HUM Rea Clementson Tilbury Hendra Jenkins Zimpernik Donath Mayr Mlakar Pope-Hoffmann English Unlimited Coursebook B1 + 3 Auch mit E-Book+ erhältlich
2. 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 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, Kate Charlesworth, Maxwell Dorsey, Mark Duffin, Julian Mosedale, Sean Sims, Ben Swift, Dan Taylor, Lucy Truman Herstellung: Daniela Hochmayer, Wien Redaktion: Susanna Theuer, Wien; Jack Bourke, Cambridge; Celia Driver, Cambridge Satz: Adam Silye, Wien Druck: Ferdinand Berger & Söhne Ges.m.b.H., Horn ISBN (Cambridge) 978-1-009-18129-7 (Student’s Book, HUM, 3) ISBN (Cambridge) 978-1-108-77311-9 (Student’s Book + E-Book, HUM, 3) ISBN 978-3-209-10298-0 (English Unlimited – HUM SB 3 + E-Book) ISBN 978-3-209-10304-8 (English Unlimited – HUM SB 3 + E-BOOK+) English Unlimited HUM 3. Coursebook, Schülerbuch + E-Book Schulbuchnummer: 200168 English Unlimited HUM 3. Coursebook, Schülerbuch mit E-BOOK+ Schulbuchnummer: 200398 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 18.05.2021, GZ BMBWF-5.018/0070-Präs/14/2019 gemäß 5 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 Lehranstalten für wirtschaftliche Berufe im Unterrichtsgegenstand Englisch (Lehrplan 2016) für den III. Jahrgang an Höheren Lehranstalten für Mode im Unterrichtsgegenstand Englisch (Lehrplan 2016) für den III. Jahrgang an Höheren Lehranstalten für Tourismus im Unterrichtsgegenstand Englisch (Lehrplan 2016) geeignet erklärt. Dieses Werk wurde auf der Grundlage eines zielorientierten Lehrplans verfasst. Konkretisierung, Gewichtung und Umsetzung der Inhalte erfolgen durch die Lehrerinnen und Lehrer. Die Bearbeitung erfolgte auf der Grundlage von: English Unlimited HAK/HUM 3, Schülerbuch mit Audio-CD und CD-ROM, Cambridge University Press und Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, 1. Auflage 2014, ISBN 978-3-209-07531-4 (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 Baigent & Nick Robinson Course consultant: Adrian Doff Coursebook · B1+ 3 HUM 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 TV show or film write a film review for a website Habits and preferences Talking about facts and infomation Evaluating and recommending Describing books / 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 and social media 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: Talking about trends in tourism 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 Linking expressions 1 Multi-word verbs: managing money Using online services Giving reasons Verb + -ing Dorothy’s story Kiarra’s podcast Calling a helpline How teenagers should manage their money A dialogue at the bank Semester check: Units 1–5 Unit 1 5th semester p. 7 p. 20 Unit 2 p. 29 Unit 3 p. 43 Unit 4 Unit 5 p. 53 p. 64 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: Tradition or tourism? A blog post about media use A review of a film or series Explore writing: An online film review Across cultures: Intercultural experiences Info point: Company structure Reading: Tradition or tourism? Listening: Online habits Writing: An online film review 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 Five ways social media is transforming tourism Mobile phone addiction Explore reading: Facebook stories A blog for an online discussion platform An email to a newspaper A formal letter to your head teacher Keyword: so, such Reading: Facebook stories Listening: A conversation about satnav Speaking: Clarifying things 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 Dress code or power styling? What is intelligence? Explore reading: Views on personality A letter of application with enclosed CV A flyer Explore writing: Taking notes (and writing a memo) Across cultures: Attitudes to success Info point: Types of business organisations in the tourism industry Writing: Taking notes (and writing a memo) Reading: Views on personality Listening: Talking about trends in tourism 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: Top five replicas of architectural sites in China An article 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 Reading: Top five replicas of architectural sites in China Speaking: Presenting products and services Speaking Reading Writing Extras Explore Talking about universities in the USA Talking about money Explore speaking: Explaining and saying you (don’t) understand Jack Monroe Following instructions An email about Dorothy Ordering a book Writing instructions Writing a blog post giving advice Info point: Health and nutrition Speaking: Explaining and saying you (don’t) understand p. 16 p. 26 p. 39 p. 50 p. 62 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 problems with tourism use expressions to soften opinions and disagreements express opinions and have a discussion write a letter to the editor Natural events Tourism and the environment Linking expressions 2 Expressions to soften opinions and disagreements Keyword: mean Narrative verb forms Comparing A podcast on extreme weather and climate change Fran talks about a natural disaster A phone-in programme Sandstown airport Fiction and reality 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: Units 6–10 Business communication Goals make and receive business calls write memos, emails and business letters make and reply to enquiries take notes during a telephone call write and confirm orders write complaints and adjustments write flyers, leaflets and brochures give presentations and write handouts get to know useful expressions for video conferences p. 70 Unit 6 6th semester p. 85 Unit 7 p. 98 Unit 8 p. 111 Unit 9 p. 124 Unit 10 p. 136 p. 142 B 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 Talking about tourism Discussing ways to reduce your carbon footprint Having a debate The odyssey of prawns Come on, go green Sandstown airport A fundraising flyer Explore writing: A letter to the editor Keyword: mean 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 – More 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: The European Union Writing: An email giving information about a trip Speaking: – Giving a talk – 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 Tourism and overcrowding 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. 163 Activities p. 176 Writing guide p. 184 Grammar reference and practice p. 194 Vocabulary p. 205 Key Semester Check p. 81 p. 96 p. 106 p. 120 p. 131 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 HUM-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 oral and written communication as they are used in business contexts. Audios and sample texts provide examples of authentic business English and help you practise what you have learned. At the back of the book, there is a Writing guide describing some of the text types you may need for the Standardisierte Reife- und Diplomprüfung, as well as 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 2tf5uz 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 trends channels Listening 1 Listen to four people talking about their favourite forms of entertainment. Who prefers what? 2 a n8bi6w 1 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 1 Unit describe a TV show or film write a film review for a website Goals talk about information, films and entertainment media talk about habits express preferences and make recommendations Global media 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. 184. 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. 164. Talk together. 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 n8bi6w 1 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. 184 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. 178. 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 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 they used with 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 V rlags 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 TV show or film Look at the posters for One Day and Downton Abbey 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, films and TV shows. 1 Were your ideas about One Day and Downton Abbey 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 below. 1 It’s by someone called . 6 It’s based on . 2 It’s quite a well-known . 7 It has in it. 3 It’s about this girl who . 8 It looks at . 4 My friends say it’s . 9 It’s a really . 5 I found 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 84mw2r 2 c Vocabulary Describing books and TV shows 15 a book amazing interesting book Rachel Ward the lives of two young people has a special gift how to cook great meals Maggie Smith boring a family’s life 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. If you need help, look at the Writing coach on p. 18. 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 9g9mq3 3 19 a 20 s4q67y 4 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 these words. 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 25 a Now look at the diagram showing the structure of a large hotel. Some of the terms are different. Try to find the same functions as in 25a and explain them in your own words. b General Manager Personnel Accounting Reservations Security Bars Telephone Rooms Division Housekeeping Engineering Restaurants Purchasing Marketing & Sales Convention Services Uniformed Service Room Service Banquet & Catering Food Production (Chef) Front Office Food & Beverage Executive Assistant Manager The following expressions might be useful: Media task. Some Austrian businesses are known internationally 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, or touristic experiences 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 a hotel …, the highest position may be called … . Personnel is responsible for … . 26 15 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
Explore reading: Tradition or tourism? Read the information provided by a website about responsible travel. 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 Tradition or tourism? How to spot the difference Travelling introduces us to different ways of life and gives us countless opportunities to learn about other cultures. But are some experiences manufactured purely for tourism? And, if so, is that OK? Often so-called cultural experiences included in tour programmes are not authentic. Such a manufactured cultural experience is one that only exists for tourists, rather than reflecting the way a community or culture really live or have lived. One of our editors recalls a show that had authentic origins but was ruined by artificial elements. “I experienced a desert belly dance show outside Dubai, which felt more like a Disney resort show,” he explains. “The majority of visitors were happy as the lack of authenticity escaped them. Clearly this activity only existed for the tourists.” To learn about the background of a cultural experience, read reviews and customer comments, and ask the tour operator questions; is it run by locals, where do the profits from the experience go, have the local people been consulted in the creation of this activity, and is the experience respectful? Also, you might want to ask yourself what you want to get out of the experience – is it just to take something from the people, or to share something with them? Find out about the community you are visiting; who are they, what is their history as well as the current situation? Don’t we all agree that a visit should be safe and enjoyable for both them and us? A central question for the tour operator as well as the tourist is whether the displayed cultural experience would be this way without the tourists. Many responsible tour operators say it depends on the nature of the experience. If a ritual is sacred, it should be private, and if it’s public, it should be performed only on the proper date or place. A tradition should not be on sale, or expected to be, simply because it is interesting. Rituals and other cultural experiences offered as entertainment, or as a snapshot of a culture’s history, still have their place. However, cultures aren’t static and to expect a group to keep dressing in a certain way or performing traditional songs to suit the expectation of travellers is wrong; all cultures need to develop. Do you want to experience a culture as it is now, or as it was? Because a ritual or tradition is old, does that make it more important than the way people live today? Natasha Martin from Bannikin Travel prefers to live in the now. She finds experiencing ‘modern culture’ to be much more interesting than what she calls ‘frozen culture’ – those cultural experiences that tourism boards and tour operators promote, but that may not actually exist anymore. Finally, any experiences that are exploiting or abusing people or animals should obviously be avoided and reported. 0 What does the headline mean? A traditions and tourism have nothing to do with each other B touristic events never represent authentic traditions C how to spot and understand different traditions differentiate between touristic events and local traditions 1 Travelling A introduces us to manufactured experiences. B provides a chance to learn about different cultures. C requires an understanding of other cultures. D makes us change our way of life. D 2 Experiences created for tourists A always exploit local communities. B usually have authentic origins.. C do not include the local people. D do not really represent local ways of life. 3 Most of the tourists in Dubai A knew that the belly dance show was fake B did not mind the lack of authenticity C did not enjoy the belly dance show D thought the belly dance show was authentic 16 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eig ntum 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? 4 In order to understand whether a cultural experience is authentic, A tourists should consult local people B tourists should do research beforehand C tourists should help to run the experience D tourists should ask respectful questions 5 What should tourists consider before booking a cultural experience? A Is the local history interesting? B Can I visit the event safely? C Will the tourists and the locals enjoy it? D What can I acquire from the local people? 6 Traditions should not be on sale means that A the entertainment should not be cheap. B all rituals should be shown for free. C they should only be performed privately. D not all traditions should be accessible to tourists. 7 What do cultures do when they develop? A They change over time. B Their traditions remain unchanged. C They dress in a certain way. D They create new songs. 8 Natasha Martin’s view is that A it is important to see traditions before they are lost. B tourists aren’t interested in seeing ‘frozen culture’. C tour operators should promote cultural experiences more. D it is more rewarding to see how people live today. 28 26w8y6 5 about three hours 29 17 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
Explore writing: Writing an online film review Work in pairs and discuss these questions: 1 Do you like horror stories? Why? Why not? 2 Why do you think so many people like watching scary movies? 3 In 2019 the film: Scary Stories to Tell in the Dark was published. Did you watch it? If so, what did you like about it? If not, what do you think it is about? Read the online review of the film and find out where the Writing coach tips 1–6 have been incorporated in the text. Put the number of the tip next to the corresponding paragraph: 30 a b 1 Mention basic facts at the beginning. 2 Come up with an interesting fact or opinion on the movie; give your readers a feel for your review: did you like the film? 3 Analyse performance of actors; add details from the film to support your arguments. 4 Provide a short summary of the film; include personal impressions and feelings. 6 Provide some closure; remember, people read reviews to decide whether or not to watch a movie. 5 Move beyond plot analysis; talk about the script, music and sound or camera work. Choose a TV show or film you like and write four sentences recommending it. Use some of the highlighted expressions in the review on the next page. Look at your sentences together. Would you like to watch the film your partner recommended? 31 a b Write a review of a film (around 250 words) to be published on your school website. Include pictures. Use the review of Scary Stories to Tell in the Dark and the Writing coach tips to help you. You should: ■■ briefly describe the film ■■ explain what you like about it ■■ discuss what kind of person would enjoy the film Bring your review to the next lesson. Display your reviews in class. Read the other students’ reviews. Which film would you most like to watch? Why? 32 a b 18 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
Storybook horror I recently saw Scary Stories to Tell in the Dark, directed by André Ovredal, and was completely thrilled with the movie. It was produced in 2019 and is based on Alvin Schwartz’s creepy tales; a scary movie that is set in 1968, in the small Pennsylvania factory town of Mill Valley, where a group of teens discovers an old book that writes terrible fates for the town’s inhabitants. This movie is filled with amazing actors who truly make the film. First, Zoe Colletti brilliantly plays the imaginative and socially isolated high school student, Stella. Michael Garza gives an absolutely amazing performance as the Mexican-American Ramón. And Gabriel Rush, who plays the nerdy Auggie, is really fantastic in his goofy Halloween costume. The casting for this movie is truly perfect, and the actors do not disappoint. As mentioned, the horrors are all connected to an old storybook that the five teenage friends take away from an old, haunted house. The ghost of the family’s daughter, Sarah, is supposed to be locked inside the book. She lures children to the house, by means of the scary stories that she tells through the walls, and then kills them. In the course of their exploration, gruesome tales start to unfold. Stella, who keeps the book, finds it to be a volume of stories. This book, in the movie’s finest inspiration, contains blank pages on which fables begin to write themselves, as if by an unseen hand, in blood-red writing. These tales, it’s soon discovered, are designed to catch the teenagers of Mill Valley, one at a time … I thought I had seen enough scary films, but some of the scenes in this one really got to me. You will get into the movie so quickly, and you’ll be on the edge of your seat waiting to see what will happen in the end. One of the best things about this movie is the visual tricks André Ovredal used incredibly skilfully to make the many spine-tingling sequences stick out in their own way. You can’t help but hold on tight to whatever you have in your hands as the story unfolds, which includes a bit of American political history, racism and the dreadful Vietnam War. “Scary Stories” takes you back to old-fashioned clans of investigative teenagers as they feel their way through life’s fears. Finally, I love how the script of this film keeps excitement alive in every scene. Just when everything seems to finally be going right, it can turn around in an instant, and then something really creepy happens, leaving your nerves on edge. Overall, Stella’s discovery of the truth about Sarah becomes a crucial element of the plot. It offers her a way to put an end to Sarah’s reign of terror. Ultimately, the story of “Scary Stories to Tell in the Dark” is about the telling of stories. As Stella repeatedly asserts, “stories hurt, stories heal.” So, if you like scary stories and share my interest in 20th century American history, this film is made for you. Self-assessment talk about information, films and entertainment media talk about habits express preferences and make recommendations describe a TV show or film write a film review for a website 19 Language skills Extras Explore 1 Global media Nur zu Prüfzwecken – Eigentum des Verlags öbv
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