Cambridge University Press und Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, 1. Auflage 2016, ISBN 978-3-209-07520-8 (Autorinnen und Autoren: Alex Tilbury, Leslie Anne Hendra, David Rea, Theresa Clementson, Adrian Doff, Ben Goldstein; Bernd Mayr, Heike Mlakar; unter Mitwirkung von Rob Metcalf, Chris Cavey, Alison Greenwood, Maggie Baigent, Liselotte Pope-Hoffmann & Waltraud Donath) 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. Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at Alex Tilbury Leslie Anne Hendra David Rea Theresa Clementson Adrian Doff Ben Goldstein Barry Jenkins Andrea Zimpernik Bernd Mayr Heike Mlakar With contributions by Rob Metcalf, Chris Cavey, Alison Greenwood, Maggie Baigent, Waltraud Donath & Liselotte Pope-Hoffmann Course consultant: Adrian Doff Coursebook · B2/C1 4/5 HTL English Unlimited Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Contents Discovery Goals Language focus Listening Speaking talk about exploration and discovery explain the benefits of something take part in a meeting describe important issues and priorities choose a subject for a documentary write meeting minutes write a summary write an article Exploration and discovery Describing benefits Using the -ing form Giving and comparing sources Rights and obligations Generating energy The explorer Leif Eriksson Rights and obligations in three countries Explore listening: The moon hoax A podcast on Avi Loeb Choosing important areas for research Discussing issues and priorities Summarising information Rights and obligations Explore speaking: Extraterrestrial life Digital jungle Goals Language focus Listening Speaking talk about crimes and justice justify your point of view talk and write a report about big data give a pitch presentation develop answer strategies to questions describe possible consequences of actions suggest changes to a plan or document talk about designing a site map write an enquiry and an offer put forward an argument in a blog comment Crimes and justice Justifying your point of view Conditional clauses Describing changes Big data A conversation about a site map Technology in different parts of the world Crimes The datafication of life Site maps Technology in Austria Explore speaking: Big data The changing world of work Goals Language focus Listening Speaking interpret maps and facts make comparisons and talk about changes write an email proposing an article talk about globalisation discuss issues in meetings talk about results write a blog post write an article Differences and changes Interpreting meaning Globalisation Talking about the future Results Discussing issues in meetings Two people talking about the maps of the world Sheffield – from steel to green Negotiating an agreement UN organisations Interpreting a map The world’s wealth in 2050 Globalisation Discussing issues in meetings How things have changed Work, work, work Goals Language focus Listening Speaking assess the importance of work analyse changes in the world of work hold a meeting and negotiate an agreement write an article write a blog post and a blog comment describe and evaluate skills give professional answers in a job interview report what people say write a letter of application understand and use telephone expressions Related words Negotiating an agreement Transferable skills Reporting verbs Patterns after verbs Changes in the world of work The future of work Difficulties finding a job Things you’re good at The distribution of work New forms of work Equity and equality Emotional challenges of unemployment Transferable skills Experiences at job interviews Memorable experiences Explore speaking: Telephoning Semester check 1: Units 1–4 Unit 1 7th semester p. 9 p. 20 Unit 2 p. 34 Unit 3 p. 47 Unit 4 p. 63 Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 Reading Writing Extras Explore Why does so much of the ocean remain unexplored … Explore reading: The top eureka moments Meeting minutes about project ideas Explore writing: – A summary of an article – An article about the Kepler Space Telescope Across cultures: Rights and obligations Listening: The moon hoax Reading: The top eureka moments Writing: – A summary of an article – An article about the Kepler Space Telescope Speaking: Extraterrestrial life Reading Writing Extras Explore It was a virtual murder … Technology in the world today Explore reading: Big data and rugby A report about the datafication of life Write an enquiry and an offer for a site map Explore writing: Putting forward an argument in a blog comment Across cultures: Technology Writing: Putting forward an argument in a blog comment Speaking: Big data Reading: Big data and rugby Reading Writing Extras Explore Maps of the world An extract from The World is Flat Explore reading: Rich and poor Describing a map An email proposing an article Explore writing: – A blog post about the distribution of wealth – An article about modern communication Info point: International organisations Reading: Rich and poor Writing: – A blog post about the distribution of wealth – An article about modern communication Reading Writing Explore The future of offices Women and work The job interview: Things not to say and do Explore reading: Choosing a career An article about the employment situation of women in Austria A blog post and a blog comment about unemployment Explore writing: A letter of application Writing: A letter of application Reading: Choosing a career Speaking: Telephoning p. 15 p. 29 p. 43 p. 58 Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 Global mobility Goals Language focus Listening Speaking talk about migration, diversity and inclusion say how you feel about past events in your life write a blog comment make deductions about the past describe strong feelings talk about cultural awareness write a leaflet write a questionnaire / do a survey Reflecting on the past Migration Making deductions about the past Describing strong feelings Languages Nadine and Akram talking about their experiences Cross-cultural incidents Cultural awareness in business Languages in India and the Netherlands Diversity Things you did recently Cross-cultural misunderstandings Cultural awareness Languages Explore speaking: Diversity in EU countries Production and industry Goals Language focus Listening Speaking explain how something is made organise a description talk about 3D printing write a proposal talk about the future of industry write a leaflet give a detailed presentation on a familiar topic write an article Verbs with adverbs and prepositions 1 Organising a description Talking about modern production technologies Organising a talk A tour of a printing press A freelance journalist talking about the ‘information industry’ Explaining the book- making process Making Maldon salt, glass bottles, axes 3D printing The future of the manufacturing industry Giving a talk Working together Goals Language focus Listening Speaking talk about corporate identity and company culture write a blog post write a comment on a corporate blog identify management styles make your case in a disagreement talk about dealing with conflict write a proposal write an article Talking about a company Making your case Verbs with adverbs and prepositions 2 A podcast about a company Making your case Explore listening: Negotiation styles Corporate identity Management styles Compromises Mediators and mediation Conflict management styles quiz Big brother is watching you Goals Language focus Listening Speaking talk about crime and surveillance comment on experiences talk about privacy write a leaflet describe spaces in cities describe how spaces are used outline problems discuss and suggest solutions write a blog comment Surveillance Legal and illegal activities Commenting on experiences Describing spaces Outlining problems Security measures Privacy Post-it© cities Explore listening: Hipsters save the world Surveillance Privacy Post-it© cities Spaces Planning a city square Explore speaking: – Piracy and intellectual property – Cybercrime Semester check 2: Units 5–8 Unit 5 8th semester p. 68 p. 78 Unit 6 p. 90 Unit 7 p. 100 Unit 8 p. 112 Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 Reading Writing Extras Explore Immigration Cross-cultural misunderstandings A blog comment about immigration A web post about a crosscultural misunderstanding A survey on diversity Across cultures: Languages Speaking: Diversity in EU countries Reading Writing Extras Explore ’Industry 4.0’ Explore reading: Solar Polar on the International Space Station A proposal to get the money for a 3D printer A leaflet advertising mass customisation Explore writing: An article about the future of 3D printing Info point: Globalisation and labour conditions Writing: An article about the future of 3D printing Reading: Solar Polar on the International Space Station Reading Writing Explore Company culture Real professionals: The mediator A blog post describing a company A blog comment on a corporate blog A proposal for a peer mediation project Explore writing: An article about classroom technology Listening: Negotiation styles Writing: An article about classroom technology Reading Writing Extras Explore Under CCTV surveillance Post-it© cities A city square in Munich Explore reading: The hackers’ new frontiers A leaflet about cyberbullying Explore writing: A blog comment about music streaming services Across cultures: Piracy and intellectual property Speaking: – Copyright regulations – Cybercrime Writing: A blog comment about filesharing Reading: The hackers’ new frontiers Listening: Hipsters save the world p. 76 p. 87 p. 98 p. 107 Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 Technology and science Goals Language focus Listening Speaking discuss how to access information talk about technological advances write a blog comment about digital technology deliver a confident message write a proposal describe graphs and trends write a business email use project management tools for the diploma thesis Talking about information and knowledge Developments and advances Digital technology and collocations Sounding confident Describing graphs In favour of or against modern technology? The CEO of Demand Media Describing a graph Explore listening: New technology in teaching and language learning Finding out information Digital skills Delivering a confident message Explore speaking: Frontier technologies From design to brands Goals Language focus Listening Speaking discuss design, logos and brands describe effects and influences talk about the image and qualities of products talk about product names and advertising techniques describe the development stages of a new technology measure differences write a professional abstract use advertising language in a leaflet Discussing design Describing objects – past participle clauses Effects and influences Image and qualities Talking about product names Marketing words Describing technology Measuring differences Brand image and qualities A viral video How to write an abstract Explore listening: BEST Design classics Describing an advert Brand images The best-known product names Saving the world Goals Language focus Listening Speaking talk about climate change describe inventions and how they work discuss proposals describe an ongoing process say if actions are justified report and react to a point of view conduct a debate write a blog post write a report Climate change Active and passive infinitives Present progressive active and passive Adverb / adjective collocations Saying if actions are justified Reporting / Reacting to a point of view The Green New Deal Artifical intelligence Reactions to a debate Explore listening: Meat consumption and the environment Proposals to combat climate change Transport Conduct a debate Living ‘off-grid’ in Austria Explore speaking: A greener alternative? Semester check 3: Units 9–11 Thinking about the future Goals Language focus Listening Speaking talk about the future make predictions about the world write an article describe personal hopes and expectations take part in a job interview write a letter of application write a blog comment Predicting the future Future time expressions Interview questions Recruitment Eamonn and Lindie talking about their future Recruitment in different countries Explore listening: – 3D printing Speculating about / Predicting the future Flying cars Job interviews Explore speaking: A revolutionary invention? Preparing for final exams Writing guide Reading Writing Listening Speaking Meeting minutes Blog comment Report Proposal Leaflet Enquiry Blog post (Formal) Letter / Email Offer p. 117 Unit 9 9th semester p. 131 Unit 10 p. 145 Unit 11 p. 156 p. 162 Unit 12 10th semester p. 173 p. 185 Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 Reading Writing Extras Explore Work-life vs. work- technology balance The story of Demand Media Catching technological waves Explore reading: How a stunning aurora video was made A blog comment about digital technology A proposal for IT equipment Explore writing: A business email Info point: Project management and the diploma thesis Speaking: Frontier technologies Writing: A business email Reading: How a stunning aurora video was made Listening: Technology in teaching and language learning Reading Writing Extras Explore The design flaw that almost … How companies name new products The air-powered car A letter of application Explore writing: Using advertising language in a leaflet Info point: Writing an abstract Listening: BEST Writing: Using advertising language in a leaflet Reading Writing Extras Explore Ideas to fight global warming The Sermilik fjord in Greenland Transport A blog post on transport issues Explore writing: – A blog post on alternative lifestyles – A report on transport Across cultures: Living ‘off-grid’ Speaking: A greener alternative? Listening: Meat consumption and the environment Writing: – A blog post on alternative lifestyles – A report on transport Reading Writing Extras Explore Predictions for an inventive future Flying cars Human Resources Assistant Preparing for a job interview abroad An article predicting the future Explore writing: – A letter of application – A blog comment about robots Across cultures: Recruitment Writing: – A letter of application – A blog comment about robots Listening: – 3D printing Speaking: A revolutionary invention? p. 203 Activities p. 228 Key Semester Check p. 215 Vocabulary p. 127 p. 142 p. 153 p. 170 Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 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 and LANGUAGE FOCUS , 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 Across cultures and/or 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. In the Explore section of each unit you practise the task formats which you will encounter in the Standardisierte Reife- und Diplomprüfung. This section may also provide additional language and skills work, aiming to help you become a better communicator in English. Each 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. The final volume of English Unlimited contains the extra part Preparing for final exams and a Writing guide with sample texts to help you pass the Standardisierte Reife- und Diplomprüfung. At the back of the book, there is 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. This is the track number on the teacher’s CD. Audios are also 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, watch videos or read texts on your smartphone or tablet or access additional material. Ó Android iOS Scan the QR code and download the app. Then scan the cover of your Coursebook. To play an audio, watch a video or read a text scan the page or select the audio or other material from the list shown in the app. Nur zu Prüfzwecken – Eigentum des Verlags öbv
Ó 3j8w6a Expanding frontiers for a sustainable future In these pictures, what do you think people are trying to find or find out? How sustainable do you think this is? refinery a space telescope a deep-sea submersible space drone Language focus Exploration and discovery 1 Can you explain how the highlighted expressions differ in meaning? Now look at the pictures again. Make sentences about each picture, using expressions in 2a. Example: A: Maybe they’re searching for new kinds of life. B: Or trying to locate a shipwreck. Do you think these statements are true or false? Talk in pairs. 1 We’ve explored less than 20% of the ocean. 2 The pressure below the sea’s surface decreases the deeper you go. 3 Submersibles are not the only technology to explore the ocean. 4 No one’s ever been to the deepest part of the ocean. 5 There is a coral reef in the Mediterranean Sea. 6 There are many agencies funding deep-sea exploration. b 3 Reading 4 a T F Match 1–10 with the most likely ending, A or B. 2 a 1 explore A a new species 2 discover B the sea 3 scan A the night sky 4 detect B a radio signal 5 map A alternative sources of metals 6 locate B an unexplored area 7 search for A climate change 8 do research into B treasure 9 find evidence of A extra-terrestrial life 10 reach B the bottom of the sea 9 1Unit Discovery choose a subject for a documentary write meeting minutes write a summary write an article Goals talk about exploration and discovery explain the benefits of something take part in a meeting describe important issues and priorities Nur zu Prüfzwecken – Eigentum des Verlags öbv
Read the article to check. b Why does so much of the ocean remain unexplored and unprotected? By Emily Petsko Scientists have successfully photographed a black hole, landed rovers on Mars, and sent spacecraft to the dark side of the moon. Yet, one of the last unknown frontiers is on our very own planet. More than 80% of the ocean remains unexplored. And because it’s difficult to protect what we don’t know, only about 7% of the world’s oceans are designated as marine protected areas (MPAs). A body of water that covers most of Earth’s surface remains one of the most vulnerable – and least understood – places in the universe. One of the biggest challenges of ocean exploration comes down to physics. Zero visibility, extremely cold temperatures, and high pressure characterize the ocean at great depths. The pressure of the air pushing down on your body at sea level is about 15 pounds per square inch (6.452cm2). If you went up into space, above the Earth’s atmosphere, the pressure would decrease to zero. However, if you went diving, those forces would start to stack up the further down you went. “On a dive to the bottom of the Mariana Trench, which is nearly 7 miles deep, you’re talking about over 1,000 times more pressure than at the surface,” Dr. Gene Carl Feldman, an oceanographer at NASA’s Goddard Space Flight Center, said. “That’s the equivalent of the weight of 50 jumbo jets pressing on your body.” Yet things live down there. Of course, human-occupied submersibles aren’t the only way to explore and study the ocean. We can even learn some lessons from space. Satellite technologies have been used since the 1970s to capture detailed images of the ocean within minutes, while it would take a ship 10 years of continuous sampling to collect the same number of measurements, according to Feldman. Ocean exploration technologies have come a long way. Floats and drifters, devices that rely on ocean currents to carry them while they collect data, have been complemented in recent years by a huge fleet of underwater vehicles. This can include humanoccupied vehicles (HOVs), remotely-operated ones (ROVs), and autonomous and hybrid ones. Using a combination of technologies on expeditions has enabled humans to venture to previously unexplored waters. In 2012, the film director James Cameron set a record when he visited the Mariana Trench – the deepest part of the ocean – in a “vertical torpedo” sub. Seven years later a submersible even reached the bottom of the Challenger Deep in the Mariana Trench. Explorer and businessman Victor Vescovo descended 35,853 feet (10,927 meters) into the Pacific Ocean, breaking the record for deepest dive ever. In Europe’s biodiversity hotspots, expeditions resulted in the first-ever record of a live brownsnout spookfish, as well as the documentation of two starfish species, one black coral, and one stony coral that were previously thought to only live in the Atlantic Ocean. The exploration of a seamount near Morocco led to the discovery of a deep-sea coral reef – the only one of its kind that is still growing in the Mediterranean Sea. Nearly 4 million square miles of ocean has been protected so far – and expeditions have played an important part in this development. Expeditions take photographs, video footage, scientific data and narratives that help to expand protected area. It is absolutely vital for the protection of the sea to collect more information. The results of exploring the sea would help to define new areas which should be protected, but many agencies around the world are reluctant to fund projects where there are too many unknowns. “Since we don’t know how all the pieces fit together, setting aside areas where we just say, ‘We’re leaving these alone’ or ‘We’re going to have minimal intervention’ is perhaps the safest thing to do until we know better,” Feldman said. “The idea of setting aside areas that are environmentally important and unique is probably a really smart move until we can get smarter about how we manage the ocean.” Read the article again and then talk in pairs. In the writer’s opinion: 1 What are the benefits and drawbacks of ocean exploration technologies? 2 What are the benefits of deep-sea exploration? Talk in pairs or small groups. Give your opinions. 1 Why is so much money spent on exploring the oceans? Is this justified? Why? / Why not? 2 If you could travel into the deep sea or into space, which would you choose? Why? 5 a b 10 Language skills Extras Explore 1 Discovery Nur zu Prüfzwecken – Eigentum des Verlags öbv
Which words and expressions in the boxes can you use to complete sentences 1–3? 1 Satellite technology … to look at our planet. 2 It is absolutely … for the protection of the sea. 3 The results of exploring the sea would … all our lives. Media task. The United Nations has published 17 Sustainable Development Goals (SDGs) that should be achieved by 2030. Work in pairs. Go online and research details. Choose five that you consider most important. Write sentences to explain each choice, using the language in 6. Example: More marine protected areas would allow us to study and preserve the oceans. It would enable us to understand how the rich and fragile underwater world works. With your partner, discuss innovations you would like to see in your chosen SDGs. Example: I am convinced that many more solar-powered ocean-cleaning ships are needed to clear all the plastic that is floating around. Business training. Work in groups. You are employees of a European Non-Profit Organisation that has a budget for two projects within the United Nations SDG initiatives. Hold a meeting to work out your two favoured projects. In the meeting you should: ■■ discuss your choice of SDGs. ■■ argue why your SDGs are important. ■■ decide on two projects that will be realised. Use language for agreeing and disagreeing. Work with your original partner again. Talk about the meeting and make notes. ■■ What ideas were put forward? ■■ How did you argue for or against the possible project ideas? ■■ Whose ideas were adopted and in what way? Use your notes to write the minutes of your meeting. The text will be sent to the management board, so remember to use formal language. In your minutes, you should: ■■ describe the different ideas. ■■ argue for or against the project ideas. ■■ explain whose ideas were adopted and in what way. Write around 150 words. 1 Writing guide: Minutes, p. 185. Language focus Describing benefits 6 allow us essential improve vital enable us benefit have a positive effect on crucial be of (considerable) benefit to give us the ability 7 a b c Speaking 8 Expressing opinions Agreeing Disagreeing I think / I believe / I’m sure / I guess / I’m convinced / If you ask me / It’s obvious / There’s no doubt that I absolutely agree with you. / I think so too. / Exactly! / That’s the way I see it. / I couldn’t agree more. I don’t think so. / This won’t work. / I’m afraid, I have to disagree with you. / I’m not sure this will work. / Yes, but … / I see your point, however … Writing 9 a b Language skills Extras Explore 1 Discovery 11 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Innovative technology What do you associate with renewable energy generation and cutting-edge energy technology? Use an online dictionary for special terminology. Talk in pairs and make a list of technical vocabulary. Example: hydroelectric power plant, wind turbines Listen to the report on a new way of generating electricity and answer the questions. 1 Where was the research conducted? 2 What is the basic principle of the technology? 3 What are the major advantages of this technology? Why? Complete the phrases with the verbs in the boxes. 1 with an organic solvent 5 a new feature 2 chemical reactions 6 from research on carbon nanotubes 3 particles in a solvent 7 from the coated to the uncoated part 4 electrons out of particles Talk in pairs. Use the phrases in 10c in your own sentences. 1 Should we do more research in the field of energy generation or should we rather save energy? Why? / Why not? 2 What other natural processes could we use as a model to create innovative technology? Look up the term biomimicry and research examples for a discussion. Listen to the report again and complete the sentences. 1 This technology therefore involves without wires. 2 After that carbon nanotubes can generate […] “thermopower waves” for the first time in 2010, the researchers uncovered a related feature of carbon nanotubes. 3 The created electricity-generating particles by carbon nanotubes. 4 these particles in an organic solvent causes the solvent to adhere to the uncoated surface of the particles. As the system tries to keep the balance, the electrons move back and forth. 5 MIT researchers on the next steps. 6 The idea of generating energy from the environment to power these robots . Read the information. Match A–F with the -ing forms in the sentences 1–6 above. Listening 10 a b 1 3jm3yx c drive submerge result uncover draw flow interact d Language focus Using the -ing form 11 1 3jm3yx 12 You can use the -ing form of a verb in different ways: A as the subject in a sentence D as part of a progressive verb form B after prepositions (at, by, of, in, than, with, etc.) E as an adjective C after certain verbs (admit, begin, finish, miss, involve, enjoy, etc.) F after time linkers (after, before, since, when, while, etc.) 12 Language skills Extras Explore 1 Discovery Nur zu Prüfzwecken – Eigentum des Verlags öbv
Listen to the researcher’s talk about Leif Eriksson. In what order did Eriksson visit these places? Labrador Baffin Island Vinland Norway Listen again and answer the questions. 1 When was Eriksson born? 4 What was Vinland like? 2 How did he arrive in North America? 5 When did Eriksson die? 3 How many men travelled with him? 6 Where might Vinland have been? Replace each underlined part in 1–7 with an expression from the boxes that has a similar meaning. 1 Depending on where you look, he was born around 970 or 975. 2 In one version, he was blown off course by bad weather. 3 Other sources state that he was following the route of an earlier explorer. 4 In one article, it says that he sailed with thirty-five men. 5 Interestingly, several sites say nothing about any companions. 6 Most sources agree that Leif Eriksson died in about 1020. 7 Where exactly was Vinland? Sources differ on this question. 16 2 3jt2na 17 2 3jt2na Language focus 18 Giving and comparing sources claim who you ask are in agreement make no mention of mentions According to vary Work alone. Complete these sentences about technological advances with your own ideas, using -ing forms where you can. Your country Your personal life 1 A lot of people are concerned about … 6 … is my main focus at the moment. 2 The government should focus on … 7 … can sometimes be a problem. 3 I think … should be the top priority 8 … takes up a lot of my time. 4 In the hope of … we could … 9 I admit … is not environmentally friendly, but … 5 If we want to tackle climate change, we have to succeed in … 10 I am concerned about … Listen to each other’s sentences. How similar are your ideas? Choosing a subject for a documentary Watch the video (QuickMedia) and look at the pictures. Janine Benyus and the four people below all crossed frontiers or made discoveries. Do you know, or can you guess: A where they were/are from? B in which field they excelled? C anything else about them? 13 Speaking 14 Listening 15 Leif Eriksson Jack Kilby Hedy Lamarr Robert Noyce Language skills Extras Explore 1 Discovery 13 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Media task. Work in groups. Go online and research the other people in 15. Decide who would make the best subject for a documentary. Make notes of important facts and figures. Did you notice any differences between the sources? Plan to give a brief summary of the information about your person and his/her field of expertise. Choose language from 18. Form groups of four people each specialising on one person in 15. Hold a meeting in which you present your summaries. ■■ Say why your researcher and his specialty would make the best subject for a documentary, and why. ■■ Agree and disagree on each other’s opinions. Make a final decision and tell the class who you chose, and explain why. Write minutes of your meeting. 19 a b Speaking 20 a b c Across cultures: Rights and obligations Listen to Gavin, Hikari and Ryan talking about things they do in their countries. 1 What activity does each person talk about? 2 Who talks about an activity: A they have to do? B they have the right to do? Listen again and answer the questions. Gavin Hikari Ryan 1 What’s ‘the right to roam’? 4 What areas do the families clean? 7 What’s the voting rate now? 2 Where can’t people walk? 5 What’s the money collected for? 8 What happens if you don’t vote? 3 What’s the countryside code? 6 Why don’t they mind this duty? 9 Why does Ryan like this system? What is your opinion about the things these people describe? Does Austria have anything similar? Gather information online and report your findings in class. Which of these sentences describe rights or freedom to do something? Which describe obligations? 1 Hikers have the right to walk on public or privately owned land. 2 Landowners are obliged to let us walk on their land. 3 Walkers are expected to obey the countryside code. 4 They’re free to pass through people’s land. 5 It’s our duty to organise this in turn. 6 We have the option of hiring someone to do the cleaning. 7 It’s compulsory to vote here. 8 My brother thinks we should have the freedom to vote or not, as we choose. Listening 21 a 3k78ri 3 b c Language focus 22 Rights and obligations right 14 Language skills Extras Explore 1 Discovery Nur zu Prüfzwecken – Eigentum des Verlags öbv
Choose four or five of these topics. In Austria, what rights do people have in each case? What obligations do they have? Make notes about your ideas, choosing expressions from 22. ■■ the family ■■ the workplace ■■ the neighbourhood ■■ the countryside ■■ public places ■■ advertising ■■ driving ■■ animals ■■ documents ■■ licences ■■ demonstrations or public meetings ■■ school or university education Talk in groups and compare your ideas. To what extent do people take these rights and obligations seriously? Think of other countries and cultures you know of. How similar are the rights and obligations there? Speaking 23 a b c d Explore listening: The moon hoax You are going to listen to a conversation about ‘The moon hoax’, a number of arguments that cast doubt on the authenticity of the first moon landing by US astronauts. First, you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, choose the correct answer (A, B, C or D) for questions 1–6. Put a cross ( ) in the correct box. The first one (0) has been done for you. After the second listening, you will have 45 seconds to check your answers. 24 4 3k7v9z 0 Some Americans believe in the moon hoax A because they are sceptics. B because of a TV programme. C because it is true. D because of official NASA statements. 1 Jordie says the flag is waving A because of the solar wind. B because of the astronaut handling it. C because of the moon’s gravity. D because of the draught in the studio. 2 He says the shadows A completely line up. B are caused by artificial studio lighting. C are created by computer software. D are cast by surface reflections. 3 According to Jordie, the blast crater wasn’t big because A the capsule had many rocket engines. B only a small rocket engine was needed. C the capsule just drifted away. D of the hard rock surface of the moon. 4 The lack of sound doesn’t bother him as A the rocket wasn’t very powerful. B the noise was filtered by the skin of the capsule. C no microphone was used. D sound can’t travel through empty space. 5 In Jordie’s view, people are influenced by A space movies. B real footage. C university studies. D astrophysicists. 6 The conspiracy argument was disproved by A NASA. B some magazines. C some universities. D some TV programmes. 15 Language skills Extras Explore 1 Discovery Nur zu Prüfzwecken – Eigentum des Verlags öbv
Explore reading: The top eureka moments Read the text about The top eureka moments in science. Some parts are missing. Choose the correct part (A–K) for each gap (1–8). 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. 25 The top eureka moments Most inventions and scientific advances really come after hours and hours of hard work in the lab and years of trying to get funding. But the following stories represent times (0) like a bolt out of the blue and the world was changed by that eureka moment. Either that, or perhaps these scientists are just the ones with the best PR. Special relativity It was only very recently that psychologists discovered the science behind eureka, or aha moments. That eureka moment involves first being stuck and (1) . That’s exactly how special relativity came to Einstein. For years, he had been trying to reconcile – or prove – one of two seemingly contradictory theories about space and time. But then, while riding a street car home one day, he was struck by the sight of (2) . The answer was simple and elegant: time can pass at different rates throughout the universe, depending on how fast you move. Alternating current Nikola Tesla was one of those strange people for whom eureka moments (3) . Ideas for inventions would spring from his head, fully formed, like Athena. One of his most famous eurekas, though, was the idea for alternating current. From the first time, he saw direct current demonstrated, Tesla knew that there had to be a better way, but the answer eluded him. One day he was out for a walk (quoting Faust, according to legend) when it just came to him. He used his walking stick to draw a picture explaining how alternating current would work (4) . Tesla partnered with George Westinghouse to advocate for Alternating Current, or AC, over Thomas Edison’s DC, or Direct Current. AC (5) , but not before a publicity battle so bitter that it would put many of today’s political campaigns to shame. Nerve impulses transmitted chemically Otto Loewi discovered that nerve impulses were transmitted chemically, not electronically, all thanks to a dream. In the early 1900s, scientists first (6) of the chemical transmission of nerve impulses, but 15 years later it was still just that – a hypothesis. Otto Loewi was about to change all that. The story goes that just before Easter Sunday, in 1920, Loewi dreamed of an experiment he could do that would prove once and for all how nerve impulses were transmitted. He woke up in the middle of the night, excited and happy, scribbled the experiment down and went back to sleep. When he woke up, he (7) . Luckily, he had the same dream the next night. The experiment and his later work earned him the title “The Father of Neuroscience”. Archimedes and the golden crown He may not have been the first person in history to get a sudden flash of inspiration, but Archimedes is the man who made eureka famous. It all started when King Hiero II grew sceptical about his new crown, which was shaped like a laurel leaf. The king wanted to know whether the crown was solid gold, or if some other metal had been added. It was up to Archimedes to figure this out. Only there was one catch: he couldn’t destroy the crown. After what probably felt like days with the Jeopardy theme song playing in his head ad nauseam, Archimedes drew a bath, and suddenly it all became clear. He could determine the density of the crown by noting how much water it displaced. If any other material (8) to the crown, it would be less dense than if it were made entirely of gold. Archimedes was so excited that he ran naked through the streets (remember, he was about to take a bath) shouting, “Eureka! I have found it!” 16 Language skills Extras Explore 1 Discovery Nur zu Prüfzwecken – Eigentum des Verlags öbv
A Bern’s famous clock tower B couldn’t read his notes C to his walking partner D when inspiration struck E had been added F had a wild dream G proposed the idea H then relaxing your mind I were not welcome J eventually was adopted K were the norm 0 1 2 3 4 5 6 7 8 D Explore writing 1: A summary Read the information about ’Oumuamua, the first known interstellar object, which was detected in 2017. Discuss the questions below. 26 Avi Loeb, a Harvard University astrophysicist, has produced pioneering and provocative research on black holes, gamma-ray bursts, the early universe and other standard topics of his field. But for more than a decade he has also researched a more controversial subject – namely, space aliens, including how to find them. In late 2017, when astronomers around the world tried to study an enigmatic interstellar visitor – the first ever seen – that briefly came within range of their telescopes. The object’s discoverers named it ’Oumuamua – a Hawaiian term that roughly translates to “scout.” The examinations of this celestial passerby showed it had several properties that could not be defined as occurring naturally. ’Oumuamua’s apparent shape – which was like a 100-meter-long cigar or pancake – did not closely resemble any known asteroid or comet. Neither did its brightness, which revealed ’Oumuamua was at least 10 times more reflective than one of our solar system’s typical space rocks – shiny enough to suggest the gleam of burnished metal. Most strangely, the object sped up faster than could be explained by our star’s decreasing gravitational grip alone. To Loeb, the most plausible explanation was as obvious as it was sensational: taken together with its possibly pancake-like shape and high reflectivity, ’Oumuamua’s unusual acceleration made perfect sense if the object was in fact a light sail – perhaps a derelict from some long-expired galactic culture. He even argued that ’Oumuamua had been nothing less than humanity’s first contact with an artifact of extraterrestrial intelligence … 1 Do you think there’s life on other planets? 2 Is exploring the universe a worthwhile activity? 3 What do you think about ’Oumuamua? Could it have been sent from another civilisation? You’re going to listen to a podcast on Avi Loeb’s hypothesis and its reception worldwide. What did Avi Loeb experience? Work with a partner and write a list of key facts. Listen again to check. 27 a 5 3k8rv3 b 17 Language skills Extras Explore 1 Discovery Nur zu Prüfzwecken – Eigentum des Verlags öbv
Read two summaries of the podcast. Which do you think is best? Why? 28 a Avi Loeb claims that it would be arrogant to think we are alone in the universe. This idea was reinforced after sighting an interstellar asteroid, which was a huge, pancake-shaped sail, thinner than a millimetre. Also Loeb’s colleague, Bialy supported the thesis in a scientific paper. It seems the two scientists enjoyed their instant fame; they gave many interviews and were quoted in different social media. Other scientists had more realistic theories and criticised Loeb strongly, which made him upset. A In October 2017, an interstellar object, which was named ’Oumuamua, was detected. It had extraordinary characteristics that could not be classified as natural. After conducting research, the astrophysicist Avi Loeb claimed that it could be an object from a different civilisation. This hypothesis made him famous overnight. Yet, his fellow researchers and scientists voiced a lot of criticism and even made fun of him. B How do the summaries match (or fail to match) these points? Discuss with a partner. Write a summary of the article on p. 10. Follow the points above and aim for about 100 words. b A summary should: 1 be easy to understand. 2 include all the main points of the original, without unnecessary details. 3 not include your own opinions or reactions. 4 not include any unnecessary words and expressions. 5 be written in your own words, without copying sections of the original. 6 be written in complete sentences, linked to make a paragraph. c Explore writing 2: An article about the Kepler Space Telescope Your school magazine Wir sind HTL publishes one issue out of two per year in English. The editorial team has dedicated the next English issue to the topic ‘New frontiers’. This is the information you’ve collected. Read the text. What is the text and the chart about? 29 a The number of new candidate exoplanets – planets that orbit other stars – has increased by 521 from the analysis of observations conducted from May 2009 to May 2013, raising the number of planet candidates detected by the Kepler mission to 4,696. Twelve of the new planet candidates have diameters between one to two times that of Earth, and orbit in their star’s habitable zone. Of these, nine orbit stars are similar to our sun in size and temperature. The ‘circumstellar habitable zone’ (CHZ) is defined as the region around a star where water could be found on the surface of an Earth-like planet. 72 – larger (15–25 R ) 289 – Jupiter-size (6–15 R ) 1,592 – Neptune-size (2–6 R ) 1,322 – Super Earth-size (1.25–2 R ) As of July 23, 2015 955 – Earth-size (<1.25 R ) 18 Language skills Extras Explore 1 Discovery 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. talk about exploration and discovery explain the benefits of something take part in a meeting describe important issues and priorities choose a subject for a documentary write meeting minutes write a summary write an article 19 You have offered to write an article about the observations of the Kepler Space Telescope. In your article, you should: ■■ outline your findings. ■■ argue why you think / why you don’t think the search for earth-like planets is important. ■■ evaluate how this can help understand our existence and appreciate the conditions of life on Earth. Write around 250 words. 1 Writing guide: Article, p. 191. b Explore speaking: Extraterrestrial life Topic area: Science and research Focus: Extraterrestrial life Situation: Your school features a debating society where presentations and discussions also take part in English. This month’s topic is ‘Extraterrestrial life’. Individual long turn (4–5 minutes): At the next session, you have to present a few facts about ’Oumuamua and the scientific debate surrounding it. In your presentation, you should: ■■ outline the significance of the sighting of ’Oumuamua using the information from 26. ■■ present the findings of the chart in 29. ■■ analyse possible consequences for future space explorations. Interaction (8–10 minutes): After the presentation, you have a discussion with another member of the debating society. The discussion starts from the following statement: You should: ■■ speculate about what such a contact scenario could look like. ■■ discuss whether extraterrestrial contact could have any technological benefits for mankind. ■■ assess the likelihood that extraterrestrial life forms will ever visit Earth. 30 “If aliens visit us, the outcome would be much as when Columbus landed in America, which didn’t turn out well for the Native Americans.” (Stephen Hawking) Language skills Extras Explore 1 Discovery Nur zu Prüfzwecken – Eigentum des Verlags öbv
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