C a m b r id g e
*CEF* ★ ★
Advanced Coursebook Adrian Doff & Ben Goldstein
Goals
Childhood pages 6-15
® ta lk about adapting to different cultures ® ta lk about m em ory © ta lk about a personal m em ory ® evoke the feelings and moods of a past event
Language
Skills
Explore
Language focus
Reading
Across cultures
Adapting to another cu ltu re p7 Rem em bering p9 Talking about a personal m em ory p10
Born everywhere, raised in Britain p6 Childhood memories are fairytales p8
Target activity Describe a childhood memory
® ta lk about personality tra its ® ta lk about identity ® understand prom otional language ® say how you m et someone ® use effective introduction strategies
Target activity
Describing habits and tendencies
EXPLORESpeaking
M em ory p8 Childhood m em ories p 10
© te ll an anecdote effectively ® keep people interested in a story
Speaking
Look again O
Adapting to another culture
p7
pages 16-25
Keywords
Listening
How w e ll do you rem em ber things? p8 Your e arliest m em ory p9
Self
Attitudes to children
Grammar would using the -ing form
Vocabulary M emory ju s t
Language focus
Reading
Across cultures
Presenting a selfimage p16 Talking about identity
Your online self p16 Dating agencies p i 8
Your cards
Listening
KeyW OrdS Describing s k ill and a bility
pi 7 P rom otional language p 19 Say how you met someone p 19 Introduction strategies p20
Promote yourself
What defines you? p 17 Introducing yourself p20
Speaking Your online self p16 What defines you as a person? p17
W riting and Speaking Say how you m et someone pi 9
EXPLOREWriting © w rite a cover le tte r ® describe experience and ability
Look again O Grammar Verb tenses in narration Phrasal verbs; verbs + prepositions
Vocabulary selfR eform ulating what you say
pages 26-35
Language and literature © describe a book © give a personal response ® ta lk about languages and ways to learn them © describe experiences of language learning © discuss plans and p rio ritie s
Language focus
Speaking and Reading
Across cultures
Describe a book and its significance p27 Language learning p28 Plans and prioritie s p30
Life-changing books p26 Language learning p29
Attitudes to English
Listening Farthest North p27 Language learning p28 Plans and p rio ritie s p30
Speaking Describing books and th e ir significance p27
Target activity A plan to improve your English
Keywords worth,
worthwhile
EXPLORESpeaking ® use strategies fo r com m unicating effectively
Look again O Grammar Present verb form s Adverbs
Vocabulary Expressions w ith language Idioms about speaking
World pages 36-65
© in te rp re t maps and facts ® make com parisons and talk about changes ® ta lk about diet and n u tritio n © discuss changing trends © ta lk about result
Target activity Say how a town or country has changed
Language focus
Reading
Across cultures
Differences and changes p37 Interpreting meaning p37 Types of food p38 Changes and trends p39 Result pAO
Maps of the w orld p36 N utrition transition p39
Restaurants
Listening Events and changes in Britain pAO
Speaking Maps of the w orld p37 Interpreting a map p37 Food fo r a week p38 Technology debate p39
Keywords get, become EXPLOREWriting @ w rite captions © w rite econom ically
Look again O Grammar
W riting
The future Com parisons involving different verbs and tim es
Maps of the w o rld p37
Vocabulary Changes Cause and effect
pages 46-55
Goals
Language
Skills
Explore
Concepts of space
Language focus
Reading
Across cultures
Describing spaces p47 Legal and illegal activities p49 Com menting on experiences p49 O utlining problem s p50
Post-it cities p46 Surveillance p48
Privacy
® describe spaces in cities © describe how spaces are used ® ta lk about crim e and surveiltance © com m ent on experiences © outline problem s © discuss and suggest solutions
Target activity Plan a city square
Listening Post-it city p47 Security p49
Speaking Talking about spaces p47 Com menting on experiences p49
Keyword need EXPLORESpeaking © give a presentation w ith images
Look again O Grammar Passive reporting verbs
Vocabulary Describing places Solutions to problem s
Appearances pages 56-65
© describe appearance and changes to appearance © discuss photos and images © ta lk about aim and intention © ta lk about fakes and forgeries © convince people and express doubt © conduct a personal interview ® describe someone's life, achievements and attitudes
Language focus
Reading
A ltering physical features p57 Aim and intention p57 Fakes and forgery p58
Thin, pretty and airbrushed p56 The m aster forger p58 Paulo Coelho p60
Reading and Speaking Fake photos p57
Listening The camera never lies? p56 John Myatt, the m aster fo rg e r p59
Target activity
Speaking Real or fake? p59
Interview someone and present a profile
Across cultures Piracy
Keywords aim, purpose EXPLOREWriting © use w ritte n and spoken styles appropriately © appreciate w ritte n and spoken genres
Look again O Grammar Present perfect sim ple and progressive Present participle expressions
Vocabulary New crim es Verbs w ith -en and en-
Health pages 66-75
© ta lk about health problem s and treatm ent © describe and com m ent on an exhibition o r a show ® describe a process or experim ent © discuss im plications and significance © discuss an issue
Language focus
Reading
Across cultures
Health problem s and trea tm e nt p66 Descriptive particles p67 Describing processes and experim ents p68 Discussing issues p70
Cradle to grave p66 Beware w itch doctors p68
Health campaigns
Target activity
Listening Audio guide p67 Malaria p70
Speaking An exhibition o r a show p67 Mind over m atte r p69
Keywords consist, include EXPLORESpeaking © take tu rn s in a discussion © give opinions in an extended conversation
Look again O
Speaking and Listening
Grammar
A caffeine experim ent p68
Passives and participles Referencing and substitution
Global issues
Vocabulary Tests A ll-purpose nouns Health problem s and treatm ents
Brand awareness pages 76-85
© discuss brands © describe effects and influences © ta lk about the image and qualities of products © ta lk about advertising and m arketing © describe an advert © pass on detailed inform ation
Target activity Sell a product
Language focus
Reading
Across cultures
Effects and influences p77 Image and qualities p77 M arketing w ords p78 Describing technology p80
V iral ads p78 The air-pow ered car p80
Megabrands
Listening Brands p76 A vira l video p79
Speaking Brand im ages p77 Describing an advert p79
Keywords effect, affect EXPLOREWriting © use advertising language
Look again O Grammar M easuring differences whatever
Vocabulary M ulti-w ord expressions Influence and effect
pages 86-95
Goals
Language
Skills
Explore
Icons
Language focus
Reading
Across cultures
Interpreting and defining p86 C ritical language p88 Saying what things and people represent p90
Family story p87
® speculate about images and objects ® in te rp re t and respond to a story ® discuss icons © identify critica l language in a text © ta lk about what som ething represents © present argum ents and counter-argum ents
Icons for today
pages 96-105
® describe groups and m em bership ® describe feelings about belonging ® give opinions em phatically ® explore strategies fo r analysing authentic texts ® persuade others to take action
Iconic: the overused adjective p88
Listening Interpreting a painting p86 Shepard Fairey p90
Target activity
A sense of belonging
Speaking and Reading
Loan words KeytNOrdS Describing what things represent
EXPLORESpeaking ® give criticism ® respond to criticism
Speaking
Look again O
Symbols and associations p86 Interpreting images p86 A fam ily anecdote p87 Iconic people and things p89
Grammar
Language focus
Reading
Belonging to a group p97 Talking about m em bership p97 Being em phatic p99
Football p98
Listening
I t’s n o ... Modifying a sentence
Vocabulary Uses of suppose
Across cultures Football rivalries K e y w o rd together
A sense of belonging p97
Listening and Speaking
EXPLOREWriting
Speaking
® describe an organisation ® present som ething in the best possible light
Groups p96 Opinions about fo o tba ll p99
Look again O
Joining a group p97
Target activity
Grammar
Prepare a campaign
Inversion
Vocabulary Collective nouns fo r people Collective adjectives
Climate pages 106-115
® ta lk about clim ate change ® describe inventions and how they w ork ® discuss proposals ® describe an ongoing process © understand im agery in a poem ® say if actions are ju stified ® conduct a debate
Language focus
Reading
Across cultures
Clim ate change p 106 Active and passive infinitives p 107 Processes p 109 Saying if actions are ju stified p110
The Serm ilik fjord in Greenland p108 2084 p109
Living 'o ff-g rid '
Reading and Speaking Radical ways to save the planet p 106
Listening
Target activity
Listening and Speaking Com menting on a poem p 109
Speaking
pages 116-125
© ta lk about knowledge and technology ® discuss how to access inform ation ® describe technological advances ® ta lk about how things develop ® explain an idea © deliver a positive message
Target activity Deliver a confident message
EXPLORESpeaking ® report a point of view ® react to a point of view
Look again O Grammar Present progressive active and passive Cleft sentences
Proposals to combat clim ate change p 107
Vocabulary
Language focus
Reading
Across cultures
Talking about knowledge and inform ation p117 Developments and advances p 119
The end of general knowledge? p i 16 Hole in the Walt project p118
Technology
Adverb / adjective collocations
Keywords sure,
certain
Listening
EXPLOREWriting
The Hole in the W all project p 118
® give w ritte n advice ® w rite steps in a process © describe how to do som ething
Listening and Speaking The role of technology in obtaining information p117
Look again O Grammar
Speaking
Participle clauses
Finding out inform ation p116 The influence of com puter technology p119
Vocabulary
Activities pages 126-139 Grammar reference pages uo-us, Scripts pages 4
sim ila ritie s
and differences
Richard Branson p 106 The Doomsday debate p110
The Doomsday debate
Knowledge and technologv
Keywords Describing
C om puter icons and collocations knowledge and information
146—160
How to use this couisebook Every u n it o f th is book is divid e d in to s e c tio n s , w ith c le a r, p ra c tic a l goals fo r le a rn in g .
The fir s t fo u r pages of th e u n it h e lp you b u ild y o u r la n g u a g e s k ills and k n o w le d g e . T h e se pages in c lu d e s p e a k in g , lis te n in g , re a d in g , w ritin g , g ra m m a r and v o c a b u la ry a c tiv itie s . T hey a re fo llo w e d by a T arg et activity w h ic h w ill h e lp you p u t to g e th e r w h a t you have le a rn e d .
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EXPIORI) Across cultures Football rivalries
The Explore s e c tio n o f th e u n it in c lu d e s an Across c u ltu re s page, a Keyw ords page, w h ic h lo o ks at u s e fu l and c o m m o n ly co n fu s e d w o rd s , and an Explore speaking o r Explore w ritin g page. The E xplore s e c tio n g ives you e x tra la n g u a g e and s k ills w o rk , a ll a im in g to h e lp you b e co m e a b e tte r and m o re c u ltu ra lly a w a re c o m m u n ic a to r in E n g lish .
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The Look again s e c tio n in c lu d e s d e ta ile d w o rk on th e a d v a n c e d -le v e l g ra m m a r and v o c a b u la ry you have m e t in th e u n it, h e lp in g you re vie w and e xte n d y o u r le a rn in g . S o m e tim e s you w ill a lso fin d th is re c y c lin g s y m b o l w ith th e g o a ls, to s h o w w h e n a p a rtic u la r g o a l is n o t n ew but is re c y c lin g la n g u a g e th a t you have m e t before.
The e -P o rtfo lio DVD-ROM c o n ta in s u s e fu l re fe re n c e m a te ria l fo r a ll th e u n its , as w e ll as s e lf-a s s e s s m e n t to h e lp you te s t y o u r own le a rn in g , and W ord cards to h e lp you te s t y o u r v o c a b u la ry le a rn in g .
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1.1 goals ® ta lk about adapting to d iffe re n t cu ltu re s
Childhood Born everywhere, raised in Britain READING
1 a
Look at the photos of the children. W h ere do you think they are from? What do they have in common?
b
Read w h a t the children said. Try to guess who is who in the photos.
ii Mauricio, aged 11 (Brazil) My dad, he decided he just want to stay here one year, because the problem is we don't have a nanny here. In Brazil we had a lot of them. On the weekend in Cambridge, I usually tidy up the house with my mum and brothers and dad, and then go to read or play video games. In Brazil we didn’t do anything at the house. People did. Nannies.
ii Amna, aged 15 (Bahrain) My school's really friendly. It’s easy to find somebody in common because of the diversity of the people and the nationalities. People are accepting within this whole city. I guess because everyone moves in and out of here, and it’s filled with people from all sorts of p lace s.... I even hear Arabic a lot around this area and it makes me feel that I'm still connected with my culture, and at the same time I’m learning about other cultures.
99
ii
Inza, aged 16 (Ivory Coast) In Africa, if you see anyone walking around, you just say hello. But in England if you see anyone and say hello, they will not say hello back. They have to get to know you properly. When I arrived here I was saying hello to everybody but they w asn’t answering me back so I stopped. I tell myself there’s no big deal me saying it again.
99
ii Indi, aged 15 (St Lucia) There are a lot of differences. In St Lucia people pray when they wake up, before they go to sleep, before they eat. Religion is a big thing. If a person's older than you, you call them madam or auntie, even if you don’t know them. It’s just respect. And in St Lucia people take education seriously. If you don't go to college, you can’t get a job. Here, if you fail, you can probably work in KFC.
99
ii Luis, aged 15 (Peru) Even though racial discrimination is a crime, I still feel it’s there. Here, people take the mick out of accents, they act differently towards immigrant people. Sometimes they’re just nasty. Most people don't know I’m Peruvian because I’ve worked very hard at my accent.
99
ii
Collins, aged 10 (Uganda) In Uganda, I spent my days playing with the dogs, chasing the chickens, watching my uncle cut a goat - which is quite gruesome, but it looks good. In London, I’ll just stay home and watch TV.
99
ii
Sara, aged 12 (Macedonia) I just wonder if English children need to learn to be more free, to go out, to be more kid-like. Because sometimes I get kind of tired of shopping because it’s a bit grown up. I still want to live the life of a little child, play hide and seek and stuff like that.
99
v ii.
2
a
Who com m ents on: 1 2 3 A 5
b
n o s ta lg ia fo r th e ir ho m e c o u n try and c u ltu re ? th e ir id e n tity as c h ild re n ? p e rs o n a l re la tio n s h ip s ? d iffe re n c e s in b e h a v io u r and a ttitu d e ? d o m e s tic life ?
Are the children negative, positive or ambivalent about the changes they have to make? What specific expressions indicate the children's attitudes?
c W h a t exam ples of non-standard and colloquial English can you find in the quotes? LANGUAGE FOCUS A d a p tin g to a n o th e r c u ltu re
Listen to Daniel and Sarah talk about adapting to life in Germany. Who finds it most difficult? Why?
b *u i 1 2 3 A 5 6
E233ZE
A a
f it in w e lc o m in g fe e l a t h o m e m a k e fr ie n d s be / fe e l a cce p te d a d a p t to
7 8 9 10 11 12
an o u ts id e r e x p a ts m a k e an e ffo rt in te g ra te g e t used to m is s
Talk together. 1 2
b
Listen again. Tick the expressions they use. Who says them and what do they say?
Have you, o r has anyone you know , lived in a fo re ig n c o u n try ? W h a t w e re th e firs t im p re s s io n s of th a t c o u n try ? Do you k n o w anyone w h o has co m e to live in y o u r c o u n try fro m a b ro a d ? Was it easy o r d iffic u lt to in te g ra te ? W hy / W hy not?
Talk about a country you could imagine living in, or have lived in. From what you know of the country and its culture, what things in the box would / did you find: 1 2 3
easy to a d a p t to? in te re s tin g o r e xc itin g ? d iffic u lt to a d a p t to?
v a lu e s and b e lie fs le is u re tim e and go in g o u t la n g u a g e and c u ltu re
food and e a tin g h a b its th e w ay s o c ie ty is o rg a n is e d fa m ily life and re la tio n s h ip s
m a k in g frie n d s c lim a te s a fe ty
7
o A th ab asca U niversity
^
2012/13
Student Identification & Library Card
Julia Gates 1563237
I
Stephen White. Registrar
C a n a d a ’ s O p e n U niversity
Memory SPEAKING
1 a b
H ow w e ll do you re m e m b e r th in g s ? L o o k a t th e s e p h o to s fo r one m in u te , th e n lo o k on p126. T a lk to g e th e r. W ho s e e m s to have a b e tte r: • • • •
LIS TEN IN G
2
s h o rt-te rm memory? m em ory for names and numbers? long-term memory? visual memory?
a H ow do you th in k th e s e p h o to s a re c o n n e c te d w ith m e m o ry ?
Username Password
ESP Forgot Pass
b » IO 1 2
word?
L is te n to fiv e p e o p le ta lk in g a b o u t d iffe r e n t a s p e c ts o f m e m o ry .
Match each person with one of the images in 2a. Does each person have a good or a bad memory?
c i C i f L is te n ag a in and c o rre c t th e s e s ta te m e n ts a b o u t each sp e a k e r. 1 2
Liam recalls w here he is im mediately and always has a good visual memory. Jane doesn't check her pockets before leaving the house because she doesn't have time.
3 U 5
Olga keeps the passwords in her head but forgets them easily. Uri's m em ory is very good for his age, especially when it comes to numbers. Tina can't re m e m b e r names of anything or anyone.
d W h ich o f th e five p e o p le do you m o s t id e n tify w ith ? W hy? READING
3
a L o o k at th e title o f th e a rtic le . W h a t do you th in k th e a u th o r w il l say a b o u t m e m o ry ?
b
Read th e a r tic le q u ic k ly . W h a t is th e w r it e r 's m a in p o in t a b o u t c h ild h o o d m e m o ry ? H ow do w e k n o w th is ?
C H ow do e s th e w r it e r g ra b o u r a tte n tio n in th e fir s t fe w s e n te n c e s ?
Childhood m e ost of us have treasured memories of the events that shaped our lives as a child. Or do we? Controversial new research claims that those recollections may be as real as fairytales. Leading psychologist Elizabeth Loftus, of the University of California, believes your memories are more likely to be dream-like reconstructions of stories told by your parents. When we think we are reminiscing, we are simply'rewriting' our memory to suit ourselves. She adds: "Our biases, expectations and past knowledge are all used in the filling-in process, leading to distortions of what we remember.” She maintains there is no evidence that perfect memories are stored by individuals.
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In one study, volunteers were asked to read about events that happened to them as children. One of these was made up a shopping trip when they were five, in which they got lost and were rescued by an elderly person. Later, some participants recalled the event in detail, with selfassurance and emotion. You could argue that these people might have genuinely lost their mum in a shop at some point during childhood. But Loftus later carried out similar studies where the fake event was an attack by a vicious animal, or being
d
A
a
W hy do w e choose to 're w rite o u r m e m o rie s '? W h a t w o u ld you say is th e 'fillin g - in p ro ce ss'? W h a t do th e a n e c d o te s a b o u t th e s h o p p in g tr ip and w e d d in g reveal? H ow are th e s e fin d in g s sh o w n to be im p o rta n t in la te r life ?
Look at the article. 1
W h a t s y n o n y m s can you fin d fo r re m e m b e r and m e m o ry ? H ow are th e y d iffe re n t in m e a n in g ?
2
'One 4 0 -y e a r-o ld m an d is tin c tly re m e m b e rs ...'. W h a t o th e r a d v e rb s co u ld c o llo c a te w ith re m e m b e r?
R e m e m b e rin g
b
Dr Jaime Quintanilla, professor of psychiatry at the Texas School of Medicine, agrees that our earliest recollections are far from accurate and often complete distortions or figments of our imagination. He says: "It's a proven fact that young children take fragments of experience and build them into distorted memories. For
example, one 40-year-old man distinctly remembers his parents once punished him by refusing to buy him shoes. In fact, when he was three, he cut his foot on a piece of glass and developed a nasty infection. For two weeks, he was confined to the house in his socks so his wound would heal. When he wanted to go out, he was told he couldn't, because he had no shoes.'These false suggestions about childhood events can profoundly change people's attitudes and behaviour in adulthood.
Read the article again. 1 2 3 A
LANGUAGE FOCUS
responsible for knocking over a punch bowl at a family wedding and spilling it all over the bride. The results were the same.
Look at the script for 1.2 on p146. Explain the expressions in bold using re m e m b e r. /
\
'Jog m y m e m o ry ' m e a n s s o m e th in g m a k e s o r h e lp s m e to re m e m b e r.
SPEAKING
Discuss these questions. 1 2 3 A
Do you have a c le a r idea of y o u r e a rlie s t m e m o ry ? W h a t do you th in k it m ig h t be? Do you th in k th is m e m o ry is y o u r ow n, o r w a s it to ld to you by fa m ily o r frie n d s ? W hy do you th in k th is m e m o ry stayed? H ow did you fe e l a b o u t w h a t h a p p ened? Do you a g re e th a t w e te n d to d is to rt o u r e a rlie s t m e m o rie s ?
Target activity 1.3 goals
Describe a childhood memory TASK LISTENING
1
® talk about a personal memory ® evoke the feelings and moods of a past event
a W hat im ages of childhood does the photo bring to mind?
b
Which m o m e n ts can you most easily re call from your childhood? h o lid a y s / jo u rn e y s m o vin g house y o u r g ra n d p a re n ts a new s c h o o l y o u r best frie n d a p a rtic u la r day / place
c W hat helps trig g e r that mem ory: an image? a feeling? a smell? a tO Listen to Andrew, Julia and Ben describing th e ir m em orie s . Which topics in 1b do they ta lk about?
b* 1 2 3 TASK LANGUAGE
Listen again. Try to 'picture' the scenes the speakers describe. W h a t im a g e s sta n d o ut? M ake n otes. W h a t fe e lin g s o r m o o d s are a ss o c ia te d w ith each d e s c rip tio n ? N ote a d je c tiv e s and nouns. W hy is th e m e m o ry s t ill s ig n ific a n t fo r each s p e a k e r?
a Look at the script on p146. Divide each m e m o ry into four different sections:
T a lkin g a b o u t a p e rs o n a l m e m o ry
• fo c u s in g on tim e and place. • d e s c rib in g b a c k g ro u n d / p a rtic ip a n ts . • re la tin g a s e q u e n ce of events. • giving an e va lu a tio n .
b
You can use different expressions to structure your memory. Complete the gaps.
Focusing on tim e and place
Describing background / participants
• • • •
• I 8________ ju s t s ta rte d p rim a ry s ch o o l. • I m u s t 9________ a b o u t fo u r y e a rs old.
I r e m e m b e r 1________ I w a s little ... I r e m e m b e r 2________ to th e beach ... The th in g 13________ re m e m b e r is ... One of m y 4________ m e m o rie s is ...
• We 10________ in a kind of forested area. • S h e 11________ g e ttin g m a rrie d . • We 12________ sta y in a c o tta g e ...
Relating a sequence of events
Giving an evaluation
• 5________ w e g o t to w a rd s th e c o a s t... • W e 'r e 6________ re a lly clo se frie n d s ... __ th e tim e w e a rriv e d ...
• 13________ b a ck no w on th is o cca sio n ... • T h a t's a 14________ of m e e tin g so m e o n e . • ...h a s j u s t 15 w ith m e forever.
c Why is w o u ld used so frequently in Andrew's story? 4
Talk about a childhood memory. 1
T h in k o f a s ig n ific a n t c h ild h o o d eve n t fro m w h ic h you le a rn e d s o m e th in g . D ecide h o w you w a n t to te ll it.
2 3
Divide th e m e m o ry into fo u r c le a r sections. Choose e xpressions fro m 3b to help you. T e ll y o u r story. L is te n to each o th e r's m e m o rie s and ta lk a b o u t w h a t p e rs o n a l s ig n ific a n c e th e y s t ill have.
U
T a lk a b o u t th e d iffe re n c e s and s im ila ritie s b e tw e e n y o u r s to rie s .
EXPLORE Across cultures Attitudes to children These photos accompany a feature about N orway called B abyland. 1 2
W hat do you think the photos show? What do you think the feature will say about Norwegian society?
Read the introduction to the feature. 1 2
What, if anything, surprised you? Could this article be a description of your country? What would be different?
Babyland A c c o rd in g to th e UN's H u m a n D e v e lo p m e n t In d e x , N o rw a y is th e b e st p lace to live on th e p la n e t. I t c e rta in ly s e e m s to be o n e o f th e b e s t places to be a baby. In c o n tra s t to m o s t E u ro p e a n c o u n trie s , th e N o rw e g ia n b irth ra te is a h e a lth y 1 .9 . N o rw a y 's re p u ta tio n as a c h ild -frie n d ly s o c ie ty is p a rtia lly fo u n d e d on a succe ssio n o f g o v e rn m e n t in itia tiv e s to im p ro v e p a re n ts ' rig h ts and e c o n o m ic c irc u m s ta n c e s . M a te rn ity le a ve is 4 2 w e e ks w ith fu ll pay, and p a te r n ity le a ve is fo u r w e e k s . T h e re is fin a n c ia l s u p p o rt fo r th o s e w h o ch o o se to lo o k a fte r th e ir c h ild re n ra th e r th a n re tu rn to th e w o rk p la c e . A nd th e b a b y in d u s try is b o o m in g , g iv in g b irth to a p le th o ra o f new a c tiv itie s : b a b y -m a s s a g e , b a b y -c in e m a , b a b y 'n ' b o o k d a y s a t th e lib ra ry , even b a b y -a u -ta it (a te r m fo r b re a s tfe e d in g -frie n d ly c a fe s ).
Talk about w h e th e r your country is 'child-friendly'. 1 2 3 k
5
How much support is there for mothers or fathers and babies? What facilities are there for sm all children? How safe is it for children? What are people's attitudes towards children? Do they tend to: • ignore them? • make a fuss? • expect them to behave well? • disapprove? Is it considered important to have children? Do most people want to have them? Has this changed in recent years?
11
EXPLORE Keywords describing habits and tendencies 1 a
Look at these exam ples from the unit. W hat meaning do w ill and w o u ld have? Could you express the sam e meaning in an o th er way? 1
If y o u see anyone and say hello,
2
In London,
they will not say hello back.
3
As we got towards the coast,
4
... and w e ' d pack all our things up and set off for the beach ...
I'll just stay home and watch TV. the trees would start to
thin out.
b In these sentences, people are talking about childhood. Add w il l or w o u ld and a verb. 1 2 3 4 5 6
W hen he w a s little , he w o u ld s le e p w h e n you d id n 't w a n t h im to! If y o u 're n o t c a re fu l, th e y on th e ir video g a m e s a ll a fte rn o o n . She w ith h e r tw in s is te r b u t n o t w ith th e o ld e s t one, n o t any m o re . B a b ie s . T h a t's ho w th e y s ta r t ta lk in g , by m im ic k in g us a d u lts . As a kid, I h o u rs on m y ow n, I w a s a re a l loner. He w a s a v e ry im p o lite kid. He 'p le a s e 'o r 't h a n k yo u '.
c In which sentences could w e also use used to ? Would this change the meaning?
d
Correct the mistakes in these sentences. 1 2 3
2 a
I use to rid e m y bike w ith m y frie n d s . I w o u ld have lo ts of frie n d s w h e n I w a s little . I’ m s t ill re m e m b e rin g m y fifth b irth d a y.
These sentences show oth e r ways to ta lk about habits, or things that often happen. U nderlin e the expressions that convey this idea. 1
Young c h ild re n have a ten d e n cy to ta k e fra g m e n ts of e x p e rie n c e and b u ild th e m in to d is to rte d m e m o rie s .
2 3 A 5
In W e s te rn s o c ie tie s , w e te n d to sh a re p re c io u s m e m o rie s o f c h ild h o o d and re la te th e s e o p e n ly in p u b lic. I'm a fra id I'm a lw a ys fo rg e ttin g p e o p le 's n a m e s and faces. As I g e t o ld e r, m y m e m o ry s ta r ts to fade a bit, and I'm lia b le to fo rg e t th in g s I've done. P eople lik e m e, w h o are p ro n e to p u t on w e ig h t, c a n 't e a t lik e th a t. You're OK - y o u 're re a lly skin n y.
b Which expressions often have a negative connotation? Which means 'it's annoying' in this case?
3 a
What tendencies might you associate with these photos? Use expressions from 2a to ta lk about them.
b «* n 1 2 U
12
Listen to the conversations. Match them with the photos.
W h e re are th e tw o people? W hat is each s p e a k e r w a rn in g th e lis te n e r a b o u t? W hy?
Think of someone with an irritating or attractive habit. Describe it using w il l / w o u ld or expressions from 2a.
EXPLORESpeaking Goals 1
Talk together. 1 2 3
W h a t are th e c h ild re n d o ing in th e p hoto? W h a t is th e ir a ttitu d e ? W h a t m a ke s a s to ry c a p tiv a tin g ?
2 a
Cover the script on this page and listen. 1 2
W hy w a s th e s to ry n o t v e ry e ffe c tiv e ? W hat co u ld th e s p e a k e r have done to m a ke it m o re e ffe ctive ? T h in k a b o u t: • to n e of voice. • a ttitu d e . • pace. • use of la n g u a g e . Listen to a second version of the same story.
1 2
3
W hat is th e d iffe re n c e b e tw e e n th e w a ys th e y are to ld ? H ow is th e second s p e a k e r's s to r y -te llin g m o re e ffe ctive ?
* 0
Listen again and look at the script on this
page. The s p e ak e r uses various strategies to keep the listeners interested. Find exam ples of: 1
2 3 A 5 6 U
rh e to ric a l q u e s tio n s . They sa y the y o u n g e s t are the s p o ilt ones, d o n 't they? v is u a l d e ta ils . d ire c t speech. a d d re s s in g th e a u d ie n ce d ire c tly . c o m m e n ts w h ic h are n o t p a rt of th e story. re p e titio n .
Find more colourful synonyms in the story for these expressions. 1 2 3 A 5 6 7
5 a
v is ib le in fu ll view s m ilin g a lo t d isa p pe a re d shocked fo u n d it a m u s in g a llo w e d m e to do w h a t I w a n te d behaving badly
W o rk in groups. How could you m a k e the story below more interesting? I w a s 10. We w e re on h o lid a y in Italy. We w e re w a lk in g dow n a s tre e t and sto p p e d to w a tc h so m e s tre e t p e rfo rm e rs . I w e n t to th e fro n t of th e cro w d to get a b e tte r view . I w a s w a tc h in g th e p e rfo rm e rs and fo rg o t e v e ry th in g else. W hen th e p e rfo rm a n c e fin is h e d , I lo o ke d ro u n d and c o u ld n 't see m y p a re n ts . I w a s sca re d and s ta rte d ru n n in g dow n th e s tre e t. T hen I re a lis e d I s h o u ld stay in one p lace, so I w e n t back to th e s tre e t p e rfo rm e rs . A fte r a fe w m in u te s I sa w m y p a re n ts. They b o u g h t m e an ice cre a m .
b Practise telling the story.
I’m the youngest of three. So, as I’m sure you can imagine, when I was little I was always up to no good. They say the youngest are the spoilt ones, don’t they? I suppose my parents just let me get away with it, because I was the youngest. I’d spend half the time showing off breaking my brothers’ toys, ruining their games, attracting attention to myself. You know, the usual, just terrible ... Anyway, I’d better get back to the anecdote! Well, my dad did a lot of public speaking for his work, and sometimes all of us - the whole family - would go and see him. I remember being told how important it was to be on our best behaviour then. So, if I started messing about, my brothers would just pretend that they didn’t know me. It was like a very formal setting with cameras and everything. At first, they would try to keep me quiet, or stop me fidgeting or whatever, but then they used to just ignore me, 'cos it was too embarrassing otherwise. Anyway, my brother Gary tells me that one day, I was sitting there with all of them and I just disappeared. So my mother asked, “Where’s he gone now? Where's that troublemaker?" One minute I was there it seems, the next minute I’d vanished into thin air. So, anyway, everyone got a bit panicky because no one knew where I’d got to. Then, suddenly ... you should have seen everybody’s faces ... suddenly, there I was in full view. I'd only got up on the stage with my dad, hadn’t I? Waving to everybody and beaming like mad in front of the cameras. Can you believe how cheeky you have to be to do that, can you? Apparently, what I'd done is edge out of the seat without anyone seeing and then crawl down to where my father was speaking. At first, my dad was horrified ... but then he saw the funny side, and the audience did too. I mean, I simply couldn’t bear anyone else to get the attention! I wanted to be the star! Nothing’s changed really. Unbelievable!
13
Look again o Grammar would
1 a
using th e -ing fo rm
Match groups A - F with these uses of w o u ld .
Look at these examples. In which is the
1 2 3 4 5 6
past h a b its 6 p o lite re q u e s ts and o ffe rs th e past o f 'w ill' in re p o rte d speech th e 'fu tu r e - in - th e - p a s t' h y p o th e tic a l s itu a tio n s g iving advice (s o fte n in g )
a b
th e s u b je c t of th e se n te n ce ? a fte r a p re p o s itio n ?
c
a fte r a ve rb ?
A
T hey said th a t th e re w o u ld be h u n d re d s o u t of w o rk .
He said he w o u ld be back in tim e fo r th e film . B In th o s e days, w e w o u ld w a lk h o m e la te at n ig h t w ith no p ro b le m . S o m e tim e s w e 'd go to w o rk , ju s t fo r fu n . C A fte r th a t go a l, it w a s c le a r th e y w o u ld n 't w in th e m a tch . She d ecid ed th a t s h e 'd spend th e re s t of h e r life th e re . D W ith o u t th e land, w e w o u ld have gone b a n k ru p t a long tim e ago. W ould you e ve r leave th is c o u n try ? E W o uld you m in d having a lo o k at th is w ith m e? W h ich h o te l w o u ld you p re fe r to sta y in? F I w o u ld n 't w o rry a b o u t it, if I w e re you. You'd be a c o m p le te fo o l n o t to ta k e th a t job, you re a lly w o u ld .
b
2
1
Open th e door. I asked h im , b u t he d id n 't say a w o rd . Do you p re fe r to go by bus? She n e ve r fo rg o t th a t favour. I w e n t th e re e ve ry y e a r in A u g u s t. He said he m ig h t leave e a rly today. T h a t's so ty p ic a l of h e r to say th a t.
What effect, however subtle, do these changes have on each sentence?
c »d Listen to check. Is w o u ld stressed in any of the sentences?
went to see him.
—
I remember being told how
important it was to be on our best behaviour then. 3
Apparently,
what I'd done is edge out of the
seat without anyone seeing and ...
5
Look at these verbs. 1 2 3
W h ich o f th e s e v e rb s can be fo llo w e d by -in g fo rm s ? W h ich can be fo llo w e d by to + in fin itiv e ? W h ich can be fo llo w e d by both?
re m e m b e r fin is h m a n a g e o ffe r re g re t d e cid e m in d s u g g e s t im a g in e a g re e e n jo y p o stp o n e p re p a re give up ris k avoid 6
a A dd p re p o s itio n s to th e s e s e n te n c e s fr o m th e u n it. 1 2 3 4
I g e t kin d of tire d sh o p p in g . I've no p ro b le m re m e m b e rin g pin n u m b e rs . T h a t's a happy m e m o ry m e e tin g s o m e o n e . T h a t's ho w th e y s ta r t ta lk in g , m im ic k in g us a d u lts .
b W h ic h s e n te n c e s a re a ls o p o s s ib le w ith o u t th e p re p o s itio n ? W o u ld th e y m e a n th e sa m e ? 7
a C o m p le te th e s e s e n te n c e s u s in g an -in g fo rm . 1 2 3 4 5
i w o u ld n 't m in d ... I g e t re a lly fed up w ith ... You c a n 't a lw a y s avoid ... I v a g u e ly re m e m b e r ... I'm q u ite used to ...
a Complete these sentences so they are true for you. 1 2 3 4 5 6
b
I w o u ld n 't be s u rp ris e d if ... I w o u ld alw a ys re c o m m e n d ... W hen I w a s y o u n g e r, I th o u g h t I w o u ld ... I c a n 't im a g in e w h a t I'd do i f ... I w is h pe op le w o u ld n 't ... I'd r a t h e r ... th a n ...
Listen to each other's sentences. Ask questions to find out more. G ram m ar referen ce, p 1 4 0
14
of how beautiful the village childhood was.
In which cases can w o u ld have a sim ila r meaning to 'was going to' and 'used to'?
2 3 4 5 6 7
Looking back n ow on this occasion reminds me
2 Sometimes all of us - the whole family
a Change these sentences to include w o u ld .
b
3
1
ing form:
I get really fed up w ith receiving junk mail. b Listen to each other's sentences. Ask questions to find out more.
Vocabulary
1 1 a W hat do you think the people are saying in the cartoons? Use It's ju s t so / T h a t's ju s t to o . . . .
M e m o ry 8
a
b * « D D Listen to check.
H ow m a n y c o llo c a tio n s w ith m e m o ry can you re m e m b e r?
S h o rt- te rm m e m o ry .
c liS D
Listen again to how the speakers stress the key words. Which is the most im portant inform ation in each case?
^^Jog s o m e o n e ’s m e m o ry.
b In what context do you think you would h ear these expressions? Which is the odd one out? 1 2
T h e y’ re th e w o rs t in liv in g m e m o ry . H e's s u ffe rin g fro m s h o r t- te r m m e m o ry loss, bu t th e re 's n o th in g to w o rry a b o u t.
3 4 5 6
You've got a m e m o ry lik e a sieve. T h is m o d e l has p le n ty o f m e m o ry . I th in k I can do it fro m m e m o ry . S o rry , m e m o ry 's p la y in g tr ic k s a gain. Listen to check.
Look at these sentences from the unit. W hat does ju s t mean? More than one an sw er may be possible. o n ly
s im p ly
1
My dad, he de cid ed he ju s t w a n t to sta y here one year, on ly
2
In A fric a , if you see anyone w a lk in g a ro u n d , you ju s t say h e llo .
3 4
I’ ll ju s t stay a t h o m e and w a tc h TV. If a p e rs o n 's o ld e r th a n you, you c a ll th e m m a d a m o r a u n tie , even if you d o n 't k n o w th e m . It's ju s t re sp e c t. They a ct d iffe re n tly to w a rd s im m ig ra n t people. S o m e tim e s th e y 're ju s t nasty.
5
10 a
re a lly
Look at these exam ples with the expression it's ju s t to o m u c h . What situations might they be used in and what would they mean? 1 2 3 4 5
I ca n 't do it, w o rk in g fu ll-tim e , it's ju s t too m uch. It's ju s t to o m u c h p re s s u re rig h t now. I'm not su re , i t ’s ju s t to o m u c h o f a ris k . Living lik e th is - it's ju s t to o m u c h to h a n d le . It’s ju s t to o m u c h fo r h e r, s h e 's had e n o u g h .
b Look again at the expressions in 10a. Decide which words or syllables you would stress.
Self-assessm ent
C *
Can you do th e s e things in E ngU sh?|H rcie)a n u m b e r on each lin e . 1 = I can’t do this, 5 = I can do this w e ll.
Listen to check.
Im agine you are in one of these situations. Talk to an other student about it using expressions from 10a. Then ask for advice. • • • •
Y ou're w o rk in g v e ry hard. You w a n t to in ve s t so m e m oney. You're m oving to a new hom e. You're lo o k in g a fte r s o m e o n e 's c h ild re n .
© talk about adapting to different cultures
l »
J
f l
® talk about memory
1H
I ® talk about a personal memory ® evoke the feelings and mood of a past event g
r o
w
.- i
© tell an anecdote effectively © keep people interested in a story • For Wordcards, reference and saving your work • For more practice -» Self-study Pack, Unit 1
g
r
o
w
e-Portfolio
15
2.1 goals ® talk about personality traits @talk about identity
Self Your online self Look at this profile image used on a social networking site. Discuss these questions. 1
W h a t a s p e c t of his p e rs o n a lity do you th in k he w a n ts to show ? Have you e ve r u p lo a d e d an im a g e to re p re s e n t y o u rs e lf? W h a t w a s it fo r and ho w did you ch o o se it? Do you have an o n lin e page? Do you re g u la rly u p d a te it o r c o m m e n t on o th e r pe o p le 's? Do you th in k th e s e pages g e n e ra lly p o rtra y an a c c u ra te im p re s s io n o f p e o p le 's c h a ra c te r?
2 3 A
Read the article. Does it have sim ilar views to yours?
READING
Social networking sites such as Facebook, MySpace and O rkut are now estimated to have more than 700 m illion users worldwide. As users can create any profile o f themselves they choose, you m ight expect them to portray themselves in the best possible light. When putting up a profile, it would be reasonable for them to present flattering images, choose sophisticated and discerning interests, and carefully express their thoughts so as to appear more intelligent than in real life. But according to recent research, this is not the case. Far from presenting themselves in a flattering way, most users' profiles reflect their true personalities, and reveal both psychological weaknesses and natural physical flaws. Research was carried out on 250 Facebook users who filled in a personality questionnaire. Results were compared w ith the same people's Facebook profiles. The survey set out to assess not only the participants' actual personality, but their 'ideal' personality - in other words, w hat kind o f person they would be if they actually possessed all their ideal characteristics.These results were then compared w ith the participants' Facebook profiles. W hat emerged was astonishing: far from being idealised versions o f themselves, people's online profiles conformed closely to w hat they were really like. Their profiles accurately reflected how agreeable, extroverted, conscientious, neurotic and sociable they were in real life. It's not entirely clear why online profiles depict users' personalities so accurately. It could be th a t users w ant to portray themselves as they really are, or it could be th a t people attem pt to present an ideal image o f themselves but in fact fail to do so. One thing seems clear: social networking sites can in no way be considered a false online world th a t is idealised and removed from reality; rather, they are simply another way in which people choose to interact w ith each other.
3
a Read th e a rtic le a g a in . Id e n tify th e p a rts w h ic h m a k e th e s e p o in ts . 1 2 3 A 5
We are n o t c a lc u la tin g in th e w ay th a t w e p re s e n t o u rs e lv e s to o th e rs . We d o n 't a tte m p t to hide o u r e c c e n tric itie s o r o u r a p p e a ra n ce . O n lin e p ro file s are not fa n ta s y re p re s e n ta tio n s , b u t m a tc h re a lity. P eople w a n t to p re s e n t - o r are u n a b le to h ide - th e ir tr u e selves. In s p ite o f w h a t m a n y people th in k , n e tw o rk in g s ite s e n c o u ra g e us to be w ho w e are.
b Look at the opening paragraph. How does the w r it e r arouse the reader's curiosity about the differing viewpoints? LANGUAGE FOCUS
U
a
Find eight adjectives in the article which refer to different personality traits,
b Cover the article. Can you re m e m b e r what nouns collocated with these verbs?
P re s e n tin g a s e lf-im a g e
c re a te
p o rtra y
p u t up
p re s e n t
ch o o se
re fle c t
e xp re ss
re ve a l
Discuss these questions. 1 2 3
In w h a t o th e r w ays can p e o p le p re s e n t th e m s e lv e s o n lin e (e.g. ro le -p la y in g g a m e s o r p ro fe s s io n a l w e b s ite s )? Lo o k at th e s e o n lin e p ro file im a g e s. W hy do you th in k each p e rs o n chose th e m ? Can you th in k of o th e r types of p ro file photo? W hat w o u ld you ty p ic a lly see in th e m ?
What defines you? L IS TEN IN G
1 a tin t
Listen to N orm an , Olga, Liam and Jane answering the question 'What defines you?' W hat is the defining factor in each case?
b
tin t 1 2 3
LANGUAGE FOCUS T a lkin g a b o u t id e n tity
Listen again and m a ke notes on these questions.
W h ich tw o p e o p le m e n tio n o th e r c o u n trie s o r c u ltu re s ? H ow w e re th e y in flu e n c e d by th e m ? W h ich tw o p e o p le ta lk a b o u t w h e n th e y w e re yo u n g e r? H ow w a s th e ir se n se o f s e lf d iffe re n t th e n ? W h a t p e o p le do th e y a ll m e n tio n as being im p o rta n t in d e fin in g w h o th e y are?
2
a
1 2 3
I th in k of m y id e n tity p a rtly in te r m s of I need to fe e l p a rt of My life is c e n tre d a lo t on
k 5 6 7 8
W h a t d e fin e s m e m o s t is I’ m a p ro d u c t of I see m y s e lf as I lik e to th in k th a t I'm re fle c te d in W hat has also had a g re a t in flu e n c e on me w as
Match expressions 1 - 8 from the recording with sentence endings a - h . a b c d e f
m y frie n d s . m y b a c k g ro u n d . a happy p e rso n . m y sta y in o th e r c o u n trie s . th e p e o p le I lik e . m y c h ild re n ra th e r th a n on m yself.
g
w h e re I co m e fro m .
h
a clo se c irc u it o f frie n d s ,
b Check the script on p147. SPEAKING
W hat defines you as a person?
1
W o rk a lo n e. T h in k a b o u t th e s e c a te g o rie s : c lo th e s and a p p e a ra n ce , • n a tio n a lity . • re lig io n . w h e re you g re w up. • la n g u a g e . • y o u r fa m ily . p e rs o n a lity tra its . • y o u r w o rk o r jo b . • b e lo n g in g to a g ro u p . T h in k a b o u t e x p re s s io n s in 2a you c o u ld use to ta lk a b o u t y o u r id e n tity . C o m p a re w ith o th e r s tu d e n ts . Did you d e fin e y o u rs e lv e s in s im ila r w ays? W h ich c a te g o rie s do you th in k are th e m o s t and le a s t im p o rta n t? 17
2 .2 goals
Dating agencies READING
E understand promotional language say how you met someone
Talk together. 1
W hy do you th in k o n lin e d a tin g
2
a g e n c ie s a re g a in in g p o p u la rity ? Do you k n o w anyone w h o m e t th e ir p a rtn e r in th is w ay?
Look at the three websites. What different ways of meeting people do they provide? How do you think each service works?
ClubM8 is a b ra n d -n e w c o m m u n ity th a t gives you th e chance to chat, exchange te x t m essages and in te ra c t w ith o th e r c e ll-p h o n e users, a n y tim e , anyw here. It's 1 00% fun and 1 00% safe! How does it w o rk, you ask? It's sim ple. You te ll C lubM 8 w h a t y o u r desires and crite ria are. You'll receive th e profiles o f m e m bers th a t m atch yours, w hile y o u r p ro file is s e n t o u t to m em bers you m atch w ith . You'll im m e d ia te ly be able to exchange te x t m essages w ith him o r h e r how ever, w henever, w h e re v e r you w ant! No boring fo rm s to fill in, o r expensive sub scrip tio n s to pay. Send a te x t message now and e n te r th e fu n ! You m ay find y o u r p e rfe ct ... cell m ate!
N o b o d y u n d e rs ta n d s th e needs o f th e s in g le tra v e lle r m ore th a n we do, w h ic h is w h y y o u have m ade us th e UK’s n u m b e r 1. E stablished in 1 969, o u rs is a nam e o u r c u s to m e rs tru s t, th a t’s w h y th e y com e back to us, tim e a fte r tim e . Solo's isn ’t ju s t a n o th e r h o lid a y co m p a n y. S olo’s is a tra v e l c o m m u n ity , and w e fo n d ly w e lco m e new ‘m e m b e rs ’ to e n jo y th e e xp e rie n ce s o f so lo tra v e l. We k n o w th a t o u r success is c o m p le te ly d o w n to o u r c u s to m e rs , and th a t’s th e eth o s upon w h ic h o u r business has g ro w n o v e r th e last q u a rte r o f a ce n tu ry. The service we o ffe r is p e rso n a l, y e t u n o b tru s iv e - g ro u p sizes do vary, b u t y o u w ill d o u b tle ss be h o lid a y in g w ith o th e r sin g le tra v e lle rs w h o share a passion fo r life and d is c o v e rin g new, e x c itin g d e s tin a tio n s in th e UK, Europe and a ro u nd th e w o rld . Love is nearer th a n yo u th in k .
f
Make it happen! Stop w aiting around fo r Mr or Ms Right, and simply log on to the dating agency for professionals. It's OK to look, and w ith a m illion members online, y o u ’re sure to love w hat you see. Start a subscription, create your profile and start enjoying all we have to offer. If you don’t find th a t someone special in three months, w e'll give you the next three m onths absolutely free! N o t convinced by online love? Then our Singles’ Events may be your thing. Aimed at professionals, these are a great way to find like-m inded people in a relaxed party atmosphere. For the notso-confident, we even have our sta ff on hand to help you mingle and make you feel at ease. You'd be a fo o l not to give it a try ...
18
W h ic h w e b s ite do e s each s e n te n c e d e s c rib e ?
4
1 2 3
O th e r p eople a re a v a ila b le to h e lp you m e e t th e rig h t p e rso n . The c o m p a n y has e xiste d fo r a long tim e . It c o m p a re s its s e rv ic e s to o th e rs .
k 5 6
It ta rg e ts a s p e c ific typ e of c u s to m e r. It s tre s s e s th e n u m b e r o f p eople a v a ila b le in th e s e rvice . The s e rv ic e e m p h a s is e s th e ease w ith w h ic h you c o n ta c t so m e o n e .
7 8
It c o m p lim e n ts its c u s to m e rs . It m a k e s an o ffe r if th e c u s to m e r is u n lu c k y in love.
a W h a t d e vice s do th e a d v e rts use to s e ll th e ir p ro d u c t? F ind e x a m p le s of: 1 2 3
P ro m o tio n a l la n g ua g e
b
a p ro m is e o r p re d ic tio n . a boast. a slo g a n.
A 5
an e x c la m a tio n . a jo k e o r pun.
W h a t k in d o f la n g u a g e do th e y use? Find e x a m p le s o f th e s e fo r m s in th e a d v e rts . im p e ra tiv e s rh e to ric a l q u e s tio n s c o n d itio n a l s e n te n c e s p o sitive a d je c tiv e s in v e rs io n m o d a l v e rb s
c W hat other techniques are used?
How we met LANGUAGE FOCUS
1
a Read th is te s tim o n ia l a b o u t d a tin g a g e n cy C. F ill in th e ga p s w ith th e m o s t a p p ro p ria te fo r m o f th e v e rb s in b ra c k e ts .
Say h o w you m e t so m e o n e
We met at the London Singles' Events in July. He 1_____ (say) he (know) I (see) my photo on the wall and ju s t ' (be) there with friends - we 5____ (see) the advert in (decide) to give it a try, just for a laugh. the paper and we (sit) in a corner having a drink and he 8 (come) I 7_ . (chat) for the rest of the evening and then to find me. We 9 10 (be) together (call) the next day and we 11 (have) tons in common. We both 13 ever since. We 12_ (have) an amazing time. So (work) in the media and u _ (come), or I thank you! It does work and I’m so glad I 15 _ (meet) the love of my life! never 16
b t lT O
L is te n to c h e c k . W h a t d iffe r e n t v e rb fo rm s a re th e re ? M ake a lis t.
A re th e s e th e o n ly fo r m s th a t co u ld be used in each gap, o r w o u ld o th e rs be p o s s ib le ? W hy / W hy not? W R IT IN G and SPEAKING
2
a W ritin g ga m e . In v e n t a s to ry a b o u t m e e tin g s o m e o n e fo r th e f ir s t tim e . 1 2 3
W rite a fe w s e n te n c e s s ta rtin g w ith 'We m e t ...'. Pass it to a n o th e r s tu d e n t. Add a fe w m o re s e n te n c e s s ta rtin g w ith 'I w a s ...'. Pass it to a n o th e r s tu d e n t. C o n tin u e , s ta rtin g w ith th e e x p re s s io n s in th e box. Pass each ne w s e c tio n to a n o th e r s tu d e n t. He / She w a s ... We ... and th e n ... A nd s in ce th e n ... We have to n s in c o m m o n . We both
b
Read o u t y o u r s to ry . W o rk w ith a p a rtn e r. D e s c rib e h o w you m e t s o m e o n e im p o rta n t to you. T a lk a b o u t: • • • •
w h e n and w h e re you m e t. ho w it happe n e d . w h a t you fir s t ta lk e d ab o u t. w h a t you had (o r have) in c o m m o n .
PI
Target activity 2 .3 goals
Promote yourself 1
@ use effective introduction strategies © promote yourself
a W hat do the im ages suggest about the w ay you should or should not present
Hello.
yourself to others? b * i f f t Listen to Uri, Sandy and Carmelo
M y n a m e is
presenting themselves. 1 2 3 c *O TASK LANGUAGE
2
W h a t do you th in k are th e s itu a tio n s ? W h a t w o rd s h e lp e d you decide? W h a t is w ro n g in each case w ith th e w ay th e c a n d id a te s p re s e n t th e m s e lv e s ? W h a t advice w o u ld you give th e people? Listen to new versions. W hat has improved?
in im
im
i
lilllllv l
a Match these strategies to the highlighted exam ples in the scripts. 1 2 3 4 5 6
In tro d u c tio n s tra te g ie s
So, Uri, would you like to say a little bit about yourself first, just to get the ball rolling, you know? uri Of course, well, my name is Uri Salemi. aI have worked in the marketing ... area for many years, as you might have seen from my CV and I studied economics, so that's why working with Deutsche Bank really was appealing... bwhy it really appealed to me, I should say. I believe I have a number of characteristics that would be suitable for the job. a Such as? u cMy experience of working in a team, the need to plan strategically, and decisiveness when having to take difficult, tough decisions. I think these facets are crucial.
amanda
b a c k tra c k in g and re fo rm u la tin g b ch o o s in g an e q u iv a le n t te r m fo r a w o rd you c a n 't re m e m b e r s e le c tin g an e x p re s s io n in o rd e r to gain tim e and keep th e flo o r e xp a n d in g and d e ve lo p in g th e p o in t h a n d lin g in te rje c tio n s w e ll c o n s id e rin g th e e ffe c t on th e lis te n e r
So, Ms Faber, it's nice to meet you at last! sandy dHi, Sandy Faber. Likewise, Michael! It's always nice to meet somebody face to face after emailing such a long time. It’s wonderful to be here! m Yes, that’s right, it's always good to put a face to a name, s Absolutely, the thing is ... sometimes you never get to meet that person and that can be even more frustrating, can’t it? m Well, I’m glad that's not the case this time. Well, it's time for you to meet the others now... come this way, please. The seminar begins in a few minutes. m ic h a e l
Mrs Santos, it's really nice to have you back here with us. c a r m e lo Thanks a lot. Pleased to meet you, fI don't think we've been introduced. Carmelo Santos. a Amanda Woods, c It's a pleasure, Amanda. And, well, it’s great to be back. So, I suppose the other candidates are here? Should I go through? a Oh yes, we’re keen to get started, as you can imagine. Is there anything else you need? c I was wondering if I could bonow a pen, I seem to have left mine behind for some reason. a Of course, no problem. Follow me.
am anda
b How do the people introduce themselves? Who is more fo rm a l / inform al? c How do the in terview ers a tte m p t to put the candidate at ease? Conduct a job interview. Together, look at this job. Then, Student A, look on p 126. Student B, look on p 134.
P ub lic re la tio n s m a n a g e r We need a high-energy, motivated professional to take responsibility for external communication and growing our company’s reputation. Responsibilities. You will be the main point of contact for the media, writing press releases, presentations, customer success stories and case studies. You will be building the company’s presence online (Facebook, Twitter, etc.) and driving programmes for winning awards, gaining positive product reviews in the media, and so on. Required experience. You should have 3-5 years of public relations and marketing experience, as well as a university / college degree,
preferably in business or marketing. Required skills. Superior written and oral communications skills are a must. You are a creative thinker who can develop unique ideas and marketing programmes, someone who is passionate about growing our company every day.
20
EXPLORE Across cultures Vour cards 1
a Look at these business cards. W hat do you think the cards say about the people who own th e m or the company they w o rk for? b In your country, do people use business cards as a way of expressing themselves? c W hat do individuals or companies need to bear in mind when designing a business card for themselves?
2
I’ m
\^ a tw one o n t r
a Read the article and check your answers. W h ere do you think this article originally appeared?
B u sin ess card s are so m eth in g that w e take for gran ted w hen w e sh o u ld n ’t. The look, feel, an d m e ssa g e on a card help p eo p le determ in e how they view you, an d m ore im portandy, if they will even rem em b er you. W hen you leave a con versation an d the other party h as your b u sin e ss card, your identity is that piece o f paper. B e cau se o f this representation, your b u sin e ss card sh ou ld not only state who you w ork for, your con tact inform ation, an d w hat you do, but it sh ou ld also state som eth in g ab o u t you - not in a w ritten sen se, but m ore of an im p ression o f your overall im age. For exam ple, if I w ere to h an d you m y b u sin e ss card, you w ould prob ab ly get the feeling that I am a w arm an d caring p erso n (the card is thick, yet feels soft; the corners of the card and the typography are roun ded; it’s green), b e c a u se th at’s ju st the m e ssa g e I w anted to com m u n icate.
b Look at the business cards again. Do you notice any features mentioned in the article? 3
a Think about the people below. What im age of themselves or th e ir company might they want to convey through th e ir card? How might this be reflected in the card itself? 1 2 3 4 5 6
th e sa le s m a n a g e r of an in te rn a tio n a l co m p a n y a s in g e r an a rc h ite c t a yoga te a c h e r a w e b s ite d e s ig n e r th e o w n e r of a fu r n itu re shop
b W ork in pairs. Choose one of the people and design a card for them . Think about: • in fo rm a tio n . • im a g e s. • te x tu re . • u n iq u e n e s s .
c U
• c o lo u rs . • fo n t.
Find other students who chose the sam e person. Com pare your ideas. Discuss these questions. 1 2 3 4
Do p eople in y o u r c o u n try p re s e n t c a rd s to each o th e r? In w h a t s itu a tio n s ? Do you k n o w any o th e r s o c ie tie s w h e re c a rd s a re : m o re im p o rta n t? less im p o rta n t? W hy is th is ? Do you th in k th e s o c ie ty in w h ic h you live e n c o u ra g e s p e o p le to s ta n d o u t o r fit in? W h a t o th e r c a rd s in y o u r p o sse ssio n c o m m u n ic a te th in g s a b o u t you to o th e rs ? (C o n s id e r d iffe re n t c a rd s : m e m b e rs h ip ca rd s, lo y a lty ca rd s, id e n tity ca rd s, etc.)
21
EXPLORE Keywords describing skill and ability 1 a
Look at these examples. 1 2
Do you th in k th e y are w ritte n o r sp o ke n ? W h ere w o u ld you read o r h e a r th e m ? W h a t are th e y abou t? a
Natasha is settling in v e r y well at Lancaster and doing lots of sport, apparently.
She seems to have a real talent
_______________ n e w sports - she took up volleyball this term .. . b
We are b a s e d in Glasgow and still small, but set to expand rapidly. We need someone who has acquired s k i l l s ________________ a business and who w ould be committed to hard but rewarding work,
c
So U n ited still three down, and nowhere near their usual form. But as they proved last season against Bolton they do have this a b i l i t y ______________ the m atch in the last minute
b
...
Add a preposition and a verb to each sentence. What do you notice about the verb form s? in
to
fo r
w in
le a rn
ru n
C How could you express each sentence using
these words? a b c
2 a
ta le n te d s k ille d ca p a b le
Which of these words frequently occur before ta le n t? Which frequently occur before s k ills ? le a d e rs h ip re a l n a tu ra l a ca d e m ic basic c o m p u te r c o n s id e ra b le te c h n ic a l in te lle c tu a l
b
Which of these word s can also come before the word a b ility ?
C T a le n t can re fe r to people or the ability itself.
Which do you think these expressions re fer to? 1 2 3
3 a
new ta le n t p e o p le cre a tiv e ta le n t young ta le n t
1 2 3
22
h o m e -g ro w n ta le n t a th le tic ta le n t a rtis tic ta le n t
W hat type of ta lent or skill do you think is being illustrated in the photos opposite?
b • CKO Listen
U
A 5 6
to check.
W hich e xp re s s io n s do you h e ar? W hat are th e p e o p le ta lk in g a b o u t? W h ich o f th e s k ills can you e a s ily le a rn ?
Think of someone who has a p articular talent for something. W hat would you say are his / her skills? Talk about this p ers o n ’s achievements.
EXPLOREWriting Goals 1
® w rite a cover letter
a You are going to read a lette r applying for an MBA grant. How do you think the words in the box w ill be used?
© describe experience and ability
s k ills fa m ilia r re le v a n t fu tu re a p titu d e c h a lle n g e s h e s ita te s p e c ia lty a p p lic a tio n a c c u s to m e d
b
Add words to the gaps.
Dear Sir/Madam, I am w ritin g to provide you w ith some background inform ation so you can better judge my scholarship 1
for the MA in Business A dm inistration (see
attached form and resume). Regarding my academic experience, I am currently com pleting my degree in Economics at the University o f Stony Brook, New York, where my current _ is in Marketing. So far, I have received excellent grades in a ll subjects, and I am on course to graduate w ith d istin ctio n a t the end o f the semester. Enclosed you w ill find photocopies o f a l l 3
_ certificates.
As you w ill see from my attached resume, I am 4
to working in the
financial sector. I've worked for the last three summers for Citibank in the customer service departm ent here in New York State, where I honed my personal 5
and became 6
w ith the banking world a t firs t hand.
I believe my greatest strengths lie in 7
my a b ility to work w ell in a team and an
for taking on whatever 8
th a t come my way. For these reasons,
a t th is stage in my life , I strongly believe I am able to take on the demands o f a fu ll-tim e Masters degree. My 9
career in banking would begreatly
enhanced by earning an MBA a t your university. Should my application be successful, I am available fo r interview whenever i t is convenient. I f you require any fu rth er details or references, please don't 10
to contact me.
I look forward to hearing from you. With best wishes,
SU zrw fkrtr/d a e Sharon Partridge
2
a D oes th e w r it e r use US o r B ritis h E n g lis h ? H ow can you te ll? Do you th in k it is im p o rta n t to a d o p t one v a rie ty o r th e o th e r?
b
H ow does th e w r it e r p re s e n t h e rs e lf in a p o s itiv e lig h t? Find e x p re s s io n s in th e le tte r w h ic h s h o w o p tim is m and s e lf-c o n fid e n c e .
c C ove r th e le tte r. H ow do (o r co u ld ) th e s e s e n te n c e s c o n tin u e ? 1 2 3
d
My g re a te s t s tre n g th is an a p titu d e ... I am a c c u s to m e d ... I becam e fa m ilia r ...
4 5
I b e lieve m y g re a te s t s tre n g th s lie ... I am a v a ila b le ...
L o o k a t th e le tte r and ch e ck,
e H ow is th e le tte r s tru c tu re d ? 1 2 3
D e scrib e th e fu n c tio n of each p a ra g ra p h . W ha t kin d o f la n g u a g e is re q u ire d fo r each?
W rite a co ve r le tte r. C hoose one o f th e s e o p tio n s . • A p p ly fo r a fu r th e r e d u c a tio n g ra n t in an a c a d e m ic fie ld of y o u r choice. • R espond to a jo b a d v e rt in th e p ro fe s s io n a l fie ld o f y o u r choice.
Look again o Grammar
Work in A/B pairs. 1
V erb ten ses in n a rra tio n Can you re m e m b e r the story in H ow we m e t on p19? Which different tenses did you use? 2 Which tenses can be used to: 1 2 3 U
se t th e scene of th e sto ry ? d e s c rib e a c tio n s in p ro g re s s up to a p o in t in th e past? d e s c rib e th e s to ry 's m a in eve n ts? c la rify th a t one event happened before a n o th e r?
Put these pictures in o rd e r to m a k e a story.
3
P re p a re to t e ll y o u r p a rtn e r s o m e th in g th a t h a p p e n e d to you. Use one of th e s e id e as o r y o u r ow n: • an im p o rta n t eve n t in y o u r life . • an in te re s tin g tra v e l e x p e rie n c e . T h in k o f th e b a c k g ro u n d to y o u r s to ry and any e ffe c ts it s t ill has fo r you now. T e ll y o u r story.
G ram m ar referen ce, p 140
P h ra s a l verb s; v e rb s + prepositions 6
a Look at these exam ples from the unit. Which of the h ig h lig h te d expressions are: • v e rb s + p re p o s itio n s ? • p h ra s a l ve rb s ? W hat is the difference betw een them? 250 Facebook users who filled in a personality questionnaire. When putting up a profile,
it would be
reasonable for them to present flattering images. It gives y ou the chance to interact with other cell-phone users. Aimed at professionals,
these are a great
way to find like-minded people ... I have worked in the marketing area for m any y e a r s . I am able to take on the demands of a full time Masters degree.
b
Read the story and fill in the gaps with the most appropriate fo rm of the verbs in brackets.
1 1 had spent (spend) a year off in France a n d 2 (look for) a partner there for months but 13 (not find) anybody I could relate to, or who also liked me. Anyway, that all u_____ (change) the day 1 5 (leave) France. 16_____ (wake up) early and 1__ (take) the six-hour train journey to the airport. So far, so good. I got to the airport fine, no problem. But then chaos 8 (strike). When checking in at the airport I found that my flight w as full and I was on standby. They told me that 19 (do) the online check-in wrong or something. 1 10 (travel) a long time already, was really tired and this w as the last thing that I needed. Anyway, 1 11 (wait) patiently at the gate, hoping to get my place, when the pilot of the plane 12 (arrive), looked at me and asked the stewards what 13 _ ___(happen). Can you believe he intervened and got a seat for me in the cockpit? Well, that’s how we met. Incredible isn’t it? Funny thing is, he’s not French, and 1 14 (not go back) to France since.
24
Add prepositions or particles to these verbs. U nderline the phrasal verbs. 1 2 3 U 5 6 7 8 9
I d id n 't s u c c e e d p a ssing th e te s t. I'm la c k in g _______p ra c tic a l e x p e rie n c e . I d e cid ed to lo o k _______'a v a ta r' on w ik ip e d ia . I w o u ld b e n e fit_______liv in g a b ro a d fo r a year. I re lie d b lu ffin g to g e t th ro u g h th e in te rv ie w . W h a t re a lly a p p e a l e d m e w a s w o rk in g in a ne w fie ld . I c a n 't q u ite m a k e _______w h a t h e 's saying. Given th e ch o ice , I'd o p t b oth w o rk and s tu d y a t th e sa m e tim e . You need to im m e rs e y o u rs e lf _ th e c u ltu re in o rd e r to le a rn a ne w la n g u a g e .
C Try expressing the sentences in 6b using a different part of speech. Is it always possible? I wasn't successful in passing the test. d Test each other. 1 2
S tu d e n t A, choose a s e n te n c e and read it as fa r as th e v e rb . S tu d e n t B, c o ve r th e page and c o n tin u e th e s e n te n c e so it is tru e fo r you.
I w o u ld b e n e fit... I w o u ld b e n e fit fro m e x e rc is in g m o re ofte n
Vocabulary R e fo rm u la tin g w h a t you say
s e lfLook at these examples of s e lf used as a prefix. Can you think of oth er examples of each structure? • • •
8
s e lf-d o u b t s e lf-a w a re se n se o f s e lf
(s e lf + no u n ] (s e lf + a d je ctive) (s e lf is a nou n in its ow n rig h t)
1 1 a Look at this exam ple from the unit. Can you think of oth e r expressions Uri could have used to re fo rm u la te what he was saying? I studied economics,
really appealed to me,
a Add s e lf- to these words to m a ke adjectives. ce n tre d e vid e nt co n ta in e d fu lfillin g m ade s u s ta in in g
so that's w hy working with
Deutsche Bank really was appealing
. . . w hy it
I should say.
b * 1 5 3 Listen to the conversation. How many of the details in the im age turn out to be incorrect?
Which could be used to ta lk about: a syste m ?
4
a fla t?
2 an idea? 3 a proph ecy? a self-m ade person
1
5
a p e rs o n ?
b W hat would the adjective mean in each case? c Add expressions from 8a to the gaps. In what context would you find them? 1 2 3 4
The d e ta ils of th e case a r e . The s u s p e c t is c le a rly g uilty. H is p a ra n o ia b ecam e a _______prophecy. He behaved so s tra n g e ly , p e o p le re a lly did s ta rt ta lk in g a b o u t h im . He plays a , c o rru p t in d iv id u a l in th e film of th e sa m e nam e.
5
6
9
T h is m o te l o ffe rs 12 f u l l y u n its in a w e ll- k e p t m o d e rn b u ild in g . She w as a ______ m illio n a ire , and n o w sh e 's le ft w ith n o th in g . Soon a fte r in d e p e n d e n c e , th e c o u n try b ecam e a econom y.
a Add these words to m ake nouns with self-.
c What different ways of re form ulating did you notice? Check the script on p148. 1 2 a W ork in A/B pairs. Have conversations, continuing for as long as you can. 1
2 3
S tu d e n t A, say s o m e th in g (not n e c e s s a rily tru e ) a b o u t s o m e o n e in y o u r fa m ily , a frie n d o r n e ig h b o u r, o r y o u r ow n pa st life . W h e n e v e r B re s p o n d s , re fo rm u la te w h a t you say. Use th e e x p re s s io n s fro m 11c. S tu d e n t B, re s p o n d to w h a t A says, s h o w in g in te re s t o r s u rp ris e . N ow ch a n g e ro le s.
b Think about your conversation. in te re s t d is c ip lin e e s te e m co n fid e n c e p ity d efence 1 2 3 4 5 6
A n o re xia can be re la te d to lo w s e lf- _____ . The p o lice c la im e d th e y a cte d in s e lf. You need s e lfto w o rk fro m ho m e . S pe a kin g in p u b lic is to do w ith having p le n ty o f s e lf. H is d e c is io n s w e re m o tiv a te d by s e lf H e's n o t re a lly d e p re s s e d , he ju s t w a n ts o u r sym pa thy. It's a q u e s tio n o f s e lf_ .
b Which of the nouns have a negative connotation? How many can become adjectives?
1 2
W h ich e x p re s s io n s did you use? W h ich w e re e a s ie s t to use?
Self-assessm ent Can you do th ese th in g s in English?(^ irc le )a n u m b e r on each lin e . 1 = I can ’t do this, 5 = I can do this w e ll. ta lk about p e rso n a lity tra its (© ta lk about id e n tity
© understand pro m o tio n al language
self-p ity
self-pitying
*
I © describe how I m et someone g—
r w
a
© prom ote m yself
1 0 a Think of someone (a fictitious person or a celebrity) who you consider to be: • •
s e lf-s a tis fie d . s e lf-ta u g h t.
• s e lf-d is c ip lin e d . • s e lf-c r itic a l.
•
s e lf-c o n s c io u s .
• s e lf-s u ffic ie n t.
® use effective in tro d u ctio n strategies
K
© w rite a cover le tte r
K
describe my experiences and a b ilitie s
I
K H M
S
M K —
X 9
I 3 1
• For Wordcards, reference and saving your work - * e-Portfolio • For more practice - * Self-study Pack, Unit 2
b Talk about the person and explain your opinions. 25
3.1 goals describe a book ® give a personal response
Language and literature life-changing books S PEAKING and READING
a
b e s t- s e lle r fic tio n h u m o u r a u to b io g ra p h y s e lf-h e lp g u id e c u rre n t a ffa irs a d v e n tu re
b h o w to
heal
*
W hat do you think the books are about? How do you know? Read each book description. Which do you th ink would be w orth reading? Why / Why not?
^broken heart i ' A O
W hat genre do you think each book cover belongs to?
-
_J d a t f S A D ay by Dan
iuidc f o S a yi ng Good b tff and ,f t n n g On w ith j
Broken heart? Finding it
Celebrated Japanese author, and runner of more than 20 marathons, Haruki Murakami details his love and experience of long-distance running from the 1980s onwards. Charming and intimate, his passion comes through in diary entries, essays and memories, providing good-natured advice on life.
hard to get through the daily routine? With this easy, accessible program, your heart w ill be whole
Your L ife
again and healed. With a wide range o f exercises and insights, this book shows how you can face life again in less than a m o n th -stro n g e r and more positive than before.
Zahra (aged 3) and Hawra (a few months old) have lost their family in a Baghdad missile strike. Sunday Times war correspondent Hala Jaber sets her heart on doing everything she can to help. In this beautiful account, Jaber (a Lebanese and a Muslim, but at the same time working for a London newspaper) tells her compelling Iraq story, with the unique insight of a writer able to understand both worlds.
J0N
k r a K a c e r .....
F A R T H E S T ' n
- o -r
T
" U- U w jtii ( fin
IIv n u m 'x
f Fo, / u,0 0>j>ltaHi of \\ur
NA ^
i
FLYIVfJi ('A 11 PET TO BA G H D A D 26
Am erican so ldier Billy Pilgrim is captured and sent to a German prisoner-of-w ar camp d u rin g World War II - a disused slaughterhouse named ‘SlaughterhouseFive’. Prisoners and guards alike take refuge in the camp cellar as the nearby c ity o f Dresden is destroyed in b o m bing raids. One o f the few su rvivors o f the fire sto rm , Billy loses all sense o f tim e, reliving experiences in his life both real and im agined.
-d r .jg A L 2 ,J,0 F "
Septem b er 1893: Norwegian adventurer F ridtjof N ansen em barks for the North Pole. Abandoning his ship, the F ra m , he se ts off by dogsled with his com panion Hjalmer Johansen. In a race against the pack ice, surviving encounters with w alruses and polar bears, N ansen’s three-year trek is one o f the finest narratives of polar exploration.
It is January 1st. In the post arrives something interesting - a penguin! The next day, another penguin arrives. And then another... To start with, the new, uninvited guests are cute and funny - but who is sending them and why? As the number of penguins starts to grow, so do the family’s problems, in this heart-warming story sure to become a children’s classic.
LISTEN IN G
2
a ♦ d > Listen to Ian McDonald talking about F a rth e s t N o rth . Make notes on the main points.
b
Com pare notes. Do you have the same points?
c W h a t do these s tatem en ts from the interview mean?
Ian McDonald
LANGUAGE
d 3 a
1 2
I w a s a n e rd is h lad. It w a s one of th o s e v e ry d a rin g books.
3 U 5
It w a s q u ite a s tru g g le to read. It m u s t have been q u ite a fo rm a tiv e bo o k fo r you. It w a s a b o u t th e w a y s c ie n c e w a s done ra th e r th a n a b o u t s c ie n ce itse lT
Does Ian's description m a ke you more, or less interested in the book? Why? Here are some words used in the interview. W hat do you think is the difference betw een A and B?
FOCUS D e sc rib e a boo k and its s ig n ific a n c e
daring unbelievably.!
detailed ° £= discursive ^ § brave o k c > o ™ c obscure -5=0+1 iff o CD q STUTT o
— condensed
=5
-0
outright c ,
:l depressed I |5scinaled absolutely inleresl | a — meant .2 embarrassmenta
»
idea
b Can you re m e m b e r how Ian used the words? Which go together? C * d > Listen again to check. SPEAKING
U
a
Choose a book that has had an im portant effect on you. Make two 'word clouds’ like in 3a. 1
W rite w o rd s / e x p re s s io n s you co u ld use to d e s c rib e : • th e plo t. • a p a rtic u la r c h a ra c te r. • th e a tm o s p h e re .
2
• th e W rite • th e • th e
w a y it is w ritte n . w o rd s / e x p re s s io n s you co u ld use to ta lk a b o u t: tim e in y o u r life w h e n you read it, and h ow you fe lt. e ffe c t it has had on y o u r life , o r y o u r o u tlo o k on life .
b Show your ‘word clouds' to other students.
5
1
W h a t can th e y w o rk o u t a b o u t th e bo o k fro m y o u r w o rd s ?
2
T a lk a b o u t each o th e r's books. A sk q u e s tio n s to fin d o u t m o re .
Think of a book or an au th or you loved when you w e re younger. Is it true that 'the books that changed you when you w e re young are always going to be a disappointm ent when you are an a d u lt’?
3 .2 goals
learning a language
LISTEN IN G
1 a
® ta lk about languages and ways to learn them ® describe experiences of language learning
W hat different ways of learning a language do the photos suggest?
b Do people from some countries learn English more easily? Why / Why not? 2
i e r n Listen to a conversation with N orm an. 1 2 3
H ow and w ith w h o m did N o rm a n le a rn c o n v e rs a tio n a l E n g lis h ? A c c o rd in g to h im , w h y do G e rm a n s s p e a k good E n g lish ? W h a t are th e in c e n tiv e s to le a rn E n g lis h in G erm a n y?
3
Listen to a conversation with Pilar. 1 2
Norman from Germany
LANGUAGE FOCUS Lan guage le a rn in g
A
W h a t a re th e m a in d iffe re n c e s b e tw e e n P ila r and N o rm a n ? H ow are th e y s im ila r? F ro m w h a t P ila r says, w h a t do w e k n o w a b o u t: a h e r le ve l o f E n g lis h w h e n she fir s t w e n t to B rita in ? b th e p eople she s p e n t h e r tim e w ith ? c h e r e x p e rie n c e o f le a rn in g F rench?
a Look at these sentences from the conversations. Com plete the gaps.
3 L
. th e m o s t im p o rta n t v o c a b u la ry The s c h o o l e d u c a tio n th e re h e lp e d m e to _ in o rd e r t o . C o n v e rs a tio n a l E n g lis h , I m o s tly le a rn e d in th e c o n te x t o f having had __ n a tive E n g lis h s p e a k e rs . T h a t h e lp e d m e a lo t t o a little b it m o re . So, t e ll m e a b o u t c o m in g to th e UK fo r th e fir s t tim e a n d th is c u ltu re and
5 6
th e la n g u a g e . It w a s v e ry d iffic u lt to e v e n . I F re n ch s o m e tim e ago, b u t no I d id n 't q u ite
1 2
b »JE>
th e la n g u a g e .
Listen to check.
c Which expressions in La are about: 1 2 3
le a rn in g a la n g u a g e ? having c o n ta c t w ith a la n g u a g e ? s p e a k in g a la n g u a g e ?
d Talk together. 1 2
28
L is t th e fo re ig n la n g u a g e s you k n o w (in c lu d in g E n g lish ). Then ta lk a b o u t how you le a rn e d th e m , and ho w w e ll you s p e a k th e m . Use e x p re s s io n s fro m La. Do you th in k it is im p o rta n t to 'm a s te r' a la n g u a g e c o m p le te ly and so u n d like a native s p e a k e r? O r is it fin e to re ta in y o u r ow n a cce n t and m a ke a fe w m is ta k e s , as long as you g e t y o u r m e ssa g e acro ss?
5 a
Do you think these s tatem en ts are true? Why / Why not? 1 2 3
L e a rn in g a n ew Language can lead you to a d o p t a d iffe re n t id e n tity . It's d iffic u lt to tra n s la te d ire c tly fro m one la n g u a g e to an o th e r. It's im p o rta n t to fin d y o u r ow n 'vo ice ' in a fo re ig n la n g u a g e and e xp re ss y o u r ow n p e rs o n a lity .
b Read three extracts from novels with language learning as th e ir th em e. How do they reflect the s tatem ents in 5a?
o Chinese, we not having gram m ar. We sayin g things sim ple way. No verb-change u sag e , no ten se differen ces, no gender ch an ges. We b o sse s of our lan gu age. But, English lan gu ag e is b o ss of English user.
I could feel the French sticking in my throat, the new m u scles in my m outh ... I w as full of French, it w a s holding m e up, running through m e, a voice in my head, a tickle in my ear, likely to be set off at any time. A counter lan gu age.
All aroun d m e, the B abel of .American voices ... Since I lack a voice of my own, the voices of others invade m e as if I w ere a silent ventriloquist. They ricochet within m e, carryin g on con versations, lending me their m odulations, intonations, rhythm s. I do not yet p o sse ss them , they p o sse ss me. But som e of them satisfy a need; som e of them stick to my rib s ... Eventually, the voices enter m e; by assu m in g them, I grad u ally m ake them mine.
EVA HOFFMANS A DEEP AND LOVELY BOOK' )OSEF SKVORECKY
6 a
”
Read the extracts again and identify w h e re these points are made. The new language: 1 obeys d iffe re n t ru le s and has a d iffe re n t fo rm . 2 w o rk s in o p p o s itio n to th e s p e a k e r's m o th e r to n g u e . 3 is a b s o rb e d little by little by th e le a rn e r. 4 can be trig g e re d a t any m o m e n t. L earn in g a new language: 5 can be a v io le n t p ro ce ss. 6 involves is s u e s o f c o n tro l. 7 re q u ire s a d o p tin g d iffe re n t s o u n d s and speech p a tte rn s .
b Do you agree with the points? Do any reflect your experiences? 29
Target activity 3 .3 goals
A plan to improue your English
® ta lk about languages and ways to learn them
E describe experiences of language learning © discuss plans and p rio ritie s
W hat message are these language-school adverts trying to communicate?
TASK LISTENING
1 2 3 4
2 a
A re th e y p o sitive o r n e g a tive ? C o n s id e r b oth th e im a g e and th e m essage. W h ich is th e m o s t co n v in c in g ? W hy? W h a t kin d of p e rs o n do you th in k th e a d v e rts are a im e d at? W h ich o th e r m e s s a g e s w o u ld be im p o rta n t fo r s o m e o n e s tu d y in g E n g lish a t an advanced level?
Which areas of your English do you th ink you need to w o rk on? id io m a tic e x p re s s io n s p ro n u n c ia tio n p ro b le m s g ra m m a tic a l a c c u ra c y
w ritin g exam p ra c tic e w ritin g a c c u ra te ly
s p e a k in g flu e n tly lis te n in g c o m p re h e n s io n a ctive v o c a b u la ry
b•CD
Listen to Sybille talking about her English. Which of the areas in 2a does she talk about?
TASK LANGUAGE
a
P la n s and p rio ritie s
Think about your language abilities and plans for learning English. Complete expressions 1- 7 so they are tru e for you. Talking about strong / w e a k points 1 2 3 4
I (d o n 't) fe e l c o n fid e n t... . I'm q u ite / re a s o n a b ly happy w ith m y ..., b u t ... is a n o th e r story. My s tro n g p o in t / m a in p ro b le m is , I have a hard tim e ...
Talking about p rio ritie s 5 6 7
My m a in a im / p rio rity is to ... . An im p o rta n t area fo r m e is ... . P e rs o n a lly , I need to w o rk / fo c u s / c o n c e n tra te on ....
b ♦ IQ )
Discussing a plan 8 9 10 11 12 13 14. 15
I'd fin d ... a g re a t h e lp / re a lly u s e fu l. I'd b e n e fit fro m .... ... m ig h t be th e a n s w e r /s o lu tio n . I th in k th e best w ay to do th is is ... ... w o u ld be w o rth in v e s tig a tin g . ... m ig h t be w o rth w h ile / w o rth a try. I've con sid ere d ... I p ro b a b ly need m o re p ra c tic e in / exposure to ... .
Listen again. Which expressions did Sybille use?
a
W ork alone. Complete the questionnaire on page 127.
b
Work in A/B pairs. 1 2 3
D iscu ss y o u r a b ilitie s and needs. L o o k a t y o u r p a rtn e r's c o m p le te d q u e s tio n n a ire and m a ke s u g g e s tio n s . L is te n to y o u r p a rtn e r's re s p o n s e . Do you agre e ?
c Listen to feedback from oth e r people in class. Do you share sim ila r concerns? 30
EXPLORE Across cultures Attitudes to English Read the background inform ation on the Philippines. Then look at the advert promoting English there. 1
2 3
W h ich of th e s e s ta te m e n ts do you th in k are tru e ? a M ost you n g p eople in th e P h ilip p in e s a re n 't in te re s te d in le a rn in g E n g lish , b E n g lis h is se e n as a la n g u a g e o f th e u p p e r cla sse s, c The s ta n d a rd of E n g lis h has im p ro v e d in re c e n t ye a rs, d M ost young p eople are b ilin g u a l in E n g lis h and F ilip in o , e E n g lish used to be m o re w id e ly sp o ke n in th e P h ilip p in e s th a n it is now. f Young people are a w a re of th e im p o rta n c e of E n g lis h as an in te rn a tio n a l la n g u a g e . W h a t do you th in k th e re a s o n s fo r th e s e a ttitu d e s m ig h t be? In w h a t w a y a re th e s e a ttitu d e s u n u s u a l? Article
L o g in/create a cco unt
Discussion
The Philippines, in South-east Asia, consists of over 7,000 islands. With an estimated population of 92 million people, it is the world’s 12th most populous country. Between 1565 and 1898, the Philippines were ruled by Spain. In 1898, the Spanish ceded the Philippines to the USA, which controlled the country until independence in 1946. Since independence, there have been two official languages in the Philippines: English and Filipino (a version of Tagalog). Another 170 indigenous languages are also spoken.
T here is a c u ltu ra l h in d ra n c e to th e p ra c tic e o f E nglish a m o n g th e y o u th : m a n y lack th e s e lf-c o n fid e n c e to speak E nglish because th e y are a fra id to m a ke m istakes, a n d E nglish is n o w p e rc e iv e d as e litis t. In o th e r w o rd s : it is p e rc e iv e d as y e t a n o th e r Look again at the inform ation accompanying the advert. What verb is used when describing common attitudes to English? Read these questions. Find four other verbs that have a sim ila r meaning. W h a t is th e s ta tu s o f E n g lis h in y o u r c o u n try ? Is it: • s o m e th in g th a t m oves you up th e s o c ia l la d d e r? • p a rt of a lm o s t every u n iv e rs ity d e g re e p ro g ra m m e ? • co n sid e re d e s s e n tia l fo r w o rk in g in c e rta in s e c to rs ? • m a in ly a s c h o o l s u b je c t? • seen as a n e ce s s a ry evil? • o n ly p o p u la r w ith young people? • view e d as a w ay o f e n ric h in g y o u r life ? • re g a rd e d as c u ltu ra lly th re a te n in g ?
o b s ta c le to social success a n d in te g ra tio n , ra th e r th a n a m eans to a c h ie v e it. T here is an u rg e n t n e e d to c o n v in c e th e y o u th to be p ro u d to be b ilin g u a l.
In a globalised economy, English is a Ticket to the Future.
Talk together. 1 2 3 4
D iscuss th e q u e s tio n s in 3. Do you th in k y o u r a ttitu d e to E n g lis h is ty p ic a l o f p e o p le in y o u r c o u n try ? H ow m a n y o f y o u r frie n d s , fa m ily and c o lle a g u e s s p e a k it? Has y o u r a ttitu d e to E n g lis h ch a n g e d o ver th e ye a rs? 31
EXPLORE Keywords worth, worthwhile 1
2
Look at these examples from the unit. W hat does w o rth mean in each? What g ra m m a tic a l form s is it used with? 1
Which do you
think w ould be worth reading?
2
It was quite
a struggle ... but it was worth
3
I think i t 's
w orth a t r y .
reading it.
a Continue these sentences with w o rth + a noun from the box. S om e tim e s th e re may be m ore than one possible answer. Does the noun take a definite or an indefinite article? e ffo rt 1 2 3 4 5 6 7
w a it
ris k
tr y /s h o t
lo o k
tro u b le / h a ssle
v is it /tr ip
T h is ta k e s a v e ry long tim e to load b u t it's worth the wait. I k n o w s te ro id s a re d a n g e ro u s , so is i t ...? T h oug h th e fo o d 's expensive, th e re 's s o m e th in g fo r everybody, so it's ... I d o n 't e xp e ct to h e a r a n y th in g , b u t I th o u g h t it w a s ... W h ich lead s to an in e v ita b le q u e s tio n : is in v e s tin g o ve rse a s ... ? The s ite is s till u n d e r c o n s tru c tio n b u t it's ... It ta k e s an h o u r to g e t th e re and b ack. It's n o t ...
W hat is each sentence about? Are they more likely to be spoken or written?
b W hat words could you use before w o rth to add emphasis? C Replace the noun in each sentence with a verb + -ing. 7 This takes a very long time to load but it's worth waiting for. 3
a W hat do you notice about w o r th w h ile in these examples? W hat does it mean in each? 1
Watching films in the original version is really worthwhile, because you pick up the feeling of the language.
2
If you're going to b u y greetings cards,
it's better to give your m oney to a worthwhile cause,
like Save the Children. 3
I could have studied for an MBA, but it wouldn't really be worth m y while.
4
If you can afford it,
it's probably worth your while to get a computer with a bigger hard drive.
b You are going to listen to four people talking about the things or people in these images. How might they use w o rth w h ile ?
WWF c * 1 0 U
Listen to check.
a W rite exam ples of: • a place to go o u t in y o u r to w n .
• a to u r is t d e s tin a tio n .
• a film , play o r TV p ro g ra m m e .
• an in te re s tin g food you have trie d .
Would you recom m end th e m or not? Think how you could ta lk about th em using w o rth + noun, w o rth + -ing, or w o rth w h ile .
b Give your exam ples to a partner. Ask each other about the things or places.
W h a t a b o u t th e N a tio n a l G a lle ry? W o uld you say it's w o rth w h ile ? vC '
32
EXPLORESpeaking Goal ® use strategies to r com m unicating effectively
!
• I D Listen to these extracts. Match them to ways Sze communicates what she wants to say.
I
... when I came here, when I left China, everything was very new, very exciting for me. The sentence become longer, more complicated, the character start to use past tense and then the future tense i
... and I guess, er, I mean that you do need to pay great attention to what is happening with language. ... it’s wonderful to have these two sides to the novel, it’s a wonderful achievement.
a
Read about Xialou Guo's novel A Concise C hineseEngLish D ic tio n a ry fo r Lovers. W hat aspects of the book do you think sound interesting?
Z is a 23-year-old Chinese language student who has com e to London to learn English. When the book begins she can barely ask for a cup o f tea, b u t when lan guage com es, so does love. As she gets to know British culture she also falls for an older English m an who lives a resolutely bachelor life in Hackney. It’s a m illion m iles away from the sm all Chinese town she com es from , where her parents want n oth in g m ore for her than that she sh ould follow them into the shoe business. Z learns ab ou t hum our, com panionsh ip and passion , bu t she also learns the pain ful truth that language is also a barrier an d the m ore you know ab ou t it, the less you u nderstand.
o
... when she writes a Chinese character, she actually, she makes an image of that word.
Read the start of the novel on page 126. W hat do you notice about th e way it is written?
C * i f i j j Listen to Sze talking about the novel and
She uses re p e titio n to m a ke h e r p o in t m o re c le a rly . 4
b
She b rin g s in a m o re p e rs o n a l a n g le to s h o w th e im p o rta n c e o f a p o in t, She p a ra p h ra s e s if she d o e s n 't k n o w th e e xact te rm .
c d
She uses fille r s to give h e rs e lf tim e to th in k ,
e
She e m p h a s is e s c e rta in w o rd s and v a rie s to n e to keep in te re s t.
3 a -C D
Look at the script on page 149 and listen
again. Identify the parts w h e re Sze best gets her message across.
U
b
Which strategies do you think you use when you speak English? Do you think you use them consciously or unconsciously?
a
Prepare to talk about one of these topics: • an e x p e rie n c e fro m w h ic h you le a rn e d s o m e th in g im p o rta n t. W hy w a s it s ig n ific a n t? • an e x p e rie n c e of being a b ro a d . W h a t did you fin d in te re s tin g , e x citin g o r d iffic u lt? • y o u r e x p e rie n c e of u sin g E n g lis h . W h a t has been c h a lle n g in g , in te re s tin g o r u n e xp e cted ?
W ritten in sh ort chapters, each the definition o f a word, this is a brilliantly clever book that pokes fun at England and C hina and explores the endless possibilities for m isu n d erstan din g between E ast and West, m en an d women.
b
a
b
1 2
M ake n o te s on th e m a in th in g s you w ill say. T h in k a b o u t ho w you co u ld use so m e o f th e s tra te g ie s in 2 .
3
T h in k of w ays to 's tre tc h y o u r s e lf (try to go a b it beyond y o u r c o m fo rta b le lim it in E n g lish ).
Talk with a partner. Listen to each other's topic and ask questions to find out more. Which strategies from 2 did you both use?
the kind of English it uses. W hat does she say about: 1 2
h e r fir s t six m o n th s in th e UK? 'b ro k e n ' E n g lis h ?
3
th e d iffe re n c e s b e tw e e n C h in e se and E n g lish ?
33
Look again O Grammar A dverbs
P re s e n t ve rb fo rm s
1 a
Look at these exam ples from the unit. Underline the present verb form s.
4
a
Look at this exam ple from the unit. The stuff they did was
1
... this is a brilliantly clever book that
2
American soldier B illy Pilgrim is captured
3
... the voices of others invade me as if I
1 2
pokes fun at England and China and explores ...
brave.
W h a t a d v e rb s can re p la c e u n b e lie v a b ly ? W h a t do you n o tic e a b o u t its p o s itio n in th e s e n te n ce ? W h a t o th e r a d v e rb s did Ian use?
and sent to a German prisoner-of-war camp ...
3
were a silent ventriloquist ... Eventually, the voices enter me; b y assuming them,
I
b
grad u a l l y make them mine.
b
Match the exam ples to these uses: a b c
Add an adverb in the correct position.
s u m m a ris in g th e p lo ts o f b o o ks o r film s , w ritin g a review . c re a tin g a se n se o f im m e d ia c y in past
e x tre m e ly fu lly p ra c tic a lly h ig h ly g e n e ra lly 1
n a rra tiv e s . Look at these examples. In what context might you find th em ? Are the h ig h lig h te d verbs referring to the present, past or future? 1 2
Bad w e a th e r is s e t to c o n tin u e . T h re e y e a rs la te r, w a r b e tw e e n E n g la n d and A rg e n tin a b re a k s o u t o ve r th e F a lk la n d s . The bus leaves at 10.15, w e 've s till got an hour.
3 U
D avid te lls m e th a t you have th e d a te and e v e ry th in g . W hen is it to be? W e’ re a ll w a itin g fo r s o m e th in g to happen and th e n s u d d e n ly th e re w a s a te r r ib le noise. I h e a r you w e n t to B u lg a ria fo r y o u r holiday. I'm le a v in g on th e 17th and th e n I'm c o m in g
5 6 7
back a w e e k la te r. I w r ite to in fo rm you th a t you have been chosen as one of th e lu c k y w in n e rs . You a tta c h th e file lik e th is , th e n c lic k here and send it. N ot a g a in ! I’ m a lw a y s lo s in g m y w a lle t.
8 9 10
3 a
Som e verbs can describe states and activities, but with a difference in meaning. W h a t is the difference in these examples? 1
2
3
s ch o o l. I n e ve r k n o w w h a t h e 's th in k in g an y m o re . I see w h a t y o u 're saying, b u t I d o n 't agree, W e 're se e in g each o th e r fo r din n er. S h e ’s se e in g s o m e guy. I d o n 't k n o w if it w ill
a
last. I e x p e c t y o u 're happy w ith th e re s u lt?
b I e x p e c t th e y 'll w in to n ig h t, th e y 're p la yin g
A
b
at h om e. c S h e 's e x p e c tin g s o m e o n e to a rriv e at tw o . a I im a g in e she m is s e s h e r fa m ily , b T h e re 's n o th in g th e re - y o u 're ju s t im a g in in g th in g s .
Com pare answers.
I'd say his v ie w s on la n g u a g e le a rn in g are q u e s tio n a b le . I'm a w a re of th e tim e , th a n k you.
2 3 A
T ru e fa n s w ill fin d th e bo o k d is a p p o in tin g . They are happy a t w o rk , b u t say th e y d o n 't get m u c h m oney. It's im p o s s ib le to te a ch so m e o n e ho w to be a w rite r.
5
6 a
Match the adverbs with the verbs. v iv id ly s tro n g ly th o ro u g h ly d e e p ly e n tire ly
b
Make sentences with the collocations you made.
c
Read out only the last part of your sentences. Can your p a rtn e r guess how they begin?
... not go in g to s tu d y in A u s tra lia .
d
I d e e p ly r e g r e t ...?
Make sentences using combinations of these intensifying adverbs and the verbs in 6a. d e fin ite ly
c o m p le te ly
to ta lly
a b s o lu te ly
I totally agree with you.
7 a
W hat adverbs could be used as a response? T h a t's a fa ir c o m m e n t, is n 't it?
b
Yeah,
Take turns to make a co m m e n t and respond. Agree or disagree, using an adverb. 1 2 3 A
F o o tb a lle rs e a rn fa r too m u c h m oney. M ost p o litic ia n s are c o rru p t. Do you re m e m b e r y o u r fir s t day a t sch o o l? Is n 't life w o n d e rfu l?
G ram m ar referen ce, p141
34
enjoy re m e m b e r a g ree believe re g re t
I deeply reg ret not going to study in Australia.
a I th in k I picked up m o s t o f m y E n g lis h at b a b c
How would you classify u n b e lie v a b ly in te r m s of intensity?
Vocabulary Idiom s ab ou t speaking
Expressions w ith language
8 a
How many expressions with la n g u a g e can you re m e m b e r from this unit?
9 a
Look at this idiom from th e unit. So the way you get your message across must be
Think about four categories: A (p h ra s a l) v e rb s + la n g u a g e
take up a language
Match these idioms with th e ir definitions. Which idioms do the cartoons show?
B la n g u a g e used to
language teacher
1 2 3 A
I w a s re a lly to n g u e -tie d . He d id n 't le t m e g e t a w o rd in e d g e w a ys. He k e p t b e a tin g a b o u t th e b u sh . I c o u ld n 't s tr in g a s e n te n c e to g e th e r.
5
M a ke y o u r p o in t as q u ic k ly as you can.
a b c d
ta lk a ro u n d th e to p ic , n o t g e t to th e p o in t give an o p in io n c le a rly s p e a k a rtic u la te ly u n a b le to have a chance to s p e a k because s o m e o n e e lse is sp e a k in g u n a b le to sp e a k because y o u 're n e rvo u s
m o d ify a noun
b
very, v ery different?
C a d je ctive + la n g u a g e
foreign language
D o th e r e xp re ssio n s + la n g u a g e
to be im m ersed in language
Add words in th e box to th e ga p s to m a k e e x p re s s io n s w ith la n g u a g e . W h ic h c a te g o ry in 8 a does each e x p re s s io n b e lo n g to?
e g ra s p s k ills b a r r ie r 1
2 3
A
5
6 7 8
p re se rve get by in
com m and m a s te r com m on second
picked up
e xp o su re
He w as a you n g A m e ric a n w ith an u n u s u a l of F arsi, a la n g u a g e h e fro m an Ira n ia n exchan g e s tu d e n t. "Im a g in e h o w hard it w o u ld be w ith o u t a good of th e la n g u a g e ,” sh e said. In b u s in e s s c irc le s , E n g lis h is o fte n th e la n g u a g e a m o n g p e o p le fro m d iffe re n t n a tio n a litie s . S eeing th e m s e lv e s on video, s tu d e n ts are m o re m o tiv a te d to im p ro v e th e ir la n g u a g e _ b ecause th e y w a n t to so u n d b e tte r and lo o k bette r. B u t th e fa c t of th e m a tte r is, it ta k e s a w h ile to a la n g u a g e , e s p e c ia lly if you d o n 't get m uch to it. The new US p ro g ra m m e w ill h e lp b re a k dow n th e la n g u a g e . M any trib e s to d a y use m o d e rn te c h n o lo g y to h e lp th e ir la n g u a g e . He s p e a ks so w e ll, n o b o d y re a lis e s th a t's his la n g ua g e , and he c a n Ita lia n to o !
W o rk in A /B p a irs . Test each o th e r. 1 2
A, say one o f th e e x p re s s io n s in 8 b. B, use it to say s o m e th in g fro m y o u r ow n e xp e rie n c e o r kn o w le d g e .
b ♦
Listen to the idioms in context. W hat is each
sp e a k e r talking about? C *i O
Listen again. How do speakers stress the key words?
Self-assessm ent Can you do th e s e th in g s in English?(fcircle)a n u m b e r on each lin e . 1 = I can ’t do this, 5 = I can do this w e ll. © describe a book
Pick up a language. I picked up a b it o f G reek w h e n I w a s on h o lid a y, b u t I've fo rg o tte n m o s t o f it
-------------------------------------------------
| ® give a personal response
B —
—
w
i
[ ® ta lk about languages and ways to learn them n
m
® describe experiences of language learning
iD
1
n
K K f ln E K
discuss plans and p rio ritie s © use strategies fo r com m unicating effectively I C • For Wordcards, reference and saving your work • For more practice -> Self-sttidy Pack, Unit 3
T
W
1
1
e-Portfolio
35
4.1 goals ® in te rp re t maps and facts ® m ake com parisons and ta lk about changes
World Maps of the world
READING
a Cover the descriptions and compare map A (which shows land area) with B and C. W hat do you notice about the continents and individual countries in maps B and C? W hat do you think they show? b Read the descriptions of maps B and C.
o
e
In S pring 2000, w orld po p u la tio n e stim a te s reached 6 billion (th a t is, six thou sa n d m illio n ). The d is trib u tio n o f th e e a rth 's p o p u la tio n is show n in th is m ap. The size o f each c o u n try shows th e p ro p o rtio n o f th e w orld's popu lation living th e re . For exam ple, Canada is s lig h tly b ig g e r th a n th e USA. B ut as th e m ap show s, th e USA has a m uch la rg e r po p u lation. The m ap also shows th a t th e c o u n trie s o f S outh and East Asia have by fa r th e la rg e st populations re la tive to th e ir size.
This map shows the d istribution o f th e w orld's wealth in 2002, based on th e GDP (Gross Domestic Product) o f each country. The region w ith th e lowest w ealth was Central A frica; its GDP was 0 .8 % th a t o f th e richest region, North Am erica. There was a vast increase in the w orld's to ta l w ealth in the 40 years between 1960 and 2000: wealth per person m ore than doubled, and the w orld's GDP rose by about 250% . The m ost significant developm ent was th e grow th o f Japan, China, the Republic o f Korea and Taiwan.
C Talk a b o u t m a p s B and C. 1 2 3
36
W h ich c o u n trie s have th e m o s t d is to rte d sh a p e s? W h ich are b a re ly v is ib le ? H ow does y o u r c o u n try lo o k? W h a t c o n c lu s io n s can you d ra w a b o u t th e w o r ld ’s p o p u la tio n and w e a lth fro m th e s e m a p s?
LANGUAGE FOCUS
2
a
D iffe re n c e s and ch a n g e s
Sentences 1 - 3 are about differences and changes. W hat words in the box could re p la c e th e h ig h lig h te d w o rd s ? Do th e y ch a n g e th e m e a n in g ? e a s ily huge c o n s id e ra b ly s ig n ific a n t m a ssive e n o rm o u s fa r and aw ay fa r 1 2 3
d ra m a tic s ig n ific a n tly m a rg in a lly
T h e re w a s a va s t in c re a s e in w e a lth b e tw e e n 1960 and 1990. The c o u n trie s of A sia have by fa r th e la rg e s t p o p u la tio n s . Canada is s lig h tly b ig g e r th a n th e USA, b u t as th e m ap sh o w s, th e USA has a m u c h la rg e r p o p u la tio n .
b W rite one o r tw o m o re s e n te n c e s based on th e m a p s, lik e th o s e in 2a. C Read o u t y o u r s e n te n c e s . Do o th e r p e o p le a g re e ?
SPEAKING
3
a
L o o k a t th e m a p s a g a in . 1 2
Im a g in e a m ap s h o w in g p o p u la tio n in 2050. H ow w o u ld it be d iffe re n t? W hat c o u n trie s m ig h t be b ig g e r o r s m a lle r? Im a g in e a m ap s h o w in g w e a lth in th e y e a r 1500. H ow w o u ld it lo o k? T h in k ab out: • N o rth A m e ric a . • C e n tra l and S outh A m e ric a . • India. • C hina. • E urope. • th e M id d le East.
b W o rk in A /B p a irs . S tu d e n t A, lo o k on p 127. S tu d e n t B, lo o k on p 136. T e ll y o u r p a r tn e r w h a t y o u r m ap s h o w s . T hen le t h im /h e r see th e m ap. ♦ L is te n to tw o p e o p le ta lk in g a b o u t th e m ap on p 136. W h a t is th e m a in p o in t each s p e a k e r m a k e s ? A re an y th e s a m e as y o u r ideas?
LANGUAGE FOCUS In te rp re tin g m e a n in g
5 a
The s p e a k e rs used v a rio u s e x p re s s io n s to ta lk a b o u t w h a t th e m a p s m e a n . W h a t did th e y say? C o m p le te th e s e n te n c e s w ith e x p re s s io n s fro m th e box. in d ic a te a b o u t th e s ig n ific a n c e o f re ve a l m u c h a b o u t is a p p a re n t d o e s n 't n e c e s s a rily m ean m e a n s th a t as th e m a p s sh o w S peaker A 1 2
One th in g t h a t ______ fro m th e s e m a p s is ho w little has a c tu a lly ch anged. In f a c t , th e d iffe re n c e b e tw e e n ric h and p o o r has got bigger.
Speaker B 3 U 5 6 7 b SPEAKING
6
a
I'm a c tu a lly n o t re a lly s u re w h a t ______ th e m a p s is. W h a t do th e y r e a lly w e a lth ? It d o e s n 't life s ty le . I su p p o se t h i s it w a s n 't p ro d u c in g m u ch w e a lth . That th a t th e y w e re poor. L is te n a g a in to ch e c k .
W o rk in g ro u p s. Im a g in e a m ap s h o w in g th e w o rld 's w e a lth in 2050. W hat do you th in k it w o u ld lo o k lik e ? S ketch o u t p o ssib le ideas, and if you lik e , d ra w a ro u g h 'm a p '.
b P re s e n t y o u r id e a s to th e c la s s . In te rp re t w h a t y o u r 'm a p ' sh o w s , u sin g e x p re s s io n s fro m 2a. W R ITIN G
7
W rite about a map. 1
2
Im a g in e m a p s th a t w o u ld show : • w h ic h c o u n trie s p ro d u c e th e m o s t g re e n h o u s e gases. • w h ic h c o u n trie s use th e In te rn e t m o st. • w h ic h c o u n trie s have th e m o s t and le a s t v io le n t c rim e . C hoose one, and w rite a s h o rt d e s c rip tio n . W h ich c o u n trie s o r re g io n s w o u ld be b ig g e s t and s m a lle s t?
37
4 .2 goals
What the world eats
Australia: the Browns of River View Food expenditure for one week: $376.45
LANGUAGE FOCUS
1
discuss changing trends
Egypt: the Ahmed fam ily of Cairo Food expenditure fo r one week: $68.53
a Discuss these questions. 1 2 3
Types of food
b 2
ta lk about diet and n u tritio n
W h a t se e m to be th e m a in d iffe re n c e s in th e food th e tw o fa m ilie s eat? W h e re do you th in k th e y do th e ir s h o p p in g ? W h a t kin d of d ish e s do you th in k th e y m ake?
Talk about other things that strike you as interesting about the photos.
a Which word s in the box below collocate with: • fo o d ? • d rin k s ? • both? Can you see examples of th em in the photos?
b
n u tritio u s
b o ttle d
s u g a r-fre e pro ce sse d
GM s o ft
d rie d
ta k e -a w a y
lo c a lly p ro d u ce d
packa g e d fizzy canned ra w d ie t c o n ve n ie n ce lo w -fa t w h o le m e a l
re fin e d
Which word s have a s im ila r meaning?
c These word s are commonly used to ta lk about food and diet. Which are types of food, and which are c o n ta in e d in food? Give examples. p u ls e s
fib re
c e re a ls
d a iry p ro d u c ts
p ro te in
c a rb o h y d ra te
d How much do you eat or drink of each type of food or drink in 2a and 2c? a W ork in groups. Group A, look on p 130. Group B, look on p136. Discuss the questions.
b SPEAKING
a Im agine a photo of your (or your family's) food for one week. Make notes about w h a t it might show.
b
38
Tell the class about the family's diet.
Describe your 'photo' to other students. Which photo on this page is most sim ilar?
Nutrition transition 1
a You w il l read an a rtic le w h ic h a c c o m p a n ie d th e p h o to s , d e s c rib in g h o w e a tin g h a b its have c h a n g e d in th e w o rld . W h a t do you th in k it w il l sa y a b o u t th e s e to p ic s ? • n e w te c h n o lo g ie s • food fo r co n ve n ie n ce
• s e a s o n a l food • p ro ce sse d fo o d s
• m a ln u tr itio n • o b e s ity
b Read and ch e ck.
N utrition transition Everyone eats. People around the world differ in many ways, but dinner unites us all. Throughout history, we humans have always found nourishing ways to use whatever food we could lay our hands on. The earliest diets were hunted and gathered from the foods that were available as a result of geography and climate. But as soon as people figured out how to trade foods, they did. As the photographs show, the current diets of most world populations have moved well beyond hunting and gathering. They have ’ evolved in response to changes in food production that began with the Industrial Revolution some 2 0 0 years ago. New means of preservation allow foods to be eaten long after they are grown and harvested (hence ketchup). New means of transportation - railroads, trucks and airplanes (as well as technologies such as refrigeration) - mean that foods grown in one place can be consumed ‘fresh’ many thousands of miles away. Thus, even in some place as remote as Bhutan, people eat oranges, surely grown well beyond the Himalayas. New processing technologies allow companies to make shelf-stable food products that can be transported and consumed much later (like pasta). New technologies have permitted the development of previously unknown food products like instant coffee and Cheese Whiz. New marketing methods can create worldwide demand for such products (chief among them, the almost ubiquitous Coca-Cola). But the photographs have even more to tell us. As conflicts resolve and people in developing countries become better off, they acquire more stable resources and 2change the way they eat. They inevitably 3replace the grains and beans in their diets with foods obtained from animal sources. They buy more meat, more sweet foods and more processed foods: they eat more meals prepared by others. Soon they eat more food in general. They s ta rt gaining weight, become overweight, then ^develop heart disease, diabetes, and the other chronic diseases so common in industrialised societies. Here we have the great irony of modern nutrition: at a tim e when hundreds of millions of people do not have enough to eat, hundreds of millions more are eating too much and are overweight or obese. Today, except in the very poorest countries, more people are overweight than underweight. Some socially conscious governments struggling to feed their hungry populations must also contend with the health problems of people who eat too much food. The phenomenon of going from not having enough food to overeating is now so common that it has been given its own name: the nutrition transition. To see nutrition transition in action, you need only compare the diets of fam ilies from Mali, Mongolia and the Philippines with those from France, Australia and the United States. Rates of obesity are 5rising rapidly in all countries, but are highest in the most industrialised countries. To understand why, ju s t examine the shopping lists and food displays.
2
a
M a tch d e v e lo p m e n ts 1 -5 w ith e x a m p le s a -e . H ow a re th e y c o n n e c te d ? 1 2 3 A 5
p re s e rv a tio n tra n s p o rta tio n p ro c e s s in g te c h n o lo g ie s m a n u fa c tu rin g te c h n o lo g ie s m a rk e tin g m e th o d s
C oca-C ola in s ta n t coffee o ra n g e s pasta ke tc h u p
W h a t is 'n u tr itio n tr a n s itio n '? LANGUAGE FOCUS C hange s and tre n d s
a T he h ig h lig h te d v e rb s in th e a rtic le a re used to d e s c rib e c h a n g e s and d e v e lo p m e n ts . W h ic h d e s c rib e : 1 2
ch a n g e s in d ie t? o b e sity and h e a rt d ise a se?
b W h a t a re th e n o u n fo r m s o f th e h ig h lig h te d v e rb s ? evolve - » e v o lu tio n c T ry u s in g n o u n s in s te a d o f th e v e rb s in th e a rtic le . W h a t o th e r c h a n g e s w o u ld be n e c e s s a ry ? H ow w o u ld th is a ffe c t th e m e a n in g ? SPEAKING
You a re g o in g to have a d is c u s s io n a b o u t th e w a y te c h n o lo g y has ch a n g e d food h a b its . S tu d e n t A, lo o k on p 128. S tu d e n t B, lo o k on p 135. 39
Target activity 4 .3 goals
Say how a town or country has changed
make com parisons and ta lk about changes discuss changing trends ta lk about re su lt
You are going to listen to Adrian talking about im portant events and changes in Britain. Look at the photos. W hat do you think he w ill say?
TASK LISTENING
a *
Listen. How do the photos illu strate w h a t he says?
b W hat does Adrian say about the effect of joining the EU on: • food?
• co o k in g ?
• TV c o o k e ry p ro g ra m m e s ?
a Look at these expressions Adrian uses. W hat preposition comes next?
TASK LANGUAGE
1 2 3 U 5
R e su lt
T h is T h is T h is T h is T h is
had a ll k in d s o f c o n s e q u e n c e s fo r had an im p a c t ... gave ris e ... led ... w a s a d ire c t c o n s e q u e n c e ...
b Match the expressions in 3a with these endings. Is more than one a n s w e r possible? a w h o le new sty le of B ritis h c o o kin g . p e o p le 's a ttitu d e to food. th e w a y p eople live. jo in in g th e EU. a n e w w ave of TV chefs. c » < E D Listen to check. U
a P repare to ta lk about how things have changed w h e re you live. 1
T h in k a b o u t ch a n g e s to y o u r to w n , re g io n o r c o u n try sin ce you have k n o w n it. W rite tw o o r th re e im p o rta n t e ve n ts th a t have ta k e n p lace, su ch as: • ch a n g e s of g o v e rn m e n t. • ne w te ch n o lo g y. • ne w b u ild in g s o r tr a n s p o rt s yste m s.
2
• n e w tre n d s o r fa s h io n s . M ake a lis t of h ow th e ch a n g e s have a ffe c te d p e o p le 's a ttitu d e s o r life s ty le s . H ow are th in g s d iffe re n t now ?
b W o rk with other students. 1 2
40
L is te n to each o th e r's o p in io n and a sk q u e s tio n s to fin d o u t m o re . If you co m e fro m th e sa m e place, do you ag re e ?
EXPLORE Across cultures Restaurants 1
a W hat kind of re staurants can you see? W hat type of food do you think they serve there? How do you know?
b Match these restaurant names with the photos. B en's C h illi B o w l
Jade D ra g o n
Cafe Q u entin
c Which was the easiest nationality to identify? Why? W hat does this suggest about some restaurant decor? Talk about restaurants w h e re you live which offer cuisines from different countries. Describe th e ir decoration and atm osphere. 3
a W hat do you know about Mexican culture and cuisine? b Read a blogger's review of a Mexican restaurant and underlin e the negative words. 1 2
W h a t are th e b lo g g e r's m a in c o m p la in ts ? W hat do you p ic tu re w h e n you read th e h ig h lig h te d e x p re s s io n s ?
I had high hopes when they opened a new Mexican-owned restaurant on the next block from me. But sadly, it's comparable to the usual cardboard-tortilla fast-food outlets you get everywhere. When I first went there, I was served chips and salsa, like back home. That was a good start and, of course, I dove right in. But the chips were stale and the salsa tasted like candy! I asked my waiter if they had a hotter salsa, because the salsa was nothing but tomato ketchup w ith some chunks of onion in it. "We have to serve it like this, because the locals don't like the real thing," he said. I responded by telling him that if you're going to serve Mexican food, serve Mexican food. I'm tired of Mexican-owned restaurants advertising their food as autentico, only to be disappointed by how terrible our food tastes. Why don't the owners of the restaurants show off the beauty of our culture? Forget candy-flavoured salsa, and make a great-tasting one that not only makes our mouths water, but also makes us teary-eyed. But it's not just the food that they get wrong. Here, Mexican eateries play merengue, which is Caribbean. When they do play Mexican music, it's always the most stereotypical bands serenading you with deafening rancheras. Do they think everyone listens to that in Mexico? The waiters also dress in folkloric costumes which are real cliches, and serve margaritas which, contrary to popular belief, we don't drink that much at home!
4
Discuss these questions. 1 2 3
Do you have any idea h o w y o u r c u is in e m ig h t be re p re s e n te d ab ro a d ? W h a t do you th in k m ig h t be th e s te re o ty p ic a l d e co r, etc.? Do you th in k th e s e are m is c o n c e p tio n s a b o u t y o u r c o u n try and co u ld be d a m a g in g ? O r do you th in k th is g ives a p o sitive , a ttra c tiv e im a g e of y o u r c o u n try ?
EXPLORE Keywords gebecome 1 a
In these examples, g e t is used to ta lk about changes that lead to a situation.
3 a
In these examples, we use b e co m e ra th e r than g e t. Why? 1
Now Europe is w e a lthy compared to other c o u n t r i e s .
2
The difference between rich and poor is bigger than
3
before. People are in the habit of eating well.
4 People are a bit more selfish.
5 Change leading to th e situation 6
It got wealthier at the expense of other countries. The difference between rich and poor has got bigger. People have really got into the habit of eating w e l l .
3
b
Think of an expression with g e t these sentences. 1 2 3 4 5
c
2 a
W h at kin d o f w o rd s can co m e a fte r g et? In w h ic h e x a m p le s co u ld w e a ls o use b e co m e / be ca m e ? W hy / W hy not? W hy do th re e of th e e x a m p le s use th e p re s e n t p e rfe c t?
/
W hat are the sentences about? W h e re would you find th em ? Are they more likely to be spoken or written?
a
Think of something that has recently become:
C om e and have s o m e d in n e r b e fo re i t ... It w as a long book, but fin a lly I ... I hated Japanese food at firs t, but a fte r a tim e ... Take a key so you d o n 't ... I u s u a lly keep u p -to -d a te w ith m y w o rk , but th is w e e k ...
Look at the exam ples in 1a and 1b again. Can you use any other verbs instead of g e t or b ecom e ? Im agine you overheard these re m a rk s . What do you think the people are talking about? In what context would you h ear them?
o r it w ill g e t in fe c te d ...
... it's easy to g e t o v e rw h e lm e d on y o u r fir s t day ...
% he g o t le ft b e h ind on th e la s t lap ...
. I g o t c a rrie d aw ay ...
42
» ! £ > Listen to check.
• • • • •
g o t to continue
it w ill g e t m o re h u m id ...
b
U
b 5
It's given us good s e rv ic e fo r 10 y e a rs, b u t th e p a rts have no w b e co m e o b s o le te . H e r n a m e q u ic k ly b e ca m e w e ll-k n o w n th ro u g h o u t th e lite ra ry w o rld .
b
People have got a bit more selfish.
1 2
We w ill c o n ta c t you as soon as a place b e c o m e s a v a ila b le . It is o n ly in th e 20th c e n tu ry th a t n a tio n a lis m b e ca m e a s s o c ia te d w ith th e p o litic a l rig h t. You need to be re s id e n t fo r te n y e a rs b e fore you b e co m e e lig ib le fo r c itiz e n s h ip . It soon b e c a m e a p p a re n t th a t a second ru n w a y w o u ld be needed.
m o re a va ila b le . fa s h io n a b le . a p p a re n t to you. w e ll-k n o w n . o b so le te .
Com pare your examples with other students. Look at the photos. How many ways can you describe what has happened to the things and people, using g e t or becom e?
EXPIOREWriting Goals 1
Read the website about Mumbai, India. Look at the photo and the descriptions. 1 2
3 4
W h a t do th e y te ll you a b o u t th e c ity and th e w ay people live? W hy are tr a n s fo rm e d and e le p h a n t good w o rd s to d e s c rib e th e ch a n g e s ta k in g place in India? W hy do you th in k p eople a re b e w ild e re d ? W hat does th e w o rd s p ra w lin g s u g g e s t a b o u t th e s lu m s ?
2 a
C om pare the caption with this more extended description. How are they different? Com pare the
® w rite captions w rite econom ically
India, the second m ost populous nation in the w orld, is being transform ed. We have heard about the rise o f Asian tigers and the Chinese dragon - now here com es the elephant. India’s econom y is growing more than 9% a year, and the country is modernising so fast that old friends are bewildered by the changes. India is now the w o rld ’s fourth largest economy. At the same time, more than a quarter of India’s 1.1 billion people still live in slum s and on less than $1 a day. W elcome to new India.
n u m b e r of: • se n te n ce s. • a d je c tiv e s and tw o -w o rd e xp re s s io n s . • ve rb s. 19 m illio n p eople live in M u m b a i, and it is p ro je c te d by 2015 to be th e m e tro p o lis w ith th e s e c o n d -h ig h e s t p o p u la tio n in th e w o rld , a fte r Tokyo. B u t it is a lre a d y a w o rld of its ow n. It has a film in d u s try , 'B o lly w o o d ', w ith its ow n film s ta rs . T h e re are tr a ffic ja m s 24 h o u rs a day. It has s lu m s w h ic h sp re a d e v e ry w h e re and a lso new a p a rtm e n t b lo c k s w h ic h co st as m u c h as so m e s k y s c ra p e rs in M a n h a tta n . b Why is the language in the caption more effective?
3 a
Read three more captions. Match them with photos A -C .
Chowpatty is Mumbai's m o s t1 fam ous beach. During the day, it is the 2_______ of the happily unemployed who 3______ under the shade of its 4_______ trees. But in the evening the atmosphere is more like a 5________: kids_4________on Ferris wheels or taking pony rides, astrologers and monkey shows.
The Sassoon Docks are the main fish loading and trading centre in South Mumbai. Hundreds of women 7_______ around 8_______ piles of tiny shrimp, shelling them one by one. Everywhere it is 7_______ and smelly, yet somehow these women remain 10_______ and clean in t h e ir 11________ orange, pink and turquoise saris.
The upper class 12_______ with mineral w ater in a 13______ tapas bar. The booming concentration of business activity breeds a 14_______ , cosmopolitan outlook with 15_______ restaurants and nightclubs.
b Choose a word for each gap. W hat effect is achieved by the way the captions are written? fa m o u s g rim y s q u a t c a rn iv a l e n o rm o u s p ris tin e snooze h a n g o u t s o p h is tic a te d s o ftly lit c h illo u t e x q u is ite fa n cy s c re a m in g s tu n te d U
W o rk in groups. Look on page 128 and follow the instructions.
Home to 19 million people, Mumbai is projected by 2015 to be the planet’s second-most populous metropolis after Tokyo. But it’s already a world of its own with Bollywood stars, 24-hour traffic jams, sprawling slums and Manhattan-priced high-rises.
Look again O Grammar The fu tu re
C om parisons involving d iffe re n t verb s and tim es
Look at this exam ple from the unit. U nderline the different ways to talk about the future. The w o rld ’s population in th e y e a r 2050
5 a
How could these re m a rk s continue?
I I I w as a bit disappointed by the Acropolis. It w asn’t nearly as impressive as I .
"T he ch o ice s th a t to d a y 's g e n e ra tio n of young people aged 15—24- m a ke a b o u t th e size and sp a cin g of th e ir fa m ilie s are lik e ly to d e te rm in e w h e th e r P la n e t E a rth w ill have 8 , 9 o r 11 b illio n people in th e y e a r 2050." (U n ite d N a tio n s P o p u la tio n Fund, 2005) By 2050 th e e a rth 's p o p u la tio n is due to reach
9,07 billion.- 62% of people will be living in Africa,
li I have to work or
S o u th e rn A sia and E a s te rn A sia - n u m e ric a lly th is is th e sa m e as if a ll th e w o rld 's c u rre n t p o p u la tio n lived ju s t in th e s e re g io n s . In a d d itio n , a n o th e r 3,000,000,000 are set to sp re a d
hard for exams t year. So I don’t g out as much as I
a cro ss th e re s t of th e w o rld .
2 a
Which expressions in the table ta lk about: 1 2
s o m e th in g th a t w ill happen soon? due to ... s o m e th in g th a t w ill c e rta in ly h a ppen?
+ in fin itive
+ noun o r verb + -ing
is is is is is is
on th e p o in t of
due to s u re to s e t to a b o u t to bou n d to c e rta in to
ii New York has really changed. It’s much safer than i t ...
on th e v e rg e o f on th e b rin k of b » 1 E > Listen to check. Which words are repeated, and which aren't?
is to
Change these sentences to comparatives. Are th e re different ways to express the sam e idea?
b How can you talk about the futu re when you are
3
less certain?
1
it's lik e ly t o ...,- it's u n lik e ly t o ...
2
R ewrite these sentences.
3
1
k
I've m a n a g e d to do a b it. Of c o u rse , I had e xp e cte d h e r to be angry. As it
2
I'm sure th e re w ill be e le ctio n s next year, (certain) There are c e rta in to be e le c tio n s n e x t year. The s c h e d u le says th a t th e p re s id e n t w ill a rriv e
5
3
he re a t 5pm . (set) E ating o rg a n ic food w ill be a tre n d fo r so m e
6
4 5 6 7
tim e , (bound) The new pens w ill a rriv e v e ry s h o rtly , (point) The t r ia l s h a ll ta ke p la ce on 23 May. (due) I th in k I'm go in g to tu rn dow n th a t jo b . (verge) L ife m ig h t n o t be so d iffe re n t in 2050. (u n lik e ly )
a W rite th ree sentences about the futu re. Include inform ation about something that: • w ill happen soon. • is c e rta in to happen. • is le ss c e rta in to happen. b W ork with a partner. Com pare sentences and ask questions to find out m ore about each other's opinion.
44
4
You do ve ry little exercise. You o u g h t to do m ore. I w a s e x p e c tin g it to be re a lly d a n g e ro u s , b u t it d id n 't se e m to be d a n g e ro u s at a ll. The exam is u s u a lly n o t v e ry d iffic u lt, b u t th is y e a r it w a s q u ite hard. I had hoped to g e t a lo t of w o rk done today, but
tu rn e d out, she w a s a b s o lu te ly fu rio u s . I had im a g in e d h im to be in his la te 40s, b u t he tu rn e d o u t to be n e a rly 60. He p ro m is e d to h e lp a lo t, b u t in fa c t he h a rd ly h e lp e d at a ll.
7 7
How could you continue these sentences with a comparative form? 1 2 3 4 5
The film w a s m u c h m o re e x c itin g th a n ... The p re s id e n t's sp e e ch w a s n 't as im p re s s iv e ... I'm s u re th e w e a th e r w o n 't be as bad ... D o n 't w o rry . W hen you m e e t h im fa c e -to -fa c e , h e's m o re f r ie n d ly ... S he's o ve r 80 now. She d o e s n 't g e t a ro u n d ...
G ram m ar referen ce, p141
Vocabulary Changes 8
Cause and effect
a In these sentences from N u tritio n tra n s itio n on p39, w h at other adjectives or adverbs could you use to replace g ra d u a llly ! and ra p id (ly)? 1
2
1 0 a In these sentences, which means: • A caused B?
a P eople's d ie ts have evolved g ra d u a lly in re sp o n se to ch a n g e s in food p ro d u c tio n , b P eople's d ie ts have u n d e rg o n e a g ra d u a l e v o lu tio n in re s p o n s e to ch a n g e s in food p ro d u c tio n . a O besity is ris in g ra p id ly in a ll c o u n trie s . b T h e re has been a ra p id ris e in o b e s ity in a ll
1
2 3
c o u n trie s .
2 3
a
b c
d
e
f
g h
W h a t is each se n te n c e a b o u t, and w h e re m ig h t you read it? H ow do you know ? W h a t noun m e a n s 'c h a n g e ' in th e s e n te n c e ? Does it m ea n a s lo w o r a fa s t ch ange? Do you th in k th e w r it e r sees th e ch a n g e as being fo r th e b e tte r o r th e w o rs e ? N o th in g s y m b o lis e s th e re m a rk a b le tra n s fo rm a tio n o f th e c ity fro m th ird - w o rld c a p ita l to c e n tre of g lo b a l fin a n c e m o re th a n its g litte rin g ne w s h o p p in g m a lls , He e m p h a s is e d th e im p o rta n c e of m a k in g a s m o o th tra n s itio n to d e m o cra cy, If you are in te re s te d in th e h is to ric a l e v o lu tio n o f th e te m p le s , s to p o ff at A ja n ta , w h e re so m e caves are fro m th e 2nd c e n tu ry BC. A fte r a w e e k o f m a ss d e m o n s tra tio n s th a t have p a ra lyse d th e c a p ita l, th e c o u n try is on th e ve rge of to ta l c o lla p s e , W h a t w e are w itn e s s in g is a te c h n o lo g ic a l re v o lu tio n in th e re c o rd in g in d u s try , one th a t is q u ie tly ta k in g p o w e r aw ay fro m th e big s tu d io s and p u ttin g it d ire c tly in th e h a n d s o f a rtis ts , To p ro te c t y o u r p e a rls fro m g ra d u a l d e te rio ra tio n , d o n 't le t h a irs p ra y o r p e rfu m e to u c h th e m . M ost p a tie n ts tre a te d w ith th e d ru g s h o w e d a d ra m a tic im p ro v e m e n t w ith in m o n th s , A fte r being to p of th e le a g ue , U n ite d soon w e n t in to rap id d e clin e .
c Notice the adjectives with each noun. What other adjectives could you use in the same context? 9
a Think of a change you know about. Choose one of these topics and w rite sentences giving your opinion. • a pla ce • th e e n v iro n m e n t / th e w o rld • s p o rt • a p e rs o n you k n o w Since the Wall fell, Berlin has undergone a rem arkable transform ation. In less than 3 0 years, it has developed from being a regional backw ater to being one of Europe’s most dynamic cities.
B ritis h food b e ca m e c o s m o p o lita n . T h is gave ris e to a w h o le ne w sty le o f B ritis h co o kin g w h ic h w a s in flu e n c e d by th e M e d ite rra n e a n . T h is has had an im p a c t on p e o p le ’s a ttitu d e s to food and co o kin g . P eople have re a lly s ta rte d e a tin g w e ll. T h is w a s a d ire c t c o n s e q u e n c e o f jo in in g th e EU.
b These expressions could replace those highlighted in 10a. Could they be used in sentence 1, 2 or 3? Would they change the meaning?
b Look at sentences a -h and discuss these questions. 1
• B w a s caused by A?
• A in flu e n c e d B?
led to 1 g e n e ra te d had an e ffe c t on re s u lte d in b ro u g h t a b o u t in flu e n c e d re s u lte d fro m s te m m e d fro m w a s caused by trig g e re d had its o rig in in had an in flu e n c e on 11
C hoose th e b e st e x p re s s io n . W h y is it b e tte r? 1
2 3 4
5
C e le b ritie s have a huge e f f e c t / in flu e n c e on young people. Lo o k a t th e w a y people copy P a ris H ilto n , fo r e xa m p le . The c o n flic t has its o rig in s i n / led to tr ib a l fe u d s b e tw e e n n o m a d ic h e rd s m e n . You w a n t to be c a re fu l w ith th is v a c c in a tio n . It co u ld tr ig g e r / b rin g a b o u t an a lle rg ic re a c tio n . It w a s m a in ly th e irre s p o n s ib le b e h a v io u r of th e b a n k s th a t had an e ffe c t on / b ro u g h t a b o u t th e c ris is , so th e y s h o u ld pay fo r it. The p ro b le m s te m m e d fro m / re s u lte d in th e fa c t th a t she n e v e r received his e m a ils .
1 2 a C o m p le te th e s e s e n te n c e s so th e y a re tru e fo r you. 1
My
2
______ had a big im p a c t on m e. ______ in flu e n c e d m e a lot, b e cause ... ______ had an im p o rta n t e ffe c t on m y fu tu re .
3 4
s te m s fro m m y fa m ily b a c k g ro u n d .
b C o m p a re y o u r s e n te n c e s .
Self-assessm ent Can you do th e s e things in English?(^ircle)a n u m b e r on each lin e . 1 = I can 't do th is, 5 = I can do th is w e ll. I® in te rp re t m aps and facts make com parisons and ta lk about changes © ta lk about diet and n u tritio n discuss changing trends 9 ta lk about re su lt ® w rite captions © w rite econom ically • For Wordcards, reference and saving your work • For more practice -» Self-study Pack, Unit 4
e-Portfolio
b Read out your sentences. Do other people agree?
45
5.1 goals ® describe spaces in cities ® describe how spaces are used
Concepts of space
READING
1
a T he p h o to s a re fro m an e x h ib itio n c a lle d 'P o s t-it c ity '. Which cities do you think they are? Why? • H anoi, V ie tn a m
• B a rce lo n a , S pain
• W arsaw , P o la n d
• C airo, Egypt
b W hat does each photo show? W hat do they seem to have in common? Read the captions and check. Which photos do they match with?
Once held around th e edge of an abandoned
Every day in Hanoi, m o re th a n 2 ,0 0 0 w om en ta ke to th e
football stad ium , J a rm a rk used to be Europe’s
s tre e ts selling a kind of noodle soup - P h d Bo, a m ixture
biggest open-air m a rke t. For m any years,
of soy, noodles, vegetables, pork o r beef in a h o t b roth.
it b ro u g h t a sense of co m m u n ity to tra d e rs
Each of th e se soup-sellers c a rrie s a pole balanced across
and sh oppe rs fro m d iffe re n t nationalities who
h e r shoulders: hanging fro m one side is a soup p o t w ith
o th e rw ise w ould have been on th e s tre e ts . It
chopsticks, plates and w h a te ve r else you m ig h t need fo r
w as closed in 2 0 1 0 , to be replaced by a new
eating; on th e o th e r side, stacked in order, are tiny, coloured
N ational S tadium , one of th e venues fo r th e Euro
stools. This com plex a rra n g e m e n t quickly becom es an
2 0 1 2 football to u rn a m e n t.
im provised o u td o o r re s ta u ra n t fo r up to te n people.
In an overcrow ded city, living anyw here will do - even a
Reclaimed as provisional allotm ents, these no-m an’s
c e m e te ry could be called hom e. D escribed by politicians
lands found along rivers and railway lines now serve
as a refuge fo r crim in a ls, chosen by film m a k e rs and
a real purpose. Here, re tire d citizens build precarious
novelists as locations fo r s to rie s of m a rg inalisation, o r
sheds fro m w aste and g ro w fru it and vegetables w here
declared as are as in need of p ro te c tio n by UNESCO,
th e y can. M aking use of w aste ground in an original way,
th e se m ake sh ift hom es re m a in a sign of real poverty.
th e pro je ct gives th e se elderly people a function in life.
Read th e c a p tio n s a g a in . W h ic h p la ce : 1 2 3 k 5 6 7 LANGUAGE FOCUS
U
a F ind a d je c tiv e s in th e c a p tio n s th a t m e a n :
D e s c rib in g spaces
b
5
has now d isa p p e a re d ? is vie w e d d iffe re n tly by d iffe re n t people? gives a p a rt o f th e p o p u la tio n s o m e th in g to do? is th e re s u lt of a d e s p e ra te s itu a tio n ? is vie w e d th e m o s t p o s itiv e ly ? b ro u g h t d iffe re n t k in d s o f p e o p le to g e th e r? has to be se t up again every m o rn in g ?
a b
fu ll of people. le ft em pty.
d e x is tin g o u ts id e , e u n s ta b le ,
c
im p ro v is e d .
f used fo r a lim ite d tim e .
Do th e a d je c tiv e s have a n e g a tiv e o r n e u tr a l c o n n o ta tio n in th e c a p tio n s ? H ow does th is a ffe c t th e w a y w e re a d th e m ?
a W h ic h o f th e s e a d je c tiv e s can d e s c rib e : s p a ce s in c itie s ? b u ild in g s ? b o th ? c la u s tro p h o b ic q u a in t re s tfu l ru n -d o w n g litz y d e s o la te im p o s in g b u s tlin g v ib ra n t fu tu r is tic p ic tu re s q u e s ty lis h s o u lle s s se e d y ra m s h a c k le
b
W h ic h do you th in k have a p o s itiv e o r a n e g a tiv e c o n n o ta tio n ?
c W o rk w ith a p a rtn e r. C hoose a p la ce o r b u ild in g in y o u r to w n . T h in k h ow to d e s c rib e it u s in g one o r m o re o f th e a d je c tiv e s . d D e s c rib e y o u r p la ce to th e c la s s . Can o th e r p e o p le g u e ss w h a t it is? LIS TEN IN G
6
a M a tch th e s e w o rd s to m a k e as m a n y c o llo c a tio n s as p o s s ib le d e s c rib in g spaces and p la ce s. p ro p e rty u rb a n p u b lic c ity basic liv in g
b *1 3 1 2 3 U
o rg a n is m d e v e lo p e rs d w e lle rs needs p la n n in g space
L is te n to a le c tu re a b o u t 'P o s t-it c ity '.
W h ich c o llo c a tio n s do you h e a r? W h a t is th e s p e a k e r's m a in p o in t a b o u t: p u b lic sp a ce s in g e n e ra l? 'a lte rn a tiv e ' u rb a n spaces? In w h a t w a y a re 'a lte rn a tiv e ' u rb a n sp a ce s lik e P o s t-it notes? W h a t is th e le c tu re r's a ttitu d e to u rb a n p la n n in g ? W h a t does he say th a t m a ke s you th in k th is ?
c W h ic h a d je c tiv e s did th e s p e a k e r use to d e s c rib e th e w a y p e o p le use u rb a n sp a ce s? A re a n y th e s a m e as in th e c a p tio n s ? d > SPEAKING
0
L is te n a g a in to ch e c k .
T a lk a b o u t sp a ce s in th e a re a w h e re you liv e . 1
2
M ake a lis t of sp a ce s w h ic h have been re c la im e d o r tra n s fo rm e d , o r a re a s w h ic h now se rve an a lte rn a tiv e p u rp o s e . T h in k a b o u t: • s q u a tte rs . • te e n a g e rs . • to u ris m . • m a rk e ts . • m u s ic eve n ts. • fe s tiv a ls . • s o c ia l g ro u p s . • g re e n spaces. • b u ild in g d e v e lo p m e n ts . Do you a g re e w ith th e ch a n g e s? L is te n to each o th e r's o p in io n s and a sk q u e s tio n s to fin d o u t m o re .
5 .2 goals
Surveillance
READING
1 a
© talk about crime and surveillance
W hat do the im ages show?
b Talk together. 1 2
2 a
W h e re can you fin d s u rv e illa n c e c a m e ra s in y o u r to w n ? W h a t do you th in k is th e ir m a in p u rp o s e ? Do you th in k th e y have h e lp e d to re d u ce c rim e ? If so, how ?
Read the article. 1 2 3
W h e re is th e w r it e r and w h y is he th e re ? Does he th in k CCTV c a m e ra s a re u s e fu l, u s e le s s o r s in is te r? W h a t evid e nce can you fin d in th e a rtic le to s u p p o rt th is ? H ow does his a ttitu d e ch a n g e in th e second p a ra g ra p h ?
U
W ho ru n s th e o p e ra tio n ? W hy does th a t se e m to be a good idea?
I
N Manchester, I watch the man as he fumbles in his pocket, rolls a cigarette and lights it. He is young, thin, and seems nervous. He also seems oblivious to the camera through which I am watching him. He is outside, in the city centre; I am in front of a bank of screens, at the NCP car park. This is the control centre for Manchester's CCTV camera surveillance operation: five operators controlling over 250 cameras, covering public spaces throughout the greater Manchester area 24 hours a day. One of the operators had noticed something unusual about our man, but his suspicions, honed by hours of watching street activity, were soon allayed, and his attention turned elsewhere. At one end of the screens, an operator is observing the car park. A police officer is on shift for referrals for action. The operation has had its successes: nearly 50 football hooligans rampaging in the city centre before last year's UEFA cup final between Rangers and Zenit St Petersburg have been identified; mobile wireless
cameras have assisted in a successful police operation against gangs in Moss Side. It is not always so exciting. The operator showed me his computerised log of recent incidents: a man on a garage forecourt looking at the camera, a group of youths on bicycles, someone acting suspiciously here, a shoplifter being brought out of a shop there. The centre's manager is keen to stress that CCTV is there "to improve the quality of life, not just to catch criminals". The cameras are alert to fly tipping, traffic congestion, illegal street traders. "We want to be the fourth emergency service, watching out for the people of Manchester," the manager says. She also thinks this collection of functions and separation of powers between council and police is the proper model for CCTV, allowing checks and balances. Certainly, to the observer, the operation smacks more of the familiar British piecemeal pragmatism than any sinister desire for control.
b W hat do you think the highlighted word s mean? How else can you express the sam e idea? 1 2 3 3
48
as he fu m b le s in h is p o cke t s e e m s o b liv io u s to th e c a m e ra his s u s p ic io n s w e re a lla y e d
U h o n e d by h o u rs of w a tc h in g 5 ra m p a g in g in th e c ity 6 s m a c k s m o re o f ... p ra g m a tis m
Read two m ore paragraphs from the article on p 129. Then an s w e r the questions.
LANGUAGE FOCUS
U
a
These words are used to describe things people do in streets or in buildings. Explain w h a t they mean.
L e g a l and ille g a l a c tiv itie s
m u g g in g b u rg la ry va n d a lis m rio ts p ic k -p o c k e tin g s q u a ttin g w ritin g g ra ffiti b u s k in g ro b b e ry p ro te s t m a rc h e s s h o p liftin g s tre e t tra d in g h o o lig a n is m b e gging d e m o n s tra tio n s s le e p in g ro u g h gang w a rfa re
b Which
words have a different verb form ? Is there a noun for the people who do these activities? m u g g in g -h> m u g - > m u g g e r w ritin g g r a ffiti —> g r a ffiti a r tis t
C Choose five of the activities you find interesting.
1 2
In y o u r c o u n try , w h ic h a re le g a l, w h ic h a re ille g a l, and w h ic h can be e ith e r? W h ich do you th in k s h o u ld be le g a l / ille g a l? W hy?
3 4
Do you th in k any co u ld [o r s h o u ld ] be c o n tro lle d by s u rv e illa n c e c a m e ra s ? A re any a p a rtic u la r p ro b le m w h e re you live?
Security LISTEN IN G
1
Look at the photos. W hat fo rm s of security do they show? W hat is th eir purpose?
Listen to Jane, Uri, Patrick and Tina talking about security measures. 1 2 LANGUAGE FOCUS
3 a
The speakers co m m en t on things that happened to th em . Try to complete the gaps.
1
C o m m e n tin g on e x p e rie n c e s
W h a t s e c u rity m e a s u re do th e y ta lk ab o u t? A re th e y in fa v o u r o f th e m , a g a in s t th e m , o r do th e y have m ixed fe e lin g s ?
2 3 4
5 6 7 8
I did th in k it w a s , as, you know , I w a s n 't re a lly do in g a n y th in g th a t d a n g e ro u s . ja n e any s c h o o lc h ild re n w e re a c tu a lly c ro s s in g th e road. uri I th in k th e y s e r v e . uri Then th e y speed up ag a in - i t ' s . Pa t r i c k I t h i n k , b u t s o m e tim e s I th in k it's ju s t a b i t . Pa t r ic k B u t at no p o in t did th e y a c tu a lly a s k to see m y p a s s p o rt - it w a s . g e ttin g p rio ritie s w ro n g ! t in a I do th in k t h e y ' r e I m e a n , if you th in k a b o u t it, it does m a ke it s a fe r to buy th in g s . t in a T h e re w a s a huge q u e u e o f p eople s ta n d in g b e h in d m e - it w a s . ja n e
b ♦ M S 3 Listen again to check.
SPEAKING
a
W hat do you think are the pros and cons of the four security measures?
b
C om m e n t on an experience you have had. 1
2
T h in k a b o u t an e x p e rie n c e you have had w ith s e c u rity m e a s u re s . • W h a t happe n e d ? • H ow do you fe e l a b o u t th e e xp e rie n c e ? • W h a t c o m m e n ts w o u ld you lik e to m a ke a b o u t it? T a lk a b o u t y o u r e x p e rie n c e s and h o w you fe e l a b o u t th e m . L is te n to each o th e r and a s k q u e s tio n s to fin d o u t m ore.
49
Target activity 5 .3 goals
Plan a city square
@describe spaces in cities © outline problems liscuss and suggest solutions
1
TASK PREPARATION
a These photos show a square in Munich, Germany. Im agine living on this square. What would be the advantages and disadvantages?
b
Read the report. Did it mention any of the things you talked about?
The square at Harras is situated on a major intersection of two main routes, one going south from the city centre and the other branching west towards the ring road and motorway. It is also the centre of the Munich district of Sendling and is the main shopping centre of the area. On the east and north-west sides of the square there are shops, offices and a library, with residential flats on the upper floors. On the south side is the main post office and other, smaller shops and flats. The centre of the square is kept free of traffic and is used as a bus station. There is also access to the underground from various points on the square, including the central area. At present, there is constant heavy traffic on all three roads which pass through the square, and they are separated from the buildings only by narrow pavements. The main aim of the redevelopment is to improve the quality of life in and around the square, and to make it an attractive centre for Sendling which will be well used by residents and visitors to the area.
Listen to a town p lan n e r outlining the problems.
TASK LANGUAGE O u tlin in g
W hat • th e • th e W hat
p ro b le m s
does she say a b o u t: sh o p s? • th e s q u a re in th e m id d le ? tr a ffic ? • th e b u ild in g s ? ne e d s to be done? M ake a lis t of p o in ts she m e n tio n s . Then c o m p a re
a n s w e rs . 3 a s h o rta g e of in a d e q u a te no access to o ve rcro w d e d in a cce ssib le co ngested
a Look at these two ways of outlining problems. Add words to the gaps.
T h e re ’s / There a re + nou n 1
T h e re 's a la c k o f c o m m u n ic a tio n b e tw e e n th e
2
d iffe re n t p a rts of th e sq u a re . T h e re ’s th e post o ffice .
3 4 5
T h e r e 's ______ p a rk in g spaces. T h e re 's no flo w of tr a ffic th ro u g h th e s tre e ts . T h e re a re too m a n y p eople in th e sq u a re .
b
is / a re + adjective 6 7 8 9 10
The d iffe re n t p a rts o f th e squ a re a re c u t o f f fro m each other. The The The The
po st o ffic e is p a rk in g spaces a r e ______ . s tre e ts a r e ______ . s q u a re i s ______ .
Which sentences apply to the square at Harras?
c Which sentences in 3a could you rephrase beginning with There's a problem? W hat words can come a fte r problem? U
a Try to find a solution for the square at H arras. Follow the instructions on p129.
b
Present your ideas to the class.
C •
0
Look on p 138 and listen to the town planner's solution.
EXPLORE Across cultures Privacy 1
a T he se im a g e s w e re a ll p o ste d on F lic k r.c o m . M a tch th e m w ith th e s e title s . 1 2 3
Invasion o f priva cy D e fin in g m in im u m priva cy P riva cy is dead
A 5 6
R e sp e ctin g b e a u ty and p riva cy A little p riva c y ple a se! P rivacy vs. s e c u rity
b H ow a p p ro p ria te do you th in k each title is? W hy / W hy n o t?
! H IT I
n
?U±\ H !1 Hj HBllilliniH i™
*n) w
1
m
’
pi;!*iar
,iM ' iiII i
i I I __
i
T iu n u
«g > !!
■ "
■■
!
f i |
K B *
P>'
4
i
m
•
A1 ]mm"
P! f! fl * f
‘
f'L !
• i
! |
!
is
I
W hat do you understand by 'privacy'? Is th ere an equivalent word for it in your language? ♦8 Q
U
Listen to David talking about privacy.
1 2
W hat W hat • his • his • his
is 'p r iv a c y 'f o r h im ? can you te ll a b o u t: re la tio n s h ip s and frie n d s ? fre e tim e ? life up to now ?
3
H ow w a s E gypt d iffe re n t fro m E n g la n d ? Is th e im a g e he conveys o f E n g la n d p o sitive ?
How im portant is privacy to you? Discuss these questions. 1 2 3 A
Do you w o rk b e tte r w ith p e o p le a ro u n d , o r on y o u r ow n? If you w e n t to a p a rk o r beach, w o u ld you tr y to fin d a place aw ay fro m o th e r people? If you had a day c o m p le te ly on y o u r ow n, w o u ld you e n jo y it, o r w o u ld you p re fe r to be w ith o th e r people? W ould it b o th e r you to s h a re a h o te l ro o m w ith a frie n d ?
Think of a country you know. 1 2 3
Is th e re m o re o r less o f a se n se of p riv a c y th a n in y o u r c o u n try ? H ow does th a t s h o w its e lf? W hy do s o m e c u ltu re s a tta c h m o re im p o rta n c e to p rivacy?
51
EXPLORE Keyword need 1 a
Look at this example from the unit. What words could go in the gaps? In order to turn this square into an urban space of high quality it needs ^_______ , and it needs ^_______
for the whole layout of the square.
the spaces taken u p b y the road n e e d
First of all,
the road,
_______ , but enabling the flow of traffic for
the same amount of vehicles and without causing traffic jams.
b «O
Listen to check.
C Notice how you can use need as a verb or a noun.
V erb
Noun
a
d
The traffic needs to be completely
b
We n e e d more discussion before w e
can reach a
decision. c
1 2 3
2 a
U
Many people in the area are in desperate need
W h a t w o rd s and p a tte rn s fo llo w need? W h a t a d je c tiv e s / a d v e rb s co m e b efore need? Can you th in k o f any o th e rs ? C ould you say each s e n te n c e d iffe re n tly , u sin g need o r a n o th e r e x p re s s io n ?
m e d ic a l tre a tm e n t a b re a k food and s h e lte r
a ch a n g e a s s is ta n c e an u p g ra d e
Talk about these photos using expressions in 2a.
Listen to four news items. Which expressions from 2a do you hear? W h a t is each item about? How could 1 - 6 continue? Add sentences with need (as a verb or noun). 1 2
The w in d o w s a re ro ttin g away. They u rg e n tly n e e d re p la cin g . D o n 't w o rry a b o u t th e loan.
3 U 5 6
T h o u s a n d s of fa m ilie s have n o w h e re to live. A t th e m o m e n t, th e s q u a re d o e s n 't fu lf il its fu n c tio n . The a n ti-s m o k in g la w s a re n 't v e ry s a tis fa c to ry . I can h e a r you v e ry cle a rly.
b
Read out one of your answers. Can other people guess w h at the first sentence was?
a
W ork alone. W rite down: • • • •
b
52
It's O K - there's no need to panic.
f
These words / expressions often follow in need of. Which could be about: people? a building? a system?
C
3 a
e
of financial support.
The whole building urgently needs redecorating.
a c o m p le te o v e rh a u l re p a ir re n o va tio n
b
There's an urgent need for more qualified staff.
re - o r g a n i s e d .
a b u ild in g th a t's b a d ly s o m e th in g th a t needs a g ro u p of p e o p le w h o s o m e th in g th e re is an
in need o f re p a ir o r re n o va tio n . re o rg a n is in g o r im p ro v in g . you th in k need m o re he lp . u rg e n t need for.
Compare your ideas with other people.
EXPLORESpeaking 1 a
These photos are from a slideshow presentation. What do you think it is about and who is it for?
© give a presentation with images
biB l
Listen to Len Griffiths giving the presentation. At every beep' he shows a new slide. In what order do you think he shows the slides?
c
What do we know from the presentation about: 1 2
a
G renada? th e h o te l?
th e beach? th e food?
Think about the way Len: 1 2 3
in tro d u c e s th e p re s e n ta tio n . m oves fro m one to p ic to th e next. fin is h e s th e p re s e n ta tio n .
Try to complete the gaps.
ii Introduction Well, good afternoon. My name's Len Griffiths, I’m the manager of Petit Bacaye, and _ thank you very much for coming this afternoon.
99
ii Opening description So, an idea what the hotel is like and what it's like to stay th ere.3 in a minute. But a general idea about where we are
99
ii Transition OK, so 5___
Petit Bacaye itself, the hotel.
99
ii Conclusion So, that’s it, really. 1 6 7 _ any questions,
b♦ a
8
what the hotel is like, answer them.
99
Listen to check.
Look at these ways of presenting visual inform ation. W hat other words could be used instead of the h ig h lig h te d words?
Showing a view T his s h o w s you H e re 's a v ie w o H e re's a c lo s e r L e t's ju s t zo o m
... f ... vie w . in on
R e fe rrin g to a slide As you can see fro m th is pho to ... ... w h ic h you can see here. You can see t h a t ...
b
Choose one of the slides. Which expressions could you use to ta lk about it?
c
Look at the script on p151. Did the sp e a k er say the sam e as you? Give a short presentation. 1
Im a g in e you s p e n t s o m e tim e at th e P e tit Bacaye h o te l. P re p a re to ta lk a b o u t y o u r h o lid a y u sin g th e p h o to s on th is page. T h in k of o th e r d e ta ils you w o u ld lik e to e xp la in . Give y o u r p re s e n ta tio n to o th e r s tu d e n ts . 53
look again o Grammar a
Passive rep o rtin g verb s 1
a
L o o k a t th e s e e x a m p le s fr o m th e u n it. CCTV is reckoned to operate in around 500 British towns and cities, Italy, i
II in Austria,
D u ring the 1990s,
as against 50 in
and one in Norway.
roughly 75% of the Home
Choose a photo and imagine a news item to go with it. W rite one or two sentences using reporting verbs.
M ilan a r t r t p o r t t d to h a v t S icjntd a n to j m id —f i t l d t r
1 / is b t h t v t d to b t t h t h ig h ts t-
p a id t r a n s f t r in t h t h i s to ry o f t h t d u b .
Office crime-prevention budget is said to have been spent on installing CCTV. :
It has also been shown that improving street lighting "is a rather more effective form of p r e v e n t i o n " .
1
The e x a m p le s s h o w tw o w a ys of u sin g im p e rs o n a l re p o rtin g v e rb s . W h a t o th e r v e rb s can be used in th e sa m e w ay? M ake a lis t. it It It It
+ passive v e rb + t h a t ... is re c k o n e d t h a t ... is said t h a t ... has been s h o w n t h a t ...
passive verb + to + in fin itive ... is re c k o n e d to ... ... is said to ... ... has been sh o w n t o ... 2
3
W h ich e x a m p le s re fe r to: • th e p re s e n t? • th e past? H ow is th is re fle c te d in th e g ra m m a tic a l s tru c tu re s used? The e xp re s s io n s are ty p ic a l o f new s re p o rts o r a c a d e m ic w ritin g . H ow c o u ld you say th e m in a m o re c o n v e rs a tio n a l style ?
b R ewrite these sentences. Use a suitable passive reporting verb. 1 2 3 4 5 6
P eople say th a t CCTV c a m e ra s in s h o p s d o n 't a c tu a lly d e te r c rim in a ls . P eople c a lc u la te th a t th e re are o ve r 4 m illio n CCTV c a m e ra s in th e UK. M any e x p e rts b e lie ve th a t th e use of CCTV h a s n 't had a s ig n ific a n t e ffe c t on c rim e . They say th a t speed c a m e ra s have reduced road a ccid e n ts . R e p o rts s h o w th a t m o s t s e c u rity c h e c k s at a irp o rts are in e ffic ie n t. M any people fe e l th a t s e c u rity c h e c k s at
b Read out your sentences. Can other people guess the photo?
a irp o rts are re a s s u rin g . c How are these im person al constructions expressed in your language?
G ram m ar referen ce, p 1 4 2
Vocabulary D escribing places
S olu tio n s to p ro blem s
Look at this example from the unit. What two ways does the town p lanner use to describe the square? W hat other shapes could a town square be? The square itself is a v e r y unusual shape.
7
is a triangular shape, and it is surrounded by
a
Listen to these extracts from presentations. Which person is talking about: • • • •
It
some very fine buildings.
U
a • f5 D
a w a r? im m ig ra tio n ? re d e s ig n in g a c ity sq u a re ? an in d u s tria l d is p u te ?
b All these adjectives collocate with solution. Which s p e a ke r uses each expression?
What do the h ig h lig h te d expressions mean? Which sentences best describe the photos?
d ip lo m a tic g lo b a l p ra c tic a l lo n g -te rm p a rtia l proposed in te rim m u tu a lly agree able C Which expression in 7b means: 1 2
3 k
5 6 7 8
th e y d o n ’t fu lly solve th e p ro b le m p artial solutions it involves th e w h o le w o rld w e s t ill need to fin d a b e tte r s o lu tio n it w o rk s it avoids fig h tin g i t ’s w h a t w e s u g g e s t it w ill solve th e p ro b le m fo r a long tim e b oth s id e s a g re e to it
d W hat verbs collocate with solution? come up with a solution Listen again. W hat verbs did they use? 1 2 3 k 5 6 7 8 9
The s q u a re is s u rro u n d e d by fin e old b u ild in g s , d a tin g fro m th e tu r n of th e ce n tu ry. The c e n tra l m o sq u e , d a tin g fro m th e 12th c e n tu ry , is th e fo c a l p o in t o f th e city. The road is b o rd e re d by s h o p p in g c e n tre s and re ta il o u tle ts . The m a in s tre e t is lin e d w ith re s ta u ra n ts . The to w n is d o m in a te d by a c ita d e l. The n e ig h b o u rh o o d is b o u n d e d by 3 5 th S tre e t and 7th Avenue. T h e re are ro o m s o v e rlo o k in g th e s q u a re fo r a b o u t $10 a n ig h t. S e ve ra l s m a ll ca fe s lo o k o u t o v e r th e river. You can fin d good food a t V ik to r's , ju s t o ff th e m a in sq u a re .
b W hat do you im agine the o th e r places to be like? Try to form a 'm e n ta l pictu re’ and describe it to your partner. 5
8
Discuss a problem. 1 2
3
T h in k of a w o rld p ro b le m , a p o litic a l issue o r a p ro b le m in y o u r area. P re p a re to ta lk a b o u t it. M ake a fe w b rie f n otes and tr y to use e x p re s s io n s fro m 7b. T e ll o th e r s tu d e n ts a b o u t th e p ro b le m . D iscuss p o s s ib le s o lu tio n s .
Self-assessm ent Can you do th ese th in g s in English?(^ ir c le)a n u m b e r on each lin e . 1 = I can ’t do this, 5 = I can do th is w e ll. © describe spaces in cities
I
W
1
© describe how spaces are used
a Think of a square, street or neighbourhood where you are now. W rite a few sentences describing it.
@ ta lk about crim e and surveillance @ com m ent on experiences
w
w
b Read out your sentences. Can other students guess which place it is?
© o u tlin e problem s
w
w
© discuss and suggest solutions
D
© give a presentation w ith im ages
m
Think of a place which you think doesn’t fulfil its function w e ll and could be improved. Discuss: 1 2
w h a t is w ro n g w ith it. how it m ig h t be im p ro ve d .
Q
Q
D
Q
m
• For Wordcards, reference and saving your work -» e-Portfolio • For more practice Self-study Pack, Unit 5
55
6.1 goals ® describe appearance and changes to appearance @ discuss photos and images © talk about aim and intention
Appearances The camera never liesP
L ISTEN IN G
a
The left-hand im age has been changed in ten different ways. W hat changes do you think have been made? How?
b *
c
Read the script on p1 51. What do you notice about the verbs? 1 2
READING
a
Listen to check.
W h a t g r a m m a t i c a l fo r m do m o s t of th e m have? W hy do you th i n k th is is? Find e x a m p le s of v e rb s w h ic h are fo r m e d fr o m adjectives.
Read an article about digital manipulation in the fashion industry. What do you think these highlighted words mean? 1 2 3 k
th e a r s e n a l of fa s hio n p h o to g ra p h y g re a t bone s t r u c t u r e f l a w le s s on th e page w it h a b an d o n
5
e v eryth ing gets r e to u c h e d to d ea th
Thin, pretty and airbrushed Clicking the shutter is just the beginning of model beauty The arsenal of fashion photography has always included teenagers with great bone structure, chic clothes and a good make-up job. But with computer graphics, these models look even more flawless on the page. Since the advent of Photoshop, the fashion and advertising industries have been airbrushing pimples, removing wrinkles and shaving off thighs with abandon. “Everything gets retouched to death,” says Eric Feinblatt, a photographer and professor at the Fashion Institute of Technology in Chelsea. “There’s nothing you see on any fashion magazine cover that hasn’t been manipulated.” 56
6 7 8 9
d o e s n 't p re te nd to m i r r o r re a l life p o o r body im a g e vo id of any kind of h u m a n ity re a d e rs are savvy enough
Though the industry does not pretend to minor real life, many are critical of the way that photo manipulation removes life from people’s faces and hence contributes to poor body image. Michael LaMount, a freelance photographer in Los Angeles, objects to digital manipulation, because by removing lines, chins and shadows, retouchers are erasing people’s individuality. “Once you start airbrushing, it becomes void of any kind of humanity,” he explains. But even the models know the point of the picture is to create an image, not a portrait. By the time a photo is taken, the model has already been heavily made up, her clothes pinned and tucked to her body. “How real is it anyway?” asks model Candy Frisbe. Colleague Megan Shoemaker says readers are savvy enough to know fashion photographs do not represent real life. “I think that most people know that the images can be manipulated; consumers are aware,” she says.
b Discuss the article.
LANGUAGE FOCUS A lt e rin g physical fe a tu re s
1
Is th e w r it e r ' s opin io n c ritic a l, positive o r n e u tr a l?
2 3
F o u r people are quoted. W h a t is each p e rs o n 's a tt it u d e to d ig ita l m a n ip u la tio n ? W ho do you m o s t ag re e w ith ? Why?
a
Find six words in the article that re fe r to physical features,
b
W hat other physical features can be altered in photography? Make a list,
c
Com pare lists. Use these verbs to ta lk about them. e nh a n c e le n g th e n s h o rte n lig h te n d a rk e n re d u ce add re m o v e a l t e r
Spots can be rem oved, c h e e k bones can be enhanced.
Fake photos LANGUAGE FOCUS
1 a
These photos both have fake elem ents. W hat are they? How w e re they achieved?
A im and in te n tio n
b
Look at these expressions which describe the a im of the alterations. Complete th e m with words from the box. to 1x3) 1 2 3 4 5
of
as
w ith
in
th a t
... th is c o m p o s ite m a y have been c re ated s o a d d re s s th at. ... _ _ _ _ _ o r d e r give th e im p re s s io n of a s h a r k a tta c k ... ... s o th e c la im w o u ld s e e m m o r e g e n u in e ... ... h o p i n g convince people t h a t th e pho to w a s r e a l ... ... _ th e a i m e n h a n c in g his s ta tu re ...
c W h ic h pho to do you t h i n k each e x p re s s io n d e s c rib e s ? READING and SPEAKING
W o r k in A /B p a irs. Read a b o u t th e p h o to s in 1a. S tu d e n t A, lo o k at p 127. S tu d e n t B, lo o k at p 136. 3
a Read a b o u t th e s e o t h e r fa k e s. Match th e a im s (a -d ) to th e d e s c r ip tio n s (1-4), add ing an e x p re s s io n f r o m 1 b. W h a t c h a n g e s do you need to m a k e to th e s e n te n ce s ? 1 2 3 4
a b c d
b
in 2007, N a tio n a l G eographic sh o w e d a p ic tu re of th e Giza p y ra m id s , Egypt on its cover. The p y ra m id s w e re moved c lo s e r to g e t h e r ... In 1994, Time m agazine show ed A m e ric a n fo o tb a lle r OJ S im p s o n s h o rtly a ft e r his a rre s t fo r m urder. They changed his face to m ake it d a r k e r tha n it really w a s ... A R e u te rs p h o to g r a p h e r covering an a ir raid on B e iru t, Lebanon, used P ho to s h o p to add extra s m o k e ris in g f r o m the b u ild in g s ... In 1994, th e U n iv e rs ity of W is co n s in d o c to re d a p h o to g ra p h on a b ro c h u re by in s e rtin g a b la c k s tu d e n t in a c ro w d of w h ite fo o t b a ll fans ... loo k m o r e d ra m a tic fit th e v e r t ic a l f o r m a t of th e m ag a zin e e m p h a s is e th e e th n ic d ive rsity of t h e i r s tu d e n ts lo o k m o r e m e n a c in g
To w h a t e x te n t do you t h i n k th e s e c h a n g e s a re u n e th ic a l, and w h y ? 57
6 .2 goals
Genuine fakes LANGUAGE FOCUS
a
Fakes and fo rg e ry
© convince people and express doubt
W hat do you understand by these expressions? 1 2 3 4
b
© talk about fakes and forgery
a fo rg e d b irth c e rtific a te an in v e s tm e n t s ca m a fa k e Rolex c re d it card fra u d
5 6 7 8
a con t r ic k c o u n t e r f e i t c u rr e n c y c h e a t th e 's y s te m a c o m p u ls iv e l i a r
Look at the highlighted words. W hat verb, noun and adjective form s do they commonly have? forge, forgery, forged
C Discuss these questions.
READING
2 a
1 2 3
W h a t o t h e r th in g s can be fo rg e d? W h a t t h in g s are often fake? In w h a t w ays do people often ch e a t th e sy ste m ?
4
T h in k of e x a m p le s of a con t r i c k o r a s ca m . Have you (or people you kn o w ] ever been th e v ic tim of one?
One of these Picassos’ is a fake. 1 2 3
W h ic h one do you th i n k it is? If you w e re an a r t dea ler, h o w w o u ld you fin d out? How m u c h do you t h i n k each p a in ting isw o r th ?
Cadaques IPablo Picasso, 19101
b 3 a
Find out which painting is the fake on page 128. Read an article about John Myatt, who painted the fake 'Picasso' in 2a. Which of these sta tem ents do you think are true? Why / Why not? 1 2 3 4 5 6 7
b
J o hn M yatt d o e s n 't have a high opin io n of his own p a in ting style. He to o k g re a t care to m a k e his fa ke s look as g e n u in e as possible. He w o u ld n 't have succee d e d w it h o u t Jo h n D rew e's help. It is s u r p r is i n g ly easy to deceive a r t expe rts. His p riso n sen te n c e w a s u n d u ly harsh. He de ep ly re g r e ts w h a t he did. He a lw a ys had a n a tu r a l ta le n t f o r p a in ting fakes.
What kind of person do you think John Myatt is? Why? devious
d a rin g
c le v e r
modest
ashamed
The master forger John Myatt w as responsible for th e biggest art con of th e 20th century, and ended up going to jail for it. Now his story is being turned into a Hollywood movie - and a prestigious gallery is show ing his 'genuine fakes'. He tells all to Mark Honigsbaum.
John Myatt is showing me some of his recent creations. "That's a Giacometti," he says, pointing to an abstract in sw irling whites and greys entitled Apples on a Stool (1949). "I'm not sure it's quite finished yet." Next, Myatt walks me to another wall of The Air Gallery, in London's Mayfair, hung with a Modigliani, several P icassos and, in the centre, a large Ben Nicholson. For a painter who is celebrating his first London opening, Myatt is disarm ingly honest about both his working methods and his failings as an artist. But then, this is not the first time that M yatt's versions of works by Giacometti and Nicholson have found their way into the West End.
Between 1986 and 1994, Myatt churned out more than 200 new works by su rrealists, cubists and im pression ists, p assin g them off as originals with the help of an accomplice, John Drewe, an expert at generating false provenances. Despite the fact that many of Myatt's paintings were laughably am ateurish (they were executed in emulsion, not oil), they fooled the experts and were auctioned for hundreds of thousands of pounds by Christie's and Sotheby's. It w as, said Scotland Yard's art and antiques squad when they finally caught up with Myatt in 1995, "the biggest art fraud of the 20th century". Indeed, to this day, some 120 'M yatts' are still said to be in circulation.
Now, having served his time Myatt w as sentenced to 12 months in prison in 1999 but w as released for good behaviour after four months - he feels he has nothing to apologise for. Instead,he is seeking to forge anew career, so to speak, as a purveyor of what he calls 'genuine fakes'. These are works by the very sam e artists he used to imitate when he w as a criminal - not only Giacomettis and Nicholsons, but Monets, M atisses and Renoirs. They even come with the artists' signatures. The only difference is that on the back of the canvas is a computer chip and the legend 'Genuine fake' written in indelible ink. Myatt didn't set out to be a faker. As a young art student, he had high hopes of establishing his own artistic style. But whenever he turned his hand to landscapes or portraiture, he says the result w as invariably "academic" and "dull". Instead, he taught evening classes and began selling the odd fake to friends and colleagues ...
c Can you think of verbs to replace these p hrasal verbs from the article? 1 2 3
c h u r n e d o u t m o r e tha n 200 n e w w o r k s p a s sin g t h e m o ff as o rig in a ls d id n 't s e t o u t to be a fa k e r
A
th e y fin a lly c a u g h t up w it h Myatt
d How do these p hrasal verbs add to the meaning? W hat 'm e n ta l im age' do you associate with each?
e
Look at this sentence. Why do you think the w r it e r says 'so tos p e a k ’? At what other points in the text does the w r it e r reveal his own attitude? ... he is s e e kin g to fo rg e a n e w ca re e r, so to s p e a k ... » C 5 D Listen to John Myatt talking about how he started forging paintings. 1
2 3 A SPEAKING
How H ow How Why
did J oh n M yatt s ta r t p ro d u c in g fake p a in ting s ? did he get to k n o w Jo h n Drewe? did he s ta r t fo rg in g p a in tin g s ille g a lly? d id n 't he copy p a in tin g s?
Role play. 1
2
S tu d e n t A, you are an a r t dealer. You w a n t to s e ll B th is pain ting . L ook on p 130. S tu d e n t B, you like th e p ainting, b u t y o u 're not convinced it's ge nuin e. L ook on p 138.
59
Target activity 6 .3 goals
interview someone and present a profile TASK READING
1
® describe appearance @ conduct a personal interview ® describe someone’s life, achievements and attitudes
a W hat do you know about the Brazilian au th or Paulo Coelho?
b Read 1
2
3 A 5
the interview.
W h a t does th e p ro file t e l l you about: • C oelh o's p h ys ic a l a p p e a ra n c e ? • th e w a y he p re s e n ts h im s e lf? • his p e rs o n a lity ? W h ich p a rts of th e in te rv ie w : • quo te th in g s he said? • d e s c rib e th e s e ttin g ? • ta l k ab o u t his past life? • d is c u s s his a c h ie v e m e n ts ? • re f e r to th e p r o m o tio n of his books? W h a t v e rb te n s e s are used fo r each of th e s e p u rp o se s ? W h a t o r d e r are th e s e p a rts in? W h a t e ffe ct is achieved by th is? W h a t fa cts a b o u t his life and c a r e e r s u r p r is e d you? Why?
W h e n P aulo C oelho w a s 1 7 , his p a re n ts s e n t h im to an a s y lu m b e cau se th e y th o u g h t he w a s p s y c h o tic . N o w h e ’s th e w o rld 's b ig g e s t-s e llin g n o v e lis t - b u t, he says, s o m e p e o p le s till d o n 't u n d e rs ta n d h im . Paulo Coelho is dressed e n tire ly in black, as befits a sp iritual sage whose books take as th e ir su b je ct th e eternal hum an enigm a. He is sm all, delicately proportioned and his so ft grey hair has been grow n into a rat's ta il, o f th e kind one som etim es sees on B uddhist m onks. He sits in th e lobby o f a plush London hotel - all clean m in im a lis t lines and strangely placed m irro rs - looking e n tire ly a t hom e, th e black o f his clothes contrasting decoratively w ith the beige upholstery. "E very day I tr y to be in com m unication w ith th e universe in an unconscious way," he sm iles, staring a t me w ith big, brown earnest eyes and speaking in heavily accented English. Paulo has never had any problem co m m unicating w ith o th e r people. In fa ct, he's phenom enally successful at it. Since th e publication o f his firs t w ork, The Pilgrimage, in 1987, he has sold 65 m illion books, m aking him the best-selling a u th o r in th e w orld - above John G risham , Tom Clancy and the seem ingly unassailable J.K. Rowling. He has been tra nsla te d into 59 languages and collected an im pressive p o rtfo lio o f lite ra ry prizes - am ong th e m , the French C hevalier de I'O rdre des A rts e t des Lettres, th e ir m o st prestigious lite ra ry gong. His m ost fam ous book, The Alchemist, te lls th e s to ry o f an Andalusian shepherd boy in search o f tre a su re in a fa r-o ff land, and has sold m ore than 30 m illion copies since its publication in 1988. Despite, o r perhaps because o f his success, Paulo Coelho is a strong advocate o f spreading his books th ro u g h pe e r-to -p e e r file -sh a rin g netw orks. A fte r a fan had posted a Russian tra n sla tio n o f one o f his novels online, sales o f his book ju m p e d fro m 3,000 to one m illion in th re e years, w ith no additional p rom otion o r p u b licity fro m his publishers. His blog Pirate Coelho provides free tra n sla tio n s and dow nloadable versions o f m any o f his books. Due to th e openness regarding his co n te n t, a u th o r Je ff Jarvis named Coelho "th e G oogliest a u th o r" in th e w orld.
W ork in A/B pairs. Prepare for an interview. 1
2
S tu d e n t A, you s h o u ld be y o u r s e lf in th e interview . You can cho o se a s e ttin g ' w h e re you w o u ld lik e to be in te rv ie w e d (at h o m e ? at w o r k ? in s o m e o t h e r place th a t says s o m e t h in g a b o u t you?]. Decide w h a t you w i l l wear. S tu d e n t B, m a k e no tes on th e s e ttin g and A's p h ys ic a l a p p ea ra n ce .
Conduct the interview. 1
2
S tu d e n t B, a sk q u e s tio n s to find o u t s o m e im p o r t a n t t h in g s a bo u t A: • A's past life. • w h a t A is doing, and w h a t has led up to it. • a c h ie v e m e n ts . • b e lie fs and a ttitu d e s . Make notes, in c lu d in g one o r tw o in te re s tin g quotes.
Now change roles.
60
EXPLORE Across cultures Piracy 1
a Look at the im ages and the news headlines. W hat do you think they are about?
b Read the whole news items. Which do you think is the most or least serious offence? Why? Which of these do you think should be allowed? Say why or why not, and under w h a t circumstances. 1 2 3 U 5
3
D o w n lo a d in g f i l m s fr o m th e In te rn e t. F ile -s h a rin g m u s ic on th e In te rn e t. M a kin g copies of DVDs. P hotocop yin g s c ie n tific o r a c a d e m ic a rtic le s . S e llin g p ira te e d itio n s of p u b lis h e d books.
Group jailed for illegal copying Officials have arrested three women and two men, and have captured more than ten photocopies and 300 copied books in a crackdown on illegal copying.
a Which opinions do you agree with? 1
2
3
A u th o r s put a lot of w o r k and k n o w le d g e into w r it in g a book. In effect, p h o to c o p yin g a b ook is s te a lin g m o n e y f r o m th e p e rso n w h o w ro te it. The f i l m and m u s ic in d u s trie s m a ke s u c h huge p ro fits th a t th e y can easily a ffo rd to lose roy a ltie s fr o m people m a k in g ille g a l copies. Ille g a l d o w n lo a d in g a c tu a lly h elps u n k n o w n m u s ic ia n s : it en a b le s m o re people to get to k n o w t h e i r w o rk , so th e y a tt r a c t b ig g e r a u d ie n c e s to t h e i r c o n ce rts .
b Discuss these questions. 1 2 3
H ow s t r ic t ly is c o p y rig h t en fo rce d in y o u r c o u n try? W h a t are th e d a n g e rs of, fo r exam ple, ille g a l d o w n lo a d in g in y o u r c o u n try ? Are you lik e ly to get c a u g h t if you d o w n lo a d s o m e th in g ille g a lly ?
Illegal downloaders threatened with Internet cancellation The governm ent today proposed new laws to stop illegal dow nloading o f music and films. Those found sw apping copyrighted m aterial could have their Internet connection cut off.
&
Oil company faces copyright charges A court in Washington has found one of the world s biggest oil companies guilty of encouraging its employees to p h °tocopy research articles from scientific journals without paying royalty fees. The oil giant may be liable to pay damages to thp owners of the material for breaching copyright. 61
EXPLORE Keywords aim, purpose 1 a
Add these expressions with a im to the gaps. is a im in g f o r
a im s to
The course will run fo r tw o weeks, and 2 teach basic skills in digital im age m a nipula tio n. S tudents should have basic c o m p u te r skills, but need no previous experience in graphic design.
is a im e d at
A lthough the film w ith its 3-D effects and rather predictable p lo t 1 a popular audience, it
23-year-old Anna Vovk, though still surrounded by
also touches on profound historical them es. Indeed, it can be seen as an indirect com m entary on
controversy, 3 a gold medal again this year. “I’m in the clear and I’m co n fid e n t about w in n in g again th is year," she told reporters.
the destruction o f Native American Indians by w hite settlers from Europe.
b In the
first two gaps, you could add these adverbs below. W h e re could you insert them? How would they change the meaning? s p e c ific a lly
c
p r i m a r i ly
s olely
m a in ly
c le a rly
a p p a re n tly
In this sentence from the unit, a im is used as a noun. Who and what is being
talked about?
j ... carried out w i t h the aim of enhancing the president's stature. d Add an expression with aim. 1
2 2
th e la w is to p ro h ib it using m o b ile p h o n e s in vehicles. S u m m e r c o u rs e s w i l l be a rr a n g e d , w it h _ _ _ b rin g in g n e w s tu d e n ts up to th e re q u ire d level in E nglish.
a How do you think these sentences might continue? 1
We need to be th e r e by six, so w e 'r e a im in g ...
2 W omen's Pages is a b ro a dly focused, p o p u la r m a g a z in e aim ed ... 3 4 5
The a verage th e a t r e - g o e r is aged b e tw e e n 55 and 85, but o u r new play is a im in g ... The t o u r s ta r te d w it h a vis it to Beijin g th is w e e k e n d , aim ed ... She m a d e th e m is ta k e of m a r r y in g a m a n w h o s e so le a im in life ...
b *E D 3
Listen to check. W ere your answers sim ilar?
a These sentences all contain the word p u rp o s e . Which do you think is: a
p a rt of a b ro c h u re ?
d
p a rt of a le c tu re ?
b c
p a rt of a re p o rt? p a rt of a c o n v e rs a tio n ?
e f
p a rt of an o pe n in g speech? p a rt of a n e w s re p o rt?
1
T h a n k you a ll f o r c o m in g th is a fte rn o o n . The p u r p o s e beh ind th is m e e tin g is re a lly tw o fo ld .
2 The p u r p o s e of th is p a p e r is to a nalyse tr e n d s in th e m in in g sector. 3 4 5 6 b
A ctu a lly , w e 're g e ttin g q uite w o r r i e d ab o u t h im - he ju s t d o e s n 't se e m to have any p u r p o s e in life. They are believed to be e n ric h in g u r a n iu m f o r th e p u r p o s e of de veloping n u c le a r w e a p on s. The p r i m a r y p u r p o s e of th e c lu b is to e n c o u ra g e young people to do sp o rt. As S tra c z in s k i says in The Essence o f A rt, a r t exists fo r th e p u rp o s e of p u ttin g rea l events in to perspectiv e,
How could you express the sentences in 3a using a im ? The p urpose b e h in d th is m e e tin g is ... —> The aim o f th is m e e tin g is ...
4
Talk about your future aims. 1 2 3
62
T h in k of t h in g s th a t you a im to do in th e f u t u r e [w o rk , stu d ie s, fa m ily and leisure). Make notes, using e x p re ss io n s fr o m th is page. D is cuss y o u r aim s.
EXPLOREWriting Goals
1
W hat kinds of writing and speaking do the im ages represent? W hat kind of style would you need to adopt in each case? How do you think spoken and w ritten styles vary, in general?
2 a
Look at the two extracts from the John Myatt interview, and the sam e inform ation expressed in w ritte n form (e.g. an autobiography). How are the spoken and w ritten versions different? Think about: 1 2 3 U 5
th e th e th e th e th e
n u m b e r of m a in verbs. use of e x p re s s io n s like you k n o w , re a lly , s o r t of, anyw ay. n u m b e r of ti m e s and is used u n d e rlin e d expression s. use of re p o rte d spe e ch and q u es tion s .
Spoken version
W ritte n version
It started about 1983, 1984, when I w as a single parent, I had two very small children. I was a school teacher at the time, but my wife had left home and she w asn’t coming back, and there were two very young ones to take care of. So I was trying to find a way of working from home, and, you know, keeping the family together really. And one of the things that cropped up was this idea of putting an advert in the back of Private Eye magazine, which is a sort of satirical magazine we have in England. And it just said ‘Genuine fakes. Paintings from 150 to 250 pounds'.
It started in about 1983 or 1984, when I was a single parent with two very small children. I was a school teacher at the time, but my wife had left home for good and I needed to take care of two. young children, so I was trying to find a way of working from home and keeping the family together. One idea I had was to put an advert in the back of P r iv a te E y e , an English satirical magazine, saying ‘Genuine fakes. Paintings from 150 to 250 pounds’.
But if you had a study by Leonardo da Vinci on the wall of your house, you know, and it w as a tiny bit of ripped paper and it w as all beaten up and all that, well, it's much more credible if not necessarily believable. Anyway, to cut a long story short, he said to me would I be interested in having half of the 25,000? And I said yes, and I took the money, and proceeded, really, to go into a career of art fakery with this man over the next six or seven years.
But if you had a study by Leonardo da Vinci on the wall of,your house, in the form of a tiny piece, of torn paper'in very bad.condition, it would be much more credible, if not necessarily entirely believable. So briefly, he asked me if I would be interested in having half of the 25,000.1 accepted, took the money, and proceeded to go into the business of art fakery with this man over the next six or seven years.
b Com pare answers. Do you agree?
3 a
Look at the notes you made for your partner's profile on p60. W rite out th ese facts in three separate paragraphs in a fairly fo rm a l style, as if writing part of a biography.
b How would the sam e inform ation be conveyed in a spoken, conversational style? 1 2 U
T h in k a b o u t th e fe a tu re s in 2a. In h o w m a n y ways can th e te xt b e co m e 'sp o ke n'?
It has been said that the gap between spoken and w ritten English is getting smaller. Why do you think this might be? Is the sam e happening in your language? 63
Look again o Grammar P re s e n t p e rfe c t sim p le and progressive 1
P re s e n t p a rtic ip le expressions
a Look at these exam ples from the unit. Match th e m with uses a - c of the present perfect simple. 1
The lips have been reddened,
We often use participles to describe appearance. Look at these exam ples from the unit. Notice that th e re are two patterns:
so now they're^
1
a brighter red. 2
Customs officials have arrested three men and two women.
3
T h e
A lc h e m
is t
has sold more than 30 million
copies.
a
to d e s c rib e a re c e n t event, w it h o u t saying w h e n it happened
b
to d e s c rib e a re c e n t ch a n g e (s o m e th in g is d iffe r e n t n o w fr o m before] to d e s c rib e events h a p p e n in g o ver a p e rio d up to now
c
b Look at these exam ples of the present perfect progressive. Match them to uses a and b. 1
Since the advent of Photoshop,
2
sa m e subject He s its in the lobby of a p lu sh Lon d on hotel. He lo o k s e n tire ly at hom e. He s its in th e lobby of a p lu s h London hotel, lo o k in g e n tire ly at ho m e . d ifferen t subject He s its in the lobby of a p lu sh Lon d on hotel. The b la c k of his c lo th e s c o n tr a s ts d e co ra tiv e ly w ith th e beige u ph o lste ry. He s its in th e lobby of a p lu s h London h otel, th e b la c k of his c lo th e s c o n tr a s tin g d e c o ra tive ly w ith th e beige u p ho lste ry.
3 a
the fashion
Here are some exam ples of descriptive expressions from novels. W hat do you think they are about? Match th e m with the topics in the box.
and advertising industries have been airbrushing pimples,
1 2 3 4 5
removing wrinkles and
shaving off thighs w i t h abandon. 2
I've been waiting for this day for so long - and n o w i t 's c o m e .
a
to refer to an activity or feeling continuing up
b
to now, but which has now stopped to refer to an activity that started in the past and is still continuing
... ... ... ... ...
s p a r k lin g w ith e x c ite m e n t g lo w in g d im ly th r o u g h th e fog lean in g on th e c o u n te r, c h a ttin g to th e c le rk gazing at a c o m p u t e r scre e n s tr o llin g a long th e beach
a m a n at an a i r p o r t people by th e sea people in an office
th e lig h ts of a f a r m h o u s e a w o m a n ’s eyes
c L o o k at e x a m p le s a - d . 1 2
Has the activity / feeling stopped, or is it continuing? How might each sentence continue?
a b c d
I've been waiting for you for ages. Where ... ? I've been trying to get hold of her, b u t ... It's been snowing for ages, but thankfully ... Over the last hour, I've been discussing ...
b W h at 'm e n ta l picture' do you see for each example? Com pare ideas. c i Q S Listen to the original contexts. Do they change your 'm e n ta l picture' in any way? U
d C o m p le te th e s e s e n te n c e s so th e y are t r u e f o r you. I've been m ea n in g to w rite to you since o u r m e e tin g , b u t ... 1 2 3 4
I've I've I've I've
been been been been
a Look at these sentence beginnings, and try to im agine a 'm e n ta l picture' for each one. Add a participle expression to describe what the person was doing, or wh a t they looked like. Use eith e r of the two patterns in 2. 1 2 3 4 5
meaning to ... hoping ... wondering w h a t ... planning to ...
b Com pare w h a t you have w ritte n with the sentences on p 130.
G ram m ar referen ce, p 1 4 2
5
W ork in pairs. 1 2 3 4
64
He lay on th e beach, ... She c a n te re d along th e p a t h , ... He w a s s ittin g on a p a rk b e n c h , ... He p a u s e d , ... She stood by th e w i n d o w , ...
W rite a d e s c rip tiv e e xp re ssio n like in 3a on a piece of paper. Pass it to a n o th e r pair. W rite w h a t you t h in k m i g h t co m e before th e p a rtic ip le ex pression. Pass it to a n o th e r pair. Add a n o t h e r s e nte n ce , e i th e r before o r after. Pass it to a n o th e r pair. Read o u t y o u r sen te nces.
Vocabulary N ew c rim es
V erb s w ith -e n and en -
How many 'n ew crimes' (crim es which did not exist 5 0 -1 0 0 years ago) can you re m e m b e r from this unit?
a
Look at these sentences from the unit. You can use verbs ending with -en or beginning with ento ta lk about changes. The teeth have been whitened.
a W hat crimes are these im ages associated with?
(= made whiter) The lips have been reddened. (= made redder) The skin has been enhanced. (= made better,
clearer)
b What do these verbs mean? How are they fo rm ed? b la c ke n s tr e n g th e n le n g th e n w id e n s o fte n e n la rg e enliven d a rk e n w e a k e n s h o rte n deepen ha rd e n e n d a n g e r enclo se lig h te n to u g h e n th ic k e n s tr a ig h te n
y O J R S P A C E fSCAtCH PI
c Which
adjectives could you use to ta lk about:
• a road? • a b rid g e ? • a ro o m ? • a can a l? • a sauce? • a photo? • y o u r h e a lth ? • y o u r feet?
9 a b Match these 'new crimes' with pieces of advice 1 - 4 and im ages A -D . p h is h in g 1
2
3
4
h a c k in g
card th e f t
id e n tity fr a u d
Be s u re th a t no one else can see th e PIN n u m b e r t h a t you key in. Thieves can copy card d e ta ils th a t w a y and c lo n e cards. Be s u s p ic io u s of a ll u n s o lic ite d e m a ils you receive, even if th e y a p p e a r to o rig in a te fr o m a re lia b le so u rc e su c h as a bank. A lw ays th in k before you give away y o u r perso n a l details, and dispose of d o c u m e n ts w ith any p erso na l in fo rm a tio n on th e m securely. Keep fir e w a lls , a n t i- v ir u s s o ftw a r e and a n t i s p y w a re p r o g r a m m e s u p - t o - d a te to help p ro te c t y o u r co m pu te r.
• a s k ir t?
Think of contexts for these sentences. 1 2 3 4 5
They tr ie d to bla c ke n m y nam e. T h e y 're an e n d a n g e re d species. I e nc los e m y CV. It s tr e n g th e n e d o u r d e te r m in a t io n . Can you e n la rg e th e p ictu re ?
6
He tr ie d to s ofte n th e blow.
b 4
C Match 1 - 4 with a - d to make sentences w ritten by victims of the crim es in 7b. 1
J u s t w a n te d to a p o lo g ise f o r th e ra n d o m e m a il you received fr o m me.
2
I ch e c ke d m y c re d it card s ta t e m e n t and s a w a p u rc h a s e th a t I h a d n 't made. The e m a il said 'v erify ' o r 'u p d a te ' y o u r a cco un t, but I k n e w w h a t it was. I d o n 't k n o w w h o k n e w I had th a t property.
3 4 a b c d
F ra u d s te r s w h o ch e a t th e s y s te m and w a n t to ta ke on y o u r id entity, I guess. It w a s one of th o s e p h is h in g sca m s, and I w as j u s t being conned. I d id n 't send it - it a p p e a rs m y e m a il acco u n t w a s hacked into. It t u r n s ou t s o m e b o d y had c loned m y card.
65
Cradle to grave READING
1 a
The photos show an art installation at the British Museum, London. W hat do you think the installation is? Try to describe it from the photos.
b Read the description and check. 1 2 3
W h a t kind of m e d ic in e s are, and are not in c lu d e d in th e in s ta lla tio n ? W h a t do w e k n o w a b o u t: th e m a n 's life? th e w o m a n 's life? W h a t do you t h i n k th e e x h ib itio n says a b o u t o u r ap p ro a c h to h e a lth?
Cradle to grave by Pha rmacopoeia Cradle to grave explores our approach to health in Britain today. The piece consists o f a lifetim e supply o f prescribed drugs knitted into tw o lengths o f fabric, illustrating the medical stories o f one woman and one man. Each length contains over 14,000 drugs, the estimated average prescribed to every person in Britain in their lifetim e. This does not include pills we m ight buy over the counter, w hich w ould require about 40,000 pills each. Some o f the treatm ents are comm on to both: each starts at birth w ith an injection o f vitam in K and im m unisations, and both take antibiotics and painkillers at various times. Other treatm ents are more specific. The woman has
LANGUAGE FOCUS H e alth p ro b le m s and tr e a t m e n t
2 a
a relatively healthy life, but suffers from arthritis and diabetes in middle age. The man has asthma and hay fever when young, but enjoys good health until his 50s. He fin a lly stops smoking after a bad chest infection when he is 70. He is treated fo r high blood pressure fo r the last 10 years o f his life and has a heart attack and dies o f a stroke in his 70s. He takes as many pills in the last 10 years o f his life as in the firs t 66. Cradle to grave also contains fa m ily photographs and other personal objects and docum ents. The captions, w ritte n by the owners, trace typical events in people’s lives. These show th a t m aintaining a sense o f w ell-being is more com plex than ju s t treating episodes o f illness.
Read the description again. Find eight words / expressions which refer to illn e s s e s . Find six which refer to tre a tm e n ts .
b « E D Which words in 2a are s im ila r in your language? Listen to the recording. Are they pronounced differently? C Discuss these questions. 1 2
66
W h ic h of th e s e h e a lth p ro b le m s are c o m m o n in y o u r c o u n try ? W h ich are less c o m m o n ? W h a t a bo u t th e f o r m s of tr e a tm e n t ? H ow w o u ld th e in s ta lla tio n ch a n g e if it re p re s e n te d the lives of people fr o m : y o u r ow n co u n try ? a n o th e r p a rt of th e w o r ld ?
Audio guide LIS TEN IN G
1
a ♦ E D You w ill h e a r an audio guide to the exhibition. W hat a d d itio n a l inform ation do you h ear about these topics? Listen and make brief notes, then compare answers. 1 2 3 4 5
th e people w h o cre a ted the in s ta lla tio n th e people w h o s e lives it sh o w s th e te x tile s th e p ills th e p h o to g ra p h s
b Here are some of the things the audio guide mentions. Who or wh a t do they relate to? Put th e m in o rd er of 'age'. s y rin g e s a lilac fo o t p r i n t a C h r is t m a s tre e a gas and a ir m a s k a co ffin a silv e r blade C 'E D 2
a k itc h e n c u p b oa rd r o lle d - u p fa b r ic an a s h tra y
Listen again to check.
a Do you think th e audio guide focuses mainly on: • th e in s ta lla tio n as a w o r k of a rt? • its s ig nifica n ce ? • h o w it w a s produced? b Read the script on page 152. W hat features of language and style support your view?
LANGUAGE FOCUS
3
a The audio guide uses passive form s and participles to describe the installation. Look at the sentences. Add word s from both boxes in the gaps.
D e scrip tive p a rtic ip le s
se w n in te rs p e r s e d a rr a n g e d w ra p p e d in te r m in g le d 1 2 3 4
in 1x 2 ) into
w ith (x2)
The piece c o m p r is e s a lif e tim e 's s u p p ly of p re s c rib e d d ru g s , tw o le n g th s of textile. The re are large and s m a l l t a b l e t s _____________ foil. The ta b le ts f o r m s so lid b lo c k s of one c o lo u r, vivid g e o m e t ric p a tte rn s. P h o to g ra p h s in b la c k and w h ite and c o lo u r are . o r d e r of th e su b je c ts ' ages.
5
th e p h o to g r a p h s are p e rs o n a l o bje cts th a t
rela te to th e co u rs e of
th e m a n 's o r w o m a n 's life. b Check in the script on page 153. Add expressions from 3a to m ake these sentences more descriptively precise. 1 2 3 4 5 SPEAKING
5 a
She sat close to th e fire w ith a b la n k e t round her. The old ho u s e s in th e s tr e e t have n e w e r ho u s e s b etw e e n th e m . They d iscovered th a t he had an ID card in th e lin in g of his ja c k e t. Many t h i r d - g e n e r a t i o n i m m i g r a n t fa m ilie s are no w mixed w it h o t h e r groups. The m a in s ta n d in g sto n e s of S to n e h e n g e are in a circle.
Discuss these questions. 1 2
The 'C rad le to Grave' in s ta lla tio n o bv iously involved a lot of w o r k . Do you t h i n k it is w o r t h sp e n d in g ti m e and m o n e y on a r t of th is k ind? Why? / W h y not? W hy do you t h i n k th e B ritis h M u s e u m in Lond o n d ecided to s h o w th e in s ta lla tio n ? Is a m u s e u m an a p p ro p ria te place f o r it? Why? / W h y not?
b Describe an exhibition or show you have seen. 1 2 t 3
T h in k of an e xh ib itio n o r s h o w th a t you have seen and r e m e m b e r w e ll. W h a t m a d e it m e m o r a b le ? Make note s d e s c rib in g it as p re c ise ly as you can. W h a t w a s y o u r o p in io n of th e e xh ib itio n / sh o w ? W h a t c o m m e n t s w o u ld you like to m a k e a b o u t it? W o rk w it h o t h e r s tu d e n ts . Listen to each o th e r 's d e s c rip tio n s . Do you t h i n k th e e x h ib itio n s you heard a b o u t w e re w o r t h seeing?
7 .2 goals
Mind over matter SPEAKING and LISTEN IN G
1
describe a process o r ex perim ent discuss im plications and significance
Discuss these questions. 1 2
Do you c o n s u m e m u c h caffe in e ? In w h a t fo r m ? A re you d e p e n d e n t on it? W h a t ph y sica l and m e n t a l e ffe cts do you th i n k ca ffein e has on you? Does it: • help you c o n c e n tra te ? • im p ro v e y o u r cogn itive a b ilitie s ? • m a k e you m o r e a le rt? • im p ro v e y o u r m o t o r s k ills ? • im p ro v e y o u r re a c tio n tim e s ? • m a k e you jitte ry ? W h a t is th e 'p la ce b o e ffe ct'? W h a t c o n n e c tio n do you th i n k it has w it h caffein e?
3
L is te n to an i n t e r v i e w a b o u t P r o fe s s o r Irv in g K irs c h . 1 2 3 4
W hy do you th i n k coffee w a s ch o se n fo r th e e x p e rim e n t? W h a t w e re th e f o u r m a in sta g e s of th e e x p e rim e n t? W h a t does th e e x p e r im e n t s e e m to show ? A re you convinced o r s u r p r is e d by it? If so, w hy?
The in terview was from a TV report. How do these images relate to w h at was said?
I
U D e s crib in g p rocesse s and e x p e r im e n ts
a These word s w ere used in the docum entary to talk about Professor Kirsch's research. Which words go to g e th e r in pairs? devise a b ility m e a s u r e d c o r r e la t io n e x p e r im e n t prove c o -o r d in a tio n ta s k perform ance e ffe ct s k i ll s re p o rt c o n c e n tr a te p lacebo s ig n ific a n t p e r f o r m assess te s t P ro fe s s o r K irs c h devised an e x p e rim e n t.
b S u m m a ris e
the exp erim ent, using as many words from the box as possible.
The nocebo’ effect READING
1
W hat do you think the images show? How are they connected with these words? w itc h d o c to r
2
d o ll
cu rs e
p ro te c tio n
voodoo
evil eye
a Read the article. Which of these points do you think it is making? 1 2 3 4 5
68
s p e ll
J u s t b elie ving you are ill can m a k e you ill. The 'n o c e b o ' e ffec t is lik e th e placebo effect, but w ith a negative re s ult. D o cto rs s h o u ld be very c a re fu l w h a t they t e l l patients. D o c to rs are th e w itc h d o c to rs of th e m o d e r n w o r ld . We d o n 't re a lly k n o w h o w th e 'n o ce bo ' e ffe ct w o r k s .
Beware witch doctors Late one night, 80 years ago, in a small Alabama cemetery, Vance Vanders had a run-in w ith the local witch doctor, who w afted a bottle of unpleasant-smelling liquid in front of his face, and told him he was about to die and th a t no-one could save him. Back home, Vanders took to his bed and began to deteriorate. Some weeks later, emaciated and near death, he was admitted to
he had lured the witch doctor back to the
phenom enon. M any patients w ho suffer
cemetery where he had forced him to explain
harmful side effects, for instance, may only
how the curse worked. The medicine man
do so because they have been told to expect
had, he said, rubbed lizard eggs into Vanders'
them. W hat's more, people w h o believe they
stomach, which were now inside him.
have a high risk of certain diseases are more
Doherty then sum m oned a nurse who had, by prior arrangement, filled a large
It seems that modern w itch doctors w ear
ceremony, he inspected the instrument and
w hite coats and carry stethoscopes.
injected it into Vanders' arm. A few minutes later, he began to be sick. In the midst of
rigorous trials have established beyond
Doherty produced his piece de resistance - a
doubt that the converse is true - that the
green lizard he had stashed in his black bag.
pow er o f suggestion can improve health.
"Loo k w hat has come out of you, Vance," he
This is the w ell-know n placebo effect.
cried. "The voodoo curse is lifted." Vance did a double take, lurched backwards to the head of the bed, then
The placebo effect has an evil twin: the 'nocebo' effect, in w hich dummy pills and
the next day he w as alert and ravenous.
negative expectations can produce harmful
He quickly regained his strength and was
effects. The term 'nocebo' (which means 'I
discharged a week later.
w ill harm') was not coined until the 1960s,
The facts of this case were corroborated
the most remarkable thing about it is that
decline. Only then did his wife tell one of the
Vanders survived. There are numerous
morning, he called Vanders' family to his
Placebos cannot produce miracles, but they do produce measurable physical effects.
drifted into a deep sleep. W hen he awoke
to find a cause for his symptoms or slow his
bedside. He told them that the previous night
The idea that believing you are ill can make you ill may seem far-fetched, yet
it all, unnoticed by everyone in the room,
by four medical professionals. Perhaps
Doherty thought long and hard. The next
risk factors w ho believe they have a low risk.
syringe with a powerful emetic. W ith great
the local hospital, where doctors were unable
doctors, Drayton Doherty, of the 'hex'.
likely to get them than people w ith the same
and the phenom enon has been far less studied than the placebo effect. W hat w e do know suggests the impact of nocebo is far-reaching. "The voodoo
docum ented instances from many parts of
curse, if it exists, may represent an extreme
the globe of people dying after being cursed.
form of the nocebo phenom enon," says
Cases such as this may be extreme examples of a far more widespread
anthropologist Robert Hahn from Atlanta, Georgia.
b U n d e r li n e a n y five w o r d s in th e a r t ic l e t h a t a re n e w and th a t s e e m u s e fu l to you. 1
C o m p a re th e m w ith
2
W ould you need to use th e s e
a n o t h e r s tu d e n t. Did you m a k e a s i m i l a r choice? w o rd s o r ju s t be able to re co g nis e t h e m ? Why?
C In th e a rt ic le , th e w r i t e r e x p lo re s the i m p li c a t i o n s and s ig n ific a n c e of w h a t
h a p p e n e d . Find e x a m p le s w h ic h e x p re s s t h a t s o m e t h in g : 1 2 3 4 SPEAKING
3
is certa in . is s u r p r is in g . is possib le o r pro bable. s e e m s unlikely.
a Can peo p le c o nv inc e t h e m s e lv e s t h a t th e y a re s u f f e r i n g s o m e t h in g w h e n th e y are n ot? R ank th e s e s c e n a rio s f r o m 1 (= v e ry u n lik e ly ) to 10 (= v e ry like ly ). a b .c
You read a b o u t d a m a g in g e ffe cts of m o b ile phones. Soon, you n otice th a t you get a he a dache w h e n using y o u r phone, S o m e o n e t e lls you it is r is k y to s w im a ft e r eating. You ig nore th e advice and im m e d ia te ly develop s e rio u s s to m a c h pains as a re s ult. H a lfw a y th r o u g h eating seafood, you notice it s m e l ls odd, and you th i n k you m ig h t have food po isoning. Quickly, you s ta r t to fe e l sick.
b Have you (o r p e o p le you kn o w ) had s i m i l a r e x p e rie n c e s to th e s e ? Do you t h i n k th e y a re e x a m p le s of th e n o c e b o ’ e ffe ct, o r w e r e o t h e r fa c t o r s in volv ed?
69
Target activity 7 .3 goals
Global issues 1
® discuss im p lica tio ns and significance © discuss an issue
W h a t do you t h i n k is th e m e s s a g e of th e a n t i - m a l a r i a c a m p a ig n a d v e rt? D iscu ss th e s e q u e s tio n s a b o u t m a la r ia . T hen c h e c k on p1 31. 1 2
In w h a t p a rts of th e w o r ld is it a p ro b le m ? H ow d a n g e ro u s is it?
3 4 5
W h a t kind of disease is it? H ow can you catch it? W h a t are th e s y m p to m s ? How can it be tre a te d ? H ow can you p ro te c t y o u r s e lf a g a in s t it? W h a t is being done a b o u t m a la ria ? W h a t needs to be done?
3 a »S O 1 2 3 4
L is te n to a d o c to r t a l k i n g a b o u t m a la r ia . W h a t does he say a bo u t:
m is c o n c e p tio n s ? people at ris k? c u r r e n t tr e a tm e n t ? w h a t needs to be done?
b W h a t d oes he see as th e m o s t i m p o r t a n t issue co n n e c te d w it h m a la r ia ? TASK LANGUAGE
4
a ♦E D
The d o c t o r use s e x p re s s io n s to t a l k a b o u t p r o b le m s and s o lu tio n s . L is te n a ga in. W h a t w o r d s go in th e gaps? Use th e s e w o r d s to h e lp you.
D is cussing issues
a h e a lth issue a qu e stio n of th e m a in p ro b le m 1 2 3 4 5 6 7 8 9
th e only l o n g - t e r m s o lu tio n f a c t o r in th is a lot to do w ith
d o n 't n e c e s s a rily a ttitu d e s are ch a n g in g a big issue
A n o t h e r _______ is th e la c k of availa b le m e d icin e s. M a la ria is p a r t l y but it's p a rtly an e c o n o m ic one. T his i s pro vid ing ed u ca tio n . T h e y _______k n o w h o w m a la r ia is caused. It's also g o t pro vidin g in fra s t r u c tu r e . C o rru p tio n i s . ______ is th e p r o b le m of resistance. ______ involves de veloping a vaccine. T h e re are sig n s t h a t .
b » E D L is te n to check. TASK
a The d o c t o r says th a t m a l a r i a is an e c o n o m ic issue and a ls o a p o l it ic a l issue. W h a t d oes he m e a n by t h is ?
PREPARATION
b L o o k at s o m e o t h e r ty p e s of issue. M a tch th e m w it h th e e x a m p le s . h e a lth c u l t u r a l s o c ia l m o r a l g lo b a l e n v ir o n m e n ta l c o n s e rv a tio n p o litic a l e c o n o m ic e d u c a tio n a l
6
a
1 2 3 4
c h ild h o o d lite ra c y th e d e s tr u c tio n of ra in fo r e s ts u sing E ng lish as a w o r ld la n g ua g e b a n n in g s m o k in g in p u b lic places
5
th e sp re a d of fa s t-fo o d chains
T o g e th e r, ch o ose one i n t e r e s t in g and i m p o r t a n t is su e f r o m 5b.
b In g ro u p s dis c u s s th e issue. Decide th e m a in p o in ts to d isc us s, and w h a t you th i n k a b o u t th e m . Then d is c u s s th e m a in p r o b le m s and p o s sib le s o lu tio n s . C hoose one p e rs o n f r o m each g ro u p to sit on a 'p a n e l'. 1 2
70
M e m b e r s of th e pan e l: in tu r n , give y o u r g ro u p 's opinion. The o th e rs : m a k e c o m m e n t s o r ask q u e s tio n s a ft e r each pe rson has spoken.
EXPLORE Across cultures Health campaigns 1
a * You w i l l h e a r Percy, a re s e a rc h s c ie n tis t f r o m Ghana, t a l k i n g a b o u t u s in g m o s q u ito n e ts to p re v e n t m a la ria . 1 2 3
b i
W h a t's th e p ro b le m w it h m o s q u ito nets? W h a t do people in v illa g e s often do? Why? W h a t n e w idea does he ta lk ab o u t? H ow does it w o r k ? Why is it b e tte r? L is te n a gain and c o m p le te th e gaps.
1 2 3 4 5 6 7 8 9 10
A verage h o m e s h a v e v e n tila tion . M o s q u ito nets are q u i t e to s leep in. T h a t's w h e re _ _ c o m e s in. T h e re are a lot of p r o g r a m m e s w h i c h M o s q u ito n e ts a r e in th e v illag e s. People d o n ' t properly.
s p o n s o rs .
People leave th e m ___ loosely. T his is a p e r m a n e n t n e t a ll th e w a lls . You d o n 't have t o every night. You get b e t t e r .
c F ro m w h a t you have heard, do you th i n k Percy is a native s p e a k e r of E n g lis h , a b i li n g u a l s p e a k e r, o r has le a rn e d E n g lis h as a fo r e ig n la n g u a g e ? W hy?
Look at these campaign posters to raise aw areness about swine flu and m alaria. W hat message are they trying to make? W hat steps do they suggest taking to alleviate the problem?
b
Which poster do you think would be the most effective w h e re you live? Why?
c Discuss these questions. 1 2 3 4
W h ic h h e a lth p ro b le m s in y o u r c o u n tr y are in the p u b lic eye? H o w does th e p o p u la tio n find o u t a b o u t th e m ? Is th e r e e n o u g h in fo r m a tio n ? W h a t kind of c a m p a ig n s are e s ta b lis he d to m a k e th e p o p u la tio n a w a re of th e s e h e a lth issues? Do you t h i n k th e y are effective?
71
EXPLORE Keywords consist, ineluile 1 a
Look at the examples. Which h ig h lig h te d verbs mean: 1
th is is th e w h o le of it?
2 3
th is is only p a rt of it? it has th is in s id e it? 1
Each length contains over 14,000 pills,
tablets,
lozenges and capsules,
the estimated average
number p r escribed to every pers o n in Britain during their lifetime. 2
The piece consists of a lifetime supply of prescribed drugs knitted into two lengths of fabric.
3
So the experiment involved testing people's responses before and after drinking
4
These activities tested the volunteers' concentrate,
5
b
remember strings of numbers.
People generally use traditional treatments,
comprised of herbal remedies.
2
T his does not in c lu d e / con ta in p ills w e m ig h t buy over th e c o u n te r, w h ic h w o u ld re q u ire ab o ut 40,000 p ills each. The 'C ra d le to Grave' in s ta lla tio n in c lu d e d / involved a tot of w o rk .
3
'C ra d le to Grave' c o n ta in s / c o m p r is e s fa m ily p h o to g r a p h s and o t h e r p e rs o n a l objects.
a Lo o k at th e s e n e w s p a p e r e x tr a c ts . H o w do you t h i n k th e y c o n tin u e ? T h in k a b o u t th e k ind of in f o r m a t i o n t h a t w o u ld be needed in each case. 1 2 3 4 5
b 3
...
included the ability to
L o o k at th e s e s e n te n c e s f r o m th e u n it. W h ic h v e rb do you t h i n k w a s used in each case? W hy? 1
2
co-ordination. That
The m a jo r ity of people w h o a tte n d m o t o r ra c ing events are m ale. T his is s ta r tin g to i r k th e ca r c o m p a n ie s th a t o rg a n ise th e m , as w o m e n c o m p r is e ... For decades, tr a v e l b e tw e e n A m e r ic a and Europe involv ed ... N e a r th e c e ntre of Old Havana lie s th e Casa de los A ra b es, a M o o r is h -s ty le , 17 th - c e n tu r y b u ild in g th a t n o w c o m p r i s e s ... M in n e a p o lis -S t. P aul I n t e r n a t io n a l A ir p o r t w a s in th e m id s t of a c o n s tr u c tio n p r o g r a m m e th a t in c lu d e s ... For B rito n s try in g to e n te r th e US, th e s itu a tio n is a b o u t to get w o rs e . F ro m th e end of October, a ll B ritis h s u b je c ts w i l l need a visa o r a p a s s p o rt c o n ta in in g ...
•
a W r i t e c o m p le te s e n te n c e s f r o m th e s e notes. Use v e rb s f r o m 1a. 1 2
H obbie s: cyclin g, ro w ing , s k iin g M y hobbies in c lu d e cycling, ro w in g a n d skiin g . UK: Engla nd, S co tla n d, Wales, N. Irela nd
3 4 5 6 7
T h re a ts to w ild life in D anube Delta: drain a g e, n e w b u ild in g pro jects, p o llu tio n My jo b w it h PR com p a n y : se n d in g o u t pre ss releases, o rg a n is in g events, co n ta c tin g jo u r n a li s t s P la cebo effect' e x p e r im e n t: giving coffee to v o lu n te e r s (no caffeine), c o n d u c tin g c o -o r d in a tio n te sts Chess: tw o players, a 6 4 -s q u a re board, 16 pieces (king, queen, b ish o ps, ro oks, k n ig h ts , pawns)
b
R e tu rn flig h t N e w York - Paris, $695: i n - f l ig h t m e a ls , in su ra n ce , taxes
L is te n to ch e ck. W e re th e a n s w e r s s i m i l a r to y o u rs ?
c L o ok at th e p h o to s. Im a g in e you a re 's e llin g ' th e s e p ro d u c ts . 1 2
H ow w o u ld you do it? W h a t could th e y c o n ta in o r in c lu d e w h ic h w o u ld m a ke th e m m o r e a p p e a lin g to c o n s u m e r s ?
d W hat verbs would you use in your own language to express th e sam e ideas? How sim ila r are they?
72
EXPLORESpeaking Goals 1
L o o k at th e c a rto o n . 1 2 3 4
2
o
© take turns in a discussion ® give opinions in an extended conversation
W h a t's th e p o int of th e jo ke ? W hy are c h ild re n often asked to 'tak e t u r n s ’ ? In w h a t co nte xts? In w h a t o t h e r s itu a tio n s do you need to take t u r n s in life? Why? W h a t is th e o p po s ite of ta k in g t u r n s in c o n ve rs a tio n ?
a Read th e s e c o n v e rs a tio n s . W h a t a re th e peo ple t a l k i n g a b o u t? Vhen w e w e re kids, n y b r o t h e r and I v ould take t u r n s lit tin g each other.
Well, I think it’s been quite successful, because, you know, it's done what it set out to do. It’s made cafes and restaurants places where you, I can, well, we can all now go without having to breathe in everyone else’s smoke ... b {Find a way to interrupt and stop A talking)1______ . What about the terrible effect it’s had on small businesses. Right? I mean, some of these places have actually had to close down because of it. Now how is that, how does that help non-smokers? c (Support what B said) 2_____ . There’s just no point in having all these nice clean bars if there’s nobody going into them. a
Oh, is n 't th a t lovely. It's so nice w h e n c h ild re n ta ke tu r n s . b In grou p s, lo o k at th e s tr a te g ie s f o r in te r r u p tin g , a g re e in g and d isa g re e in g (in ita lic s }. For each one: 1
©
2
I think it hasn’t worked. Quite honestly. People have started buying drinks to take home just so they can smoke, so bars and cafes have gone out of business. b (You disagree with A) 3_____ . I mean, how many bars have actually gone out of business? c (Support what A said) u ___ . Not many bars have, have actually had to close, but a lot of places are struggling. Especially ones that don’t have any outdoor space for smokers. a
3
C * < E 3 L is te n to th e c o n v e rs a tio n s . 1 2 3
3
©
Well, I’m on the side of smokers on this one. I, they quite rightly see it as an infringement of their personal liberty. You know, their freedom to smoke if they want to. b (You think A is missing the point) 5___ .. I mean, I see it as a health issue, I don’t want to be forced to breathe other people’s smoke, so it’s not really about personal liberty. c ( You strongly disagree with B) 6______ . No-one's forcing you to breathe their smoke, you can always go and sit in a different room, really. b Why should I have to?
a
o
W ere th e s p e a k e rs ' r e m a r k s s i m i l a r to yo u rs? W ho w a s b e tt e r at m a k in g t h e i r point? W h y do the s p e a k e rs i n t e r r u p t each o th e r? W o uld you do th is in everyday c o n ve rsa tio n ?
W o r k in g ro u p s . C hoose an issue f r o m p70 o r y o u r o w n top ic. T ry o ut c o n v e rs a tio n s . P ra c tis e each c o n v e rs a tio n m o r e th a n once, u n t i l you can 'ta k e t u r n s ' flu e n tly . C onversation 1 A, give an opin io n a b o u t th e topic. B, i n t e r r u p t A. C o m m e n t on w h a t A said. C, s u p p o r t w h a t A o r B said. C onversation 2 B, give an opinio n a b o u t th e topic. C, say B is m is s in g th e p oin t o r is e x a g g eratin g . Give y o u r opinion.
—
The way I see it, the solution would be to provide separate rooms for smokers, right? Not just ban smoking altogether. Why couldn’t we let smokers smoke if they want and non-smokers could have their own room? b ( You think A is over-simplifying)7____ _. I guess it’s fine if you have a big restaurant with separate rooms, but what about just a small cafe? c (You strongly agree with B) 8______ . It's discrimination against small businesses - so the big businesses, well they’re fine, and the small ones, they're the ones that are having to close.
m a k e a lis t of po ssib le t h in g s th e p e rs o n m ig h t say in th e gaps. in each case, w h ic h r e m a r k w o u ld achieve th e s p e a k e r's a im m o s t su c c e s s fu lly ? Why? t r y out each c o n ve rsa tio n , and see h o w y o u r ch o se n r e m a r k sounds.
A, s tr o n g ly agree w ith B o r w it h C.
a
C onversation 3 C, give an o p in ion ab o u t th e topic. A, s tr o n g ly d is a gree w it h C. B, s u p p o r t w h a t C o r A said. U
W o r k in th e s a m e g ro u p s . 1 2
Have an u n re h e a rs e d d isc u ss io n ab o u t a d iffe r e n t topic. O th e r s tu d e n ts : h o w s u c c e s s fu l w a s th e c o n v e rs a tio n ?
73
Look again O Grammar Passives and p artic ip le s
R eferencing and su bstitu tio n
Look at these examples from the unit. You can
5
often use passives and participles to describe the appearance, position or arran g em e n t of things. 1 2
3
a Look at these exam ples from the unit. Do you re m e m b e r w h at they re fe r to? 1 2 3
They a re laid side by side in a long glass case Laid o u t in g ro u ps, th e ta b le ts f o r m solid b lo c k s of one c olo u r, i n t e r s p e r s e d w ith vivid g e o m e t r ic p a tte rn s. The end of th e fa b r ic is ro lle d up and empty.
k
Notice that you can use a passive form, or just a participle. Find other exam ples in the script on page 152.
5
... th o u g h it d o e s n 't k i ll as m a n y as it once did. S om e of th e t r e a t m e n t s are c o m m o n to both. T h is has been tr ie d in c e rta in c o u n tr ie s and has been proven to s ig n ific a n tly reduce m a la r ia cases there. One t h a t could s h o w t h a t w h a t people believed could a ffe c t t h e i r bodies? Only th e n did his w ife t e l l one of th e doctors, D rayton D oherty, of th e hex.
b Match extracts 1 - 6 with a -f. 2
a What do you think each example below is about? a
... s tu c k on th e w in d s c re e n ...
b c d
... sta c ke d a g a ins t th e w a ll s ... ... pin ned on a w h ite c u p b o a rd ... ... sp rea d out a long the valley ...
a b
b Match each exam ple with an im age and w rite a complete sentence.
c d e
6
Well, m a la r ia is in fa c t p re ve n ta ble by s im p ly p rovidin g m o s q u ito nets, S o m e w e e k s la ter, e m a c ia te d and n e a r death, he w a s a d m itte d to th e lo ca l hospita l, w h e re d o c to rs w e re un a ble to fin d a cause fo r his s y m p t o m s o r s lo w his declin e, So how did P ro fe s s o r K irs c h devise th is test? The f i r s t th in g to say is th a t m a la ria is a very d a n g e ro u s disease, ... i ll u s tr a t in g th e m e d ic a l s to r ie s of one w o m a n and one man.
a Which of the h ig h lig h te d pronouns in 5a refer back to previously stated ideas? b Which other words substitute and avoid repetition of previously used information?
7
a Look at this conversation. Rewrite it, so that no words are repeated. a b a
d Think of synonyms you could use in each case. b
stacke d —> p ile d
a
Make participles from these verbs. Add them to the sentences to m a k e th e m m ore precise. g a th e r
1 2 3 U 5 6
U
a rr a n g e
s tic k
b u ry
hide
p ark
p a rk e d The c a r is/I at th e back of th e hotel. It's d a n g e ro u s to w a l k on th e beach as th e re are m in e s in th e sand. The sign is p a rtly beh ind a tree, so you c a n 't see it v e ry clearly. We m a y be a bit late. W e 're in a t r a ff ic ja m . In chess, each p la ye r's pieces are in tw o rows. T h e re are huge c ro w d s of p ro te s te rs in fr o n t of th e bank.
a W rite a sentence including a participle as in 3. Then w r ite it again, leaving out the participle. b Show your sentence to an other student. Can they guess w h a t the missing participle is?
74
b
So w h a t did th e d o c to r say? He said I m i g h t have to have an o p e ra tio n . Oh, I hope you d o n 't have to have an o p e ra tio n ... fo r y o u r sake. I hope I d o n 't have to have an o p e ra tio n , too! Well, if you d o n 't have an o p e ra tio n , w h a t's th e o t h e r o p tion? I d o n 't kn ow , I th i n k con va lesce nce is m u c h longer. I have to go to th e c lin ic t o m o r r o w and w a it in th e c lin ic a ll m o r n in g f o r te s ts and then h e ' ll t e l l m e th e re s u lts of th e tests.
b Com pare your conversations. G ram m ar referen ce, p 143
Vocabulary Tests 8
H e a lth p ro b le m s and tre a tm e n ts
a Think about the caffeine exp erim ent. W hat kinds of test did the participants do? Here are some oth e r kinds of test. 1 2 3
11 a
b Look at the sentences. Who or w h a t could the pronouns in ita lic s re fe r to?
In w h a t s itu a tio n m i g h t you do each one? W h a t w o u ld be its pu rp o s e ? H o w m a n y are re la te d to h e a lth?
a d o c to r a s u rg e o n a w o u n d / an in ju ry
a p la c e m e n t te s t an eye te s t a lite ra c y te st a d riv in g te s t an IQ te s t a typing tes t a h e a rin g te s t
a D N A te s t
a p e rs o n a lity te s t
b We can say do a te s t, have a te s t o r ta k e a te st. 1
2
W h ich of th e te s ts in 8a are m o r e like ly to be used w it h do / ta k e ? W h ich are m o re lik e ly to be used w it h have? Why? Can you th i n k of o t h e r v e rb s th a t c ou ld be used w it h the e x p re ss io n s in 8a?
1 2
It's ta k in g a long ti m e to heal. S he’s s t i l l c o nv a les cin g.
3 4 5 6 7 8
I'm s u re h e 'll re c o v e r OK. I decided to o p e ra te on him . He w i l l need to u n d e rg o h e a rt surgery. U n fo rtu n a te ly th e r e 's no w a y to c u re it. I tr e a te d h e r f o r shock. She p r e s c r ib e d m e s o m e th in g c alle d A n tifla x in .
1 2 3
A ll-p u rp o s e nouns
The th re e p a rty lea d ers' s p e e c h e s have received m u c h a tte n tio n in th is e le ctio n ca m p a ig n , but one of t h e i r m o s t in te re s tin g q u a litie s is th e d e bt th e y owe to th e a n c ie n t G reeks and R om ans. For th e R om ans, p o litic s w a s a ll a b o u t oratory. For th e Greeks, big q u e s tio n s such as w h e t h e r o r not to go to w a r w e re decided by d is cu s sio n and debate. O ratory, th e re fo re , w a s
a p a tie n t m e d ic in e an illn e s s / a disease
C A nsw er these questions about the h ig h lig h te d verbs in 11b.
c Which of these tests have you done (or had) in your life? Tell your p a rtn e r wh a t happened.
On p70, the doctor referred to p r o b le m s and s o lu tio n s , nouns which can serve many purposes in different contexts. Look at this news extract and underline five a ll-p u rp os e ' nouns.
How many different words referring to illnesses and tre a tm e n ts can you re m e m b e r?
4
12
H ow m a n y m e a n 'im p ro v e ' o r 'g e t b e tte r'? W h ich is fo llo w e d by a p re p o s itio n ? W h ic h have e q u iv a le n t noun fo r m s ? W h a t are they? How could you re p h ra s e th e s e n te n c e s using th e s e no u n s in stead of verbs?
a * E D Listen to three short conversations. How many wo rds from 11 did you hear? W hat other words related to health problems and trea tm e n ts w ere there? b * f E D Listen again. 1 2
W h a t illn e s s / m e d ic a l co n d itio n are th e people ta lk in g a b o u t in each case? H ow do you kn ow ? Have th e p a tie n ts re covered? If not, w h a t s y m p t o m s do th e y s t i l l have?
v e ry s o p h is tic a te d , and clo s e ly s c ru tin is e d . T h e re have been m a n y s u r p r is in g a sp e c ts to th is e le ctio n, b u t one th in g is c le a r: th e leaders' s k i l l in p u b lic s p e a k in g has been an im p o r t a n t c o n c e rn - and m a y po ssib ly b ecom e th e m o s t i m p o r t a n t fa c t o r - in th e end re su lt.
Self-assessm ent 1 0 a Choose the best a ll-p u rp o s e noun. 1 2 3 4
As fa r as pe rson a lity tra its go, C arl has one c h a ra cte ristic / feature that I p a rtic u la rly dislike. W hy d o n 't you ch a ng e y o u r a p p ro a ch / a ttitu d e and ta c k le th e p r o b le m f r o m th is angle? The p ro c e ss / m a n n e r of c o u n tin g votes is e x tr e m e ly tim e - c o n s u m in g . The issue / c o n te x t of w h e t h e r to p u b lis h th e news o r not s h o u ld have been decided b eforehand.
5
b
Easy n avig atio n is one of th e key e le m e n ts / devices in s u c c e s s fu l w e b s ite design.
W hat other nouns could be used? to p ic
q u a lity
te c h n iq u e
sy s te m
fe a tu re
Can you do th e s e th in g s in English?(^ircle)a n u m b e r on each lin e . 1 = I can ’t do this, 5 = I can do th is w e ll. © talk about health problems and treatment © describe and comment on an exhibition or a show © describe a process or experiment @discuss implications and significance
f
—
1
® discuss an issue ® take turns in a discussion ® give opinions in an extended conversation
KKMKM1
• For Wordcards, reference and saving your work -» e-Portfolio • For more practice -> Self-study Pack, Unit 7
Brand awareness Brands
Thierry Henry and Tommy Hilfiger. Together for THe One 4 All Foundation.
T O M M Y 3 H I L F I G E R
1
a
D is cu s s th e s e q u e s tio n s . 1
2 3 U
b
76
H ow 'b ra n d co n scio us' do you th i n k you are? T h in k abo u t: • c lo th e s. • shoes. • cars. • h o u s e h o ld a pp lia n ce s. • d rin k s . • e le c tro n ic goods. H o w m u c h im p o rta n c e do you a tta c h to th e bra n d ? W hy do you t h in k it is o r is n 't i m p o r t a n t? W o u ld you avoid p a r t ic u l a r b ra n d s ? If so, w hy? F or w h ic h k in d s of p ro d u c t w o u ld you w o r r y a b o u t th e bran d you buy? Why?
T a lk a b o u t th e a d v e rts . 1
W h a t 'im a g e ' do you th i n k th e y are se llin g ?
2 3
A re th e y effective? W h a t do th e m o d e ls th e m s e lv e s add to th e m e ss a ge ?
* < E D Listen to Lydia talking about brands.
LANGUAGE FOCUS
a
Effects and
1 2
H o w ' b r a n d c o n s c i o u s 'i s she? W h a t does she say abo u t:
3 4
• top d e s ig n e r la bels ? • in d iv id u a lity and b elo ng in g ? H ow is th e in te rv ie w e r 's p o int of v ie w d iffe re n t? W h a t kind of p e rs o n do you im a g in e Lydia is? Why?
The in terview contains expressions for saying what effect things have. W hat did the two people say? Add one or two words from the box in each gap. Make other changes if necessary.
in flu e n c e s
enhance 1 2 3 4 5 6
d iffe re n c e
have
e ffe ct
make
d efine
in flu e n c e
people
If I w e a r a Boss suit, it d o e s n 't to m y p e rso n a lity. It w i l l see you in a d iffe r e n t way. Your a p p e a ra n c e w i l l by th e cu t of th e g a rm e n t. B ra n d s a ls o y o u r a tt it u d e to w a rd s life. If you have s o m e t h in g th a t a_p o s i t i v e _______on you, th e n y o u r w h o le p e rs o n a lity is m o r e positive. I'm by b ra n d s at all. I d o n 't care a b o u t th e m .
b
Listen to check.
c Do you agree with the statem e n ts in 3a? Think of exam ples from your own experience.
Brand images LANGUAGE FOCUS
1 a
Three people say what words they associate with th ree in ternational brands. What kind of product are they? W hat brands do you think they are?
Im a g e and q u a litie s s p o r t tr e n d y a m b itio n com fort fa s h io n a b le k eeping fit
success innovative re lia b ility p e rfe c tio n so u n d q u a lity
fa st d y n a m ic fu n speedy re tro good design sm a ll
•s, _ ,
b »E D
Listen to check.
C Which word s in 1a are nouns? Which are adjectives?
d
* m w a Listen again. W rite two more words or expressions each s p e a k e r uses. Which are about: • th e p ro du c t? • lifestyle?
SPEAKING
a
Think of a w e ll-k n o w n brand (internationally or in your country). Make a list of words associated with it, like those in 1a.
b
Read out your list. Can oth er people guess the brand?
a
Think of ad vertisem en ts for soft drinks in your country. W hat im ages and qualities do they usually present to encourage customers?
b
Work in groups. Look at the advertisements for Pepsi on pi 32. Follow the instructions.
77
8 .2 goals
Viral ads 1
Cover the article. Do you know what a viral ad is? • If not, w h a t do you im a g in e it m ig h t be? • If you do, t e l l o t h e r people a b o u t v ir a l ads you know.
2 a
Read the article. Why are m arketing companies excited about viral ad campaigns?
b Discuss these questions. 1
The a rt ic le says v ir a l ads are 'in fe c tio u s '. W h y is th is a good d e s c rip tio n ? W h at o th e r th in g s can be in fe ctio u s ?
2
Cover th e a rticle . Can you r e m e m b e r any o t h e r ad je ctives to d e s c rib e v ira l ads? W hy do you t h in k th e s e q u a litie s are im p o r t a n t? Look at th e s e h ig h lig h te d w o rd s fr o m th e a rtic le . W h a t do th e y m e a n ? W h a t m e n t a l im a g e do the y su g g e st? a de d icate d to u n r a v e llin g
3
b c d e
a ne w in d u s tr y has s p r u n g up ' s e e d i n g ' clip s on th e In te rn e t ta p s in to p o p u la r c u ltu re p r i o r to la u n c h
f b u s in e s s e s w a n t to e m b r a c e v ir a l m a r k e tin g g s t e l l a r g ro w th rates C In w h a t sense is the us e r 'in control' of a viral ad? Discuss these questions. The h ig h lig h te d words are a ll connected with m arketin g. 1 M a r k e tin g w o rd s
T h in k of a large c o m p a n y in y o u r country. • H ow does it p r o m o te its p ro d u c ts ? • Does it have a p a r t ic u l a r s lo g a n ? • • • • • •
2 78
Do th e y use a p a r t ic u l a r kind of m a r k e t i n g c a m p a ig n o r s a le s p itc h ? H ow effective are they? W ho is t h e i r ta r g e t a u d ie n c e ? Do th e y have th e big g e st m a r k e t s h a re ? W ho are t h e i r c o m p e t it o r s ? W h a t b ra n d im a g e do th e y p re se n t?
'There is no such th in g as negative p u b lic ity .' Do you t h i n k th is is tru e ?
A video clip LIS TEN IN G
W hat product(s) do you think this video clip shows?
2 a *
to someone talking about th e video.
W hy w a s it so su c c e s s fu l? H ow is it d iffe r e n t fr o m a c o n v e n tio n a l advert? L ook at the fe a tu re s of a good v ira l ad m e n tio n e d in th e a rtic le . W h ich th e m a pp ly to th is video?
(if any) of
b The s p e ak e r uses these words. W hat does he say? p la n ne d - fizzes - g e y s e r - f i r e w o r k d isp la y - g lo b a lly - u s e r - g e n e r a te d e ru p t io n v ideos - hype - le th a l - p u b lic ity
c »CE3
Listen again to check.
Im agine you are telling someone about the clip. Describe what happens and why it became viral'. Use the words in 2b. Look at the quote. How do you think it applies to the viral video you heard about?
The Internet is the first thing that humanity has built that humanity doesn’t understand, the largest experiment in anarchy that we have ever had. Eric Schmidt, CEO of Google Think about an advert that you have seen. It could be:
1
2
• an a d v e rt on a h o a rd ing o r in a m agazine. • an o n lin e video clip. • a TV o r f i l m advert. P re pa re to t a l k a b o u t it. T h in k abo u t: • h o w to d e s c rib e it. • w h e t h e r you t h in k it's s u cc e ss fu l, and why. • w h a t its m e s sa g e is. • w h y you like o r d o n 't like it. • w h a t au d ie n ce it w a s in te nd e d for. Tell o th e r people a bo u t th e advert.
79
Target activity 8 .3 goals
Sell a product TASK READING
The photo shows the AIRpod, an a ir-p ow e re d car. 1 2
a
H ow do you t h in k it w o r k s ? W h a t o t h e r k in d s of 'e c o -c a r' are possible ? W h a t do you k n o w a b o u t th e m ?
Read the article. Check your answers to 1.
b
According to Guy Negre, what are the advantages of a ir-p o w ere d cars?
On the road with the AIRpod air-powered car How w ould you react to someone who tried to sell you a car that runs on fresh air? Perhaps you w ould think he was peddling potentially planet-saving technology. More likely, you w ould dism iss him as a conman or a fantasist. Yet, that is precisely the pitch being made by French auto engineer Guy Negre, a good-hum oured man in his m id-60s who claims to have developed a state-of-the-art car powered by com pressed air: one that produces a fraction o f the carbon emissions of a standard engine, reaches speeds o f more than 30mph, travels 65 miles on a one-m inute recharge and, best of all, costs just over £3,000. Negre is quick to point out the draw backs of existing eco-car technology. “W hatever people may tell you about hybrids, they are only marginally less polluting than the m ost efficient com bustion engines,” he says. “ Hydrogen pow er is expensive and im practical. Fuel cells are expensive and unproven and electric cars are reliant on
ll
expensive, unreliable battery technology.” Given the num ber of false green-auto dawns, you m ight w onder why air-powered cars should be any different. While Negre’s air cars have similar carbon emissions to electric cars (it all depends how the electricity to power the pum ps that fill their air tanks is generated), he argues that air power is a superior technology. “ Compared to electric cars, air-powered cars cost a fraction o f the price to buy, they d o n ’t need expensive batteries to be replaced every five years or so, and crucially they take only a fraction of the tim e to recharge.” I confess I was so sceptical that I reserved judgm ent until I had driven one of his cars. The version I drove was an early prototype, a three-wheeler with no bodywork, steered by a joystick. OK, it d id n ’t deliver the sm oothly upholstered power so beloved by conventional car enthusiasts. And it possessed all the glam our o f a soupedup lawnmower. But it worked, easily reaching speeds above 25mph in the limited space of the factory car park, which doubled as my test track.
TASK LANGUAGE
3 a
D e s crib ing te ch n o lo g y
b
M ake a list of adjectives in the article which re fe r to cars or technology. Which are: positive? negative? neutral? W hat other adjectives could describe the AIRpod? com pact, f u n , ...
U
a
Student A, look on p 132. Student B, look on p135. Read more about the AIRpod.
b
W o rk in A/B pairs. P repare a m arketin g campaign based on w h a t you read. 1 2 3
C hoose y o u r ta r g e t a u d ie n c e [e.g. young people, fa m ilie s , people w h o w a n t a second car, city d w e lle rs ). T h in k of 'b ra n d im a g e s' and slogans. Plan a b ro c h u re , h ig h lig h tin g th e car's m a in s e llin g points. Or, t h i n k of v is u a l ideas fo r a TV, c in e m a o r In t e rn e t advert.
Present your campaign ideas to the class.
80
EXPLORE Across cultures Megabrands 1
a You w ill read w r it e r Naomi Klein's views about the growth of 'm egabrands' and how they may be shaping cultures. 1 2
W h a t do you th i n k a ' m e g a b r a n d ' i s ? In w h a t w a y do s u c c e s s fu l c o m p a n ie s s e ll ideas as w e l l as p ro d u c ts ?
b Read her views and discuss these questions. 1 2
3
2
Discuss these questions. 1
2
3
W h a t is th e m a in d e v e lo p m e n t in m a r k e tin g b ra n d s th a t N a o m i Klein d e s c rib e s ? W h a t are th e 'life s ty le ideas' th a t th e se c o m p a n ie s s e ll? • C oca -C o la • W a lt Disney • Nike She says th e m e a s u r e of a s u c c e s s fu l bra nd m o re and m o r e is n o t w h e t h e r it's t r u ly a m a r k of q u a lity on a p ro d u ct, but ho w w e l l it s tre tc h e s . W h a t does she m e an by th is ? Can you th i n k of e x a m p le s ?
W h ich of th e b ra n d s N a o m i Klein m e n t io n s are w e ll - k n o w n in y o u r c o u n try ? W h ich of th e m have you b o u g h t y o u rs e lf? Do you th i n k la rge c o m p a n ie s can in flu e nc e people 's c u ltu r e ? Do you th i n k th e y are g e n e ra lly b e n e fic ia l o r h a r m f u l in t h e i r effect on p eople 's lifestyle?
a W ork alone. S om e people o bje c t to th e in flu e n c e of g lo b a l c o m p a n ie s and th e w ay th e y ope ra te , and c a m p a ig n to boycott t h e i r p rod u cts. W h a t re aso n s do th e y give fo r this, and do you agree w it h th e m ? M a r k y o u r p o s itio n on th e line.
I agree.
I disagree.
b Find other students who have a sim ila r view to yours. Find out if you think exactly the same, and discuss the reasons for your opinion. C Now ta lk to students who have a different opinion.
Discuss your ideas.
The process of branding in its simplest form is just the process of marking a product with a consistent logo, image, mascot, that sends a m essage to the consumer - a m essage of consistency, a m essage of quality. How did we get from this fairly simple role of the brand to these brand tribes that we have now, where we almost follow brands like we would follow rock stars? We organise ourselves into brand tribes, we are a Nike type of person or a Tommy Hilfiger type of person. How did that happen? There were a handful of brands that understood that marketing could play a larger role than simply branding their product as a mark of quality. They understood that they could sell ideas, that they could sell lifestyles. CocaCola, Disney, McDonalds - these core American brands became powerful precisely because they understood that they were selling ideas instead of products, that they were selling an idea about family. Coca-Cola was selling the youth lifestyle - in the 60s they started selling peace and love - they were selling something way more profound than their fairly generic product, which was this black fizzy liquid. Walt Disney understood that he was selling the American dream, he was selling a nostalgic vision of the small-time American town that people felt sad about - they felt it had disappeared. The CEO of Nike, Phil Knight, says that he had a kind of an epiphany in the mid 80s where he realised that he didn’t want to compete in a commodity marketplace any more, that he did not want to be a sneaker company, or, as he said, a fashion company. He wanted to be a sports company. And that their core image or their core idea was not about their sneakers being better than Reeboks but was an idea about the nature of sports, and that pure athletic ability - the raw ability of truly superstar athletes like Tiger Woods and Michael Jordan - is a metaphor for the American dream, and so he decided to sell that idea. The measure of a successful brand more and more is not whether it’s truly a mark of quality on a product, but how well it stretches. If it's a successful cola, can it also be a line of clothing? If it’s a line of clothing, can it also be a house paint? So you have this stratosphere of warring megabrands that want to be everywhere and be everything.
PI 81
EXPLORE Keywords effect, affect 1
L o o k at th e s e e x a m p le s . 1
M a n y experts believe that the use of CCTV hasn't had any significant effect on crime, unit 5
2
The film, w i t h its 3D effects and rather predictable plot,
3
He showed that this could significantly affect people's co-ordination skills, unit 7
is aimed at a popular audience, unit 6
4
If y o u have something that has a positive effect on you,
then your whole personality is more
positive . Unit 8
1
C hange th is se n te n c e u sing effect.
2
• Did th e a d v e rt a ffe c t you? Did the a d v e r t... W h a t p re po s itio n s can fo llo w effect? C o m p le te th e gaps. • We need to red u ce th e e f f e c t s
3
2 a
a d v e rtis in g
th e g e n e ra l public.
C o n tin u e th is s e n te n c e w it h th e adjective fo r m of effect. • The m a r k e tin g c a m p a ig n w a s ve ry ...
L o o k at th e s e n e w s r e p o r t e x tr a c ts . A dd th e c o r r e c t f o r m s of th e v e rb s in th e box p lu s e ffec t. take 1 2 3 A
p ro d u ce
c o m e in to
reduce
Tough n e w la w s w i l l _____________________next year. M u ch of th is a d v e rtis in g ta k e s ti m e t o ______________- it's s u b lim in a l. A ny ch a n g e in life style , h o w e v e r s lig h t, c a n a n e g a tiv e on y o u r sen se of w e ll- b e in g . Taking c e rta in o t h e r p re s c r ip tio n d r u g s can _ th e of the m e d ica tio n .
b * C E D L is te n to ch eck. W h a t a re th e n e w s r e p o r t s a b o u t?
3
a
L o o k at th e e x a m p le . • The ne w s had a s ig n if ic a n t e ffe ct on h e r life. The se o t h e r a d je c tiv e s c ou ld re p la c e s ig n ific a n t. W h ic h of t h e m w o u ld c h a n g e th e m e a n in g ? m a j o r positive p ro fo u n d d r a m a tic d e va sta tin g la stin g im p o r t a n t
b Which
g re a t
word s could be used as adverbs with a ffe c t?
The new s s ig n ific a n tly a ffe c te d h e r life . U
a
W hat things have: 1 2 3 A 5 6 7 8 9 10
b
a c a l m in g e ffe c t on you? a c u m u l a t i v e e ffe c t? an e n e r g is in g e ffe c t on you? a d e t r i m e n t a l e ffe c t on y o u r h e a lth ? a b e n e fic ia l e ffe c t on y o u r n e ig h b o u rh o o d ? a d is p r o p o r t i o n a t e e ffe c t on p o o r people? an a d v e rs e e ffe c t on the e n v iro n m e n t? a d e v a s ta tin g e ffe ct? an i m m e d i a t e e ffe c t on you? a f a r - r e a c h i n g e ffe c t on th e f u t u r e of the w o r ld ?
W ork in pairs. Using expressions from 2 and 3, talk about: • s o m e t h in g th a t had a m a j o r e ffe c t on y o u r life. • s o m e o n e w h o a ffe c te d you positively. • s o m e t h in g o r s o m e o n e you th i n k is effective.
5
Match these expressions with the images. W hat do they mean and when would they be used? a s n o w b a ll e ffe c t a rip p le e ffe c t a d o m in o effect the b u tt e r f ly e ffec t th e g re e n h o u s e e ffe c t th e pla
82
EXPLOREWriting Goal 1
use advertising language
a Read the advert for London's Tate Modern A rt Gallery as a venue for dining, events and en te rta in m e n t. Then match the pictures of the three rooms with th e ir captions.
Entertain at th e top of one of London’s most iconic and best-loved buildings with the City’s stunning skyline as backdrop. The Tate Modern R estaurant, East Room or M em b ers’ Room all capture an u nforgettab le vista of London.
Boasting a specially commissioned mural, currently Jam es A ldridge’s Cold M outh Prayer, The Tate Modern R estaurant offers guests the opportunity to be entertained alongside a m agnificent piece of art, while also enjoying unrivalled evening views of the London skyline and the River Tham es.
With unparalleled views of th e London skyline and the River T ham es, The East Room is a d ram atic and versatile space which can be enjoyed during th e day and evening. Surrounded by sheer glass walls, daytim e events are bathed in natural light, while an intim ate setting is evoked for evening events against the spectacle of London by night.
The im pressive M em b ers’ Room, with exclusive balconies on both its north and south sides, provides uninterrupted views of th e London skyline and th e River Tham es. The balconies also offer a unique opportunity for outdoor evening receptions.
b Which room would you choose for these events? Give reasons. 1
2
2
a lu n c h f o r 40 g u e sts a s u m m e r evening re ce p tio n fo r 150 g u e s ts
3
a c e le b ra tio n d in n e r f o r 200 g u e sts
a W hat do you understand by the h ig h lig h te d words? W hat would be m ore common ways of expressing the sam e ideas? Why do you think the w r it e r chose to use these words? 1 2 3 U
an iconic b u ild in g a b a c k d ro p a vista b o a s tin g a m u r a l
5 6 7
s h e e r g lass w a ll s b a th e d in n a tu r a l lig h t u n r iv a lle d views
b Discuss these questions. 1 2
3
A re th e r e m o re ve rb s in th e texts, o r m o re a d jectives? W hy do you t h i n k th a t is? Lo o k at th e ve rb s. H o w m a n y are active verb f o r m s , and h o w m a n y are passive? W h y do you t h i n k th a t is? W h a t do you notice a b o u t th e a ctive ve rb s ? H o w m a n y a d je ctives can you find th a t m e a n 'very good' o r 'very b e a u tifu l'?
c What im pression is the w r it e r trying to give of an evening spent at this venue?
Work in groups. 1
2
3 U
Choose a place you k n o w o r have been to, w h ic h m ig h t be su ita b le fo r a re ce p tio n , a m e a l o r a party. Plan a d e s c rip tio n like th o s e above. • W h a t fe a tu re s w o u ld you e m p h a s is e ? • W h ich of th e a d je ctiv es in y o u r list c ould you use to d e s c rib e it? • T h in k of s e n te n c e s you c ould w r it e u sing th e v e rb s o f f e r o r pro vide . W rite th e d e s c rip tio n in p a irs o r s m a l l grou p s. Try to 'sell' y o u r ve nue to o t h e r people. Were th e y convinced by y o u r p r o m o tio n idea? 83
Look again o Grammar b These sentences include w h a te v e r , or an expression with w h a te v e r. Match th e m with a -f.
M ea su rin g d ifferen c e s 1
a L o o k at t h is s e n te n c e a b o u t th e A IR pod. Compared to electric cars,
1
6
M a in ta in in g a ba la nce sh e e t is a b s o lu te ly e s se n tia l, w h a t e v e r b u s in e s s y o u 're in. I had a t a l k w it h h im w h ic h left no d o u b t w h a t e v e r in m y m ind. W h a te v e r do you w a n t to do t h a t jo b fo r? It's so badly paid. a W h a t w o u ld you like to d rin k ? b Oh, w h a te v e r... a C om e on! You k n o w I'm right...! b Oh, a l l r ig h t th e n . W h a te v e r you say... Web 2.0, w h a te v e r th a t is, w a s m e n tio n e d a lot.
a b c d
at a ll I d o n 't k n o w it it d o e s n 't m a t t e r it's y o u r decisio n
e f
a n yth ing , I d o n 't m in d I've no idea w h y
air-powered cars
cost a fraction of the price to buy,
2
they don't
need expensive batteries to be replaced every five years or so and crucially they take only a
3
fraction of the time to recharge.
4 The recharging tim e of a ir-p o w ere d cars is two minutes. The recharging tim e of electric cars is about five hours. How else could you express this difference? Use these expressions. You may need to change the order of the sentence. m u c h less
s e ve ra l h o u rs
5
a b o u t 150 tim e s
b Think about how the comparisons might continue. Which could use: • th a n ?
• as?
• of?
• th a t?
C *
Listen to the re m ark s, paying attention to the intonation. Are the speakers:
c How can you m e asu re these differences? Express the comparison in as many different single sentences as you can. 1
Vegetable o il costs € 2 a litre . Extra v irg in olive
2 3
oil co sts € 8 . O u r old f la t had 3 ro o m s . O ur n e w fla t has 6 . We used to live a b o u t 2 k m fr o m th e university. N o w w e live ab o u t 4.5 k m away.
4 5
She lo o ks 35. She is 45. The p a in ting w a s a c tu a lly w o r t h $50,000. He m a n a g e d to buy it fo r $5,000. T h e re w e re 60,000 b u r g la r ie s f r o m h o m e s in Lon d o n la st year. Only 5,000 of th e h o m e s had
6
• • • • 3
being e m p h a tic ? e xp re ss in g la c k of in te re st? s h o w in g d isb e lie f? a g ree in g u n w illin g ly ?
a The word s w h a te v e r , w h e r e v e r , w h o e v e r are commonly used in m arketing language. Look at these phrases from advertising slogans. W hat type of product do you th ink they might go with? w h a te v e r th e w e a t h e r w h a te v e r th e tim e
w h a te v e r th e occasion w h o e v e r y o u 're w ith
w h e r e v e r you go
w h a te v e r you like
b u r g l a r a la r m s . The ave ra g e B ritis h s c h o o lc h ild s p e n d s 22 h o u rs a w e e k at s c h o o l and 30 h o u rs a w e e k w a tc h in g TV.
7
w hatever 2
a L o o k at th e s e e x a m p le s . W h a t d oes w h a te v e r m e a n in each? 1
It's your perfect travel companion, whatever your journey.
2
Thousands of people contributed their own eruption videos, together, bikes,
3
with groups of bottles
or people running about, or on
or whatever ...
Whatever people m a y tell y o u about hybrids, they are only ma rginally less polluting than the most efficient combustion engines.
b Choose a photo. W rite a caption for it, including one of the phrases in 3a. C Say your sentences to oth er people. Can they
guess which photo you chose? G ram m ar referen ce, p 1 4 3
84
Vocabulary b
M u lti-w o rd expressions
e xe rt
a Look at these sentences from the unit. W hat part of speech are the highlighted expressions? How else could you express the sa m e idea?
1 2
Against this too-good-to-be-true backdrop, though,
Com plete the gaps using a verb from the box.
is the reality: viral marketing
3
only works when the user is in c o n t r o l . Guy Negre claims to have developed a stateof-the-art car powered b y compressed air.
b
4 Com pare these examples. How are the expressions different? Why? 1
He got a phone c a ll ou t o f th e b lu e , a s k in g h im to give a TV interview .
2
P re dictably , t h e i r o u t - o f - t h e - b l u e m a r r ia g e only lasted 20 m o n th s .
5
2
3 4
5 6
1 2 3 4
9
1 2 3
Match the adjectives with the nouns. In what context might you he a r th e m being used?
4
c a ll e xp e rie n ce s itu a tio n n e tw o r k
b
Listen to check. Think of two or three questions to ask other people, using any of the expressions in 4 or 5.
G ospel m u s i c a m a j o r in flu e n c e on o th e r m u s ic a l styles, e s p e c ially so u l m us ic . R am sey w i l l be r e m e m b e r e d as a le a d e r who his in flu e n c e to im p ro v e schools. We d o n 't re a lis e to w h a t e xte n t w e th e in flu e n c e of a d ve rtis in g , e s p e c ia lly s u b l im i n a l ads. I hate those a rtic le s like 'H o w to in flu e nce over o th e rs and get w h a t you w a nt'. The n e w s p a p e r used to be h u g e ly im p o r t a n t in sh a p in g p u b lic opinio n, b u t h a s a lot of in flu e n c e in re ce n t years.
The c a m p a ig n w a s very in flu e n t ia l / effective in p e rs u a d in g people to buy th e prod u ct. Each year, th e m a g a zin e a w a rd s p rize s fo r th e c o u n try 's m o s t i n f l u e n t i a l / effective people. Is th e th r e a t of p u n is h m e n t an in flu e n t ia l./ , effective c r i m e 'd e t e r r e n t ? A ny d ie t w i l l only be t r u ly in flu e n t ia l / effective along w it h exercise.
a Com plete these sentences in any way you like with in flu e n c e or a ffe ct.
a Look at these other m u lti-w o rd expressions.
n o - w in
have
Choose the best adjective. In w h a t cases could both be used?
s p rin g in g up a c ro ss th e c o u n tr y as people a d a p t to hard tim e s . Keep r e a d y - t o - e a t foo d s away fr o m ra w
w ake-up p e e r-to -p e e r h a n d s -o n
lose
Gospel m u s ic was v e ry in flu e n tia l, a ffe c tin g o th e r m u s ic a l s ty le s ...
U n til W ed n e sd a y w e a re giving a w a y a p a ir of tic k e ts a day to a llo w 16 re a d e rs a o n c e -in -a l i f e t i m e o p p o r t u n it y to w a tc h w h a t p r o m is e s to be th e g a m e of th e season. One in d ica tio n of c h a n g in g a tt it u d e s is a ll th e d o - i t - y o u r s e l f sto re s and h o w - to cla sses
p ro d u c ts o r o th e r c o n ta m in a te d p ro d u cts . S u c c e s s fu l a p p lic a n ts w i l l have a c a n -d o a tt itu d e to t h e i r job and be pre p a re d to w o r k long ho urs. The p r im e m i n is t e r w i l l se t o u t to s ile n c e his c ritic s in a d o - o r - d ie co n fe re n c e speech. It's lik e ly to be th is ye a r's m u s t - h a v e ga d ge t fo r te en a g ers.
f a ll u n d e r
c Transform sentences 1 -5 using i n f l u e n t ia l . You may need to change or add words.
C W hat do the h i g h lig h te d expressions mean? 1
use
b
The f i l m had a ve ry p o w e r fu l m e ssag e . I ... The ne w s of th e e a rth q u a k e w a s te r r ib le . His re la tiv e s ... Th at b l u n d e r w a s a ll im p o r t a n t to th e e le ction c a m p a ig n . I t ... The fire d estroyed e ve rythin g. Even th e ...
W rite th re e sentences about someone or something you have been influenced by.
Self-assessm ent Can you do th ese th in g s in Engtish?(^ ir c le)a n u m b e r on each lin e . 1 = I can’t do this, 5 = I can do th is w e ll. ® discuss brands ® describe effects and influences
In flu e n c e and effect 7
a Look at this exam ple from the unit.
® talk about the image and qualities of products ® talk about advertising and marketing @describe an advert
But y o u see it as a positive influence on people,
1 2
do you?
W h a t p re p o s itio n s can a p p e a r a ft e r in flu e n c e ? W hat ve rb s c o m m o n ly co m b in e w ith in flu e n c e ?
© pass on detailed information © use advertising language • For Wordcards, reference and saving your work -* e-Portfolio • For more practice -» Self-study Pack, Unit 8
85
9.1 goals ® speculate about im ages and objects © in te rp re t and respond to a story
Icons Amies
Two young men ICrispin van den Broeck) SPEAKING
1
a W h e n you h e a r th e w o r d 'a p p le ', w h a t c o m e s to m in d ? W r i t e d o w n any a s s o c ia tio n s you have. T hen c o m p a r e w it h o t h e r s tu d e n ts .
b
N ow, p ic tu re an a p p le in y o u r m in d . W h a t k in d o f a p p le do you see (th in k a b o u t size, t e x t u r e , c o lo u r, tas te , ty pe )? T h in k of a d je c tiv e s to d e s c rib e it. L o o k c a r e f u ll y at th e p a in tin g . W h a t e le m e n ts do you n o tice ? Do you t h i n k it r e p r e s e n t s o r s y m b o lis e s a n y th in g ?
LISTEN IN G
3
a «
d
L is te n to f o u r p e o p le i n t e r p r e t i n g th e p a in tin g . W h ic h d e ta ils in th e p a in tin g
do th e y m e n t io n and w h ic h do th e y leave out?
b» 0
LANGUAGE FOCUS In t e rp re t in g and d e fining
U
L is te n a gain and c o m p le te th e s e n te n c e s a c c o rd in g to th e s p e a k e r s ’ an a lysis.
1
G e n e ra lly sp e a king , th e a pple r e p r e s e n ts ...
2 3 4
The tw o m e n could be ... T h e re are a n u m b e r of o t h e r d e ta ils such as ... The o v e ra ll a n a lys is s u g g e s ts t h a t th e p a inting is ...
a The s p e a k e rs used v a rio u s e x p re s s io n s to t a lk ab o u t th e p a inting. W h a t did they say? 1 2 3 4
Also, th e a p p l e _______to have a s y m b o lic v a lu e ... It's w h a t th e p a in te r in tended. What m e are th e e x p re s s io n s on t h e i r faces. It th e y k n o w each o t h e r v e ry w e ll.
5 6
It's w h e t h e r he's o ffe rin g it o r ... I t _______ th e r e 's a w h o le lot m o r e going on here.
7 8
The o w l and c ro w The p a i n t i n g
bt
s y m b o ls of death. th a t behind the h a p p in e s s of yo u th lies ...
L is te n to check.
c W h a t o t h e r e x p re s s io n s c o u ld be used to re p la c e th o s e in 4a? It a p p e a rs th a t th e y kn o w each other. - » They a p p e a r to k n o w each other. -> It looks as i f th e y kn o w each other. SPEAKING
W o r k in g ro u p s . L o o k at th e im a g e s on p 131.
Family story READING
1
2
L o o k at th e c ity in th e ph o to . W h a t c o n n e c tio n does it have w it h a p p le s ? a Read th is e x tr a c t f r o m a f a m il y a n e cd o te .
^ ^ My sisters and I loved to listen to a simple story about an immigrant’s mistake in our own family. My grandfather's first cousin, who my sisters and I called Uncle David, left Norway when he w as 22 years old to make his way alone to America. He arrived at Ellis Island in August 1902. He spent his first day in New York City and w as flabbergasted by the chaos, colour and crowds. Somewhere in the city, he saw a man selling apples, the most gorgeous, red, perfect apples he had ever seen. He had almost no money, but he lusted after one of those apples, and, overcome by desire, he splurged and bought one. The story goes that he lifted the apple to his mouth, bit into it and spat it out in disgust. It w as a tomato. Uncle David had never seen or heard of a tomato.
If
b A s k and a nsw e r. 1 W h a t does th is an e c d o te say a b o u t o u r hopes and e x p e cta tio ns ? 2 W hy is it s ig n ific a n t t h a t th e s to ry ha p p e n s in N e w York? 3 ‘ W h y do you th i n k th e n a r r a t o r loved to liste n to th is story? A W h y do you th i n k th is an e c d o te has a u n iv e rs a l sig n ific a n ce ? c Read th e n ex t p a r t of th e a n e c d o te and c h e c k y o u r a n s w e rs .
^ ^ My sisters and I roared with laughter at this story. It encapsulates so neatly the lesson of expectation and reality that it could serve as a parable. The fact that tomatoes are good is beside the point. If you’re thinking you’re getting an apple, then it’s no use getting a tomato instead. That New York should be nicknamed the Big Apple, that an apple is the fruit of humankind's first error and the expulsion from paradise, that America and paradise have been linked and confused ever since Europeans first hit its shores, makes the story reverberate as myth.
II
d Read both p a r t s a gain m o r e c a re fu lly . 1 2 3 A
5 3
H ow does th e w r i t e r give th e im p re s s io n th a t she is te llin g a s tory? W h e n does she begin the 'an a lysis'? H ow does she do this? W he n does she a dd re ss th e re a d e r d ire c tly? W h y do you t h in k she does so? W h a t s ty lis tic to u c h e s give the s to r y m o r e im p a c t (e.g. a llite r a t io n ] ? Do you agre e w it h th e w r it e r ' s opinio n?
a You are go ing to t e l l th e s t o r y f r o m m e m o ry . W r i t e do w n te n w o r d s f r o m th e f i r s t p a r t w h ic h you t h i n k a re im p o r t a n t. b T e ll th e story.
A
1 2
Cover th e a n e cd ote and re c o n s t r u c t it only using th e w o r d s you w ro te . W o rk in grou p s. Take t u r n s to t e ll th e story. L isten carefully. W h ich e le m e n ts do each of you m e n tio n and leave out?
3
Choose th e s to r y you t h i n k w a s m o s t s u c c e s s fu l and t e l l it a second ti m e to th e w h o le class.
T e ll an a n e c d o te a b o u t y o u r fa m ily. 1
2 3
T h in k of a s to r y you can t e l l ab o ut: • y o u r p a re n ts w h e n th e y w e re young. • y o u r g ra n d p a r e n t s o r g re at g ra n d p a re n ts . • an i m p o r t a n t event in th e h is to ry of y o u r family. T e ll it to a n o t h e r s tu d e n t. Can y o u r p a r t n e r see any s p e c ia l o r s y m b o lic sig n ific a n ce in y o u r sto ry?
87
9 .2 goals
Iconic SPEAKING and
1
© discu ss icons © id e n tify c ritic a l language in a text
a Look at the magazine cover. Who does it show? In what sense do you think she was
READING
an icon?
b
LIFE. CULTURE. STYLE
The
Economist
What other icons do you think a p pea r in the person’s face?
THE INVISIBLE M O G U L MEETING JAMES MURDC
Andhew M atro n M agna C arta d anger,w hy we
LOVE IT
-
Thejo y o f Tate Modem by Anthony Horowitz KING O f THE BLOGGERS GAY, TORY A N D PRO -O BAMA
LeonardR oss/ter by bis daughter PHOTO ESSAY: SLA V E# N O W
A nd zi'by P arisian s are not really rude
2
a Look at the article and the images on the opposite page. In what way do you think they are iconic?
b
Read the article and check.
C Do th e s e s ta te m e n ts s u m m a ris e th e w r it e r ’s a rg u m e n t in each p a ra g ra p h ? If n o t, c o rre c t th e m . P aragraph 1 W o rd s e asily b e co m e o v e r-u s e d and so lose t h e i r tr u e m e a n in g . P aragraph 2 N owadays, e ve ryth in g can be te r m e d ’ic o n ic ’ because th e w o rd no lo n g e r m e a n s w h a t it did. P ara g rap h 3 People have a te n d e n c y to h o n o u r o r w o r s h ip o th e rs . P ara g rap h U A lm o s t any a rte fa c t can be co m e iconic. Paragraph 5 F a m o u s people often reach iconic s ta tu s w h e n th e y are s t i l l alive.
d
LANGUAGE FOCUS C ritica l la ng ua ge
3
W hat do you think the w r it e r means by these expressions? 1
a lexicon of invasive usages w o rd s used in ways w hich c o u ld be co n sid e re d o ve ru se d an d in a p p ro p ria te
2 3 4 5
th e ja rg o n of th e lin g u is tic a lly u n fe eling m a r g in a lly lite ra te w o r d - o p e r a t iv e s th e p ro p s of t h e i r d e s p e ra te tra d e th e sen se a cq u ire d t h r o u g h re c e n t abuse
6
s t a d i u m - r o c k sta ge sets
a Read the first two paragraphs again. W hat is the w r i t e r ’s attitude to the topic?
b
The w r it e r uses many words with negative connotations. Make a list, then think of a more n e utra l alternative. W hat connotations do the negative words have?
c Replace the highlighted n e utral word s with negative words from the box. How does the choice of word change the meaning? b ru s q u e a r i p - o f f i r r ita t in g d is m is s iv e d is m a l se e th in g d re a ry c ra w lin g u b iq u ito u s 1 2 3 A
mobbed packed in e sc a pa b le o ve rp rice d c o n te m p tu o u s h e m m e d in s m o t h e re d invasive m i n im a l
At th e exit, th e ro ck s ta r w a s s u r r o u n d e d by fans a sk ing fo r a u to g ra p h s . The m o b ile phone has be c o m e a c o m m o n fe a tu re of m o d e r n life. He s e n t m e a s h o r t re ply by e m a il. We d id n 't enjoy o u r h o lid a y m u c h . The place w h e r e w e stayed w a s expe nsive , it w a s c ro w d e d w it h to u r is t s , and th e w e a t h e r w a s cloudy.
d Com pare answers. Which words do you think are most critical?
x
1Every era suffers a lexicon of invasive usages. Words are as subject to fashion as politics and popular music - today’s tiresome coinage is tomorrow’s ubiquitous cliche. It is the jargon of the linguistically unfeeling whose job is to smother page upon page with words. And there are more pages than ever, and more screens, and thus more marginally literate word-operatives struggling to smother them. Where would these people be without the following cliches, the props of their desperate trade: genius, guru, legend, cool, multi-cultural, post-modern? Where, above all, would they be without the word iconic? 2 Here are some nouns that have been prefixed by this most dismal of vogue words: iconic art, iconic brand, iconic building, iconic film star, iconic cocktail, iconic shampoo. This suggests that there is nothing that cannot be deemed iconic. Iconic, that is, in the sense acquired through recent abuse, not in its original meaning. According to one dictionary, ‘iconic’ in this newer sense means “very famous or popular, especially being considered to represent particular opinions or a particular time”. 3 Implicit in the modern use o f‘iconic’ is the perhaps unconscious aspiration to invest things and people with properties which render them miraculous and superhuman, magical and godlike. It is an expression of humankind’s tendency towards worship of objects and other humans. That tendency lives on in the stadium-rock stage sets for alternative gods such as The Rolling Stones. 4 Conditions for an artefact to become truly iconic may be the fact that: 1) it is recognised at once (think of the Taj Mahal or a Vespa); 2) it has an unchanging quality (again like the Taj Mahal or the Mona Lisa); and 3) it embodies strong values, like the US flag. The Coca-Cola bottle has it all! 5 Iconic status is less common in humans, unless, of course, they are dead. However, recent attempts have been made to make the living equally iconic. Los Angeles street artist Shepard Fairey provided us with an example for our age. He w as the creator of the Obama Hope poster - surely the most celebrated image of a political leader in recent memory.
SPEAKING
U
a Make a list of five people or five things th at you think are 'iconic'. Think about: • b u ild in g s .
b
• people.
• p ro d u cts .
• so n g s o r pieces of m u s ic .
• objects,
Discuss your list. 1 2
Explain y o u r choices. Talk a b o u t s o m e o n e o r s o m e t h in g th a t is c o n sid e re d iconic, b u t you t h in k does not f u l f i l th e c o n d itio n s m e n tio n e d in th e artic le . M ado nn a . S h e ’s su p p o s e d to be an icon of pop m u sic, but I t h i n k s h e ' ll be fo r g o tte n in a b o u t 10 years.
---------------------------------89
Target activity 9 .3 goals
Icons for today 1
® discuss icons ta lk about w hat som ething represents present a rgum ents and co u n te r-arg u m e n ts
a L o o k at th e p o s te r of B a ra c k Obama, w h ic h w a s used in his e le c tio n c a m p a ig n of 2009. 1 2
b
H ow is it d iffe r e n t fr o m o th e r im a g e s of p o litic ia n s ? H ow is it d iffe r e n t fr o m : • th e photo? • th e w a y Obama loo k s now?
L is te n to a j o u r n a l i s t ta lk in g a b o u t th e poster. 1
3 A
W h a t did th e a r t is t w a n t to say a b o u t Obama in th is p o ste r? W h a t kind of p u blic did the a r t is t w a n t to a ttra c t? W h a t w a s his c h ie f objective? W h a t did he do w it h th e m on e y
5
m a d e fr o m th e p o s ter? W h a t w a s his a ttitu d e to people
2
HOPE
w h o copied th e im a g e ? Why?
'
a
TASK LANGUAGE Saying w h a t th in g s and people re p re se n t
Lo o k at th e s e e x tr a c ts . W h a t v e rb s go in th e gaps? 1
He fe lt t h a t he s h o u ld m a k e s o m e t h in g t h a t
2
th e a b ility to lead ... He fe lt th a t he w a n te d s o m e t h in g th a t he fe lt w a s going to ..
Obama as having visio n and
3
c o u n te r c u ltu re . A ll th e k n o c k o ffs and p a rod ie s say h o w m u c h th e im a g e h a s
_ th e and b e co m e
a re fe re n c e point. b C h eck in th e s c r i p t on p1 56. F o r each s e n te n c e , t h i n k of a n o t h e r v e rb o r e x p re s s io n t h a t w o u ld have th e s a m e m e a n in g .
3 a
W h ic h icons in th e u n it do th e s e s t a t e m e n t s r e f e r to? 1
She e p i to m is e s th e g l a m o u r and v u ln e r a b ilit y of c e le b rity c u ltu re .
2
To s o m e people it s ta n d s f o r fr e e d o m and d e m o c ra c y , but m a n y people
3 A 5 6 7
a sso cia te it w ith power. It's a s y m b o l of t i m e le s s be au ty and a rt is t ic p e rfe ctio n. She conveys a se n se of s u b tle, ina c ce ss ib le beauty. They e m b o d y th e r e b e llio u s n e s s of ro ck and roll. It e n c a p s u la t e s th e W est's im a g e of th e Orient. It r e p r e s e n t s m o b ility and e ffic ie n t design.
b T h in k of th r e e e x a m p le s of ico n ic t h i n g s o r peo p le . 1 2 TASK
U
a
W rite s e n te n c e s a b o u t th e m using v e rb s f r o m 2a and 3a. Can o t h e r s tu d e n t s gu ess w h ic h icons th e se n te n c e s r e f e r to?
•d You a re g o ing to cho o se a se t of iconic im a g e s f o r o u r tim e . L is te n to a g ro u p of p e o p le d is c u s s in g w h e t h e r th e O bam a p o s te r s h o u ld be in c lu d e d . 1
W h a t a rg u m e n t s do th e y give in fa v o u r of and a g a ins t in c lu d in g th e im a g e ?
2 3
W h a t c o n c lu s io n do th e y c o m e to? W h ic h v ie w p o in t do you share?
b W h a t e x p re s s io n s did th e p eo p le use to: 1 2
push t h e i r ow n p o in t of view? q u e s tio n o r disa g re e?
3 agree? A s u g g e s t an a lte rn a tiv e ?
c Lo o k at th e s c r i p t on p 1 56 to ch eck. W ork in groups. Group A, look on p131. Group B, look on p137.
EXPLORE Across cultures Loan words 1
The word icon is 'b orrowed' from the Greek language. 1 2
W h a t E ng lis h w o r d s are used in y o u r la n g u a g e ? Can you th i n k of any new ones? W h a t w o r d s f r o m o th e r la n g u a g e s does y o u r m o t h e r to n g u e b o r r o w fr o m ?
th is is the c u te s t s o a p that you will steal
from a h °te'-
enjoy Jabon de manos Hand soap.
chic&basic
Hotel room soap wrapper, Spain
McDonald's restaurant, Egypt
A lot of English is used in advertising. Why do you think this is? Look at these images. Why and how is English being used here? 3
a Are any of these words used in your language? If so, w h a t kind of people use them? tr a in in g
co o l
superm arket
im a g e
manager
han dy
e m a il
m a r k e tin g
b ♦ C U Listen to N orm an and Olga talking about some English words that are used in th e ir language. 1
W h e re are th e people fr o m ?
2 3 4
In w h ic h c o n te x ts are E ng lis h loan w o r d s m o s t often fo u n d in t h e i r c o u n trie s ? W h a t is each s p e a k e r's a tt itu d e to this? W h ich w o rd s in 3a do th e y m e n tio n ?
c Are there any loan word s in your language which have been given a new local meaning (like icon’ or 'handy')? d Look at this photo which shows the word 'Intern et' being used in Poland. 1 2
W h a t do you th i n k of th is m ix in g of lan g u a g e s? Do you th i n k t h a t a la n g u a g e s h o u ld stay 'p u re ' w it h o u t any in flu e n c e fr o m o th e rs ?
91
EXPLORE Keywords describing what things represent 1 a
Think about the verbs r e p r e s e n t , d e p ic t and convey. W hat do they norm ally describe?
b Choose the best verb.
c
1
A good p h o to g ra p h can often convey./ re p r e s e n t f a r m o r e th a n w o rd s .
2 3 A 5
B ra n d o p o rtra y e d / re p re s e n te d th e c h a r a c t e r of K o w a ls k i b rillia n tly . It w a s th e fi r s t ti m e th e f i l m w a s de p icted / sh o w n on televisio n. She w a s conveyed / d e p ic te d as a w o m a n w h o s e lu c k had ru n out. The c o lo u r red c o m m o n ly r e p r e s e n ts / p o rt ra y s danger.
How many of the verbs in 1 b can be used to talk about the m e a n in g of pictures or images? C omplete the gap in this sentence. • The p a in tin g
the le a d e r of th e pa rty as a lo ne ly fig u re ,
d In which sentence in 1b could you use the verb sta n d fo r ?
2 a
Complete these sentences with verbs from 1. Som etim es, th e re may be more than one correct answer. In which sentences could the verb s y m b o lis e also be used?
NY
CND 1
The in itia ls and l o g o
t h e ' C a m p a i g n fo r
2
W e a rin g t h i s
m y love f o r N e w York.
N u c le a r D is a r m a m e n t'.
Vo
HOPE 3
It
a v e ry s tro n g m e s s a g e a b o u t change.
A T h i s ______ a c y c list's c a m p a ig n to fig h t cancer.
b Complete these sentences with a fo rm of d e p ic t or convey and a noun from the box. Som etim es, there may be more than one correct answer. m e ss a g e
3
life
th e w o r ld
a se n se of
in fo r m a tio n
sce n e s
1 2 3 A
Two ne w b io g ra p h ie s h is in u n p re c e d e n te d detail. The d ir e c to r hopes th a t th e f i l m __ a m o r e positive th a n at fi r s t sight. His u n h a p p y b a c k g ro u n d e x p la in s h o w th e p a in te r c a m e t o ______________in th is way. It fe a tu re s s o m e a ttra c tiv e e x a m p le s of b a s - r e lie fs w h i c h ______________fr o m th e H indu R am ayana epic.
5 6
Few n o v e l i s t s __________ __ place as w e ll as H ow a rd F ran k Mosher. He sp e a k s qu ickly, p ac kin g his s e n te n c e s w ith facts,
inth e fe w e s t s y lla b le s possible.
Think of an image, book, person or film that represents something im portant to you. Describe it using verbs on this page.
EXPLORESpeaking Goals 1 a
How do you think the magazine cover: 1 2
b
® give c ritic is m ® respond to c riticism
a tt r a c t s th e re a d e r's a tte n tio n ? ill u s t r a t e s th e idea of a w e a k ' cu rre n c y ?
Read and listen to this conversation about the cover image. Who do you think the people are and w h a t are they discussing in particular?
IN S I D E T m s W E E K :
A14-PAG E
The
Economist a
b
a
b
a
b
So what do you think of the design? I like the basic idea, but in general I don’t think you quite capture the seriousness of the topic. What do you mean? Well, I think this image is a bit too light and cartoony, it doesn't really convey what the article's about. Well, I beg to differ, I think it is clear, you know, it shows the dollar going down in flames. I didn't want to make it too boring. It seems to me that we need to grab people’s attention, so to speak, you know, make them realise it’s important. I'm not sure ... I just think we need something that’s a bit more serious, that's all. But let’s see what the others think.
SPECIAL REPORT
ON B U SIN ES S INJ A P A N
The City of London's tumble A fake election in Russia Can it get any worse for Gordon Brown? India's mobile-phone wars Germs and genes
The panic about X the dollar
C Identify expressions used to give criticism and respond to criticism.
d Find
exam ples of how the criticism is softened and then followed by an explanation.
2 a
Rank these exam ples of g iv in g c ritic is m from least to most critical. a
"It's not a c tu a lly w h a t I had in m in d ."
b c d
" W h a t on e a rth is this ? Is it y o u rs ? ” "T h is is to t a lly w ro n g , y o u 'll have to redo it . ” "I th i n k it w o u ld have been b e tt e r to ta k e a d iffe r e n t a p p r o a c h .” "I expected s o m e t h in g d iffe r e n t." " It d o e s n 't s e e m q uite rig h t. It's m is s in g s o m e th in g , really." "I th i n k it's re a lly nice, b u t th e r e are a fe w t h in g s th a t d o n 't q uite w o r k . ”
e f g
b Com pare 1 2
3 a
U
Role play. 1
answers.
• You w o r k f o r F in a n cia l M a tte rs m ag a zin e . Sales have been d e c lin in g . T h in k of a p lan to in c re a se re a d e r s h ip (e.g. c e le b rity in te rv ie w s , fre e gifts, a p p e a lin g to a y o u n g e r a u dience, etc.).
Do you have d iffe r e n t o pin io n s ? W h ich c r i t i c is m s do you t h in k are too h a rs h ? H ow could they be s o fte ne d ?
Rank these exam ples of re s p o n d in g to criticism according to how strongly the s p e ak e r rejects it. a b c d e f g
"OK, I 'l l redo it s t r a ig h t away." " It's not m y fa u lt th e b r ie f w a s a bit va g u e ." "C o u ld you be m o r e s p e cific? " "Yes, I k n o w I can do better. I've been u n d e r a lot of stre s s ." " W h a t do you t h i n k ne ed s c h a n g in g ? " " W h a t's w ro n g w ith it, th e n ? " "OK, m a yb e it needs a bit m o r e th o u g h t ."
b Com pare
2 3
answers. U
1 2
T ogether, choose one of th e s e situ a tio n s . • You w o r k f o r Food W orld m a g a zin e. Create a co ve r desig n to r e fle c t the new lead a rtic le : "In va sion of th e Italians. Italian co okin g is e ve ry w h e re , fr o m th e h u m b le s t pizza to e la b o ra te seafood dishes. We tra c e th e w ay Ita lia n s have in flu e n c e d o u r e a tin g ."
• You w o r k fo r E le g a n t Fashion m a g a zine . It is going to ru n a s e rie s c alle d T h e to p ten style icons'. Decide on te n people w ho w i l l a p p e a r on th is lis t (in c lu d in g s o m e w h o c o uld be in terview e d). W o rk in g ro u p s : A, B and C. In y o u r group, develop a fe w ideas and m a k e b rie f notes. F o rm n e w g ro u p s so each g ro u p has one A, one B and one C. In tu r n s , t e l l th e o th e r s y o u r ideas and re sp o n d a p p ro p ria te ly . Be c ritic a l, but find w ays to s o fte n y o u r c ritic is m . Choose th e ideas you t h in k are th e best.
W h ich re sp o n s e do you t h i n k is too aggressive? W h ich do you th i n k are good e x a m p le s of d e fle c tin g c ritic is m ?
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Look again O Grammar M odifying a sentence 1
a Look at these exam ples from the unit. I t ’s no + adjective/noun can be used as a subject and be followed by th a t or by an mg form . 1
It's n o coincidence that in Latin,
Look at these sentences from the unit. 1 2
'apple'
They would check h i m out further and see his merits the w ay I see them.
and 'death' are almost the same word. 2
Barack Obama's image has become an icon, (for better or worse)
(hopefully)
If you think you're getting an apple, then 3
it's n o use getting a tomato instead.
He made something that he felt was going to transcend the counterculture. (actually; maybe)
b Complete these exam ples with expressions from the box. T here may be more than one correct answer. W hat do you think the context might be for each sentence? i t ’s it’s i t ’s i t ’s
no no no no
4
A n d all is forgiven if Obama gets elected.
5
What you did seems well-suited for
(really) grassroots campaigning. (in a way) 6
good i t ’s no w o n d e r / s u r p r is e use i t ’s no tro u b le / big deal / p ro b le m s e c re t i t ’s no c oin cide n ce d iffe r e n t
So I'm v ery happy people care. (in that sense)
1
2
W h e re do you th i n k th e e x p re s s io n s in b ra c k e ts s h o u ld go in th e se n te n ce ? Could th e y go in m o re th a n one place? H ow w o u ld it a ffe c t th e m e a n in g ? W h a t does each e x pre ss io n 'd o ’ to th e se n te n c e ? W h ich : • adds a c o m m e n t to th e s en te n ce ? • a dds e m p h a s is to th e s e nte n ce ?
3
a Add the expressions in brackets from 2 to these sentences. How many are possible each time? 1 T h a t w a s a te r r i b le m is ta k e ! 2 It w o u ld be b e tt e r to do s o m e t h in g d iffe re n t. 3 I d o n ’t t h i n k t h a t w a s th e r ig h t decisio n. 4 S h e ’ ll be e a rn in g next year, so s h e ’ ll be m o re in d e p e n d e n t.
b 1 2 3 4 5 6
So, t h a t on th e f i r s t day of tra d in g , s to c k s of rea l e s ta te in v e s tm e n t t r u s t s su rg e d. But n o w s h e ’s gone and _ w a n tin g h e r back because s h e ’s not com in g . t h a t to b a cco a d v e rtis in g has ta rg e te d teens. It’s h o w y o u ’ re born, a n d fr o m being born s h o rt, t a l l o r a n y th in g else. Because ju s t going in th e r e and th r o w in g p ro d u c ts at th e m , it d o e s n ’t w o rk . ______ f o r m e to get his phone n u m b e r - I’ll get it to n ig h t.
C Discuss these questions. 1
2
W h ich e x p re s s io n s in th e box are fo llo w e d by: • v e rb + in g ? • th a t + clause? • to + infinitive? W h ich e x p re s s io n s have a s i m i l a r m e a n in g ?
d Look at this exam ple. To make i t ’s no good more emphatic, j u s t is added. W hat o th e r w o r d s can add emphasis to these expressions? I've tried dieting,
94
but it's just n o good.
W ork with a partner. 1 2 3 4 5
Choose a s e n te n c e in 2 w it h th e e x p re ss ion you added. T h in k of a s itu a tio n w h e r e it m i g h t be said. Develop it into a s h o r t d ialo gue, add ing extra s en te n ce s. P ra ctis e u n til you can say it w it h o u t reading th e s e nte n ce s. P e r fo r m y o u r d ia lo g u e to o t h e r s tu d e n ts . Can th e y gu e ss th e s itu a tio n ?
G ram m ar referen ce, p 1 4 4
Vocabulary Uses of suppose
U
a
L o o k at th e s e e x a m p le s . W h a t does s u p p o s e m e a n in each? W h a t do you n o tic e a b o u t th e f o r m of th e v e rb ? 1
I suppose the best thing is aspirin, u n it 7
2
The apple was supposed to have a symbolic
3
W h a t 's it supposed to mean then? onit 9
4
She's supposed to be an icon of pop music,
b T a lk a b o u t y o u r se n te n c e s . Do you c o n s id e r th e m to be t r u e o r not? W e 're su p p o se d to be d a r k and have b la c k hair. B ut a ctu a lly , th e r e are lots _ of-------------------------blond people in Spain.
value in Greek mythology, onic 9
but I think she'll be forgotten in about 10 years, unit 9
b R epla ce each s u p p o s e w it h a s y n o n y m . 1 2 3 4 5 6
S u p po s e / S u p p o s in g (that) it's bad w e a th e r, w h a t w i l l w e do th e n ? A little s a lt is s u p p o s e d to be good f o r you, is n 't it? A W ill T im be at th e party? B I s u p p o s e so, yeah. The p la n e's su p p o s e d to be here by now. I s u p p o s e you w o u ld n ' t be able to p ick m e up, w o u ld you? We can only su pp o se th a t they m a d e a m istake.
c M a tch each s e n te n c e in 4b w it h m e a n in g s a -f. a b
C ould you do th is ? 5 T h a t's w h a t I th in k ,
c d e
People t h i n k th is is w h a t happened, It says t h a t on th e s ch e du le, T his m i g h t happen,
f
People say th is is tru e .
d Use s u p p o s e n e g a tiv e ly in each s e n te n c e in 4b. W h a t c h a n g e s a re n e c e ss a ry ? e In w h ic h s e n te n c e s c o uld you use s u p p o s e d ly ? H ow w o u ld th e s e n te n c e need to cha n g e ? 5
a L o o k a t th e p ho to s. T h in k of a r e m a r k t h a t c ould go w it h each. Use an e x p re s s io n w it h s u p p o s e f r o m 4b. b W o r k w it h a p a rtn e r. B u ild a s h o r t c o n v e rs a tio n f r o m one of y o u r s e n te n c e s . Use an e x p re s s io n w it h s u p p o s e . c
6
L is te n to fiv e c o n v e rs a tio n s . W h e re are th e pe o p le and w h a t a re th e y d o in g ? H o w s i m i l a r w e r e th e c o n v e rs a tio n s to y o u rs ?
a T h in k of t h in g s w h ic h are c o m m o n ly said a b o u t y o u r c o u n tr y , its food, c u l t u r e o r pe o p le . W r i t e s e n te n c e s w it h s u p p o s e . W e’re supp osed to be d a rk and have b la c k hair.
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10.1 goals @describe groups and m em bership @describe fe elings about belonging
A sense of belonging Groups SPEAKING
1
Look at the groups of people. 1 2 3
W h e re are they? W h a t do you t h i n k they are doing? W h a t kind of g ro u p s are they? W h a t do th e y have in c o m m o n ? W h a t c o n n e c tio n s and d iffe re n c e s are th e r e b etw e en th e im a ge s?
HiSTOtY
I
a W h a t different groups do people belong to?
b
W hat kinds of groups do you belong to? 1
2
96
Make a list. T h in k ab o ut: • o rg a n ise d groups. • s o c ia l groups. • clubs. • p ro fe s s io n a l grou p s. • in f o r m a l groups. S h o w y o u r list to a partner. W h ich g ro u p is th e m o s t i m p o r t a n t to you?
L IS TEN IN G
3
* C Z » Listen to Grover ta lk about his sense of belonging to a group. 1 2 3
W h a t g ro u p did G rover belong to? W h a t e xactly is e s p rit de c o rp s ? W hy d id n 't th is a ffe ct h im as p e r s o n a lly as o th e r people?
4
W h a t th re e positive t h in g s does he say a b o u t being in th is o rg a n is a tio n ? W hy is th e r e a te m p ta t io n to stay in th is gro u p?
5 LANGUAGE FOCUS
A
a Com plete these extracts with the expressions in the box. a se n se of loyalty p a rt of a l a r g e r g ro u p get t e r r i t o r i a l b e long in g to
B elo n g in g to a gro u p
bonded w ith
1
I fe lt as if I w a s
2 3 4 5
You d e v e l o p to th e se people. W h a t w a s y o u r e x p e rie n ce of being in th e a r m y and You c a n 't a b o u t th in g s . T h e re w a s a s tro n g te m p ta t io n to re join th e a rm y , and th a t's h o w th e y get you, you know , because you are so y o u r group.
b * M&M Listen to check.
Joining a group LANGUAGE FOCUS
1
a The expressions in A are all used to talk about joining groups. 1 2
Talk abo u t m e m b e r s h ip
W h ic h e x p re s s io n s in B could they m a tc h w ith ? W h ich e x p re ss io n s have a l m o s t th e s a m e m e a n in g ?
A 1 2 3 4 5 6 7 8
B I j o in e d ... I g o t invo lve d in ... I te a m e d up w it h ... I g o t to k n o w ... I s ig n e d up f o r ... I e n r o l le d in ... I b e c a m e a m e m b e r o f ... I c o lla b o r a t e d w it h ...
a b c d e f
... a lot of people. ... th e S cottish N a tio n a l Party. ... a few co lle a g u e s fr o m w o rk . ... a d ra w in g class. ... a tr a in in g course. ... p o litics .
b » H D Listen to check. W hat is each person talking about? LIS TEN IN G and SPEAKING
« £ 5 D Listen to Pilar talk about belonging to a group. 1 2 3 3
W h a t g ro u p does she r e f e r to? H ow do you kn o w ? H ow does she fe e l a b o u t b e lo n g in g to it? W h ich e x p re s s io n s fr o m 1a does P ila r use?
Choose one of the groups you listed earlier. 1
D o n 't say w h a t th e g rou p is, but t e l l a p a r t n e r h o w you jo in e d it and h o w you fe e l a b o u t being a m em b e r.
2
Can y o u r p a r t n e r gu ess w h a t th e g ro u p is?
97
1 0 .2 goals ® give opinions em phatically [sl« I C^-~l t«l *-.1 iM F J-i III* t- .ji M i M il i [«<
SOUTH AFRICA
2010
1
a H ow do you t h i n k th e s e f o o t b a ll p h o to s a re co n n e c te d to th e to p ic of b e lo n g in g ?
b 2
You w i l l read f o u r e x tr a c ts , each re la te d to a photo. W h a t do you t h i n k th e y w i l l say?
a Read th e e x tr a c ts qu ickly. 1 2 3
W h e re is each e x tr a c t fr o m (a m a g azin e , a n o v e l ...)? H ow do you kno w ? W ho is s p e a k in g in each: a fan? a jo u r n a li s t ? a fo o tb a lle r? an e x p e rt / a ca d e m ic? W ho is being a dd re s se d ?
o Playing football and attending football matches ... It turned you into a member o f a new community — all brothers together for an hour and a half, for not only had you escaped from the clanking machinery o f this lesser life, from work, from wages, rent, doles, sick pay, insurance cards, nagging wives, ailing children, bad bosses, idle workmen, but you had escaped with most o f your mates and your neighbours, with half the town, cheering together, thumping one another on the shoulders, swapping judgements like Lords of the Earth, having pushed your way through a turnstile into another and altogether more splendid life.
s there any cultural practice more global than football? No single world religion can match its geographical scope. The use of English and the vocabularies of science and mathematics must run football close for universality, but they remain the lingua franca of the world’s elites, not of its masses. McDonalds? MTV? Only the most anodyne products of America's cultural industries can claim to reach as wide as football’s, and then only for a fleeting moment in those parts of the world that can afford them. Football is available to anyone who can make a rag ball and find another pair of feet to pass to. Football has not merely been consumed by the world’s societies, it has been embraced, embedded and then transformed by them...
I
Exactly when chaos comes into our life, is when we must never lose hope, we never must lose faith in holy love and wisdom. If we have faith, small that it is, one day it goes to help us to transform our life. My life is an example of this! And one of the ways to show my gratitude is to extend and to share, when I can, my luck, with those who need it. Because I believe that this way, we will be able to create a happier, more just society. As my art is in my feet and not in my hands, it is with great honour that I associate the power of sogcer to this noble, social cause.
Jafar’ Panahi’s film Offside is so ensconced in the hereand-now that it was actually filmed in real time during the event it dramatises - the Iran-Bahrain qualifying match for the 2006 World Cup. And Panahi insists on using real people, too: “When I write a script I look around for people who can do the job best. For the girl supporters, they were mainly university students - and I found them through friends and colleagues and my contacts at universities. As .for their interest in football, yes, they are genuinely interested and passionate about football. They wanted to go to the matches.’’ Panahi went on: “I was very conscious of not trying to play with people’s emotions; we were not trying to create tear-jerking scenes. So it engages people’s intellectual side.”
b In w h ic h e x tr a c t is fo o t b a ll s een as:
1 2 3 4 5 6
c
a w a y to c h a lle n g e s tere oty p es ? a fo r m of escape? having an im p o r t a n t s o c ia l fu n c tio n ? a w ay of bo n din g people? a s u b je c t fo r an a rt is t ic project? a p h e n o m e n o n of u n iv e rs a l and m a ss a ppeal?
W h a t te c h n iq u e s do th e w r i t e r s use to add v a r ie ty and im m e d ia c y to t h e i r te x ts ? Find e x a m p le s . q u e s tio n s to get re a d e r's a tte n tio n lis ts of nou n s inve rsio n fo r e m p h a s is e x c la m a tio n s r h e t o r ic a l q u e s tio n s ric h ly d e s c rip tiv e la n g u a g e use of d ire c t q u o ta tio n s
d W h ic h e x tr a c t w o u ld you l ik e to c a r r y on re a d in g ? W hy? LANGUAGE FOCUS
3
Bein g e m p h a tic
a L o o k at th e s e s e n te n c e s f r o m th e e x tr a c ts . If you read t h e m a lo u d , w h ic h w o r d s w o u ld you e m p h a s is e ? 1 2 3 4 5
b ♦
For not only had you escaped fr o m th e c la n k in g m a c h in e r y of th is le s s e r life, but you had escaped w ith m o s t of y o u r m a te s and n e ig h b o u rs . No s in g le w o r ld re lig io n can m a tc h its g e o g ra p h ic a l scope. F o o tb a ll has not m e r e ly been c o n s u m e d by th e w o r ld 's societies, it has been e m b ra c e d by th e m . Exactly w h e n ch a o s c o m e s into o u r life, is w h e n w e m u s t n e ve r lose hope. As fo r t h e i r in te re s t in fo o tb a ll, yes, th e y are g e n u in e ly in te re s te d and pa ssionate a b o u t fo o tb a ll. They w a n te d to go to th e m a tc h e s . Li st en to che ck.
c L o o k a t th e s e n te n c e s aga in. 1 2 3 4 SPEAKING
Not on ly is f o o t b a ll th e m o s t p o p u la r s p o r t in m y c o u n try , it's also th e m o s t p o p u la r top ic of con ve rsa tio n . v
----------------------------------
4
W h a t c o n v e n tio n a l w o rd o r d e r has cha n g e d in s e n te n c e 1? W h a t w o r d s / e x p re s s io n s could rep la ce : no, m e r e ly , exa ctly, yes? Are these ways of em p h a sisin g m o re c o m m o n in spoken o r w ritte n language? Why? H ow could you c o m m u n ic a t e th e s e n te n c e s in a less e m p h a t ic way?
a W o r k alo n e. Do you a g re e w it h th e s e s ta t e m e n t s ? 1
F o o tb a ll is th e m o s t p o p u la r s p o rt in m y country.
2 3 4
F o o tb a ll h e lp s b re a k t h r o u g h b a r r ie r s and is a w a y of b rin g in g people together. The s a m e n u m b e r of w o m e n as m e n lik e fo o tb a ll. Nowadays, fo o t b a ll is a b o u t love and m o n e y equally.
b C hange th e s t a t e m e n t s so th e y r e f le c t y o u r o p in io n . A dd e m p h a s is , if you fe e l s t r o n g ly en o u g h . c T a lk a b o u t y o u r o p in io n s . Do o t h e r pe o p le a gre e ?
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Target activity 1 0 .3 g o a ls
Prepare a campaign 1 a
persuade o thers to take action iwh 'HMM
How do you think the photos are connected with h o m e le s s n e s s ?
b Match the su m m a rie s on p 133 with the photos. 1 2 3
2 a
W h ic h c a m p a ig n w o u ld be th e m o s t effective? Why? W h a t do you t h in k ca u se s people to b e c o m e h o m e le ss ? W h a t do people in y o u r c o u n tr y do to preven t h o m e le s s n e s s ?
Im agine you wanted to support the Hom eless World Cup. How could you help?
b Read this campaign message from the Hom eless World Cup website. 1 2
W h a t a n s w e rs does it give to 2a? W h a t is th e d iffe re n ce b etw e e n being a p a rtn e r, a v o lu n te e r and a fan?
A BALL CAN CHANGE THE WORLD Make a difference. Becom e a partner
Become a partner and make a profound impact, engage employees and align with a powerful positive message for the world. Volunteer
We are looking for 500 special people to help make the next Homeless World Cup the best ever. Bring your spirit of co-operation, your skills and talents and create an unforgettable event for everyone involved. Becom e a fan
Sign up for the Homeless World Cup Fan Club and unite to make the tournament happen to give thousands of players around the world the chance to stand proud, represent their country and change the world forever. Support football with the power to change the world. M ake a donation
Help the Homeless World Cup Foundation grow the ambition to reach one million players with the benefits of football. Make a donation now! Thank you. Raise money
Do something to raise money for the grass-roots projects making the benefits of football available to people who are homeless all year round. Spread the word
Join the Homeless World Cup on Facebook, Myspace, Bebo, YouTube and Twitter to post your comments, photos and videos.
3
a
Find exam ples of these features in the campaign message. 1 2 3 4
positive a d je ctives and co llo c a tio n s s lo g a n s and ca tch y e x p re s sio n s p le d ge s and c la im s a llite r a t io n I b Which expressions from p97 are used here? TASK
U
a
im p e ra tiv e s th e p re s e n t p ro g re ss iv e e x a g g e ra tio n c o m p l im e n t s to th e r e a d e r
5 6 7 8
W ork in groups. Choose a charity which you think is worthw hile. 1
2
Plan th e ca m p a ig n m e ss a ge . T h in k about: • w h a t you w a n t to get across. • w ays to get people involved. • th e ta r g e t au dience. • e xp re ssio n s, s lo g a n s and visu a ls. T o g eth e r, w r it e th e c a m p a ig n m e ss ag e . In clu d e ideas f o r im a g e s and a ttra c tiv e
3
p re s e n ta tio n and use fe a tu re s fr o m 3a. Plan h o w to p re s e n t y o u r c a m p a ig n , and h o w to p e rs u a d e o th e r s to c o n trib u te .
b Give your campaign message to an other group and give th e m tim e to read it. c Choose one person in your group to: • p re s e n t y o u r c a m p a ig n and a n s w e r any q u es tion s . • t r y to p e rs u a d e o t h e r g ro u p s to c o n tr ib u te to th e c a m p a ig n . d Decide which other campaigns you w ill support, and how. Tell the class. 100
EXPLORE Across cultures Football rivalries Do you know these rival football club shields? Match them to the te a m n am es and th e ir cities. G a l a t a s a r y / F e n erba h ce R iver P la te / Boca J u n io rs AC M ila n / In te rn a z io n a le
»
W h a t is th e cause of th e riv a lr y in each case? W h y is th e riv a lr y so s tro n g ? W h a t do a l l th r e e r iv a lr ie s have in c o m m o n ?
Look at the script on page 157. How many words connected with sports can you find? 4
a Talk together. 1 2 3
W h e re you live, w h a t are th e g re a te s t s p o rtin g riv a lrie s ? Do th e te a m s o r p la ye rs have n ic k n a m e s ? W hy do you th i n k th a t riv a lr y is so s tro n g ? Was
U
th e o r ig in a l cause h is to ric a l, p o litic a l, s o c ia l o r e c o n o m ic? W h a t are t h e i r m a tc h e s like?
b W hat do you think is happening in the photo? W rite a brief caption. Then compare with other students.
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EXPLORE Keyword together 1
W h a t d oes to g e t h e r m e a n in s e n te n c e s 1 - 6 ? W h a t do you t h i n k th e peo p le are t a l k i n g a b o u t? at th e s a m e ti m e in a r e la tio n s h ip 1
2
as a w h o le side by side a g a ins t each o t h e r ro u n d each o th e r
You can wait a long time and then two arrive together.
2
I knew they were close but I didn't know they were
3
Tie
the two ends together well,
together.
otherwise it might break.
A
Put
-5
The
y o u r hands together for our special guest! two together must be w orth a f o r t u n e .
.6
All
of us must fight together against this menace.
a W h a t do you t h i n k a re th e m o s t c o m m o n v e r b s th a t c o llo c a te w it h to g e t h e r ? C o m p le te th e g aps w it h a v e rb + to g e th e r. 1 2 3
It’s a good th in g w e to n ig h t. It m ig h t be o u r last ch ance. We m u s t begin to as a te a m - th a t w a y w e 'r e stronger. y o u r th in g s now, w e 'r e leaving.
A 5
Do you t h i n k th e s h i r t and tie He's been h e lp in g M a r k _ _
1 a b u s in e s s plan.
b W h a t o t h e r v e rb c ou ld you use in each s e n te n c e to e x p re s s a s i m i l a r idea? It's a good th in g we m e t to n ig h t... 3
a Put is th e v e rb w h ic h m o s t c o m m o n ly c o llo c a te s w it h to g e th e r. T h in k of a s y n o n y m f o r each of th e s e e x a m p le s . 1
Our panel of experts put together a list of top ten foods to e a t .
2
The movie is being put together b y a group of independent
3
She h a d put together a proposal for a b ook about Thomas
film-makers. Jefferson's boyhood. 4
I'm g oing to put together the best staff to improve the office.
b W h a t do you t h i n k th e s e h i g h lig h te d e x p re s s io n s m e a n ? 1
They w o n more medals at the Barcelona than the last four
2
We're planning a little get-together for next Saturday.
3
I really admire her - she's such a together person.
4
I put two and two together and saw that I wasn't welcome.
5
I wanted to go to Nepal but I just didn't get it together.
Olympics put together.
U
a
C o m p le te th e s e q u e s tio n s w it h a v e r b 1 2
? W ho is m a r r ie d in y o u r fa m ily ? H ow long have th e y Have e v e r had to a r e p o r t o r a p ro p o s a l f o r v o u r w o r k ?
3
W h a t w a s it about? W hen you go on holiday, h o w long does it ta ke you to
A
you need to take? Why do you t h in k c o u n tr ie s find it so hard to
5
b
102
+ to g e th e r.
w a rm in g ? Look at th e photos. Do you th i n k th e c o lo u rs W hy / W h y not?
A s k and a n s w e r th e q u e s tio n s .
th e th in g s
to fig h t g lo b a l ?
EKPLOREWriting Goals 1 a
© describe an organisation
L o o k a t t h is c a m p a ig n p o s te r f o r S h e lt e r, a UK c h arity . H o w d oes th e im a g e t r a n s m i t its m e s s a g e ?
© present som ething in the best possible lig h t
Shelter Shelter is a charity that works to alleviate the distress caused by homelessness and bad housing. We do this by giving advice, information and advocacy to people in housing need, and by campaigning for lasting political change to end the housing crisis for good.
Shelter cannot house you, but we can give confidential help to people with all kinds of housing problems.
Shelter tackles the root causes of bad housing by lobbying government and local authorities for new laws and policies, and more investment, to improve the lives of homeless and badly housed people. Our influential campaigns bring aspects of bad housing to the attention of the media and the public, who help us fight for solutions. As a leading expert on housing in Britain, we develop practical solutions to address the housing crisis.
b
2 a b
W h a t do you t h i n k th e c h a r ity fig h ts fo r, a p a r t f r o m c o m b a t in g h o m e le s s n e s s ? Read th e e x tr a c t f r o m th e S h e lt e r w e b s ite . H o w d oes it a n s w e r 1 b?
We’re proud to join forces with like-minded organisations, to share our ideas, and develop creative ways of tackling housing need.
b
Add th e s e s u b h e a d in g s to th e gaps. F ig h tin g f o r ch a n g e A b o u t us I n f o rm in g p ro fe s s io n a ls
Help and advice
c W h a t do you t h i n k is th e best o v e r a ll h e a d in g fo r t h is e x tr a c t?
• th e g e n e ra l co nte n t. • th e la n g u a g e ite m s chosen. c Find v e rb s in th e w e b s it e e x tr a c t w h ic h t a l k a b o u t: 1 2
O ur va lue s W ho w e are E qu a lity and div ersity H ow w e m a ke a d iffe re n ce
a
d H ow d oes th e w e b p a g e e x p re s s th e s e ideas? W h y? C o n s id e r in d iv id u a l w o r d s / e x p re s s io n s as w e l l as v e rb fo r m s . 1 2 3 4 5
The w e b p a g e w a s w r i t t e n to cast th e o rg a n is a tio n in th e best p o s s ib le lig h t. H ow is t h is do n e? T h in k a b o u t:
H o m e le s s people are help ed by Shelter. C o n fid e n tia l help is given to th o s e people w ith ho u sing p ro b le m s . We fig h t th e m a in causes of bad housing. The m ed ia and th e p u b lic find o u t a b o u t us t h r o u g h o u r c a m p a ig n s . The hou sing c ris is is d e a lt w it h using p ra c tic a l s o lu tio n s .
h e lp in g and solvin g p ro b le m s . fig h tin g s o m e th in g .
W h y do you t h i n k t h e r e a re so m a n y of th e s e v e rb s ? W h ic h o t h e r v e r b s do you t h i n k c o u ld be used in te x t s of th is type? W r i t e a "Who w e a re ' d e s c r ip tio n of th e c h a r ity o rg a n is a tio n you c ho s e on p 100.
103
Look again O Grammar U
Inversion 1
a
a Look at this exam ple from the unit. Not only h a d you escaped from the clanking
No w a y is common in conversations. W hat do you think it m eans here? W hat are the people talking about?
a No w a y w i l l U n ited w in th e league.
machinery of this lesser life, but you had
T hey h a v e n 't got a chance.
escaped w i t h most of your mates and n e i g h b o u r s .
v 1
The sen te n c e s ta r ts w it h an a d v e rb ia l phrase. H ow does th is a ffe ct th e w o rd o rd e r?
2
You c ould also say: You h a d n 't only e s c a p e d ... b u t ... H o w w o u ld th a t cha n g e th e m e a n in g ?
No w a y did he w r it e th a t h im s e lf. He copied it f r o m th e In te rn e t. v
start a clause or sentence. Which word s in A can combine with words in B?
not v e ry at no in no only
2
a
B way u n til r a r e ly now r e c e n tly once tim e
C o m p le te th e gaps w it h e x p re s s io n s f r o m 1 b. 1 2 3 4 5
I s h o u ld add t h a t have I, o r anyone on m y behalf, received a c o m p la in t. _ . does th e c ris is th r e a te n t h e i r business. Seven y e a rs I've k n o w n h im and has he let m e down. U s u a lly you a u d itio n f o r th in g s so m a n y tim e s . _ do you get th e d re a m call. have w e discovered w h a t th e re a l
--------------------------------------------------It's g rea t f o r a holiday, bu t no w a y w o u ld I w a n t to live th ere .
b Here are some more adverbial phrases that can
A
--------------------
b ♦ Listen and m a rk the words w h e re the emphasis is placed in each sentence.
a
W rite tru e sentences beginning with an adverbial phrase about: • s o m e t h in g th a t ra re ly o r n e v e r ha ppens. • s o m e th in g th a t only h a p pe n e d recently. • s o m e t h in g you b e lie v e rs im p o s s ib le o r a rid ic u lo u s idea.
b
Listen to each other's sentences and ask questions to find out more.
a W h a t do these pictures show? W rite a brief caption for each with no way. b Com pare your captions.
p r o b le m was. b W h ic h a re f o r m a l and w h ic h a re i n f o r m a l in r e g is te r ? c W h ic h w o r d s w o u ld you s tr e s s f o r e m p h a s is ? d * I T O L is te n to ch e ck. R e w rite th e s e s e n te n c e s w it h a d v e r b ia l p h ra s e s . 1
The bu s in es s s ta r te d slowly, but n o w we are
2
m a k in g a profit. O n ly ... He d id n 't pick up th e phone to see h ow I w as.
4
A t... It h a rd ly e ver ra in s here in July. V e ry ... I d id n 't re alise m y bag w a s gone u n til w e w e re
5
leaving th e bar. N o t ... It's p o u rin g w it h rain, and it's also fre e zin g!
3
N o t...
104
G ram m ar referen ce, p 1 4 4
Vocabulary C ollective nouns fo r people
7 a
C ollective ad jectives
How many different kinds of groups can you re m e m b e r from the unit?
b Sentences 1
1 0 a We can use adjectives as nouns to ta lk about certain groups of people:
a - g talk about o th e r groups of people.
W ho do you th i n k is ta lk in g in each sentence, and a b o u t w h a t? W h ich of th e h ig h lig h te d no un s d e s c rib e s a s m a l l g ro u p ? W h ic h d e s c rib e s a large gro u p? W h ich have a negative c o n n o ta tio n ? W h ich could be both negative o r n e u tr a l? W h a t o t h e r w o rd s c ould rep la ce th e h ig h lig h te d nouns?
2 3 4
a
.Well, the hordes of admirers are difficult to
b
The suspect's court hearing today will be on
• h o m e le s s people —> th e h o m e le s s . • e ld e rly p e o p l e - > th e e ld e rly .
put u p w i t h sometimes, a live video link from prison,
so police do
not have to confront an angry mob. c
While you were just "hanging out with the gang"
d
T h e
I was wondering if you were alive or dead! H u n t i n g
- a camera crew (Gere,
P a r t y
Howard, Eisenberg)
Com plete these sentences with th e and an adjective from the box.
goes looking for a Bosnian
warlord in this darkly comic thriller, e
They've h a d to learn to adjust to a high school where,
if you're not in a clique,
ric h p o o r e ld e rly needy disable d
y o u 're n o b o d y . f
All of a sudden,
they became a top-40-type
g
Aberdeen's top scorer,
group appealing to the younger crowd, Stavrum, has been
h o m e le s s
1
He k n o w s th a t it's w ro n g to p a rk in spaces fo r
2
The g o al is to p r e v e n t f r o m dying of exposure. __ is s te a d ily The gap b e t w e e n and in c re as in g . The r is k of in fe c tio n is g re a t e r in It's r a t h e r th a n th e g re e d y th a t have to be p rote cte d .
linked w i t h a move to German team St Pauli.
8 a
Which nouns in 7b can also be used with the ones in the box? Make as many collocations as you can. Use these patterns:
3
\ •
A 5
1 no u n + noun, m ob ru le 2 noun + of + noun, h o rd e s o f c h ild re n to u r is t s v io len c e m e m b e r ru le fl i g h t ca p acity c h ild re n le a d e r
b
Make these sentences more precise by replacing g ro u p with an alternative.
b
How do you express the ideas in your language?
C Talk to g e th e r. 1 2
1 2 3 A 5 6 9
He w a s ha n g in g out w it h th e w ro n g g ro u p . They w e re a p ro fe s s io n a l g ro u p and s o rte d out o u r p r o b le m s easily. These are th e to w n s w h e r e th e y can r e c r u it n e w g ro u p m e m b e r s . If you go to th e beach r e s o r ts in th e s u m m e r y o u 'll find g r o u p s of to u r is ts . I w a s ill on th e flig h t but th e cabin g ro u p w e re v e ry h e lp fu l. G ro up vio le n ce is a cause of in n e r - c i t y c rim e .
Writing game. 1
2
3
W rite a s e n te n c e th a t could be p a rt of a story, in c lu d in g a c o lle ctive noun fo r people. Pass y o u r s e n te n c e to a n o t h e r pair. C on tin u e th e s to ry w ith a n o th e r sentence. Pass y o u r se n te n c e s to a n o th e r pair. C o n tin u e w it h fo u r o r five m o r e s entences. Read o u t y o u r story.
H ow are th e s e g ro u p s of people ta lk e d a b o u t in y o u r society? Do you t h in k a ttitu d e s to w a rd s th e m have ch a ng e d o ver th e las t 50 ye ars? If so, how?
Self-assessm ent Can you do th e s e th in g s in English?(^ ir c le)a n u m b e r on each lin e . 1 = I can’t do th is, 5 = I can do th is w e ll. ® describe groups and membership ® describe feelings about belonging © give opinions emphatically ® explore strategies for analysing authentic texts ® persuade others to take action
WKMMMM
© describe an organisation © present something in the best possible light
EKHH
• For Wordcards, reference and saving your work -» e-Portfolio • For more practice -> Self-study Pack, Unit 10
105
11.1 goals © ta lk about clim a te change © describe inventions and how they w o rk © discuss proposals
Climate Radical ways to saue the planet L ISTEN IN G
1 a
W h a t do you k n o w a b o u t th e b illio n a ir e R ich a rd B ra n s o n ? W h y do you t h i n k t h is p h o to w a s ta k e n ?
b « C D L is te n to th e n e w s story.
LANGUAGE FOCUS C lim a te change
2 a
1
H ow m u c h did R ic hard B ra n s o n offer, and fo r w h a t?
2
W hy do you t h in k he did this? W h a t do you th i n k of th e idea?
T hev'w o rd c lo u d ' s h o w s s o m e k e y w o r d s f r o m th e b ro a d ca s t.
carbon dioxide global warming CD a5 «, humQns 5 o climate cha.nge Cc/5L ■a O S 90% E CD Richard Branson six degrees CL century United Nations CD greenhouse gases billionaire LO
1billion tonnes
CN
1 2
3
W h ich are d ire c tly c o nn e cte d w it h c lim a t e change? W rite s e n te n c e s to s h o w c o n n e c tio n s b etw e e n th e w o rd s in th e w o rd cloud. H ow m a n y can you th i n k of? Carbon dioxide is a greenhouse pas. Try to use a ll th e w o r d s to re c o n s t r u c t w h a t th e r e p o r t e r said.
b » U S D L is te n again. W e re an y w o r d s used d iffe r e n tly ? READING and SPEAKING
3 a
T h e s e im a g e s s h o w five ideas w h ic h co u ld be used to f ig h t g lo b a l w a r m i n g . W h a t d if f e r e n t ideas do you t h i n k th e y sh o w ?
b
The a r t ic l e d e s c r ib e s f o u r of th e ideas. W h ic h involv es: • re d u cin g CO2 levels? • a b s o rb in g th e s u n 's heat? • d e fle c tin g th e su n 's rays?
Clim ate change is being experienced everyw here in th e w orld, and ju s t reducing carbon emissions m ay not be enough. Some scientists are now beginning to suggest m ore radical inventions th a t
n
m ig h t save us from disaster by actually putting th e greenhouse e ffect into reverse. One scie n tist is proposing to p u t a huge glass sunshade in space w hich w ould o rb it th e Earth so th a t it w ould alw ays face th e sun. This w ould d e fle c t som e o f th e sun's rays back into space, so th e te m p e ra tu re o f th e a tm o sp h e re w ould be reduced. A n o th e r proposal is to fire rockets loaded w ith s u lp h u r in to th e s tra to s p h e re . The s u lp h u r w ould be released and it w ould fo rm a th in c lo u d -like la ye r around th e Earth, w hich w ould block some o f th e sun's rays. A n o th e r in te re s tin g idea is to pum p fin e p a rticle s o f sea w a te r in to th e clouds. This w ould increase th e thickness o f th e clouds, so th e sun's rays w ould be reflected. T his could be done using re m o te -c o n tro lle d ya ch ts, so th e energy cost w ould be zero. A n o th e r po ssib ility w ould be to create enclosed 'p la n k to n fa rm s ' in th e sea, w here pla n kto n could be fed huge q u a n titie s o f fe rtilise r. This w ould m ake th e pla n kto n g ro w and absorb CO 2 fro m th e air. Proposals like these m ay seem like science fic tio n , b u t som e e xp e rts believe we m ay soon be forced to ta k e th e m seriously, fo r th e sake o f o u r planet.
Artificial trees LANGUAGE FOCUS A ctive and passive in fin itive s
Lo o k at th e im a g e t h a t w a s n o t m e n t io n e d in th e a r t ic le . W h a t do you t h i n k it s h o w s and h o w m i g h t it w o r k ? Read m o r e a b o u t it on p 133. 2
a A f t e r could and w o u ld , w e can use an active o r a passive in fin itive . C o m p le te th e gap. Active: The a p p a ra tu s w o u ld e x tra c t c a rbo n dioxide. Passive: C arbon dioxid e w o u l d
.
b Find m o r e e x a m p le s of each typ e in th e a r t ic l e on p 133. 3
a C o ve r th e a r t ic l e above and c o m p le te th e s e n te n c e s . C hoose an a c tiv e o r passive in fin itiv e , u s ing th e v e rb s in th e box. re lease 1 2 3 A
re d u ce
fo rm
feed
in c re a se
r e fle c t
b lo c k
a b s o rb
x le fte c r
Giant sunshade: th e s u n s h a d e s w o u ld d e fle c t a s m a l l p e rc e n ta g e of th e su n 's ra y s ba ck into space, so th e t e m p e r a t u r e of th e a tm o s p h e r e w o u ld ... S u lp h u r rockets: th e s u l p h u r w o u ld ... and it w o u ld ... P um ping sea w a te r: th is w o u ld ... The su n 's rays w o u ld ... P lan kto n fa rm s : p la n k to n w o u ld ... The p la n k to n c ould ...
b Read th e a r t ic l e again. Did it use th e v e r b s you chose? SPEAKING
C o n s id e r each of th e five p ro p o s a ls in t u r n . 1 2 3
Do you th i n k it is lik e ly to w o rk ? Do you th i n k it w o u ld help c o m b a t g lo b a l w a r m in g ? In w h ic h p ro p o s a ls w o u ld cost o r e n e rg y c o n s u m p t io n be a p ro b le m ?
107
1 1 .2 goals
Glaciers
® describe an ongoing process
.. 4
What is the difference betw een the two photos? How many years, do you think, have elapsed between them? W hat could have caused the changes to take place?
READING
a Read the beginning of an article about Greenland. W hat does the w r it e r mean by: 1
"ca lving s e a s o n "?
2
"a f l o tilla of ice b e rg s "?
3
" e e r ily b e a u tifu l"?
The Sermilik fjord in Greenland: a chilling view of a w arm ing world - - t is calving se a so n in the Arctic. A flotilla o f iceb ergs, som e as ja g g e d a s fa iry tale c a stle s an d others a s sm ooth a s d in o sau r __ eggs, calve from the ice sh eet th at sm oth ers G reenland and s a il down the fjord s. The journ ey o f th ese sc u lp tu re s o f ice from g lac ie rs to ocean is eerily b ea u tifu l and utterly terrifying. The w all o f ice th at rise s beh in d Serm ilik fjord stretch es for 2,400 km from north to south and sm oth ers 80% of th is country. It h a s been frozen for three m illion years.
b Why do you th ink the w r it e r says this is "a chilling vie w ” and that the icebergs are “ utterly terrifying"? 3
a Read the rest of the article quickly. W hat seem s to be happening in Greenland? Do scientists fully understand it?
Now it is m elting, fa r fa ste r than the clim ate m od els p red icted and fa r m ore decisively th an any p o litical action to com bat our changing clim ate. I f the G reenland ice sh eet d isa p p e are d , se a levels around the w orld w ould rise by seven m etres, a s 10% o f the w orld 's fre sh w ater is currently frozen here. E x p erts from around the w orld are lan d in g on the ice sh eet in a race a g a in st tim e to d iscover why the ice in G reenland is van ish in g so m uch fa ste r th an expected. Gordon H am ilton, a Scottish -born g lacio lo g ist, h it upon the d arin g id ea of lan d in g on a m oving glacier in a h elicopter to m easu re its speed. When H am ilton p ro c e sse d h is first m easu rem en ts o f the glacier's speed, he foun d it w a s m arch in g fo rw ard s at
a greater p ace th an a g lac ie r h ad ever been ob served to flow before. "We w ere blow n aw ay b e c au se we re alise d th at the g lac ie rs h ad accelerated not ju s t by a little b it b u t by a lot," he say s. The three g lac iers they stu d ied h ad ab ru p tly in cre ase d the sp eed by w hich they w ere tran sm ittin g ice from the ice sh eet into the ocean. Driven by the lo ss o f ice, Arctic tem peratu res are w arm ing more quickly than other p a rts o f the world: la st autum n air tem peratu res in the Arctic stood at a record 5°C above norm al. For centuries, the ice sh eets m ain tain ed an equilibrium : glaciers calved o ff iceb ergs and sen t m elt w ater into the ocean s every sum m er; in winter, the ice sheet w as then replenished w ith m ore frozen snow. S cien tists believe the w orld's g reat ice
sh eets will not com pletely d isa p p e ar for m any m ore centuries, b u t the Greenland ice sheet is now shedding m ore ice th an it is accum ulating. R esearch is fo cu sin g on w hat sc ie n tists call the 'dynam ic e ffe c ts’ o f the G reenland ice sheet. It is not sim p ly th at the ice sheet is m elting ste ad ily a s g lo b al tem peratu res rise. Rather, the m elting trig g e rs dynam ic new e ffects, w hich in turn accelerate the m elt. "It's qu ite likely th at th ese dynam ic effects are m ore im p ortan t in gen eratin g a rap id rise in se a level th an the trad itio n al m elt," say s H am ilton. Som e sc ie n tists are asto u n d ed by the ch anges. "We can't a s a scien tific com m unity keep up w ith the p ace o f ch an ges, let alone exp lain why they are h appen in g," sa y s the g lacio lo g ist.
b Read the article more carefully and make notes about: 1 2
108
th e G ree n la n d ice sh e et. Gordon H a m ilto n .
3 a ir te m p e r a tu r e s . 4 'd y n a m ic effects'.
LANGUAGE FOCUS
A a
P rocesses
The verbs in the box all describe processes. How could you use th e m to a n s w e r these questions? 1 2
W h a t is h a p p e n in g to: th e ice? th e g la c ie r? th e ocean? W h a t used to ha p p e n before?
m e lt shed d is a p p e a r re p le n is h flo w ris e tr ig g e r a c c e le ra te m a rc h m a in ta in va n ish
tr a n s m it
b Check in the article. c Talk about the notes you
made in 3b, using the verbs in the box to ta lk about them. Did you make the sam e points?
d Do you
know of any other 'dynamic effects' connected to clim ate change?
2084 READING
1
a You are going to read a poem called 2084 by Carol Rumens about a future vision of the world. Before that, read about Phaethon on p133. W hat could Phaethon be a m eta p h o r for in the poem? b 2084 echoes the y ear 1984. W hat significance does 1984 have for you, if any?
2 a *C D
Read and listen to
the first part of the poem. What expressions talk about clim ate change? th a t flood, in m o tio n inches fro m the cro s s -ro a d s
b
Find expressions which refe r to: • • • •
3
i Q D Read and listen to the second part of the poem. 1 2 3
LIS TEN IN G and SPEAKING
bicycle s. s o la r h e a tin g . c o m p u te rs . a g ro u p o f h o u se s / fla ts .
2084
Paired wheels and PV panels, ponds and hives and garden-fields (citron and silvery-green samplers, stitched by hand) declare our ground. We’re scripture-safe in our examined lives; for each estate, one bin, one fridge, one screen only, daily rationing of down-loads. That ice-bar, frilling in the distant sound, that flood, in motion inches from the cross-roads where we abolished run-ways and re-wound the windmills, will be measured and contained the government says so. And the world will sail over the carbon peak: we’ll be in free-fall the whole sweet way to paradise regained.
H ow m a n y re fe re n c e s to P h a e th o n can you fin d ? Find e x p re s s io n s th a t re fe r to 'fire '. W ho are th e 'u n fo rtu n a te ' on e s in th is case?
A a*d )
Listen to someone commenting on the poem. W hat does he say is its main message? Do you agree?
b
Which parts of the poem talk about: • • • •
It’s slow, of course. The children want to burn anything that burns. They say we stole the magic brand, and scraped the sun’s wheel to spark it, so shut up: it’s their turn to hit the gas, light out, ignore the brakes, as children should. Just let us be children they wail from blazing consoles. And we tell them, or try to, what it was to drive that borrowed chariot, rocketing, spiralling with its florid machinery in a thunder of gold tyres down, down the yellowing sky-waste. Oh infelix Phaethon, earth grew nothing, then, but fires. We drove death into childhood, just being children.
p e o p le 's life s ty le in 2084. th e kin d of s o c ie ty it w ill be. w h a t th e c h ild re n w a n t. w h a t th e ir p a re n ts did to th e E a rth .
5 a » iE >
Read and listen to the whole poem. W hat connections are th ere with the article on page 108?
b
W hat oth e r visions of life in the future can you think of (films, books, etc.)?
109
Target activity 1 1 .3 goals
The Doomsday debate TASK LISTENING
1 a
© talk about climate change © describe an ongoing process
You are going to listen to part of a radio discussion about the book The Vanishing
say if actions are justified ® conduct a debate
Face o f Gaia by scientist Jam es Lovelock. 1 2
W h a t do you th in k th is title m e a n s? W h a t do you th in k it says a b o u t J a m e s L o v e lo c k 's v ie w of c lim a te ch a n g e?
b • $ H > Listen to th e discussion. 1
W h ich of th e se o p in io n s does th e book exp re ss? • G lo b a l w a rm in g is irre v e rs ib le . • H u m a n s a re n o t re s p o n s ib le fo r ca u s in g c lim a te change. • H u m a n s caused c lim a te ch a n g e w ith o u t re a lis in g w h a t th e y w e re d oing. • It's n ow im p o s s ib le to s lo w dow n c lim a te change. W hy do you th in k M o ira la u g h s?
2 TASK LANGUAGE
2
S aying if a c tio n s are ju s tifie d
a Which sentences best match J am e s Lovelock's point of view? 1
G lo b a l w a rm in g is n ow in e v ita b le .
2 3 U 5 6
It's a b s o lu te ly c ru c ia l th a t w e re d u ce CO2 e m is s io n s o v e r th e next 50 ye ars. U sing lo w -e n e rg y lig h t b u lb s is p o in tle s s . It w o u ld be q u ite fe a s ib le to re ve rse g lo b a l w a rm in g if w e a ct soon. The a m o u n t of m o n e y w h ic h w e in v e s t in w in d p o w e r is n 't re a lly ju s tifie d . It's c e rta in ly w o rth w h ile h o ld in g c o n fe re n c e s on c lim a te change.
b Which h ig h lig h te d adjectives in 2a mean: a b c
it has no p u rp o s e ? it's p o s s ib le to do it? th e re 's no good re a so n to do it?
d e f
w e re a lly m u s t do it? it's c e rta in to h a ppen? it's a good idea?
c How could you use these words in sentences 1 - 6 to express the sam e meanings? ju s tific a tio n p o in t
d iffe re n c e
n o th in g
sense
w o rth
achieve
7 There's n o th in g we can do to p re v e n t g lo b a l w a rm in g . TASK PREPARATION
3
a Which view is closer to your own?
Today's s o c ie ty is e v e r m o re irre s p o n s ib le and s e lfis h , so th e w o rld as w e k n o w it is u n lik e ly to s u rvive . v
-------------------------------------------------------------------------------------We are b e tte r in fo rm e d th a n e v e r a b o u t th e h a rm we do to th e p la n e t, so th e re is re a l hope fo r h u m a n ity .
b Divide into group A or group B according to your point of view. • G roup A, read a b o u t J a m e s L o v e lo c k on p 134- and a n s w e r th e q u e s tio n s . • G roup B, read a b o u t th e 'D o o m s d a y C lo c k ' on p 139 and a n s w e r th e q u e s tio n s. a P repare to debate the issue. D ra w on arg u m en ts used in the inform atibn you read, and any others you can th ink of to support your view. b Conduct a debate with the other group.
110
EXPLORE Across cultures Living oft-grid’ What do you think off-grid' refers to? W h at clues can you find in the photo? 2
a Read the first paragraph of the article to check. b Which verbs collocate with these nouns to describe w h a t an 'o ff-grid d er' does? e le c tric ity
3
ow n w a te r
ow n w a s te d is p o s a l
Now read a ll of the article. 1
Find n o u n s and a d je c tiv e s w h ic h d e s c rib e 'o ffg rid d e rs ' and th e ir life s ty le . n o tice a b le glee, s m u g ...
2
W h ich one s s h o w th e 'o ff- g rid d e r s ' in a p o sitive lig h t? W h ich in a n e g a tive lig h t?
Discuss these questions. 1
2
3
U
H ow do you th in k 'o ff- g rid d e r s ' w o u ld be view ed in y o u r c o u n try : as p io n e e rs o r d re a m e rs ? H ow w o u ld you d e s c rib e P erez's to n e a t the s ta r t and th e end of the a rtic le ? Do you see a c o n tra d ic tio n in liv in g 'o ff- g r id ', b u t having a 215t-c e n tu ry life s ty le ? W hy do you th in k it is b e co m in g m o re p o p u la r? Do you th in k 'o ff- g r id ' liv in g co u ld becom e p o p u la r w h e re you live? W hy / W hy not? T h in k a b o u t th re e d iffe re n t re g io n s of th e w o rld . H ow easy w o u ld 'o ff- g r id ' liv in g be in each of th e m ? Give rea son s.
U n p lu g g in g fr o m th e grid " I haven't paid an electricity bill since 1970," says Richard Perez with noticeable glee. He can afford to be smug. He lives "o ff-g rid " - unconnected to the power grid and the water, gas and sewerage supplies th a t most of us rely on. He generates his own electricity, sources his own w ater and manages his own waste disposal - and prefers it th a t way. "There are tim es when the grid blacks out," he says. " I like the security of having my own electricity company." Perez is not alone. Once the preserve of mavericks, hippies and survivalists, there are now approximately 200,000 off-grid households in the US, a figure th a t Perez says has been increasing by a third every year fo r the past decade. For people who live offgrid, self-sufficiency means guilt-free energy consumption and peace of mind. " I t feels brilliant to use clean, free energy that's not from fossil fuels," says Suzanne Galant, a w rite r who lives off-grid in rural Wales. "And if something goes wrong, we can fix it ourselves." Now even urbanites are seeing the appeal of generating some if not all of th e ir own power needs. So is energy freedom an eco pipedream or the ultimate good life? Well, there's only one way to find out: begin to explore the possibilities of solar, wind o r hydro-power. But unless you live on a sunny, south-facing hillside with access to a nearby river or stream , th a t m ight prove prohibitively expensive! There is no doubt th a t being off-grid has its problems, and it is not always the cheapest way to get your energy. Even so, pioneers like Perez have proved th a t it can be done, and w ithout giving up a 21st-century lifestyle: "I'v e got five computers, tw o laser scanners, tw o fridge-freezers, a microwave, a convection oven, vacuum cleaners - you name it," says Perez. "There's an external beam antenna on the roof fo r the phone and a satellite dish fo r an In te rn e t connection. I've got 70 kWh in batteries th a t could last me five days. I have too much electricity." Too much electricity and no more bills. That's got to be worth aiming for. •
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EXPLORE Keywords describing similarities and differences 1
Look at these exam ples from the unit. 1
Just like a real
tree,
an artificial tree would have a structure to
hold it u p - the equivalent of a trunk, probably a pillar. 2
Unlike in a real
tree, he explains, where the leaves are spread out
because they have to see sunshine for the purpose of photosynthesis, the leaves on an artificial tree could be packed much more tightly.
How could you express the same meaning using these expressions? as w ith
2 a
s im ila r to
w h e re a s
ra th e r th a n
Here are some more examples. Com plete the gaps with lik e or u n lik e . W hat words in the sentence helped you to choose the answer? 1 2 3
th e ru g g e d w e s t coast, th e ea st co a st o f th e is la n d has w id e sa n d y beaches. The fin a l w a s played m a in ly w ith o u t d is c ip lin a ry p ro b le m s , la s t F rid a y's s to rm y q u a rte r-fin a l. ____ a ll fo rm s of a rt, p o p u la r m u s ic d e s e rv e s to be d is c u s s e d and a n a lysed . D eskto p P C s ,_______ n o te b o o k c o m p u te rs , a re p ro h ib itiv e ly e xp e n sive to sh ip overseas. T a m a rin d p u lp has a s o u r ta ste , r a th e r lim e ju ic e . He so ld fr u it fro m a s m a ll box on w h e e ls w h ic h lo o ke d a b i t a c h ild 's p ra m .
U 5 6
b Add 1
3 a
inform ation with lik e or u n lik e to these sentences to expand the meaning. The p re s id e n t is c o m m itte d to fin d in g a d ip lo m a tic s o lu tio n to th e c ris is . The p re sid e n t, lik e m a n y o th e r w o rld le a d ers, is c o m m itte d ...
2 3 I*
E co -co la is m ade o n ly fro m n a tu ra l in g re d ie n ts . I live in c o n s ta n t fe a r of being m a d e re d u n d a n t. C oyotes do n o t n o rm a lly a tta c k h u m a n s .
5
B a s k e tb a ll p la y e rs u s u a lly re a ch th e ir peak at a b o u t 25.
These exam ples show o th e r ways of saying things are s im ila r or dissimilar. How do you think they might continue? W hat w ill the next word probably be? 1 2 3
S y n th e tic tre e s re s e m b le re a l tre e s in m a n y w ays. F or e x a m p le , th e y have th e e q u iv a le n t... The DNA a n a ly s is fo u n d th a t th e b lo o d s ta in s w e re id e n t ic a l... One e u ro is no w e q u iv a le n t....
U 5 6 7 8
T ra d itio n s ru n deep here. On s p e c ia l occa sio ns, p eople s t ill sin g tr a d itio n a l fo lk so n g s, j u s t ... We b elieve th a t b a n ks s h o u ld be re g u la te d in th e sa m e w a y ... H e r re fu s a l to a n s w e r th e q u e s tio n in c o u rt w a s ta n t a m o u n t... I'd p re fe r to cycle to w o rk , as o p p o se d ... M any a n tib io tic s are n o t a v a ila b le o ve r th e c o u n te r in p h a rm a c ie s in th e US, in c o n t r a s t ...
b U
a
Listen to check. Look at these pairs of images. How many sentences can you m ak e about th e ir differences and sim ilarities?
<
b Think
about different aspects of w h e re you live (society, people, neighbourhoods, etc.). W rite about th em expressing sim ilarities and differences. Give reasons.
112
EKPLORESpeaking Goals 1 a *E D
You w ill h ear Pilar, Uri, Patrick and Jane reacting to J a m es Lovelock's ideas about global w a rm in g . Cover the scripts and listen to each speaker in turn. 1
D oes th e p e rso n agree, p a rtly a g ree o r d isa g re e w ith J a m e s L ovelock? W h a t is each s p e a k e r's view ?
2
® report a point of view ® react to a point of view
b
Listen to the two sentences in B again. W h e re is the emphasis placed each time?
C Look again at what the speakers say. Find three
more expressions like those in B. Practise saying them.
P ila r
What he’s really saying is that global warming is already happening. We can't stop it, so there’s no point in doing anything. 11 (agree), I think things aren't nearly as bad as he says they are. 12 (exaggerating) a bit.
3 a
Listen to four people expressing opinions. 1 2
W h a t is each p e rs o n ta lk in g a b o u t? M atch th e m w ith th e photos. W h a t s e e m s to be th e ir p o in t of view ?
Uri
_ (agree) when he says that there's no point in using low-energy light bulbs, I think he may be, maybe he’s right about that, it, it’s not going to make any difference. But 14 (see). I think, I think it's worth trying anything - but it would probably have to be something quite radical, like taking CO2 out of the atmosphere again. P a trick
His point really is that politicians are never going to say how bad things really are, right? 15 (a point). Politicians, yeah, OK, they're talking a lot, but what are they actually doing? That’s exactly what he’s saying. Lovelock makes the point that people don’t react to things until it’s too late. I' (a valid point)
b*
Listen to check. Do you agree, partly agree or disagree?
Jane
c When he says it’s too late, I think what he really means is that we’d have to do something quite drastic, like - oh, I don’t know - invent new technology to deal with it. Something like that. I think ‘ (spot on), . (right)
Choose one of the opinions you heard and prepare to com m ent on it. Note down expressions you could use. 1
b Read
w h a t the people said. W hat expressions do you think go in the gaps?
c a
2
Listen again to check. Com pare these two ways to give the sam e inform ation. How do the expressions in B change the meaning? A 1
2
He says th a t g lo b a l w a rm in g is a lre a d y h a p p e n in g . He says th a t p o litic ia n s are n e ve r go ing to say how bad th in g s re a lly are.
B 1
W h a t h e 's re a lly s a yin g is th a t g lo b a l w a rm in g is a lre a d y h a p p e n in g .
2
H is p o in t re a lly is th a t p o litic ia n s are n e v e r going to say h ow bad th in g s re a lly are.
3
T h in k o f w ays to re p o rt th e o p in io n . • W h a t h e 's s a y in g is ... • T he p o in t s h e 's m a k in g is ... • One e x a m p le she g iv e s is ... T h in k of w ays to agre e , p a rtly a g re e o r d isa g re e . • I p a rtly a g re e w ith ... • I th in k he m a k e s a v a lid p o in t ... • I th in k s h e 's s p o t on ... T h in k of w a ys to e xp re ss y o u r ow n o p in io n on th e to p ic. • It s e e m s to m e ... • I th in k it's t e r r ib le th e w a y ... • I d o n 't a p p ro v e o f ...
d Talk about the opinion you chose. Do other people agree with you?
Look again O Grammar P re s e n t p ro gressive active and passive
1 a
We can use the present progressive to describe: a
C le ft sentences
U
a
g ra d u a l on g o in g p ro ce sse s (= it's h a p p e n in g a ll th e tim e ), te m p o ra ry s itu a tio n s and a c tiv itie s (= it's h a p p e n in g a ro u n d now).
b
The p la ce I'd re a lly lik e to liv e is V ancouver, C anada.
-----------
Look at these examples. Which use do they show? Which uses the passive? 1
Climate change is being experienced
2
One scientist is p roposing to put a huge
Here are exam ples of speakers giving emphasis and focus to an idea. Are they sim ila r to the ones on p 1 13? How are they different?
\
/
W h a t I'd lik e m o re th a n a n y th in g is a good, s tro n g cu p of coffee.
^
everywhere in the world. glass sunshade into space. 3
Richard Branson is offering $25 million.
4
Experts from around the w o rld are landing
5
Arctic temperatures are warming more
b How could you emphasise and focus on the underlined parts of these sentences?
on the ice s h e e t . quickly than in other parts of the world.
b Look back at The S e rm ilik F jo rd in G re e n la n d on p 108. Which exam ples of the present progressive can you find? 2
a These sentences are from env iro n m e n ta l news items. Continue each with a verb from the box, using the present progressive active or passive. More than one a n s w e r may be possible. erode in tro d u c e in c re a s e d e c lin e d is a p p e a r 1
2 3 A 5
The g o v e rn m e n t a re re fu s in g to a llo w c o n tin u e d in d u s tria l d e v e lo p m e n t a t C h e rry P oint, a m a jo r fis h -s p a w n in g g ro u n d w h e re th e fis h ... The lo w -ly in g fa rm la n d n e a r th e co a st is s u s c e p tib le to flo o d in g , and th e co a st i t s e l f ... In m a n y are a s, n e w d ro u g h t-re s is ta n t c ro p s ... The n u m b e r of sea tu r tle s c o m in g to th e is la n d to breed ... The p o p u la tio n of foxes in th e re g io n , w ho b e n e fit fro m th e p re s e n c e o f h u m a n s ,...
b Which of these adverbs could you add to each
c
5 a
1 2 3 A
L ig h t g re e n re a lly w o rk s w e ll fo r a b e d ro o m . I th in k sh e 's try in g to g e t a tte n tio n . I h ate ru d e sh o p a s s is ta n ts . I re m e m b e r o u r fir s t h o lid a y to g e th e r cle a rly.
5
I lik e liv in g h ere because it's c lo s e to th e sea.
Listen and compare your answers. Did the speakers add other words or expressions? Which word s did they emphasise? Look at these examples. The speakers divide th e ir message into two parts to add emphasis. 1 2
a
W h a t is th e p e rs o n ta lk in g a b o u t in each case? H ow w o u ld you say th e s e n te n c e s in a n o n e m p h a tic w ay? It's p eople w h o have no civic re s p o n s ib ility th a t a n n o y m e - th e y ju s t leave th is here, th e y d o n 't p u t it in th e b ins provided,
b
c
d
W h a t E rika did have w a s a ra re g ift - s h e ’d a lw a ys have tim e fo r you, a lw a ys be re a d y to lis te n . The c o m p a n y th e y give you is s p e c ia l - it's s o m e th in g no o th e r a n im a l can give, th e y dep e n d on you b u t th e y give you a lo t back, The re a so n w h y I le ft is th a t I ju s t c o u ld n 't sta n d th e n o ise any m o re - th e w a lls w e re w a fe r-th in , you know , I co u ld h e a r e v e ryth in g .
sentence in 2a? g ra d u a lly ra p id ly n o tic e a b ly e x p e rim e n ta lly im p e rc e p tib ly s te a d ily a la rm in g ly d ra m a tic a lly Which adverbs go most naturally before the main verb? Which go afte r it? W rite sentences about th ree things happening w h e re you live. Include adverbs if appropriate. U n e m p lo ym e n t is ris in g ra p id ly ... M any pe o p le a re b e ing la id o f f ...
114
b Think of something that ir ritates or pleases you. Talk about it in an expressive way. W h a t re a lly irrita te s m e a t th e m o m e n t are th e road w o rk s go in g on o u ts id e m y fr o n t d o o r - it's p ra c tic a lly a ll day long. — G ra m m a r re fe re n c e , p 1 4 5
V
Vocabulary 9
A dverb / ad jective collocations 6
a L o o k a t th is s e n te n c e fro m th e u n it.
a T h in k o f a d v e rb s and a d je c tiv e s to d e s c rib e th e s e im a g e s fr o m th e 1960s. C o m p a re w ith a p a rtn e r and g ive re a s o n s .
The journey of these sculptures of ice from glaciers to ocean is eerily beautiful and utte r l y terrifying.
We could also describe the icebergs using these adverbs. How would they change the meaning? • • • • •
s tra n g e ly b e a u tifu l b re a th ta k in g ly b e a u tifu l e x q u is ite ly b e a u tifu l a s to n is h in g ly b e a u tifu l s tu n n in g ly b e a u tifu l
• h e a rt-re n d in g ly b e a u tifu l b Which expressions from 6a could describe: 1 2 3 4
a a a a
d re a m ? fa s h io n m o d e l? ro m a n tic song? m o u n ta in la n d sca p e ?
5
a piece o f je w e lle ry ?
Add adverbs from the box to 1 -7 . How do they add to the meaning? b itte r ly h ig h ly n o to rio u s ly b lis s fu lly s tiflin g ly w ild ly
h id e o u s ly
1 2
h o t w e a th e r a cold w in d
3 4 5 6
u g ly a p a rtm e n t b lo c k s an in te llig e n t p e rso n a d a n g e ro u s road a happy co u p le
7
a s u c c e s s fu l book
b
Match each pair of adverbs with a sentence. How do th e two adverbs in each pair differ in meaning? c r it ic a lly / te r m i n a lly d a n g e ro u s ly / te r rify in g ly re a s s u rin g ly / s tra n g e ly e e rily / p le a s a n tly d e c e p tiv e ly / re la tiv e ly o b s tin a te ly / ta c tfu lly im p o s s ib ly / fr u s tra tin g ly re s o lu te ly / irre p re s s ib ly
L is te n to th e s e d e s c rip tio n s . H ow s im ila r w e re th e y to y o u rs ?
1 0 a W o rk a lo n e . C hoose th re e e x p re s s io n s fro m 7 o r 8 w h ic h d e s c rib e e x p e rie n c e s you have had. b W o rk w ith a p a rtn e r. L is te n to each o th e r ’s e x p e rie n c e s and a s k q u e s tio n s to fin d o u t m o re .
Self-assessm ent Can you do th ese th in g s in English?(^ irc le )a n u m b e r on each lin e . 1 = I can’t do th is, 5 = I can do th is w e ll.
1
U n fo rtu n a te ly he is c r itic a lly /t e r m in a lly ill in
® talk about climate change
l
2
h o s p ita l. In s p ite o f a ll h e r p ro b le m s , she re m a in e d c h e e rfu l.
® describe inventions and how they work
D
He r e m a in e d m e e tin g .
® describe an ongoing process
1—
® understand imagery in a poem
K—
® say if actions are justified
M
©conduct a debate
E—
I—
® report a point of view
W
W
3
s ile n t th ro u g h o u t the
4
We w e re d r iv in g road.
c lo se to th e edge o f th e
5 6 7 8
I h e a rd fa m ilia r voices in th e ne xt ro o m . The riv e r lo o k s easy to cross. The c ro s s w o rd w a s d iffic u lt to solve. The s tre e ts w e r e q u ie t.
» D
»
1
D
E
E
I
® discuss proposals M
l
T—
1 i
l a
® react to a point of view • For Wordcards, reference and saving your work -» e-Portfolio • For more practice -» Self-study Pack, Unit 11
115
12.1 goals © ta lk about knowledge and technology ® discuss how to access info rm a tio n
Knowledge and technology The end of general knowledge? SPEAKING
1
In w h a t w a y s c o u ld you fin d o u t: • h ow to kayak? • b io g ra p h ic a l data a b o u t a p e rso n fo r a re s e a rc h p ro je c t? • th e c a p ita l of B u rk in a Faso? • a b o u t d is a b le d fa c ilitie s at a p a rtic u la r h o te l? • y o u r c u rre n t d e s tin a tio n w h e n tra v e llin g by car?
READING
2
a Read th e s ta r t o f an a rtic le a b o u t te c h n o lo g y and g e n e ra l k n o w le d g e . 1 2
W hy do you th in k th e m is ta k e happened? W hose fa u lt do you th in k it w as?
One day last year a middle-aged man asked a ta x i to ta k e him to see Chelsea play Arsenal at football. He told th e driver “Stam ford B ridge” , th e nam e of C h e ls e a ’s stadium , but he delivered him instead to th e village of Stam ford Bridge in Yorkshire, nearly 1 5 0 m iles in th e opposite direction. Of course, he missed th e m atch.
b W h a t p o in t is th e jo u r n a lis t m a k in g ? W h a t do you th in k he w ill go on to say? Read th e n e x t p a rt to ch e ck.
W hat had happened? The m an in th is s to ry had handed over re sp o n sib ility fo r know ing geography to a m achine. W ith th e Sat-Nav syste m in place, he fe lt th a t he did n o t need to know w here he was going. That w as th e m a ch in e ’s jo b . He co n fid e n tly outso u rce d th e jo b o f know ing th is in fo rm a tio n, or o f finding it out, to th a t little c o m p u te r on th e dashboard ... Is th a t w h a t th e fu tu re holds fo r us? Using an In te rn e t search engine (once you have keyed th e w ords in) ta k e s a broadband u se r le ss th a n a second, and th e process will only g e t quicker. And soon w ith o u r sm a rtp h o n e s a t hand, a lm o s t all o f us w ill be online a lm o s t all o f th e tim e . The sa m e could be tru e o f university education. Today, th e average s tu d e n t s e e m s n o t to value general know ledge. If a sked a fa ctu a l q u e stio n , they w ill usually click on a search engine w ith o u t a second th o u g h t. A ctually know ing th e fa c t and c o m m ittin g it to m em ory do e s n o t seem to be an issue, it ’s th e ease w ith w hich we can look it up. However, general know ledge has never been so m e th in g th a t you acquire form ally. Instead, we pick it up from all s o rts o f so u rce s as we go along, often abso rb in g fa c ts w ith o u t realising. The q u estion rem ains, th e n : is th e In te rn e t th re a te n in g general know ledge? W hen I p u t th a t to M oira Jones, e xp e rt in d esigning IQ te s ts , she referred me to th e s to ry o f th e Egyptian god Thoth. I looked it up. It was to ld by Plato 2 ,4 0 0 years ago. It goes like th is : Thoth invents w ritin g and proudly o ffe rs it as a g ift to th e king o f Egypt, declaring it an ‘elixir o f m em ory and w is d o m ’ . B ut th e king is horrified, and te lls him : “ This invention w ill induce fo rg e tfu ln e s s in th e s o u ls o f th o s e who have learned it, because they w ill n o t need to exercise th e ir m e m o rie s, being able to rely on w h a t is w ritte n . W riting is n o t a rem edy fo r m em ory, b u t fo r rem inding th e m o f w h a t th e y have d iscovered.” Who wants to be a m illionaire fin a lis t David Sw ift, responding to th e sam e q u e stio n , recognises th a t th ere w as a problem o f young people saying: “ I d o n ’t need to know th a t” , b u t he is fa r m ore excited a b o u t th e ed ucational p o tential o f th e Internet. “ There is so m uch m ore info o u t there, giving people fa r m ore o p p o rtu n itie s to b o o s t th e ir general know ledge.” A
▼ V//. 116
L o o k a t th e im a g e . 1 2
W h a t do you th in k it re p re s e n ts ? W h a t is th e c o n n e c tio n w ith th e a rtic le ?
D iscu ss th e s e q u e s tio n s . 1
W h a t does th e jo u r n a lis t e m p h a s is e a b o u t o b ta in in g in fo rm a tio n u sin g new te c h n o lo g y ?
2 3 A
W h a t do you u n d e rs ta n d 'g e n e ra l k n o w le d g e ' to m e a n here? W h a t are th e p a ra lle ls b e tw e e n te c h n o lo g y and w ritin g in th e W h a t is th e d iffe re n c e b e tw e e n J o n e s 's o p in io n s and S w ift's ?
s to ry of T h o th ?
C H ow do you th in k th e w r it e r w ill c o n c lu d e th e a rtic le ? Do you th in k he w ill a g re e
th a t g e n e ra l k n o w le d g e is n o w dead?
d LANGUAGE _____________ FOCUS
A
Read th e fin a l p a ra g ra p h on page 134. A re you s u rp ris e d by th e e n d in g ? W hy?
a C o ve r th e a rtic le . 1
T a lkin g a b o u t in fo rm a tio n and kn o w le d g e
W h ich o f th e s e v e rb s c o llo c a te d : w ith in fo rm a tio n o r fa c ts ? w ith k n o w le d g e ? va lu e know
2 3 A
lo o k up a c q u ire
LIS TEN IN G and SPEAKING
c o m m it (to m e m o ry ) a b s o rb
W h ich v e rb s have a s im ila r m e a n in g ? W h ich co u ld c o llo c a te w ith both in fo rm a tio n and k n o w le d g e ? Can you re m e m b e r h o w th e s e o th e r v e rb s w e re used? handover
b
fin d o u t p ic k up
key in
c lic k on
o u ts o u rc e
boost
Read th e a r tic le a g a in to ch e ck.
a * S E > L is te n to th re e p e o p le d is c u s s in g th e id e a s in th e a rtic le . W h ic h o f th o s e to p ic s do th e y ta lk a b o u t? • go in g o u t • go in g on a long jo u rn e y • tra v e llin g to w o rk • k n o w in g h is to ric a l fa c ts A re th e y g e n e ra lly in fa v o u r of, o r a g a in s t te c h n o lo g y ?
b
M a tch th e s e o p in io n s w ith th e s p e a k e rs . 1 2 3 A
T e ch n o lo g y It saves you It saves you It h e lp s you
m a ke s go in g o u t m o re in te re s tin g . tim e w h e n tra v e llin g . having to m e m o ris e u s e le ss in fo rm a tio n . to u n d e rs ta n d th in g s in g re a te r de p th .
c W h ic h o p in io n s do you a g re e w ith ? W hy? D iscu ss th e s e q u e s tio n s . 1 2
T h in k of s o m e in fo rm a tio n you lo o ke d up o n lin e . W as it easy o r d iffic u lt to fin d ? W ere you s a tis fie d w ith th e re s u lt? Have you e ve r received u n re lia b le in fo rm a tio n ? 117
1 2 .2 goals
The Hole in the Wall LISTEN IN G
1 a
® describe technological advances © ta lk about how th in g s develop
W h a t do you th in k th e s e p h o to s sh o w ?
b Read p a rt o f a r e p o r t a b o u t th e p h o to s . W h a t do you th in k th e p ro je c t c o n s is ts of?
ii With a h idden vid eo cam era, w e record ed th e launch of the project, w hile a clock kept tim e d ow n below . T h is boy h ad never u se d a com puter before. A fter ju st tw o m inu tes, h e ’s learn t how to control th e cursor. One double click an d four m inutes later, h e 's o p en ed a file. A fter six m inutes, h e ’s online.
c
L o o k a t th e p h o to on page 139. W h a t do yo u u n d e rs ta n d a b o u t th e p ro je c t n o w th a t you d id n 't b e fo re ?
2
a I
L is te n to a TV n e w s re p o r t a b o u t th e H ole in the W all p ro je c t.
1
W h a t w a s th e m a in c o n c lu s io n th a t th e re s e a rc h e rs re a ch e d a b o u t th e c h ild re n 's
2 3 A
b e h a v io u r? H ow do th e c h ild re n le a rn to use th e c o m p u te rs ? W h a t is in s ta lle d on th e c o m p u te rs ? W h a t is th e re p o rte r's fin a l p o in t and m e ssa g e fo r th e fu tu re ?
b W h a t im a g e s do you th in k w e re s h o w n on s c re e n a t th e s e p o in ts ?
ii H e's been com in g h ere from the start,
ii The children are falling over th em se lv e s to look a t som eth in g new.
learn in g b y w atch in g others.
99
ii g iv in g the children a c c e s s
ii ... w hich w ould go on to in spire the hit m ovie Slumdog Millionaire
READING
a
99
W h a t kin d o f o n lin e s ite s do you th in k th e c h ild re n w ill access? W h a t do you th in k th e y lik e b e st a b o u t c o m p u te rs ? H ow do you th in k th e y b e n e fit fro m th e p ro je c t?
b Read th e in te rv ie w . W e re y o u r id e a s th e sa m e ?
118
to a w hole n ew w orld an d valu ab le life skills
T a lk to g e th e r. 1 2 3
99
99
T he p ro ject has now e x p a n d e d th ro u g h o u t India to m any d ifferen t provinces. P sychologist Ritu
.
If
P
D ang w al has o bserved kids using th e kiosks since its in ception. W h o ’s looking through the H ole in th e W all and w h a t are th ey really getting out of it? fo u n d th a t children using th e kio sk w ere m ore D efinitely - there has been a m arked d ifference
persistent, m ore to le ra n t to w a rd a m b ig u ity
in how th e child re n and c o m m u n ity re a ct to a
- th e ir a sp ira tio n s w ere m ore realistic than
com puter, d e p e n d in g on th e g e o g ra p h ic location
children w h o w ere go in g to sch o o l b u t not using
and on cultural, e th n ic and racial b a ckg ro u n d s.
th e kiosk.
In som e places there is no g e n d e r difference.
4 ____________________________________________________________________________________________________ ?
A t th e o th e r extrem e, girls, th o u g h eager, d o not co m e to th e kiosk. T hey ju s t s to p near th e kiosk site and w a tch .
C lickin g around th e Internet m ay not dire ctly lead to any kind o f im p ro ve m e n t. B ut yes, b ro w sin g th e Internet is like a ch ild sittin g w ith a
2____________________________________________ ?
b o o k in th e ir hands. W ith o u t kn o w in g it, children
I d o n ’t see th e H ole in the Wall as a purely Indian
are going to sites like to u rs and travels, reading
ph enom enon. C hildren are th e sam e all across
new s, o r m aking a tte m p ts to d o so. A t th e end
th e w orld . If it can hold tru e in India, it can
o f th e day, th e y are do in g fa r m ore c o n s tru c tiv e
w o rk as w ell anyw here in th e w o rld . C a m bodia,
w o rk than th e y w o u ld have d o n e in a classroom .
E thiopia and th e P hilippines have all show n
?
5
interest in th is project.
J u s t a b o u t everything. H ow in tu itive ly these
3
?
There w as a s tu d y don e by a p ro fe sso r
slum ch ild re n have taken to co m p u te rs. H ow w ell th e y seem to have organised th e m se lve s to
tea ch in g in Delhi U n iversity e ntitled C o m p u te r
p ic k up skills. T heir q u e st fo r in fo rm a tio n is the
E n vironm e nt a n d C ognitive D evelopm ent. She
g re a te st w onder.
c W rite a question for each of the answers. Then check on page 135. d Do you think th e project could be criticised? Think of arg u m en ts for and against. LANGUAGE FOCUS D e ve lo p m e n ts and advances
A a
Do the h ig h lig h te d verbs mean: become popular or successful? improve? increase? 1 2 3 U 5 6 7 8 9 10
It gives people fa r m o re o p p o rtu n itie s to b o o st th e ir g e n e ra l kn o w le d g e , increase The idea has c a u g h t on a c ro ss th e w o rld . T h is e d u c a tio n a l p ro je c t has s p re a d lik e w ild fire o v e r th e p a st six years. We a s k w h y DJ s c h o o ls are th r iv in g in a re ce ssio n . We e n h a n c e d th e h e lp s e c tio n fo r th e s o ftw a re , added p ic tu re s , etc. T e le c ity is lo o k in g a t ra is in g c a p a c ity in its data c e n tre s a c ro s s E urope. The title o f th e ta lk is 'C o m p u te rs and h ow th e y have a d v a n c e d '. A p p le are s t ill g a in in g g ro u n d in c o m p u te r sales. R a jin d e r's s e lf-c o n fid e n c e so a re d a fte r he ta u g h t h im s e lf how to use a com pu ter. The p ro je c t has no w e x p a n d e d th ro u g h o u t India.
b W rite
about something that has become popular or increased.
U n e m p lo y m e n t is s o a rin g rig h t now. It's n e a rly 10%. Read out your sentence, but don't mention the topic. Can other people guess w h a t it is about?
It's s o a rin g rig h t now. It's n e a rly 10% v r'
SPEAKING
Talk together. 1 2 3
H ow did you le a rn y o u r ow n c o m p u te r s k ills ? H ow m u c h w e re you ta u g h t? H ow m u c h have you p icke d up by y o u rs e lf? W h a t do you th in k th is te lls us a b o u t th e w ay w e a c q u ire ne w s k ills ? W hat im p a c t do you th in k c o m p u te r te c h n o lo g y has had on y o u r life? T h in k about • w ays it has im p ro ve d . • w ays it has g o t w o rs e .
Target activity 1 2 .3 goals
Deliver a confident message
© explain an idea © d e live r a positive message
-mm ^ J_V r
how to how how how how how how
to to to to to to
'W
Search now!
g e t rich find love re p a ir yo u r m o to rb ik e m a k e th e p e rfe c t cup of c o ffee g e t th e jo b of yo u r d rea m s play ch ess like a g ra n d m a s te r
a Demand Media is an online company which aim s to a n s w e r the g ene ral public's most burning questions on th e ir websites. W hat kind of questions do you think
TASK PREPARATION
people might ask? b Read the article on p i 37 and a n s w e r the questions. C Com pare w h a t you found surprising in the article.
♦$ED Listen
to an interview with the CEO of Demand Media, Richard Rosenblatt.
1 2 3
W h a t in fo rm a tio n does he add a b o u t his c o m p a n y and h ow it w o rk s ? H ow is it d iffe re n t fro m th e w a y tra d itio n a l c o n te n t m e d ia w o rk e d ? W h a t does he m e a n by "We added a scie n ce to th e a rt of c re a tin g c o n te n t"?
A
H ow w o u ld you d e s c rib e h is a ttitu d e ?
a Look at these statem en ts from the interview. Which words contribute to the strength of Rosenblatt’s message and make him sound confident? b W h e re you would place the emphasis in each statem ent? Try saying th e m out loud.
ii We se t out to create a w hole n ew form of content. a
a 99
... w e w ith su rety can tell th rough the scien ce an d algorithm s, is g o in g to b e su c c e ssfu l.
We definitely think th at it’s c au sin g p eo p le to rethink th eir b u sin e ss m odels.
99
99
c * G 3 Listen to check. d Which sentences in 3a could these expressions be used in? How would the sentences need to change? c u ttin g -e d g e th e re 's no q u e s tio n to ta lly u n iq u e in n o va tive to flo u ris h w ith o u t an y d o u b t a b s o lu te ly c e rta in g ro u n d -b re a k in g c a tch on A
a W ork alone. 1
2 3
T h in k o f an idea th a t you th in k is u n iq u e . Use th e s e ideas o r y o u r ow n: • an idea fo r im p ro v in g y o u r to w n . • a w a y o f s o lv in g a s o c ia l o r an e n v iro n m e n ta l p ro b le m . • a b u s in e s s idea th a t w o u ld f i l l a gap in th e m a rk e t. P re p a re to e xp la in y o u r m e ssa g e in a c le a r, d e ta ile d way. P lan to d e liv e r it in a p o s itiv e lig h t, so th a t you so u n d c o n fid e n t and have c o m p le te b e lie f in it. A n tic ip a te any q u e s tio n s th a t you m ig h t be asked, and h ow to d e a l w ith th e m .
b W ork in pairs. 1 2
120
Take tu r n s to e x p la in y o u r m essage. As y o u r p a rtn e r is s p e a k in g , th in k o f d iffic u lt q u e s tio n s to 'te s t' o r c ritic is e th a t m e ssa g e . Find as m a n y 'h o le s ’ in th e ir a rg u m e n t as you can.
EXPLORE Across cultures Technology 1
a Look at the images. Discuss these questions. 1 2 3 U
W ha t do you th in k th e y show ? W h ere w e re th e p h o to s ta k e n ? W hy have th e y been p la ce d to g e th e r? W h at do th e y say a b o u t te c h n o lo g y in th e w o rld today? Do you th in k it is a fa ir re p re s e n ta tio n ?
b Read
the captions which accompany the images. Do they make you change your mind about your a nswers to 1a?
2
a » P H L is te n to th e in tro d u c tio n o f a p ro g ra m m e about technology in different parts of the world. 1
Do you a gre e w ith th e p re s e n te r’s in te rp re ta tio n o f th e tw o im a g e s? .2 W h at do you th in k th e re p o rt w ill go on to say . a b o u t m o b ile phone usage in th e W est and in th e d e ve lop in g w o rld ?
b
Listen to the full report. Discuss these questions. 1 2
3 k
5
6
W h a t p e rs p e c tiv e is th e re p o rte r sp e a k in g fro m ? H ow do you know ? W hat does she see as th e key d iffe re n c e be tw e e n th e USA's a ttitu d e to w a rd s te c h n o lo g y and th a t fo u n d in m a n y d e ve lo p in g c o u n trie s ? A cc o rd in g to th e re p o rte r, w h y has th e m o b ile phone opened “ a new fr o n tie r of in n o v a tio n "?
Ham ar, Norw ay Com puter nerds of the w orld unite!
The w orld's largest convention of com puter enthusiasts is called, simply, 'The Gathering'. Over 5,000 young people come together each spring, some travelling long distances, each carrying th e ir own com puter equipm ent to the massive Vikingship sports hall in the city of Hamar. Many hardly see daylight or taste fresh a ir for the entire five days as they compete with th e ir fellow geeks fo r cash prizes and the honour of being the best com puter programmer.
W h at uses can m o b ile p h o n e s have in: • India? • Kenya? • M oldova? W hat lesson does th e re p o r te r th in k developed c o u n trie s can le a rn fro m th e d e v e lop in g w o rld ? W h a t c o n c lu s io n does th e re p o r te r leave us w ith ?
Think about w h e re you live. Discuss these questions. 1
2 3
W h at p e rce n ta g e of p e o p le do you th in k have: • an In te rn e t c o n n e c tio n at hom e? • a m o b ile pho n e o r a n o th e r, s im ila r device? W h a t do peop le use th e ir m o b ile p h o n e s fo r? Do m o s t pe op le fe e l any p re s s u re to ow n the m o s t inn o vative ne w g a d g e t on th e m a rk e t? W hy / W hy not?
U
Is it c o m m o n to re p la c e o r u p g ra d e te c h n o lo g ic a l devices? W hy / W hy not?
Accra, Ghana Rubbish dump 2.0
Move to the recycle bin. It's an operation we perform every day on our com puter desktops. But what happens when the virtu a l becomes real? Where do our com puters go when they die? Increasingly this i-waste is finding its way to West African countries like Ghana. Their fin a l resting place is the Agbogbloshie dump where they are broken apart, mostly by children, to salvage the copper, hard drives and other components that can be sold later on.
121
EXPLORE Keywords sure, certain 1
a L o o k a t th e s e s e n te n c e s . T ry re p la c in g th e h ig h lig h te d w o rd s w ith c e rta in o r c e rta in ly . Does it ch a n g e th e m e a n in g ? 1
Be sure to write about something y o u enjoy.
2
Schools are surely right to encourage them.
b H ow
c o u ld you re p la c e th e h ig h lig h te d w o rd s w ith th e w o rd s in th e box? W h a t o th e r ch a n g e s w o u ld you need to m a k e to th e s e n te n c e ? e n s u re
2 a
b
fu n d a m e n ta l
of c o u rs e
u n q u e s tio n a b ly
m ake
It w a s a s u re s ig n th a t w e h it th e 'te r r ib le tw o s ' w h e n m y d a u g h te r ... It is a s u re b e t th a t no c la s s ic a l m u s ic re le a se th is season o ffe rs ... W ha t w a s once a s u re th in g s u d d e n ly b e ca m e m u ch m o re c o m p e titiv e . Hong Kong no w fa ce s ... B eing E n g lis h , sh e th o u g h t th a t a s u re w a y of g re e tin g h e r ne w frie n d s ... A head 7 -6 , 2 -1 , M a u re s m o looked lik e a s u re w in n e r, b u t ... L is te n to ch e ck.
W h e re c o u ld you add s u re ly in th e s e e x a m p le s ? H ow w o u ld it a ffe c t th e m e a n in g o f each s e n te n c e ? 1 2 3 4 5
U
h e s ita tio n
S u re can m o d ify n o u n s . H ow do you th in k th e s e s e n te n c e s c o n tin u e ? 1 2 3 4 5
3 a
doubt
T h e y're ju s t la te . They w o u ld n 't have fo rg o tte n , w o u ld they? T h e ir a c h ie v e m e n t in re a c h in g th e fin a l m u s t be vie w e d as a success, re g a rd le s s o f th e o u tc o m e . You’ re jo k in g w ith m e! It's n e ve r happe n e d befo re , th o u g h . B ut th a t's n o t th e p o in t.
b
W h ich s e n te n c e s c o u ld be re p lie s ? W h a t a re th e y re p lie s to?
c
Do th e s e n te n c e s in 2a and 3a so u n d w r itte n o r s p o k e n ? W h a t do e s th a t say a b o u t h o w s u re and s u re ly a re o fte n used?
a
H ow co u ld you e x p re s s th e s e s e n te n c e s in d iffe re n t w ays? Use th e w o rd s in th e box to h e lp you. 1 2
It's c e rta in ly g o ing to be s u c c e s s fu l. The D e m o c ra ts w ill c e rta in ly w in again.
bound c e rta in chance chan ce s u n d o u b te d ly sh a d o w of a d o u b t fo re g o n e c o n c lu s io n in e v ita b le
su re
The D e m ocrats a re s u re to w in again. Chances are, the D e m o cra ts w ill w in again.
b
W h a t do you th in k is h a p p e n in g o r g o in g to hap p e n in each p h o to ? W rite s e n te n c e s u sin g e x p re s s io n s in 4a.
C Read o u t y o u r s e n te n c e s . Do o th e r p e o p le
a g re e w ith you?
EXPLOREWriting Goals a
® give w ritte n advice
Read th e s e tw o e x a m p le s g iv in g a dvice on w r itin g an o n lin e a rtic le . A dd im p e ra tiv e s to th e gaps.
® w rite steps in a process ® describe how to do som ething
bear
get
w rite
be
tr y
choose
b ore
use
le a rn
add
o
o
familiar with the topic, because you’ll want to share what you know. People want to learn from the best, so you should be the best - or at least have enough experience to teach others. When coming up with the topic, think about your hobbies and interests - your best articles will come from there.
your topic wisely. Be sure to w rite about som ething you enjoy as your enthusiasm will be evident in your w riting. The topics that seem to be m ost profitable fo r me are related to finance, making money online, health, credit cards, and business.
_ content. Starting with the title , 3 _ _ _ to use words that people will search fo r on the Internet. Those w ords will make it easier fo r people to find your article. Steps should be written in laymen’s term s so that anyone can follow their
2 your audience in mind. If your article is intended for beginners, then you need to cater for them. Spelling things out might be annoying for those who already know the subject, but could prove invaluable for newcomers to the subject. If your article is for experts, then similarly, don’t 3 them with needless descriptions. u the word out! Share your article with friends and fam ily by emailing it to them , or sim ply ask them to go online and check it out where they can leave com m ents on what they think. Listen to their critiques and 5 them. They are only trying to help you.
from
direction to get to the result. • Always 4 the spell check! You are the expert and experts d o n ’t make mistakes, right? Articles should be well written and free of spelling, gram mar and punctuation errors. Once you have checked it all, check it again! • M ost of all, 6 som ething appealing! People can tell if yo u ’re writing about a subject that bores you. You d o n ’t have to be a com edian, but try to give your article a bit of flair. Remember, people enjoy reading som ething with a bit of personality to it.
b W h a t is th e d iffe re n c e b e tw e e n A and B? W h a t do th e y have in c o m m o n ? C o n s id e r s ty le , c o n te n t
U
W rite y o u r o w n 'H o w to . . . ' a rtic le . 1
and to n e .
W o rk in g ro u p s . C hoose one of th e s e to p ic s o r y o u r ow n.
C Can you th in k o f an y o th e r a d vice th a t w o u ld be
H ow to ... • keep y o u r c a r clean. • g e t rid of a g h o st. • e n jo y a party. • m e e t people lik e you. • keep y o u r d e sk tidy. • read s o m e o n e 's p a lm . • a p p re c ia te a b s tra c t a rt. • behave w e ll on th e road. • v is it a p a tie n t in h o s p ita l. • re m e m b e r y o u r d re a m s . • o ve rco m e a fe a r o f s p id e rs . • im p ro v e y o u r h a n d w ritin g .
u s e fu l on th is s u b je c t?
2
W h a t k in d s o f e x p re s s io n s a re ty p ic a lly use d fo r g ivin g advice in th e te x ts ?
3 a
1
im p e ra tiv e s and m odals:
Try t o ...; You should ...
2
lin kin g w ords:
i f ...; so th a t...
Lo o k a t th e s e e x a m p le s fro m d iffe r e n t a rtic le s . C o m p le te th e g a p s w ith p o s s ib le w o rd s o r e x p re s s io n s . 1
2 3 4 5
6
O rgan ise y o u r d e s k .______ w o rk in g , th ro w aw ay any un u se d pa p e rs, re c e ip ts , etc. W h e n _______ fo r c lo th e s , a lw a ys m a ke s u re you lo o k a t th e la b e l fo r n a tu ra l fib re s . It m o re th a n ju s t w ritin g dow n w o rd s on a piece o f p a p e r to cre a te a song. T h e _______ h ere is to use a s tro n g d e o d o ra n t, n o t a cheap s u p e rm a rk e t kin d . C re a tin g a cosy ho m e w ill h e lp you fe e l c o m fo rta b le and w a r m , can sta y d e p re sse d fo r long w h e n c u d d lin g up.. you fin d o u t w h a t y o u 're good at, s tic k w ith it!
2
5
B ra in s to rm ideas, th e n w rite th e a rtic le to g e th e r. In c lu d e b e tw e e n th re e and six steps.
Read o u t y o u r ad vice to o th e r c la s s m e m b e rs . D ecide on th e b e st piece o f a dvice.
b W h a t 'h o w to ' a rtic le s do you th in k th e e x tra c ts a re fro m ? 123
Look again O Grammar b W ork in pairs. Writing game.
P a rtic ip le clauses a Look at these exam ples from the unit, and underlin e the participles. Which are present and which is a past participle?
1
C hoose one of th e e x p re s s io n s in 3a and expand it in to one o r tw o s e n te n c e s , as if p a rt o f a story. Pass it to a n o th e r pair. Add one o r tw o m o re s e n te n c e s to c o n tin u e th e s to ry, in c lu d in g a n o th e r e x p re s s io n fro m
2 W h e n coming up w i t h the topic,
think about
y o u r hobbies and i n t e r e s t s . Starting with the title, try to use
3
3a. Pass it to a n o th e r pair. C o n tin u e th e s to ry , a d d in g a n o th e r e xp re ssio n fro m 3a.
4
Read o u t y o u r s to rie s .
words that people will search for on the Internet. If asked a factual question,
they will
u s u ally click o n a search engine without a second t h o u g h t .
b Express the sentences with out using a participle clause. W hat words do you have to add in each case? Which of these exam ples are more common in spoken or writte n English? Look at this example. The underlined expression can be replaced by a participle clause. He left without saying goodbye...
j Once you have checked it a l l , c h e c k it again! H aving che cke d i t a ll, ch e ck it a g a in ! If possible, change the underlined expressions in these sentences, using a present or past participle. Why is it not always possible?
a Join these sentences using participle clauses. Then w rite a single paragraph from all four sentences. 1
1 2
3
4
5
3
W hen I p u t th a t to M o ira Jo n e s, sh e re fe rre d m e to th e s to ry o f th e E gyptian god T h o th . U sing an In te rn e t se a rc h e n g ine , (once you have keyed th e w o rd s in) ta k e s a b ro a d b a n d u s e r le ss th a n a seco n d , and th e pro ce ss w ill o n ly g e t qu icke r. "I com e h ere e ve ry day, th a t's w h y I a m h a p p y ,” says 9 -y e a r-o ld S h a b a n a m as she p lays w ith th e e d u c a tio n a l g a m e s. He to ld th e d riv e r "S ta m fo rd B rid g e ", the n a m e o f C h e lse a 's s ta d iu m , b u t he d e liv e re d h im in ste a d to th e v illa g e of S ta m fo rd B rid g e in Y o rksh ire . W hen you shop fo r c lo th e s , a lw a y s m a ke su re you lo o k at th e la b e l fo r n a tu ra l fib re s .
a We o fte n use p a rtic ip le s a fte r p re p o s itio n s . T h in k o f a c o n te x t fo r th e e x p re s s io n s b e lo w . W h a t m ig h t com e b e fo re and a fte r th e m ?
despite being injured
far from apologising
after resigning fro m the jo b
w ithout being searched
w ithout saying goodbye
on arriving at the airport
before opening the door
on hearine the new s
2
3
4
I de cid ed to ta k e th e e x p e rim e n t o u t to a v illa g e c a lle d M a d a n tu s i. I b u ilt a n o th e r h o le in - th e - w a ll th e re . I le ft th e c o m p u te r th e re w ith lo ts of CDs. I re tu rn e d th re e m o n th s la te r and fo u n d th e se tw o k id s w h o w e re p la yin g a ga m e on th e co m p u te r. As soon as th e y sa w m e th e y said "w e need a fa s te r p ro c e s s o r and a b e tte r m o u s e " in E n g lis h ! So th e n I m e a s u re d th e ir p e rfo rm a n c e , and I re a lis e d th e y w e re u sin g 200 E n g lis h w o rd s w ith each o ther. W o rd s lik e exit, stop, find, save, th a t kind of th in g , n o t to do w ith th e c o m p u te rs b u t in th e ir d a y -to -d a y c o n v e rs a tio n s .
b Check
on p 138. W hat are the differences? Which version sounds m ore fo rm al?
a We often use participle clauses in fo rm a l speeches, to sum up experiences, thoughts or feelings. Complete each sentence in a way that is tru e for you. 1
H aving lived h e re f o r
2 3 4 5
W hen a sked w h y , I u s u a lly ... H aving b e e n fo r , I ... T h in k in g back o ve r m y life , I ... L o o k in g to th e fu tu re , I th in k ...
b C om pare
y e a rs, I ...
sentences. Ask each other questions to find out more. G ra m m a r re fe re n c e , p 1 4 5
124
Vocabulary C o m p u ter icons and collocations
6 a
know ledge and inform ation
Look at these icons, commonly used in computers and mobile phones. 1 2 3
7
a Which of these words can collocate with k n o w le d g e o r in fo rm a tio n ?
H ow m a n y are fa m ilia r to you? Can you g uess w h a t th e o th e rs m ean? W h ich ones n o w lo o k o u t o f date? W hy?
ne w p r io r b a c k g ro u n d c o n fid e n tia l
f u r t h e r / a d d it io n a l re le v a n t / u s e fu l com m on g e n e ra l a c c u ra te
o b C o m p le te th e ga p s w ith a c o llo c a tio n fro m 7a. 1
2 3 4 5 6
7 8
c
a file a s y ste m th e net an im a g e a p ro g ra m 1 2 3 4 5 6
th e c u rs o r
b ro w s e o p e n __ c o n tr o l. r u n ___ d o w n lo a d / u p lo a d ______ c ra s h ______
to in th e ir lives. I t 's ______ th a t la te -o n s e t d ia b e te s is m o re c o m m o n in o v e rw e ig h t people. T h is is n o t th e tim e to s u b je c t m e to so m e quiz. For a b o u t D r Takada and h e r book, go to h e r w e b s ite a t ... In o u r w o rld w e le a rn by w a y o f ru s h in g th ro u g h o u r b ra in e ve ry day. It's n o t c le a r if M r Yu had any ro le in th e le a k of to a H ong Kong co u p le accu se d of in s id e r tra d in g . L a b e ls s h o u ld h a v e w h ic h w ill n o t sca re c o n s u m e rs . A u th o ritie s re vealed th a t th e y had no a b o u t th e s u s p e c t's w h e re a b o u ts .
D iscu ss th e s e q u e s tio n s . 1
b Make collocations about computing.
E very c h ild c o m e s to s c h o o l w ith d iffe re n t because of w h a t th e y ’ve been exposed
2 3 4
H ow m u c h in fo rm a tio n do you ta k e in on a d a ily basis? H ow w o u ld you d e s c rib e it? W h e re do you a ccess it? H ow m u ch of it do you re m e m b e r th e next day?
Self-assessm ent
C D iscu ss th e s e q u e s tio n s .
1 2
3
In w h a t o th e r c o n te x ts can b ro w s e , s u r f and c ra s h be used? W h a t do th e s e w o rd s m e a n in re la tio n to c o m p u te rs ? W h a t is th e ir 'n o rm a l' m e a n in g ? • m o use • bug • v iru s • co okie • b o o k m a rk • sp am • d e s k to p • hom e Do you k n o w any te c h n o lo g y -re la te d b ra n d na m e s th a t have b ecom e everyday w o rd s ? google, p h o to s h o p ...
Can you do th e s e th in g s in English?(0 ir c le )a n u m b e r on each lin e . 1 = I can 't do th is, 5 = I can do th is w e ll. I © talk about knowledge and technology ® discuss how to access information ® describe technological advances ® talk about how things develop © explain an idea ® deliver a positive message ® give written advice © write steps in a process i ® describe how to do something • For Wordcards, reference and saving your work -» e-Portfolio • For more practice -» Self-study Pack, Unit 12
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Activities Unit 1, p8, Memory ia W o rk w ith a p a rtn e r. D iscu ss q u e s tio n s 1 -3 . W ho re m e m b e rs m o s t c le a rly ? N ow d is c u s s q u e s tio n s k - 10 a b o u t th e p ic tu re s you lo o k e d at.
1 Think about your first school. o What w as it called? o What street w as it in? o What w as your first teacher’s name? 2 Think about last Saturday. o What time did you get up? o What colour clothes did you wear? o Did you go to a shop? If so, what did you buy? How much w as it? 3 Think about the children on page 6. Which seven countries did they come from?
Unit 2,
p20,
4 Think about the student. o What is her name? o When w as the card valid? o What is her card number? 5 What kind of hair has the student got? 6 What kind of university is Athabasca? 7 What images can you remember from the sign on the road? 8 What kind of trousers is the woman wearing? 9 What time of year is it? How do you know? 10 What colour is the pram? What about the wheels?
Target activity 3 (student«
You are an employer. 1 Decide on the qualities and abilities you are looking for and how formal the interview should be. Prepare what to say and what questions to ask. Think about tone and register. Remember that you want to create a relaxed atmosphere, but have not met the candidates before. 2 Welcome the first candidate. Make him / her feel at ease and ask questions. Then repeat the interview with another candidate. 3 Decide who is the best candidate and why. Report back to the class.
Unit 3, p33, Explore speaking m alien ad ] foreign; repugnant (to); from another world n foreigner; being from another world Is unbelievable, I arriving London, ‘Heathlow Airport! Every single name very difficult remembering, because just not ‘London Airport’ simple way like we simple way call 'Beijing Airport! Everything very confuse way here, passengers is separating in two queues. Sign in front of queue say: ALIEN and NON ALIEN. I am alien, like Hollywood film Alien, I live in another planet, with funny looking and strange language. I standing in most longly and slowly queue with all aliens waiting for visa checking. I feel little criminal but I doing nothing wrong so far. My English so bad. How to do? In my text book I study back China, it says English peoples talk like this: ‘H o w are you?'
7 am very well. H ow are you?' 7 am very well.’
126
Unit 4, p37, Maps of the world 3b(student ai T h e w o rld 's p o p u la tio n in th e y e a r 2 0 5 0 "T he choices th a t to d a y's g e n e ra tio n o f young people aged 1 5 -2 4 m ake a b o u t th e size and spacing o f th e ir fa m ilie s are like ly to d e te rm in e w h e th e r Planet Earth w ill have 8, 9 o r 11 billion people in th e y e a r 2 0 5 0 ." (U nited Nations Population Fund, 2 0 05) By 205 0 , th e E arth's po p u la tio n is due to reach 9 .0 7 billio n . 5 2 % o f people w ill be living in A frica, S outhern Asia and Eastern Asia n u m e ric a lly th is is th e sam e as if all th e w orld's c u rre n t po p u la tio n lived ju s t in th e se regions. In a d d itio n , a n o th e r 3 ,0 0 0 ,0 0 0 ,0 0 0 are set to spread across th e re st o f th e w orld.
Unit 3, p30, Target actiuity 4a C o m p le te th e s e s e n te n c e s a b o u t y o u r g e n e ra l s itu a tio n . 1
I s ta rte d le a rn in g E n g lis h ...
2 3 4
I use E n g lish [w he n ? w h e re ? ) ... I need E n g lish fo r ... E n g lish is h e lp fu l w h e n ...
C hoose th e b e st o p tio n a b o u t y o u r c u rr e n t a b ilitie s in E n g lis h . 1
I have no / little / so m e / p le n ty o f o p p o rtu n ity to use E n g lish o u ts id e class.
2
I fe e l not at a ll / re a s o n a b ly / v e ry c o n fid e n t w h e n s p e a k in g in p u b lic .
3
Im p ro v in g m y g ra m m a r is o fte n ./ a lw a y s /.n o . lo n g e r an issue fo r me.
4
I fe e l I have a lim ite d / e xte n sive active v o ca bulary.
5
Of th e fo u r s k ills , w rjtin g /.lis te n in g / re a d in g / s p e a k in g re m a in s m y w e a k p o in t.
6
I am o n ly s lig h tly / q u ite / n ig h ty m o tiv a te d to
7
im p ro v e m y E n g lish level. I've se nsed a s l ig h t / so m e / a g re a t d e a l of im p ro v e m e n t recen tly.
Are these statem ents true for you? Rank them 1 -1 0 (1 0 = very true / im portant). □ I need to socialise more with English speakers. D I want to become familiar with different world ‘Englishes’. □ English rem ains just another ‘subject’ that I study. □ I’d like to immerse m yself in an Englishspeaking environment. □ Reading more in English is how I can best pick up new vocabulary. □ A knowledge of colloquial / informal expressions is what I need right now. □ I get a lot of benefit from classroom work. □ I still tend to translate from my mother tongue - I need to learn how to think in English. □ Learning another language may help me with my English. □ I have a set way of saying things - I need to vary that and move on.
Unit 6, P57, Fake photos 2 (Student A) T h is n e a rly iconic p o rtra it of US P re s id e n t A b ra h a m Lin co ln , taken a ro und 1860, is a co m p o s ite of L in c o ln 's head and th e S o u th e rn p o litic ia n John C a lh o u n 's body, c a rrie d o u t w ith th e aim of e n h a ncing th e P re s id e n t's s ta tu re . No 'h e ro ic '-s ty le photos of L in co ln had been take n by th a t p o in t. T h is c o m p o s ite m ay have been crea ted so as to a d d re ss th a t. P u ttin g th e date of th is im age into context, note th a t th e firs t p e rm a n e n t p h o to g ra p h ic im age w a s create d in 1826 and th e E astm an Dry P late C om pany (la te r to becom e E astm an Kodak) w as cre a te d in 1881.
127
Unit 4, p39. Nutrition transition 4 (student a > You are the successful owner of a large farm and use modern methods of intensive farming. You think developments to food production are beneficial to everyone. Prepare some ideas to support your point of view. Think about: o the transport of food, o multinationals, o GM foods. o pesticides and artificial fertilisers, o intensive farming. o developing new crops and types of food, o hygiene. o processed and packaged food. Talk about your ideas with Student B.
Unit 4, p43, Explore writing 4 C hoose a p h o to . W rite a c a p tio n o f tw o o r th re e s e n te n c e s . 1 2
3
Im a g in e th e place, its a tm o s p h e re and w h a t w o u ld be w o rth saying a b o u t it. L o o k at w h a t you have w ritte n . Can you: • m a ke y o u r ca p tio n m o re e c o n o m ic a l and m o re vivid? • th in k of o th e r adjectives, ve rb s o r e xp re ssio n s w h ich w o u ld b e tte r ca p tu re the a tm o s p h e re you w a n t to describe? Read o u t y o u r fin is h e d c a p tio n s to o th e r s tu d e n ts .
Unit 6, p58, Genuine fakes 2x M aisons s u r La C olline is a g e n u in e P icasso, p a in te d d u rin g .his C u b ist p e rio d in 1909. It can be seen at th e M u s e u m of M o d e rn A rt, N ew York. Cadaques is th e fake, p a in te d by Jo h n M yatt.
128
Unit 5, p48, Surveillance 3
B
ut that, say the critics of CCTV, is the problem: the House of Lords constitutional committee recently noted that there was no regulatory framework for adequate protections against invasion of privacy by CCTV. No-one even knows how many cameras there are in Britain. The best guess is over four million. CCTV is reckoned to operate in around 500 British towns and cities, as against 50 in Italy, 11 in Austria, and one in Norway. Professor Clive Norris, head of the department of sociological studies at Sheffield University, thinks public funding explains much of the difference. During the 1990s, roughly 75% of the Home Office crime-prevention
1 2
budget is said to have been spent on installing CCTV, even though no-one can be sure that it works: "The primary justification for CCTV is the reduction of crime. There has been a singular failure to produce evidence that it has achieved that." Norris quotes case studies in Australia and the United States showing CCTV's paltry success in leading to prosecutions. Police hours spent going through the tapes must also be considered. It has also been shown that improving street lighting "is a rather more effective form of prevention". Meanwhile, the hunt for all the identified Manchester hooligans is still continuing, a year later.
Does th e w r it e r of th e a rtic le th in k s u rv e illa n c e c a m e ra s have h e lp e d to re d u ce c rim e ? W h a t do you th in k m ig h t be th e re a so n s fo r th is ?
Unit 5, p50, Target activity 4a Role play. W o rk in groups of four to find a solution for the square at Harras.
Student A You work in the town council. Your priority is that the traffic flow should not be blocked on the three access roads leading to the square. The square should be attractive to pedestrians, but also consider the needs of drivers, buses and cyclists. There is money available, but you should not agree to any solution which would involve unnecessary expense.
Student C You own a shop on the square. Your main interest is in making it easier and safer for people to use the shops around the square, but you will agree to any solution that makes the square an attractive place for people to come to.
Student B You are a landscape architect. Your main contribution is to suggest creative ideas for using the space. You would like to create an attractive area that will be used by people, including children and old people.
Student D You live on the square. You want the square to be a quieter, more pleasant place to live, and a place where it is safe for children to play. You will agree to any solution that gives priority to pedestrians and cyclists rather than cars.
T h in k a b o u t: • • • • • •
th e la y o u t of th e roads. tr a ffic lig h ts and p e d e s tria n c ro s s in g s . p a ve m e n ts and p e d e s tria n areas. c a r p a rk s , cycle p a th s and bus sto p s. m a k in g th e sq u a re a c c e s s ib le to people. th e a p p e a ra n ce o f th e s q u a re (tre e s, flo w e rs , paving sto n e s, g ra s s ...). • o th e r fe a tu re s [sea ts, w a te r fe a tu re s , p lay areas, s c u lp tu re s ...).
BUS ST A T IO N
W hen you reach a g re e m e n t, d ra w y o u r s o lu tio n on th e p lan and m a ke n o te s fo r a p re s e n ta tio n . In c lu d e : • an a n a ly s is o f th e m a in p ro b le m s . • how you pro p o se to solve th e m . • th e a d va n ta g e s of y o u r s o lu tio n . 129
Unit 4, p38, What the world eats 3a (Group a> 1 2
3 U
W h a t are th e m a in th in g s th e C asales fa m ily se e m to eat and d rin k ? H ow m u ch o f th e ir food is: • fre s h ? • p rocessed ? • pa ckaged ? Do you th in k th e y have a h e a lth y d ie t? W h at se e m s to be th e ir m a in so u rc e of: • v ita m in s ? • c a rb o h y d ra te s ? • p ro te in ?
Mexico: the Casales fam ily of Cuernavaca Food expenditure fo r one week: $189.09
Unit 6, p59, Genuine fakes s
(student ai
You are an art dealer. You want to sell B this painting. Although you know it’s a fake (painted by John Myatt), try to convince B that it’s genuine, and be prepared to bluff. Tell B that: o it’s typical of Anton Mauve’s early style. He often painted people on horseback by the sea during this period. o you have documents stating that it w as painted in 1851 when Anton Mauve w as living on the Dutch coast.
Morning ride on the beach (Anton Mauve 1838-1888)
Unit 6, p64, look again 4b 1 2 3 U 5
130
He lay on th e beach, g a zin g up at th e M ilk y W ay and lis te n in g to th e d is ta n t s o u n d s of m u s ic flo a tin g a cro ss th e w ate r. She ca n te re d alo n g th e path, th e w in d s tre a m in g th ro u g h h e r h a ir and th e m ud fly in g up fro m u n d e r th e h o rs e 's hooves. He w a s s ittin g on a p a rk bench, lo o k in g n e rv o u s ly up and d o w n th e path . F rom tim e to tim e , he w o u ld g la n ce a n x io u s ly a t h is w a tc h . He paused, his fin g e rs d ru m m in g on th e d e sk as he c o n s id e re d h o w be st to b re a k th e new s. She stood by th e w in d o w , w a tc h in g as tw o m e n in th e ir la te 20s g o t o u t o f th e c a r and w a lk e d to w a rd s th e house.
Unit 7, p70, Target activity 2 Malaria is a serious disease which can a ffe ct anyone. It is an infection spread by m osquito b ites. Sym ptom s include fever, headache, m uscle ache and fatigue. These problem s can appear a t any tim e between one and fourteen days a fte r being b itten. If not tre a te d , malaria can become fa ta l. An estim ated 3 0 0 -5 0 0 m illion cases o f m alaria occur every year, with more than one m illion fa ta litie s . It is a risk fo r nearly h a lf the w o rld ’s population, and provides a c o n sta n t challenge fo r a lm o st 1 0 0 governm ents. M alaria is one o f the m o st severe health problem s worldwide, especially in developing countries. M ost victim s are young African children. Every m inute, tw o African children die o f the disease. Treatm ent is available. So are m ethods o f prevention. M osquito repellent and m osquito nets are often enough to prevent th e one, sm all bite which would tra n s m it the disease. It is necessary to spread knowledge and resources to th o se regions m o st in need. But th ose regions are increasing. Malaria causes a negative cycle. People w ith o u t access to preventative resources or health care are am ong th o se m o st a t risk. The spread o f m alaria to countries with fragile governm ents and social services reduces th o se co u n trie s ’ econom ic growth. This leads to m ore widespread poverty, and th u s increases th e num ber o f vulnerable people.
Unit 9, p86, Apples 5 E xp la in th e re la tio n s h ip w ith a p p le s in each im a g e .
Unit 9, p90, Target activity 5 (Group A) 1
C hoose th e im a g e s you th in k are m o s t s u ita b le as ico n s fo r o u r tim e . Then a g re e on an icon to add in th e e m p ty space.
2
T h in k of a rg u m e n ts to de fe n d y o u r choice.
3
Loo k at G roup B ’s im a g e s on p 137. T h in k of a rg u m e n ts a g a in st th e m being ch o se n a s ic o n s f o r o u r t im e .
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GM food
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the iPhone
Unit 8, p77, Brand images 3b W o rk in A /B /C g ro u p s . G ro u p A, lo o k a t a d v e rts 1 and 2. G roup B, lo o k at a d v e rts 3 and 4. G roup C, lo o k a t a d v e rts 5 and 6 . 1 2
W h a t e ffe c t do th e a d v e rts s u g g e s t th e d rin k has on people? W hat q u a litie s do you th in k th e y p ro m o te ?
3
W h a t do th e p e o p le re p re s e n t? H ow old do you th in k th e a d v e rts a re? H ow do you know ?
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2
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lin k e d to a p a rtic u la r tim e ? M atch th e s e q u a litie s to th e a d v e rts . e n e rg y v ic to ry frie n d s h ip p o p u la rity ta s te h e a lth y o u th re fre s h m e n t a ttra c tiv e n e s s m o d e rn ity W h ich a d v e rt is a ss o c ia te d w ith a p a rtic u la r: m o m e n t o r fe e lin g ? p le a s u re o r le is u re a c tiv ity ? c o u n try ? fo rm o f w o rd p la y ? H ow are w o m e n p resented in a d ve rts 4 and 5?
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W hat does th is say abo u t how th e p re se n ta tio n of w o m e n in a d v e rtis in g has changed? W h ich a d v e rt do you th in k is m o s t e ffe ctive ? W hy? One of th e s e a d v e rts b e ca m e v e ry w e ll-k n o w n . Can you g u e ss w h ic h one and w hy?
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Unit 8, p80, Target activity 4a (student ai The AIRpod is powered by compressed air, w hich is stored at high pressure in shatter-proof therm oplastic tanks surrounded by a carbon-fibre shell (the same tanks used to contain the fuel in gas-powered buses). The air is released through pistons in the engine, w hich drive the wheels. Unlike conventional internal com bustion engines, air-powered engines run very cold and th ick ice quickly form s on the engine. This means th a t the engine can be used to cool the inside o f the car, b u t n o t to heat it. Each car has an onboard pum p th a t can refill the tank overnight. But Negre has also developed a high-pressure air pum p - like a version o f the tyre pumps fou n d on a garage fo re co u rt - th a t can fill the tanks in less than a m inute. These could be powered by clean electricity - hydro, w in d or solar - m aking the air car com pletely pollution-free. Even if carbon-generated electricity is used, CO2 emissions are still only 10% o f a petrol engine's. The car has a range o f more than 112 miles, and it takes less than tw o minutes to refill the 210-litre air tank. It can reach speeds o f ju st less than 45m ph, although the air-powered engine produces only 8 horsepower, so acceleration is slow.
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Unit 10, p100, Target activity ib o e In cities around France, homeless This annual, internatio n a l event brings to g e th e r homeless
people and m iddle-class home
people fo r a o n c e -in -a -life tim e
owners com e together in this
chance to represent th e ir
open-air event, raising public
cobntry in th e nam e o f football!
awareness of the fragility of the
G rass-roots football projects
housing market, and growing
have been kicked o ff in m ore
homelessness.
than 60 countries, w orking w ith 25,000 hom eless and excluded people around the year.
Unit 11, p107, Artificial trees i Read th e p ro p o s a l and a n s w e r th e q u e s tio n s .
Professor Klaus Lackner has invented an ingenious way o f counteracting C02 emissions, w hich he believes could solve global warming. His invention is an artificial tree. It's made o f metal but works in the same way as a real tree by extracting C02 from the air as it flow s over its 'leaves'. Large quantities o f C02 could be removed from the atmosphere, and could be stored deep beneath the earth's surface in a solid form which w ould be stable and safe. Just like a real tree, an artificial tree w ould have a structure to support it - a steel pillar (like a trunk) and tw o steel 'branches' w hich would hold the 'leaves'. The synthetic tree w ould stand more than 100 metres tall and 60 metres wide and would look like a huge u p rig h t tuning fork w ith slats between its uprights. Unlike in a real tree, where the leaves are spread o u t as much as possible because they need to catch sunlight, the leaves on an artificial tree could be packed much more closely together and be parallel w ith each other, like a Venetian blind. So an a rtificia l tree could extract far more C02 than a natural tree; and o f course, unlike a real tree, they could
be'planted'anywhere, even at
the North Pole or in the Sahara Desert. The apparatus would work by using a series o f simple chemical reactions. The slats would be coated in liquid sodium hydroxide, so as the air passed over them the C02 w ould be extracted
andconverted into sodium
carbonate. A series o f fu rth e r chemical reactions w ould extract the carbon from the sodium carbonate and turn it into a concentrated, solid form o f C02 th a t could be buried deep underground. It w ould be quite feasible to produce thousands o f artificial trees and put them in any available space. Each tree w ould collect 90,000 tonnes o f C02 a year from the atmosphere - as much as is produced by 20,000 cars.
1 2
In w h a t w ays are th e 'tre e s ’ lik e re a l tre e s ? In w h a t w a ys a re th e y d iffe re n t? H ow do th e y a b s o rb C 0 2?
3
W h at hap p e n s to th e C 0 2 a fte r it has been e x tra c te d ?
Unit 11, P109, 2084 Article
la
Discussion
L o g in/create a c co u n t
In Ancient Greek mythology, Phaethon was the son of Helios, the sun god. His father allowed him to drive the sun chariot for a day, but Phaethon couldn’t control it and the chariot fell out of the sky and threatened to burn up the Earth. To prevent disaster, Zeus killed Phaethon with a thunderbolt. The story was retold by the Roman poet Ovid, who referred to Phaethon in Latin as ‘infelix Phaethon’ (= unfortunate Phaethon).
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Unit 11, p110, Target activity 3b (Groupu Lovelock's prophecy At nearly 90 years old, James Lovelock has arrived at a worrying conclusion: we are doomed. Like tourists enjoying a boat ride at the top of Niagara Falls, we have no idea that the engines are about to break down. Lovelock believes drought and other extreme weather will become normal by 2020. By 2040, Europe will be a desert, and Paris will be as hot as Cairo. Beijing, Miami and London will suffer drought, rising seas, or floods. Millions will go north looking for food and water. By 2100, he believes, more than 6 billion people will have died. The survivors will mostly be in Canada, Scandinavia and the Arctic. Here, simplified, is how Lovelock views this doomsday scenario. Increasing temperatures melt the ice at the poles. This means more water. This increases the temperature (ice reflects sunlight but open land and water absorb it), and more ice melts. Methane (a more powerful greenhouse gas than CO 2 ) is released from the previously frozen areas of the north. The seas rise. There will be intense rainfall in some places, drought in others. The rainforests will collapse. And so on ... This nightmare vision of a 'tipping point' has been rejected by many climate researchers. However, Lovelock stands by his opinions. Let's assume he's right. What can we do? Well, not much. We've already passed the moment, he believes, where cutting greenhouse gas emissions would help us. What about using biofuels, renewable energies? It won't make a difference. Sustainable development, he says, is entirely the wrong approach. At this point, we should be concentrating on a sustainable retreat.
1 2 3
W h a t does L o ve lo c k th in k w ill happen to: m o s t m a jo r c itie s ? p eople in tro p ic a l c o u n trie s ? p e ople in n o rth e rn c o u n trie s ? W hy does he th in k th is w ill happen? W h a t does he th in k w e s h o u ld and s h o u ld not do?
4
M a rk any p o in ts you a g re e and d is a g re e w ith .
Unit 12, P117, The end of general knowledge? 3d Fools will always be here. And their foolishness will always make the news headlines. But on the other hand, there will always be teachers and parents who see the real value in possessing and sharing knowledge. The Internet, however, changes everything. We can’t help but use it to check what's happening (or has happened) in the world. Schools are probably right to encourage young people to use the Internet to find out about the world. It may be right th a t such a tool will ju s t help us to forget more and more. But a t the same tim e, the continuing popularity o f quizzes and game-shows shows us th a t general knowledge - shared knowledge among a m ass o f people all part o f the same culture and tim e - is strong enough to remain.
Unit 2, p20, Target activity 3 (student b) You are a candidate. 1 Think of skills and abilities which might be suitable for the job. Remember to present yourself in a positive light: how can you appear confident, but not arrogant? How will you sell yourself? What will you ask the employer? Use strategies from p20. 2 Introduce yourself appropriately. Describe your skills and abilities in line with what the interviewer asks. Then move to another interview. 3 Listen to the evaluation. Do you think it is fair? What comments do you have about the employers and the interviews?
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Unit 4, p39, Nutrition transition 4 (student b > You work for an environmental organisation. You think developments to food production have mainly had a negative effect on the environment and on people’s diet. Prepare some ideas to support your point of view. Think about: o the transport of food, o multinationals, o GM foods. o pesticides and artificial fertilisers, o intensive farming. o developing new crops and types of food, o hygiene. o processed and packaged food. Talk about your ideas with Student A.
Unit 12, p119, The Hole in the Wall 3c 1 2
Have you ob se rve d any d iffe re n c e s b e tw e e n u rb a n and r u r a l a re a s in ho w c h ild re n in te ra c t w ith th e H ole in th e W a ll k io s k s ? A re th e re e le m e n ts o f th e H ole in th e W a ll p ro je c t th a t m a ke it u n iq u e ly In d ia n ? Do you see a H ole in th e W a ll p ro g ra m c a tc h in g on in o th e r c o u n trie s ?
3
Have you seen any d iffe re n c e s in p ro b le m -s o lv in g b e h a v io rs and a c a d e m ic a c h ie v e m e n t b e tw e e n th e k id s w h o re g u la rly use th e H ole in th e W a ll c o m p u te r k io s k s and th e kid s w h o d o n 't?
U
S om e a rg u e th a t ju s t le ttin g k id s c lic k a ro u n d th e In te rn e t w ill n o t im p ro v e th e ir p e rfo rm a n c e in e d u c a tio n a l d o m a in s lik e re a d in g and scie n ce . W h a t do you say to th a t? W h at has s u rp ris e d you th e m o s t o ve r th e s e pa st fe w y e a rs as yo u 've o b se rve d how c h ild re n use th e H ole in th e W a ll c o m p u te r k io s k s ?
5
Unit 8, p80, Target activity 4a (student b > The AIRpod is small, holding just three passengers, w ith a single seat facing forw ards fo r the driver and a bench facing backward fo r tw o more people. The car is designed to be exceptionally light, w eighing in at 2 2 0 kg. Because the air ta n k and engine d o n 't take up much room, most o f the car is devoted to passenger space. The car is a three-wheeler, and the driver uses a joystick to tu rn , rather than a conventional steering wheel. In spite o f its flim sy appearance, the car is actually very safe, as it has airbags outside the car w hich inflate w hen a crash is im m inent. The Pod itself is made o f strong com posite materials th a t make a safe cell protecting the passengers. The technology o f air-powered engines is relatively cheap and simple, so the car w o u ld probably cost about £3,500. A lth ough air pow er means the car drives emission-free, some energy is required to compress air into its tank. But the cost o f a tank refill w o u ld probably only be abo u t £1!
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Unit 6, P57, Fake photos 2 (Student B> G re a t w h ite s h a rk a tta c k ! Two c o m p le te ly d iffe re n t p h o to s have been jo in e d to g e th e r to give th e im p re s s io n of a s h a rk a tta c k in fr o n t of San F ra n c is c o 's fa m o u s la n d m a rk , th e G olden Gate B rid g e . T h is fa ke photo w a s c irc u la te d by e m a il in 2001, a cco m p a n ie d by a m e ssa g e saying th a t it had w o n "N a tio n a l G eographic P hoto o f th e Y ear". It w a s n o t c le a r w h e th e r th e e m a il w a s h o p ing to convin ce peop le th a t th e pho to w a s re a l, o r w h e th e r it w a s in te n d e d as a jo ke . The o rig in a l im a g e o f th e s h a rk w a s a c tu a lly ta ke n by a c o n tr ib u to r to N a tio n a l G e o g ra p h ic - it w a s p re s u m a b ly ch o se n so th a t th e c la im w o u ld se e m m o re g e n u in e .
Unit 4, p37, Maps Of the world 3b(Student B> P rep are to te ll S tudent A about your m ap.
T h e w o rld 's w e a lth in th e y e a r 1 5 0 0 "S laves captured in raids and w a r grew in im p o rta n ce as a co m m o d ity. Kola nu ts w ere also im p o rta n t, as w ere th e d y e stu ffs o f n o rth e rn Nigeria. All these goods w ere h ig h ly prized in and around th e M editerranean basin." (R ichard E ffland, 2003) In th e ye a r 1500, European te rrito rie s w ere som e o f th e w e a lth ie s t on e a rth , when m easured by GDP per person. The regions w ith th e la rg e st to ta l GDPs w ere Eastern Asia and S o u th e rn Asia. These w ere also th e m ost populous regions a t th a t tim e . The regions w ith th e lo w e st GDP in 1500 w ere central and so u th east A frica. These regions also had th e low est GDP per person.
Unit 4, p38, What the world eats 3a (Group b > 1 2
3 4
W h a t are th e m a in th in g s th e B a ts u u ri fa m ily se em to eat and d rin k ? H ow m u ch o f th e ir food is: • p rocessed ? • packa ged? • fre s h ? Do you th in k th e y have a h e a lth y d ie t? W h a t s e e m s to be th e ir m a in so u rc e of: • v ita m in s ? • c a rb o h y d ra te s ? • p ro te in ?
Mongolia: the Batsuuri fam ily of Ulaanbaatar Food expenditure fo r one week: $40.02 136
Unit 12, P120, Target activity « If Christian Munoz-Donoso is going to make this job pay, he’s got to move quickly. He has a list of 10 videos to shoot on this warm June morning, fo r w hich he’ll earn ju st $200. To get anything close to his usual rate, he’ll have to do it all in tw o hours. Today’s to p ic is kayaking. M unoz-Donoso has enlisted a local instructor to meet him and to bring along four o f his boats. M unoz-Donoso gets m ost of his shots in one take. But conditions are working against him. Shifting w inds and changing light require him to adjust his setup. Even so, within a few hours, he has uploaded his w ork to Demand Media, his em ployer for the day. It isn’t Scorsese, but it’s fast, cheap, and good enough. Thousands of other film m akers and writers around the country are operating with the same loose standards, racing to produce the 4,000 videos and articles that Demand Media publishes every day. The com pany’s am bitions are so enorm ous as to be alm ost surreal: to predict any question anyone m ight ask and generate an answer that will show up at the top of G oogle’s search results. To get there. Demand is using an army o f M unoz-Donosos to crank out articles and videos. They shoot slapdash instructional videos with titles like ‘How to draw a Greek helm et’ and ‘How to stop snoring’ . They pum p out an endless stream o f bulleted lists and tutorials about the m ost esoteric of subjects. Plenty of other com panies have tried to corner the market in online advice. But none has gone about it as aggressively, scientifically, and single-m indedly as Demand. Pieces are not dreamed up by trained editors nor com m issioned based on subm itted questions. Instead they are assigned by an algorithm, which mines nearly a terabyte of search data, Internet traffic patterns, and keyword rates to determine w hat users want to know and how much advertisers will pay to appear next to the answers. The process is autom atic, random, and endless. It is a database of human needs, and if you haven’t stum bled on a Demand video or article yet on sites like ehow or livestrong, you soon will. By next summer, according to founder and CEO Richard Rosenblatt, Demand will be publishing a million items a month, the equivalent of four English-language W ikipedias a year. In an era overwhelm ed by FlickrYouTubeW ikipediaBloggerFacebookTwitter-borne logorrhea, it’s hard to argue that the world needs another massive online content company. But w hat Demand has realized is that the Internet gets only half of the sim plest econom ic form ula right: It has the supply part down but ignores demand. Give a million monkeys a million WordPress accounts and you still m ight never get a seven-point tutorial on how to keep wasps away from a sw im m ing pool. Yet, th a t’s w hat people w ant to know.
1
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A re th e se s e n te n c e s tru e o r fa lse ? a C h ris tia n M u n o z -D o n o s o w o rk s fo r D e m a n d M edia, b T h e re are th o u s a n d s of p e o p le do in g s im ila r w o rk , c T hey a ll w o rk to a h igh p ro fe s s io n a l s ta n d a rd . d D em and M edia fin d s o u t w h a t p e o p le w a n t to k n o w by tra c k in g In te rn e t se a rc h data, e D em and M edia e m p lo y s h ig h ly tra in e d s ta ff to in te rp r e t th e data. f D em and M edia are s u c c e s s fu l because th e y can fin d o u t w h a t p e o p le re a lly w a n t to know . W h a t does th e w r it e r th in k o f D e m a n d M e d ia 's a p p ro a c h ? W h a t a d je c tiv e s re ve a l his a ttitu d e ? H ow does th e w r it e r p ro vid e h u m a n in te re s t and h u m o u r in th is s to ry ? W h a t do you th in k is his o p in io n of th e g e n e ra l p u b lic and th e ir in te re s ts ?
Unit 9, p90, Target activity 5 (Group b> 1 2
C hoose th e im a g e s you th in k a re m o s t s u ita b le as ico n s fo r o u r tim e . Then a g re e on an icon to add in th e e m p ty box. T h in k of a rg u m e n ts to de fe n d y o u r choice.
3
Look a t G roup A's im a g e s on p131. T h in k o f a rg u m e n ts a g a in st th e m being ch o se n as ico n s fo r o u r tim e .
9 Nelson Mandela
Burj At Arab hotel, Dubai
137
Unit 5, p50, Target activity 4c
Unit 6, p59, Genuine fakes s (student b> You are an art collector. You have seen this painting and you want to buy it, but you’re not convinced it’s genuine. Other Anton Mauve paintings you know have similar themes, but they are darker and the figures aren’t so sharply defined. You have seen no information about where or when it w as painted. Decide: o how much you are prepared to pay for it. o what questions you will ask A.
Morning ride on the beach lAnton Mauve 1838-18881
Unit 12, p124, Look again 4b Having decided to take the experiment out to a village called Madantusi, I built another hole-in-the-wall. I left the computer there with lots of CDs, returning three months later to find two kids playing a game on the computer. On seeing me they said “we need a faster processor and a better m ouse” in English! So then I measured their performance, realising that they were using 200 English words with each other like exit, stop, find, save, not to do with the computers but in their dayto-day conversations.
138 ion
Unit 11, p110, Targe! activity 3b (student b > It's six minutes to m idn igh t... The Bulletin of the Atomic Scientists has been updating its 'Doomsday Clock' since 1947. The clock conveys how close we are to destruction (or midnight) and identifies the ways that humans could obliterate themselves. One of the main reasons since the late 1940s has been a possible nuclear war. However, climate change and new life-science technologies have become important new factors. The clock was re-adjusted on 14 January 2010, moving from five minutes to midnight to six minutes to midnight. The reasons for this? World leaders are showing a stronger commitment to reducing their arsenals of nuclear weapons and other nations' means to make them. Also, developed and developing countries alike are making promises to limit the climate-changing gas emissions that would make our planet uninhabitable. According to the Bulletin, there are positive signs that tackling the two greatest threats to civilisation - nuclear war and climate change - are at last receiving worldwide political attention.
1 2 3
W h e re is th e c lo c k and w h a t is its p u rp o se ? W h a t a re a s of ris k a ffe c t th e tim e sh o w n on th e clo c k ? A c c o rd in g to th e B u lle tin o f the A to m ic S cie n tists, w h a t re a s o n s do p e o p le have to be o p tim is tic ?
U
M a rk any p o in ts you a g ree and d is a g re e w ith .
Unit 12, P118, The hole in the wall ic
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will and would w ill and w ould fo r h a b itu a l action We often use will and would for a habitual [or repeated) action in the present o r past: Present (equivalent to present simple): People will usually keep to the same brand unless they have a good reason to change. Past (equivalent to past simple o r used fo): /4s a student, I would often work through the night and then sleep in the afternoon. O th e r uses of w ill 1 to make predictions: From tomorrow morning, flights will operate normally. When acid is added, the impurities in the liquid will gradually dissolve. 2 to make decisions, offers, promises and threats: Don't worry, I'll talk to him. I'll carry that. 3 to make requests or give orders: Will you please stop talking? 4 to make deductions: That will be the postman now. 1= I ’m sure it isj
Verb tenses in narration When relating events in the past, we often use these verb tenses: Past sim p le To relate the main events of a story: In 1990 we moved to London and I got a job in an engineering company. Past progressive: was + -ing To give the background to events (what was going on at the time): At that time I was living in London and working in an engineering company. One day... If we use 'state' verbs (e.g. know, be, have], they w ill be in the simple form : It was the weekend and I had a free afternoon, so I decided to ... (not I was having a free afternoon} Past p e rfe c t sim ple: had + past p a rtic ip le To go back from the past and relate events that happened earlier: It was already 8.30 and I was still 10 kilometres from the airport. I'd left the house in good time, but the traffic out of town had been very slow.
O th er uses of would Past p e rfe c t progressive: had been + -ing 1 past of will, in reported speech or thought: I told you they wouldn't agree. He knew that only one person would get the job. 2 to mean wanted to or was willing to-. They would always keep an eye on our flat while we were away. Sorry I'm late. The car wouldn't start.
To go back from the past and describe earlier activities: I felt very relieved when we finally found a flat. We'd been looking for months, but there hadn't been anything suitable. w o u ld /w a s going to (‘fu tu re in th e past*!
3 conditional would, fo r hypothetical ('unreal') situations: I didn't know you were in town, or I would have called you. I like the job, but it would be nice to have a bit more free time.
To express a future idea which is set in the past: When she joined Sony, she was 22 and had only a year's experience. It would be Iwas going to bel an enormous challenge for her.
4 to make requests: Would you help me with these bags?
We often use the above tenses in:
5 to 'soften' assertions and suggestions: I ’d suggest getting a new printer, (less direct than 'I suggest') I would think sh e’s probably in her mid 40s. (more cautious than 'I think')
1 reported speech and thought: They were lucky to find a flat. He told me they’d been looking for months. She knew that it would be an enormous challenge. 2 relative clauses: I rented the flat to a young couple who had been looking for somewhere to live for months.
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Talking about change
Adverbs We can use adverbs to modify:
Tim e comparison structures
1 a verb: She sang beautifully. I enjoyed the performance immensely. 2 an adjective: He seems reasonably happy with his progress. It's extremely difficult to follow what he’s saying. 3 a noun or prepositional phrase: It's really a form of baseball. The car was completely out of control.
Common adverb / adjective collocations
acceptable clear norm al
fully
aware (of) booked inform ed (of)
deeply
disturbed shocked moved
The differences between rich and poor have got bigger over the last few decades. Access to information has become more freely available to everyone. O ther verbs
competitive effective intelligent unlikely significant questionable
perfectly
In comparison structures, auxiliaries are usually repeated (are... than they were). Main verbs are omitted or replaced by a form of do le a f... than they used to-, had... than they do). g e t / becom e + adjective
4 another adverb: We've read your proposal extremely carefully.
highly
Most people eat more meat than they used to. Problems associated with obesity are more widespread than they were a generation ago. Fifty years ago, most people in Europe had a much more restricted diet than they do today.
increase evolve collapse deteriorate
decrease develop improve fall
improve rise decline spread
Other expressions
undergo a Irapid, gradual1 transformation make a (rapidl transition undergo a (complete] revolution go into Igradual, rapid, terminalI decline show a Imarked, noticeable) improvement Cause / effect expressions A causes B
give rise to lead to re su lt in trig g e r bring about
Common adverb / verb collocations
deeply / profoundly regret vividly/clearly remember strongly support highly / strongly recommend thoroughly enjoy entirely/ totally agree fully recognise strongly/ firmly believe
B is caused by A
re su lt from be a (direct) consequence of stem from have its o rig in ls) in originate from
Short responses A influences B
We often use adverbs as single-word responses in conversation: A I think she did the right thing, don't you? B Absolutely. A Are the classes worth going to?
have an effect on have an influence on have an im pact on affect have consequences for
B Oh yes, definitely. Adverbs that absolutely completely totally
can be used in this way: definitely precisely certainly exactly not really hardly
probably possibly
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Passive reporting verbs Passive structures are often used in reporting what people say or believe, especially in news reports or in academic w riting. This enables the w rite r to distance him /herself from the facts or opinions being reported. Compare: Info rm al, less 'distanced'
Many people think that the expression 'OK' is of French origin. More fo rm al and ’distanced’
It is thought that the expression 'OK' is of French origin. There are two ways of using passive reporting verbs: 1 It + passive verb + that... It is generally believed that pasta originated in China. It has been shown that better street lighting reduces crime. It is reported that the number of teachers retiring early has risen dramatically. 2 Passive verb + fo + infinitive Pasta is generally believed to have originated in China. Better street lighting has been shown to reduce crime. The number of teachers retiring early is reported to have risen dramatically. Infinitives afte r passive reporting verbs
Passive reporting verbs can be followed by: 1 the simple infinitive: Better street lighting has been shown to reduce crime. (= it reduces crime) 2 the continuous infinitive: They are supposed to be living in the Bahamas. (= they are living) 3 the past simple infinitive: More than 50 people are reported to have been killed in the blaze. (= they were killed) 4 the past progressive infinitive: They are believed to have been conducting informal negotiations. (= they have been conducting) Common passive reporting verbs
say consider acknowledge understand believe
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calculate suppose show report know
th in k reckon estim ate feel presume
Present perfect P re s e n t p e rfe c t sim p le To refer to events in a period 'up to now': The country has experienced three major earthquakes this year. (= so far) You may have to help me. This is the first time I've used this software. |= in my life up to now) The present perfect simple is often used fo r announcing news, where the focus is on the fact that something has happened, not on when it happened. The event is connected w ith the present Iwe can see the result now). There has been a serious train crash on the main London to Glasgow line. (The line is s till out of action) I ’ve bought some strawberries. (Here they are) P re s e n t p e rfe c t progressive To refer to activities or feelings that started in the past and are s till going on: I ’ve been trying to contact her for days, but I don't know where she is. (= I'm s till trying). I've been meaning to email you, but I never seem to find the time. (= I s till intend to write) We also use it to refer to activities that have been continuing up to now, but have now stopped. Where have you been? I ’ve been trying to contact you for days. (= now I've succeeded in contacting you) Look - it's been raining. (= now it has stopped, but the ground is wet) ’S tate’ verbs
Some verbs are not norm ally used in the progressive form. These include: • verbs describing m ental states and feelings: think, believe, know; love, respect, admire; need, want • verbs describing perm anent qualities and states: consist, contain, include, involve, be, have 1= possess!, own. With these verbs, we use the present perfect simple instead of the progressive: Fashion photography has always involved manipulating images. We’ve had this sofa for years. Some verbs can be used in the simple or progressive with no difference in meaning: They've lived / They've been living in London ever since the war.
Referencing and substitution S ub stitu ting nouns To avoid repeating a countable noun, we can use one (singular) or som e/any (plural); Notepads are really useful. You should get one. (= a notepad) We need to buy some more paperclips. We haven't got any. To avoid repeating an uncountable noun, we can use some / any. A Do you want coffee? B Yes, I'd love some. A fter an adjective, we can use one (singular) or ones (plural] to replace the noun: I don't need a window envelope. An ordinary one will be fine. They replaced their beautiful old wooden windows with cheap metal ones. We can also use other pronouns to avoid repeating a noun: I spend time in London and New York. I like them both in different ways. I ’ve heard Shanghai is an exciting city, but I've never been there. S ub stitu ting verb s To avoid repeating a main verb, we can use a form of the auxiliary do: Malaria doesn't k ill as many people as it once did. He s till smokes, but not as much as he did a year ago. A Who wants tea? Bldo. We usually repeat auxiliary verbs, or (if the meaning is clear) we can om it them: Malaria isn't as dangerous as it once was. Fortunately, the accident wasn't nearly as serious as it could have been. She’s more fluent in Russian than Ishe isl in English.
whatever We can add -ever to pronouns to make the following words: whatever whenever wherever whoever however They are used in various ways. 1 = it doesn’t matter, regardless Whenever you want to arrive, let us know and we'll meet you at the station. Whatever people may say about her, I think she's an excellent leader. We'll get the job done, however long it takes. 2 = I don’t mind, you’re free to choose You can sit wherever you like. (= anywhere) There’s no dress code - just wear whatever you want. (= anything) 3 to give emphasis to a question. Wherever did you get that tie? It’s awful! Whatever did you say that for? (= What on earth ...?) Whatever can also be followed by a noun phrase: Whatever the time, feel free to call me. (= Whatever tim e it is ...) Whatever the reason, he's not speaking to me. In conversation, whatever can also be used on its own, to mean 'I don't care' or 'It doesn't m atter': A Shall we take them flowers or chocolates? B Whatever. /= whatever you like1 Whenever can also be used to mean 'every tim e': We go walking in the mountains whenever we get the chance. However is also used to express contrast (= but): Schumacher started the race well ahead. However, engine failure forced him to drop out in the third lap.
R e fe rrin g to e a r lie r ideas To refer back to an ea rlie r idea, we can use this or which: They used detergent to try to disperse the oil slick. This caused further damage to the marine ecosystem. They used detergent to try to disperse the oil slick, which caused further damage to the marine ecosystem. [this / which = the fact that they used detergent)
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Modifying a sentence We can use adverbs and expressions to modify a complete sentence. They can come at the beginning o r the end of the sentence, or as a parenthesis w ithin the sentence (usually with a comma before and after]. She didn't get into Oxford, unfortunately. Naturally, we’re very disappointed with the result. We are, of course, delighted to hear that the family are safe and well. Signalling attitude
Sentence adverbs and expressions are often used to comment on the sentence or signal the speaker's attitude. 1 = it's understood: naturally, of course, obviously 2 positive comm ent: fortunately, luckily, I'm glad to say 3 negative comment: unfortunately, sadly, I'm sorry to say U
expressing surprise: surprisingly, astonishingly, incredibly, amazingly, oddly, strangely Ienough1
5 expressing tim e or duration: suddenly, gradually, eventually, in the end 6 expressing contrast: however, nevertheless, all the same Softening
They can be used to 'soften' what we are saying or make it less definite. maybe presumably I think probably perhaps sort of possibly in a way to some extent Adding emphasis
They can be used to reinforce or add emphasis to what we are saying. really definitely actually indeed clearly in fact certainly literally as a matter of fact
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Inversion A d v e rb ia l phrases Certain adverbial phrases can be moved to the beginning of a sentence to give special emphasis. A fter these phrases, the subject and verb change position ('inversion'). Compare: He not only evaded tax, but he then lied about it. Not only did he evade tax, but he then lied about it. I didn't realise my wallet was missing until I got home. Not until I got home did I realise that my wallet was missing. The following adverbial phrases can be used in this way: not only only rarely at no time very rarely in no way only recently not once not until Inowl These phrases can be used with different tenses: Not once did they get in touch to ask how I was. At no time have I claimed money from the company for personal expenses. Only very rarely was / consulted about managerial decisions. The main sentence stress shifts onto the adverb phrase: • • Not only did he evade tax, but he then lied about it. • • Not once did they get in touch to ask how I was. Only very rarely was I consulted about managerial decisions. The expression no way is common in conversation, meaning 'in no way' or 'not at all'. It is followed by inversion: No way would I want to do a job like that. (= I certainly wouldn't want to do it] We also use inversion after tim e expressions: no sooner, hardly, scarcely. These are usually followed by the past perfect. No sooner had we taken off than the plane started shaking. Hardly had I started reading when Jane came in and started telling me about her homework.
Cleft sentences To g iv e e m p h a s is to o n e p a r t o f a s e n t e n c e , w e c a n d iv id e it
Participle clauses T h e r e a r e t h r e e k in d s o f p a r t ic ip le c la u s e in E n g lis h .
in to tw o c la u s e s . T h is is c a lle d a 'c le f t ' s e n t e n c e .
P re s e n t p a rtic ip le clauses C left sen ten ces w ith W h a t... C o m p a re : W e need a new car. —> What we need is a new car. I'd really like to give up my job. —» What I ’d really like to do is give up my job.
+ -ing] We lay on the beach, gazing up at the night sky. When shopping for clothes, always check the label.
( fo r m : v e r b
P r e s e n t p a r t ic ip le c l a u s e s c a n b e u s e d to s h o r t e n a s e n t e n c e w it h a n a c t iv e v e r b : We
lay on the beach and gazed up at the night sky. lay on the beach, gazing up at the night sky.
S t a r t in g w it h a c la u s e w it h
What... g iv e s a d d e d e m p h a s is to th e s e c o n d p a r t o f t h e s e n t e n c e (a new car. give up my job)
—> W e
W e c a n a ls o b e g in th e s e n t e n c e w it h a g e n e r a l e x p r e s s io n
after closing the door... before going to bed... without saying anything... on hearing the news (= w h e n I h e a r d ) while walking through the park...
r e f e r r in g to t im e , p la c e , r e a s o n , e tc .:
the thing the time the person / people the place the way the reason What / The thing I need now is some money. The time I like best is just before sunset. The first thing I ’ll do when I get home is have a hot shower. The reason it didn't work was Ithatl it wasn't plugged in. The people I really admire are traffic wardens. C left sen ten ces w ith I t ... It f o llo w e d b y a who o r that. C o m p a r e : My aunt first got me interested in politics. —> It was my aunt who first got me interested in politics. We only heard he was ill yesterday. —> It was only yesterday that we heard he was ill.
P r e s e n t p a r t ic ip le c l a u s e s o ft e n s t a r t w it h p r e p o s it io n s :
Past p a rtic ip le clauses + -ed] Although badly wounded, I managed to crawl back into the building. If asked his opinion, he usually remained silent. ( fo r m : v e r b
P a s t p a r t ic ip le c l a u s e s c a n b e u s e d to s h o r t e n a s e n t e n c e w it h a p a s s iv e v e r b :
Although I was badly wounded,... Although badly wounded,...
W e c a n a ls o b e g in a c le f t s e n t e n c e w it h c la u s e w it h
P e rfe c t p a rtic ip le clauses ( fo r m : having + v e r b + -ed) Having lived in London all my life, I couldn't imagine moving. Having finished the shopping, we went to a cafe for lunch. P e r f e c t p a r t ic ip le c l a u s e s c a n b e u s e d to s h o w t h e s e q u e n c e o f
It ... g iv e s a d d e d e m p h a s is to th e f ir s t p a r t o f th e s e n t e n c e [my aunt, yesterday].
S t a r t in g w it h a c la u s e w it h
It ... to c o r r e c t p e o p le : It w a s actually London that I flew to, not Manchester. It wasn 't my husband you spoke to, it was my brother. W e o ft e n u s e c le f t s e n t e n c e s w it h
tw o e v e n t s : W e finished the shopping. Then we went to a cafe. —» Having finished the shopping, we went to a cafe. P a r t i c i p l e c l a u s e s m u s t h a v e th e s a m e s u b j e c t a s th e m a in c la u s e . S o w e c a n s a y :
After going online, type a word into Google. B u t n o t:
After going online, Google will appear on the screen.
145
Unit 1
but th e n I fo rg o t th e m a ll, so I had to use a d iffe re n t strategy. I had to jo t th e m a ll down in an ad d re ss book as rem ind ers. So, I d o n 't fo rg e t th e m !
»c o 1
sarah
Yeah, I found it really d iffic u lt
at firs t because I d id n 't speak the language very w e ll, but it was pretty
A
uri
easy to fit in a fte r a w h ile because people are very friendly. I also was lu cky to m eet a lot of expats here. I rea lly m iss m y frie n d s at home but the people that I've m et here are really, really nice. I've also made a rea l e ffo rt to learn the language, but to be honest m ost of the expats th a t I've m et here speak English, so it's easier ju s t to ta lk
ago, and b irth d a ys ... I've no pro b le m
5
tina
I d id n 't speak a w ord. I found th a t hard to get used to, not living in an
I'm going back to a place th a t I've been to before, w h e n I get th e re , I 'll see s o m e th in g t h a t 'll jog my m em ory. I t 'll m ake m e re c a ll w h e re s o m e th in g e lse w a s in th e scene, even if I c o u ld n 't have visu a lise d the place before going back th e re . W hen I get th e re , it a ll comes back to me. 2
I'm rea lly bad, I, I can't, I ju s t alw ays leave the house and fo rg e t at
jan e
least s o m e th in g w h e th e r it's like my phone or, e rm , m y bank card o r my keys. It's u su a lly m y keys. I’ve got a m ental block about keys. I th in k I'm going to have to s ta rt w ritin g notes and leaving th e m on the fro n t d o o r to rem ind me to pick th e m up. But yeah, now I've given, e rm , lots of frie n d s w ho live nearby, they a ll have sets of keys now so I tend not to get stu ck 3
o utside in the cold any m ore. o lga I don’t have a very good m em ory, e s p e c ia lly fo r n u m b e rs. So, I used to have one passw ord fo r e ve ryth in g . Quite an easy one as w e ll, and then a frie n d to ld m e th a t's not w h a t a passw ord is about. So, I got d iffe re n t p assw ords fo r o n lin e b anking, e rm , fo r Facebook, fo r w o rk ... a ll the d iffe re n t ones. And at the tim e I th o u g h t of som e a sso cia tio n s th a t w o u ld re m in d m e of th o se w ords,
146
on m y own any m ore. Anyway, his name w as Noah and he became m y p a rtn e r w hen I was fo u r years old and the
andrew
fo r th in g s th a t I’ve seen, e rm , as long as I'm paying a tte n tio n . If
school and he's going to be yo u r partner."
s o m e tim e s th e nam e's on the tip of my tongue but I ju s t c a n 't re m e m b e r it. It ’s very e m b a rra s s in g .
•O
m e m o ry and a good s p a tia l m em ory. I, I th in k I've a m e m o ry fo r places,
old boy. So one day, I re m e m b e r the te a ch e r said to m e: "Your p a rtn e r has arrived, th e re 's a new boy w ho's com e to And I re m e m b e r the excitem ent, the expectation of seeing w ho th is was going to be. I was th in kin g I'm not going to be
speak the language flu e n tly. Yeah, I'll
I th in k I do have a good v isu a l
I had to w o rk and play w ith the teacher. So, it was kind of em b a rra ssin g , o r I th in k it was kind of sad fo r a fo u r-y e a r-
and I kn o w it's re a lly easy to offend people w h e n you do th a t, so I have to p retend to kn o w th e ir nam e. And
back hom e - food, pubs, m y frie n d s. And a lth o ug h I fe lt accepted and w elcom ed at the beginning, th e m ore I le a rn about the cu ltu re here, the m ore I fe e l like an outsider. I th in k I'll never be accepted re a lly u n til I can
l ia m
w hich m ade me feel very unhappy at the tim e was th a t I d id n 't have a partner. So th e re w ere 28 o th e r kids, 1A p artners, w hatever, and I d id n 't have one and so
I can re m e m b e r a ll kin d s of
re m e m b e r th e m fro m . And I get into a re a l panic, my mind goes blank
E n g lish -sp e akin g country. There w ere lots of th in g s I m issed from
1
th e re w ere a lot of o th e r kids as you can im agine, but the thing I re m e m b e r
re m e m b e r w h e re I kn o w th e m fro m , th a t s o rt of th in g . I'm OK w ith nam es of th in g s and o b je cts and place nam es, b u t w h e n I see so m e o n e I fin d it re a lly hard to kn o w w h e re I
here fo ra long tim e. W hen I firs t a rrive d here everyone was rea lly w elco m in g, even th o ug h I d id n 't speak the language,
Yes, I guess if I th in k about it, I do have a very e arly m e m o ry fro m m y childhood. I w as at school, I th in k I'd ju s t started p rim a ry school. I m ust have been about fo u r years old. And in m y class, w e ll
th in g s, b u t I'm re a lly hopeless w ith p eople's nam es and faces. I know t h e ir faces look fa m ilia r b u t I c a n 't
d a n ie l
•o
b e a u tifu l th e villa g e childhood was. ben
w ith re m e m b e rin g pin n u m b e rs, bank account n u m b e rs, lo tte ry n u m b e rs, th a t kind of th in g .
I'm enjoying it and I probably w ill stay
always fe e l like an o u tsid er, really.
w e re n 't any cars at th e tim e. We w e n t down w ith horses. And looking back now on th is occasion re m in d s m e of how
As I got o ld e r, m y ... my m em ory started to fade a bit, but one th in g I can, I can alw ays re m e m b e r are n u m b e rs - p eople's n u m b e rs, te le p ho n e n u m b e rs but fro m years
in English to them . And yeah, I feel th a t I've adapted to the country and
2
b ro th e rs and it w as such good fun to go down th e re and have a picnic ... there
incredible thing is th a t nearly AO years la te r, w e 're s till rea lly close friends. Isn 't th a t incredible? So, I guess th a t's you know, a happy m em o ry of m eeting
I re m e m b e r w hen I was little , when I w as young. I p a rtic u la rly re m e m b e r
w hen I was about five o r six, th a t kind of period, going to the beach and w e'd stay in a cottage in the New Forest and w e'd
som eone at the, kind of, very e a rlie s t tim e you could do.
pack a ll o u r th in g s up and set off fo r the
i o
beach and the excitem ent of th a t journey, of the preparation, w ith the buckets and the spades and checking everybody was ready and getting in the car, but the m ost
1
a b
He does have a te n d e n cy to get a bit excited if he th in k s y o u 're a fra id of
... the thing I rea lly re m e m b e r is th a t as we w ould drive tow ards the coast, the tree s - we w ere staying in a kind of forested area - and as we got to w a rd s the coast, th e tree s w ould th in out and you'd get g lim p se s of the sea as you arrived
h im , m in d. B ut you sh o u ld be OK. J u s t keep ca lm , d o n 't le t him see yo u 're a fra id . I 'll be back in a b o ut 10 m in u te s anyway, so d o n 't w o rry. 2
a
and w hen we firs t got the little glim pse of the w a te r refle ctin g in the distance w e'd a ll open the w in d o w s and see if we could s m e ll th a t p a rtic u la r s m e ll of the
3
forever, really. j u l ia One of m y e a rlie s t m e m o rie s is the day th a t we w e n t to w ash m y aunt's w ool. She w as g e tting m a rrie d and
A
b
Oh, se e m s to be OK.
b
W ell, e sp e cia lly on th e bends. I'd s lo w dow n a bit. I'm only doing 70, sh o u ld be a ll rig h t
a
... S o rry! See w h a t I m ean?
a
the fa m ily to g eth e r, a ll the cousins, my gra n d p a re n ts, m y m um , m y siste rs, my
Anyway look, you need to keep saving th e data, because it te n d s to crash
b
suddenly, ju s t fo r no reason. I th in k it's the p ro g ra m , it ’s got a bug in it. OK, w e ll I 'll ju s t keep pre ssin g 'save'.
a
Good lu ck. J u s t sh o u t if you've got a
a
p ro b le m . Anyone else? Then th e re 's Amy. She's ve ry b rig h t
b
beforehand, she had to do th is preparing of th e m attre sse s fo r h e r fu tu re wedding. So, a ll the fa m ily got to g eth e r, we w ent down to a s m a ll riv e r nearby w here we live, n e a r the villa g e . And it w as a ll
You need to be ve ry c a re fu l on th is bit. It's lia b le to get re a lly s lip p e ry w h e n it's been raining .
a
beach. So, by th e tim e we arrived at the beach, we w ere at such a high level of excitem ent, we'd a ll spin out and s ta rt digging sandcastles and stuff. But I ju s t re m e m b e r loving that, the firs t glim pse, the firs t refle ctio n of lig h t on th e horizon - th a t the beach was nearby - and the firs t s m e ll of the rottin g seaweed was ju s t som e th in g th a t's stayed w ith me
A m I OK w ith him on m y own? Oh yes, he's u s u a lly fin e w ith s tra n g e rs , once he's got used to you.
and te n d s to kn o w a ll th e an sw e rs. And she's alw ays p u ttin g h e r hand up and c a llin g out th e an sw e rs, I th in k it re a lly annoys the o th e rs so m e tim e s . a b
I 'll w a tch o u t fo r th a t, then. Yeah, I m ean, d o n 't d isco u ra g e her, th o u g h . She's a nice kid.
*D ben
salesm an
I'm th e y o u n ge st of th re e boys. This is a s to ry a b o ut w h e n I w as th re e o r
5
fo u r ye a rs old. It's one m y m o th e r s till te lls today because I th in k th e w h o le fa m ily w e re so e m b a rra sse d . I'm the yo u n ge st by m any ye a rs so m y o th e r b ro th e rs tre a te d m e as if I w a s n 't re a lly a b rother. They alw ays fe lt s u p e rio r to m e. B ut I w as th e youngest, so everybody loved me and I could do w h a t I like d s o m e tim e s . One day I was w a tc h in g m y fa th e r ta lk in p u blic. He did a lo t o f p u b lic spe a kin g. In fa ct he w as on te le visio n quite a lot and of course you had to be q u ie t at th is kind of event. My b ro th e rs - Gary and C huck - alw ays m ade sure th a t th e y ke p t th e ir distance fro m m e because I co u ld be re a lly na u gh ty and they c o u ld n 't b e a r th a t. So, I w a s in th is very fo rm a l se ttin g w ith m y m um and m y b ro th e rs, w a tch in g m y fa th e r speak. On one occasion, I got lost. N obody could fin d m e. My m o th e r got q u ite w o rrie d and I th in k she w anted to in te rru p t m y fa th e r spe a kin g, but she c o u ld n 't because it w as a p u b lic event. Then, I appeared. I w as up on stage w ith m y fa th e r in fu ll vie w o f th e cam eras, h o ld in g on to m y dad and w aving at everyone, s m ilin g . My b ro th e rs w ere e m b a rra s s e d . They c o u ld n 't look. The press loved it and m y fa th e r, w ho at firs t w a s re a lly angry, a lso th o u g h t it w as fu n n y in th e end. I th in k I c o u ld n 't bear not to be th e c e n tre of a tte n tio n . I th in k I'm s t ill like th a t today, in fact. Once the youngest, alw ays th e youngest.
•m 1 W ould you open the door?
•
•
•
2
I asked him but he w o u ld n 't say a word.
3
W ould you p re fe r to go by bus?
4
She w o u ld never fo rg e t th a t favour.
5
I w o u ld go th e re every ye a r in A ugust.
6
He said he w o u ld leave e a rly today.
7
She w o u ld say th a t, w o u ld n 't she?
•
•
•
•
•
•
•
•
1 The rains have not stopped fo r over 48 hours. V illa g e rs say th a t th e y're the w o rst in living m em ory. Most of th e ir houses are flooded and trea su re d possessions have been lost beneath the w aters. 2
3
He's s u ffe rin g fro m s h o rt-te rm m e m o ry loss, but th e re ’s n o thing to w o rry about. It's q u ite u n d e rs ta n d a b le a fte r a blow to th e head tike th a t. H e 'll be back to n o rm a l soon. ana So, w h a t w e re you m e a n t to do today? w il l e m ana
Eh? S orry, I'm not w ith you.
W ille m , you've got a m e m o ry like a sieve, you rea lly have! Really, I ... Oh, yes. You're rig h t, the m o rtg a g e . I alw ays fo rg e t to do
w il l e m
4
an ything relate d to paying money. And th e re 's th is one. cu sto m er W ell, th is is a lo t m ore
sa lesm a n
expensive.
m em ory. R ight here goes. U n it 13 fo cu ses on fa m ily la w ... 6
frie n d s. I see m yse lf as a happy person,
T ha t's because th is m od e l
has p le n ty of m em ory. 150 GB. st u d e n t 1 OK, I’m going to te s t you on u n it 13. Do you w a n t m e to give you a p ro m p t? stu den t 2 No, I th in k I can do it fro m
Are you su re th a t's th e m an you sa w at th e scene of th e crim e ? w it n e s s I th in k so. o f f ic e r You have to be su re a b o ut th is. o f f ic e r
"T h in k so " is no good. w it n e s s S orry, m e m o ry's playing tric k s
a fu n -lo vin g person, som ebody w h o loves th e ir jo b and also loves th e so cia l aspect of life as w e ll.
•o s 1 says 2 saw 3 kn e w 4 w as 5 'd seen 6 'd decided 7 w as s ittin g 8 cam e 9 ch a tted 10 ca lle d 11 've been 12 have 15 cam e
A
amanda
uri
1 You m issed the show, th a t's ju s t too bad!
4
A rriv in g on tim e ? I guess th a t's ju s t too m uch to expect!
been out of w o rk fo r a w h ile now and
*Q D
a
norman
B
I sa w th is as an o p p o rtu n ity, and so, here I am ! R ight. So, w h y is it th a t y o u 're in te re ste d in w o rk in g w ith us?
m ic h a e l
I grew up in the so u th -w e st c o rn e r
So, Ms Faber, it's nice to m eet
you at la st!
of G erm any and I spent m ost of my
Yeah, yeah, w e ll, a fte r a ll these m o n th s of e m a ilin g each o th er, it's kind of nice to see som eone face to face, see w h a t th e y look like. I
sa n d y
childhood there, and the language and people around there have defined m ost of w h a t I consider is im p o rta n t to me at the m om ent. W hat has also had a great in fluence on me w as my stay in o th e r
m
countries, fo r exam ple, to the United States o r the UK, and w h a t has happened is th a t I have adopted som e of the values and the experiences th a t I had inte ra ctin g w ith o th e r people in these countries. o lga I w ould say my fa m ily defines m e a lot, because I'm looking a fte r tw o s m a ll ch ild ren now and e rm , life is centred a lot on th e m ra th e r than on m yself, w hich is so m e th in g quite d iffe re n t from w hen you're young and w hen you're ju s t th in kin g about yo u r own prospects in life.
W e ll, yes, I've been in te re ste d in th is fie ld fo r, fo r m any years now. So, w hen I saw th is jo b a d ve rtise d , you can im a gine I w as ve ry in te re s te d in, very in te re ste d by it. The th in g is, I've
Unit 2 Probably w h a t defines me m ost is th e background w h e re I grew up.
So, Uri, w o u ld you like to say a
little a bit about y o u rs e lf firs t, ju s t to get th e b a ll ro llin g , you know?
♦C D Oh, it's ju s t so you - you sh o u ld buy it! H ello, it's ju s t so nice to be back hom e!
1 4 're having
16 w o u ld have m et
I n n
a gain. I th in k so, yeah.
2 3
13 w o rk
s m
C
co u ld n 't im a gine w h a t you ... Yes, th a t's rig h t, it's alw ays good put a face to a nam e, Yes, yeah, yo u 're ... yo u n g e r th a n I im a gine d you w o u ld be. R eally? W ell, it's tim e fo r you to m e e t th e o th e rs now. Com e th is way, please. The s e m in a r begins in a few m in u te s. M rs Santos, it's re a lly nice to have you back here w ith us.
amanda
T ha n ks a lo t. It's g re a t to be back. And you are?
carm elo
a
I th in k th a t says a lot about my id e n tity at the m om ent.
c
A m anda Woods. Oh yes, I re m e m b e r. So I suppose the
to be around people w ho I find fun and enterta in in g and interesting, people who like books and m usic, and ideas, debate,
a
o t h e r ... ca n d id ate s are here. Should I go th ro u g h ? E rm yes, w e 're keen to get s ta rte d as you can im a gine . Erm , is th e re a n yth in g e lse you need?
th a t kind of thing. And so I suppose I like to th in k th a t I'm reflected in the people
b
You know , I fo rg o t m y pen. The
th a t I like and the people th a t I get on w ith . Erm , I see m yself, I like to see
a
nerves ... Of course, no p ro b le m . F ollow me.
l ia m
I th in k of m y identity p a rtly in te rm s of m y frie n d s and people around me. I like
m yself as, erm , as a tra v e lle r I suppose, as som eone who can adapt to diffe re n t cu ltu re s. I've lived in France and I've lived in Vietnam , I spend a lot of tim e around Italian people. So I th in k I'm probably largely a product of w here I come from , but I like to th in k th a t I can adapt to o th er c u ltu ra l situations as w ell. W hen I was, e rm , yo u n ge r I really d id n 't know w ho I was o r w h a t rea lly defined me, but I th in k , I th in k now w hat defines me is probably my, m y jo b and m y frie n d s. Erm , I need to feel p a rt of a close c irc u it of frie n d s and a close set of
ja n e
•■m i A
I th o u g h t th e y had re a l t a le n t e sp e cia lly th e guy on th e keyboard, he w a s am azing.
B I th in k she has tre m e n d o u s le a d e rs h ip s k ills - she's e xa ctly th e le a d e r th a t Europe needs. C You've got p le n ty of n a tu ra l a b ility , but you also need to p ra ctice , o r you w o n 't get anyw here. D They la ck basic s k ills in reading and w ritin g . T hat's th e m ain p ro b le m w e ’re try in g to ad d re ss here. E It's ve ry co m p e titive , th e re 's so m uch new, young ta le n t, and d e sig n s go out
147
of fa sh io n so q u ickly, it's ve ry d iffic u lt to stay ahead of th e gam e.
a
p They spend th e s u m m e r in th e Cote d'A zur, in th e so u th of France. They've got a m assive v illa .
b A v illa ? How w o n d e rfu l. a Yes. W ell, not re a lly a v illa , m ore of an a p a rtm e n t, rea lly, b u t w ith its own private beach.
th o u g h t in Spanish into English, so it w as very d iffic u lt to even have a basic conversation. E rm but as, as tim e w ent
th e re w ith n a ture and lo o kin g at th in g s. It also gave m e a re a l in te re s t in m aps. I re m e m b e r being a b s o lu te ly fascin a te d by th e m .
F We need som eone w ith proven c o m p u te r and te c h n ic a l s k ills . A ca d e m ic a b ility is n 't so im p o rta n t.
*
done, ra th e r th a n a b o ut science itse lf. And I re a lly like d th e idea of g e ttin g out
i
Did you ever m anage to read th e book again la te r on in life? Yeah. I re -re a d Farthest N o rth as an
p
a d u lt, a condensed ve rsion th a t was ab o ut a th ird as long, And how w as it again?
i
W ell, I w as am azed firs t of a ll th a t I'd read the w h o le th in g w hen I w as a young
A m azing. W ell, w hen I say private, it's kind of
teenager. But secondly and sadly, I was depressed by how b o ring it was. Maybe
private, I mean, not lite ra lly private,
th a t's ju s t the way it is, and the books th a t changed you as a youth are always going to be a d isa p p ointm e n t, if not an o u trig h t e m b a rra ssm e n t, as an ad u lt.
b
but it is p re tty em pty m ost of th e tim e. That's to say, not a ll th e tim e, it is busy at w eekends, and in the s u m m e r of course. B ut s till, an a p a rtm e n t rig h t by th e sea.
a
T ha t's w o n d e rfu l. W ell, to be honest, it's not s tric tly
b a
* N o rm a n , yo u r E n glish is e xce lle n t. W hen did you le a rn ? W hen did yo u r
Lia m
sp e aking by th e sea, b u t it's not fa r fro m th e sea - ab o ut 10 m in u te s' w a lk, o r w e ll, 15 m in u te s , I sh o u ld say, o r p e rh a p s m ore lik e 20 ...
E n glish get to th is level? T hank you. I th in k m ost of m y
norman
b a sic-le v e l E n glish I have picked up at sch o o l. A c tu a lly th e sch o o l e d ucation th e re in te rm s of E n g lish is s o rt of
Unit 3
p i
vo ca b u la ry in o rd e r to get by. B ut o th er, s o rt of, c o n ve rsa tio n a l E nglish I m ostly
us about a book th a t changed his life. It's a ve ry ob scu re book but it re a lly m e a n t a lot to m e. It's a book by F rid tjo f Nansen, th e N o rw e g ia n e x p lo re r and s c ie n tis t. It's ca lle d Farthest N o rth . I m u s t have read it w h e n I w as a n e rdish lad of about 12. And w h a t is th e book about? W ell, it's an account of an a tte m p t in the late 19th ce n tu ry to d rift th rough
le a rn e d in th e co n text of having had exposure to native E n g lish sp e a kers. l
W hen w as th a t? W hat w e re you doing th e n? Was th a t w o rk o r stu d y o r ...?
n
T hat w a s m o s tly d u rin g m y stu d ie s, w h e n I had m any frie n d s fro m th e US and the UK and th a t helped me a lot to express m yse lf a little bit m ore.
l
the A rctic ice in a w ooden ship called the Fram, w hich m eans 'fo rw a rd '. It's a kind of m eteorological, biological and geographic expedition. The ship got stu ck in ice, so Nansen set out by dog-sled and
n
i
It w a s one of th o se ve ry d a rin g , very, very d a rin g books. The s tu ff th e y did
sch o o l. And also in G erm any people co n s id e r th e m se lve s often q u ite in a m ore in te rn a tio n a l context. l
n
idea th a t I'd like to go on exp e dition s and d isco ve r th in g s , p
i
It m ust have been quite a fo rm a tive book fo r you because in fact fo r m any years th a t's exactly w h a t you did. Yes. A lso, I th in k it w as th e fir s t book I'd ever read a b o u t th e way science was
So w hy do you th in k , I m ean, w h y are people expected to speak English? It's very im p o rta n t to speak English in o rd e r to find w o rk fo r exam ple, but also th e re are m any m any people fro m o th e r
w a s u n b elie vab ly brave; it w a s a bit like S cott of th e A n ta rc tic , but m uch less w e ll-k n o w n . I v iv id ly re m e m b e r reading it and being a b s o lu te ly fa scin a te d . It m u s t have been a th o usa n d pages of tin y type, e n o rm o u s ly long, e n o rm o u sly d e taile d and e n o rm o u s ly d iscu rsive, so it w a s q u ite a s tru g g le to read, but it w a s w o rth reading it. It gave m e the
English. Erm , w hy do you th in k th a t is? I th in k it's pro b a b ly because of, e rm , in G erm any y o u ’re expected to speak at le a st basic E nglish once you leave
They w ere eventually forced to head back, but they got c lo se r to the pole than p
So, school in G erm any gets you a kind of w o rkin g knowledge but s till quite basic level of English. So, I mean, m ost G erm an people th a t I've m et speak p re tty good
kayak to reach the N o rth Pole. He was accom panied by one o th e r crew m em ber.
anyone had done previously, And w h a t w as it in p a rtic u la r ab o ut th is th a t m ade an im p re s sio n on you?
w ere, if I got s tu ck w ith a w ord they w o u ld help me, so, e rm yeah, and I also, I w as very lu cky th a t I got a lot of exposure to d iffe re n t accents quite early on, so th a t helped me w ith th e language, j And have you ever le arned any o th e r fo re ig n la n g u ag e s a p a rt fro m English? p Erm , I trie d to learn French fo r a w hile,
j
but I d id n 't have enough tim e to, erm , to c o m m it to it, so and - I d o n 't speak a w ord of Italian o r Portuguese either, So obviously now yo u 're flu e n t in English, have you ever th o u g h t about le a rn in g any
o th e r languages, o r have you? p W ell, I to o k up French som e tim e ago, but no, I d id n 't quite get to g rip s w ith the language, because I d o n 't th in k it w as like w hen I cam e here th a t there w ere lots of English people around me, e rm , I d id n 't get a lot of exposure to the language. So, I d o n 't th in k, I d o n 't th in k I learned French, fo r exam ple, as w e ll as I learned English, m ainly because I d id n 't put as m uch e ffo rt into it, m aybe also.
basic but q u ite good and it helped me to get to g rip s w ith th e m ost im p o rta n t
In th is p ro g ra m m e , we ask e x p lo re r and w r ite r Ian M cDonald to te ll
presenter
ia n
by, I fe lt th a t people helped me get to g rip s w ith the language quite a bit, they
co u n trie s living in Germ any. And fo r exam ple, in places like F ra n k fu rt w here th e re is a big in te rn a tio n a l c o m m u n ity there, conversations can happen quite often in English and in everyday life s itu a tio n as w e ll.
» So te ll m e about com ing to th e UK fo r the firs t tim e and being im m e rse d in, s o rt of, th is cu ltu re and the language. W hat w as it like having to speak English?
jan e
Erm , w e ll, at the beginning, at the beginning it w as very d iffic u lt because I had to tra n s la te w h a t I
p il a r
1 get to g rip s w ith ; get by 3 express m y s e lf
2 exposure to
A being im m e rs e d in
5 have a basic co n versation 6 to o k up; get to g rip s w ith
• if h I fe e l q u ite c o n fid e n t w ith ta lk in g , sh a rin g my th o u g h ts , lis te n in g to people
s y b il l e
and so ... T his is fo r m e no p ro b le m , pro b a b ly because I'm ta lk a tiv e . So it h e lp s a lot, I th in k , w hen you have a lot of th in g s to say, you le a rn fa irly q u ickly how to, to say th e m . I th in k I p e rs o n a lly need to co n ce n tra te on m y w ritin g , on ch e ckin g m y w ritin g , because I w rite q u ite fast and I th in k q u ite flu e n tly but I n e ve r take too m uch care to re -c h e c k if I used th e p ro p e r w o rd. S o m e tim e s it sounds a b it stu p id to read it a fte rw a rd s . My m ain p ro b le m in E nglish, a c tu a lly is, I s t ill have a hard tim e ca tch in g the re g io n a l accents. For instance, S cottish accent, o r W elsh accent, o r ve ry deep A m e rica n accent, Texan accent, I have a hard tim e . I th in k I p robably need a bit m ore exposure to th e se re g io n a l la n g u ag e s fro m a ll around th e w o rld . I th in k th e best w ay to do th is is firs t w a tch m ovies com ing fro m a ll these d iffe re n t c o u n trie s . And second, w hen you have a b it m ore m oney, to tra v e l to th e se c o u n trie s and spend m ore tim e le a rn in g th e sp e cia l e xp re ssio n s th a t are used in th e se c o u n trie s . For instance, I w e n t to A u s tra lia tw ice already, and I le a rn e d a lo t of th e ir exp re ssio n s th a t are ty p ic a l A u s tra lia n . And it's nice as w e ll to be able to recognise: oh, th is guy is A u s tra lia n because I recognise these expressions! I th in k it's p a rt of th e ric h n e s s of the
E n glish language th a t it's spoken
s
e ve ryw h e re in th e w o rld , but you have e ve ryw h e re d iffe re n t c u ltu re s using it.
•I B 1
>
It ta ke s a long tim e to get th e re , but it's ju s t am azing, it w a s re a lly w o rth w h ile going th e re . It's such a fa n ta stic, w ild
2
place. I've never seen an ything like it. It w as a re a lly d is a p p o in tin g speech, I th o u g h t. He had a b s o lu te ly n othing w o rth w h ile to say a t a ll, ju s t em pty p hrases. I d o n 't kn o w w h y he bothered.
3
4
- it's shan - I can see th e m ou n ta in . I m ake th e shape w h e n I w rite . And th e n I th in k th a t shapes Chinese way of th in k in g . And s o m e tim e s it's d iffic u lt ... if I tr y to say so m e th in g in E nglish, I need to be very c le a r to fin d th e w o rds
w e re p robably ve ry w e ll off, th o u g h not a fflu e n t in a m a te ria l sense.
W ell, I th in k one very sig n ifica n t thing that happened to B rita in w as jo in in g Europe, jo in in g the European Union in the 1970s, and e rm , I th in k th is had a ll kinds of consequences fo r the way people live, som e of th e m very fa r-re a ch in g , fo r exam ple food, people's a ttitu d e to food. I re m e m b e r before B rita in jo in e d Europe, th in g s like olive o il o r French cheese o r Italian pasta w ere lu xu ry goods - they w ere quite d iffic u lt to get hold of. And then a fte r we joined Europe you could buy anything fro m France o r G erm any o r Italy. And I th in k th is had an im p act on
1 You read Chinese-English
2
novel s trik e you? Yes, in fa ct it m irro re d m y own e xperience quite closely. Because w hen I cam e here, w h e n I le ft China, fo r m e fo r th e fir s t h a lf a year. And th is is sam e fe e lin g I g o t fro m th is novel. Guo Xiaolu com es to a new c o u n try and she has to go back to th e be g in ning , like le a rn in g e ve ryth in g fo r th e fir s t tim e , and she c a p tu re s th is fe e lin g ve ry w e ll.
3
4
One fa s c in a tin g th in g a b o ut the novel is th e w ay th e lan g u ag e changes, so it re fle c ts th e c h a ra c te r's own p ro g re ss in le a rn in g E nglish. As a Chinese speaker, do you th in k th is is convincing? Yes, I do, I lik e th e way she sets up the broken E n glish in th e fir s t p a rt of the novel, say the fir s t 20 pages. So, she uses th e p re se n t tense in a ce rta in way,
a
p o litic ia n s w ho d o n 't seem to have a c lu e w h a t th e y 're ta lk in g about. It w as m y tu rn to say s o m e th in g b u t the
B ritis h cooking w h ich was based m ore on
people like Ja m ie Oliver, w hose books are
sa le sm a n ju s t w o u ld n 't s h u t up. T hat's th e ir te ch n iq u e - they d o n 't you le t you
now b e s t-s e lle rs even in o th e r co u n trie s. So it was like a renaissance re a lly of B ritis h food, very d iffe re n t fro m th e stereotype of bad B ritis h food th a t fo re ig n e rs used
get a w o rd in edgew ays. In th e o ra l p a rt, I got re a lly to n g u e -tie d .
to have. So I'd see th is as a rea lly positive developm ent - people eating w e ll,
At one point, it w as ju s t nerves. I ju s t c o u ld n 't s trin g a se n ten ce to g e th e r
eating m uch be tter, and th is w as a direct consequence of jo in in g the EU, I th in k .
and I kn o w I can do so m uch better. My p a rtn e r w a s n 't m uch help e ith e r - she
*
W ell, one th in g th a t is a p p are n t fro m changed. I m ean th e balance betw een rich and p o o r c o u n trie s has p re tty m uch stayed th e sam e. You can see even in 1500, Europe, th a t is Europe and the M e d ite rra n e a n , w e re rig h t up th e re
w e a lth ie r te c h n ic a lly at th e expense of o th e r c o u n trie s . Maybe th a t's ju s t beg in ning to change now. And you can
4
T his led to a new wave of TV chefs.
5
T his w a s a d ire c t consequence of jo in in g the EU.
* 1
b
stayed the sam e. In fa ct as the m aps show, the d iffe re n ce betw een rich and p o o r has got big g e r, not sm a lle r. I'm a c tu a lly not re a lly su re w h a t the sig n ifica n ce of th e m aps is. W hat do th e y re a lly in d ica te about w e a lth ? I suppose th e y 're based on th e GDP of c o u n trie s , so it te lls us how m uch co u n trie s produced, but it d o e sn 't reveal m uch about say, life style , o r q u a lity of life. So if you, if you lo o k at th e m ap of 1500, N o rth A m e rica is show n ve ry s m a ll. So I suppose th is m eans th a t it w a s n 't pro d u cin g m uch
Low pressure w ill b uild up on th e coast and it w ill get m ore h um id as the day goes on. T om orrow , fresh e a sterly w in d s w ill cool th in g s rig h t down.
2
see if you look at A frica , th o se c o u n trie s w e re n 't w e a lth y in 1500, and th a t's
story. So, fo r me, it's w o n d e rfu l to
»
1 T his had a ll kin d s of consequences fo r th e way people live. 2 T his had an im p a ct on people's a ttitu d e to food. 3 T his gave rise to a w h o le new style of B ritis h cooking.
am ong th e ric h e s t c o u n trie s . And th e n Europe stayed w e a lth y, in fa ct it got
I guess, er, I m ean, th a t you do need to pay g re a t a tte n tio n to w h a t is happening w ith language, not only m aking a good
in th e m se lve s, but w e a sse m b le th e m
M ed ite rra n e a n food. So B ritis h food becam e rea lly co sm o p o lita n , and th is led to a new wave of TV chefs and cookery w rite rs ,
th e se m aps is how little has a c tu a lly
I th in k th a t's a d iffic u lt jo b to do ... and
to g e th e r in w o rds. So, the w ay you get y o u r m essage a cro ss m u st be very, very d iffe re n t?
p o in t as q u ic k ly as you can, speak c le a rly and slo w ly and, above a ll,
«1E>
p re se n t te n se. Then la te r in th e book, th e sentence becom e lo n g e r, m ore c o m p lica te d , th e c h a ra c te r s ta rt to use past te n se and th e n th e fu tu re tense. So
Chinese a lp h a be t, th e c h a ra c te rs are
people's a ttitu d e to food and to cooking. And th is gave rise to a w hole new style of
Unit 4
E nglish, so e ve ryth in g is spoken in the
s o m e tim e s e q u iva le nt to w h o le w o rd s in E nglish. In E n glish we have an a lp h a b e t c o m p ris e d of le tte rs th a t m ean n o thing
bush. We w ere to ld to alw ays s tic k to th e p o in t w hen you do th e se th in g s. My advice is to g e t on and m ake yo u r
d rie d up as w e ll!
fo r exam ple, by using - ing. because in Chinese we d o n 't have te n se s lik e in
have th e se tw o sid e s to th e novel, it's a w o n d e rfu l a ch ie ve m e n t, and it w o rk s v e ry w e ll. A n o th e r th in g th a t in te re s ts m e is th e d iffe re n c e betw een th e Chinese and th e English la nguages. In the
I c o u ld n 't fo llo w th e p re se n ta tio n very w e ll, th e sp e a ke r kept beating about the
co n fid en tly. The e le c to ra te d o n 't like
e ve ryth in g w as ve ry new, ve ry exciting
i
w e re poor. They pro b a b ly had a good, su sta in a b le w ay of life. In a sense, they
p e riod - 10 years o r m ore.
D ictionary fo r Lovers as a Chinese person livin g in B rita in . How did the
s
exam ple, if I w rite a b o ut th e m o u n ta in , if I w rite the w ord m ountain in Chinese
d id n 't have developed technology. But th a t d o e sn 't n e ce ssa rily m ean th a t they
w h ile if y o u 're in vesting over a long
in t e r v ie w e r
i
w e a lth . O bviously th a t's because it
to give th e e m o tio n I w a n t to ... to convey. So, I th in k th a t's th e d iffic u lty w ith a new language, e sp e cia lly E nglish. I do fin d it's a co m p le te d iffe re n t way of th in k in g , and in a way I need to kind of ta ke o u t th e Chinese w ay of th in k in g and ... rep la ce it w ith E nglish way.
Oh yes, I d e finitely su p p ort them , they're a very w o rth w h ile organisation. It's not ju s t a nim als, they do a lot fo r the environm ent and fo r c o m m u n itie s as w e ll. The sto ck m a rk e t's c e rta in ly w o rth yo u r
»
sze
So, yes, th e w r ite r said w hen she w rite s a Chinese c h a ra c te r, she ... a ctu ally, she m ake s an im age of th a t w o rd . For
T hat's lo o kin g nasty ... now m ake sure you change th e dre ssin g o r it w ill get in fe cted , at least tw ice o r even th re e tim e s a day fo r a w eek.
3 D on't w o rry about this, y o u 'll learn it on the job. Please ask if you have any serious doubts. But take it easy ... it's easy to get 4
overw helm ed on yo u r firs t day. The th in g is, he ju s t tim e d it w ro ng , d id n 't he? He m ade a break too e a rly and he got le ft behind on th e la s t lap
th e re ... so o u r chances of a m e d a l have gone, o r so it lo o ks ... 5 a How do you ju s tify yo u r actio n s, M r Rossi? b
Erm , I got ca rrie d away in the excitem ent of it all. Erm , I d id n 't m ean to do anyone any harm , you know ...
149
W hat th e y 're re a lly th e re fo r is so the
*J O
1
a
b
How w as A thens? Oh, it w as g re a t. I m u st say th o u g h , I w a s a bit disa p p ointe d by the A c ro p o lis . It w a s n 't n e a rly as im p re ssive as I th o u g h t it w o u ld be. Looks m uch b ig g e r w h e n you see it
2
a b
in photos ... S till enjoying u n ive rsity? Oh yes. M ind you, I have to w o rk q u ite hard fo r exam s th is year. So I
3
d o n 't go o u t as m uch as I'd like to. B ut th e c o u rs e s are re a lly good. N ew York has re a lly changed. It's m uch s a fe r th a n it w a s w h e n I fir s t w e n t th e re . It used to be re a lly dan ge ro u s to go out at nig h t.
ju s t a bit out of p ro p o rtio n . I m ean la st tim e I w e n t th ro u g h , I had to ta ke off m y b e lt and m y shoes and th e y looked th ro u g h e ve ryth in g . T here w as even a s m a ll tu b e of shaving crea m I had. You e ith e r go back and buy a sp e cia l bag to put it in o r you c o u ld n 't ta ke it th ro u g h . But at no p o in t did th e y a c tu a lly ask to see m y p a ssp ort, it w a s rid ic u lo u s . Talk ab o ut g e ttin g p rio ritie s w ro n g . t in a I do th in k th e y 're a ve ry se n sib le idea, I m ean if you th in k about it it does m ake it s a fe r to buy th in g s, as long as you re m e m b e ry o u r PIN th a t is. I re m e m b e r
be reo rg a n ise d, and th e access to the bus s ta tio n s m u st a lso becom e easier, and also accessible fro m a ll p a rts of th e square. And p rio rity to p e d e stria n s and cy c lis ts is im p o rta n t, because th e y need to occupy th e space now. The m ain aim is re a lly to create an urban space fo r th e in h a b ita n ts w h ich w o u ld have high q u a lity, w h ich w o u ld be done in very nice m a te ria ls , w h e re people w o u ld w a n t to com e, spend tim e , m ee t w ith each o th er, use it as th e ce n tre of th e ir co m m u n ic a tio n and a lso have enough space to p robably create som e C h ris tm a s m a rk e t o r have som e fe s tiv itie s here, w h ich w o u ld a c tu a lly be the h e a rt of th is p a rt of M unich, th e h e a rt of S endling.
Unit 5
w h e n th e y fir s t cam e out. I'd be at the
♦C J
•D
s u p e rm a rk e t buying loads of th in g s
The s o c ia l c h a ra c te r of p u b lic spaces is in flu e n c e d by a rc h ite c ts , b u ild in g ow ners, th e police, and m any o th e rs. But a lth o u g h
and th e n you'd get to th e t i l l ready to pay and a ll you have is yo u r card. And I c o u ld n ’t re m e m b e r th e n u m b e r, th e re w a s a huge queue of people sta n ding
W e ll in o u r design fo r the square, firs t of a ll w e looked at th is island concept, and we th o u g h t 'W ell, th is island needs to be linked
u rb a n a c tiv itie s are b e com ing m ore and m ore h om ogenous, th e re s t ill e xist spaces in th e city th a t are u n p re d icta b le , and go a g a in st w h a t a rc h ite c ts designed. Looking a t th e c ity as o rg a n ic and alive, th e P o st-it City p ro je ct exa m in e s how p u b lic spaces are used, and c h a lle n g e s us to th in k about m ore fle x ib le , m ore in fo rm a l m o d e ls of urban p la n n in g . The ve ry te rm P o st-it com es fro m the idea th a t city d w e lle rs m ake im p ro vise d , a lte rn a tiv e use of th e ir city, depending on th e ir needs. These 'n o -m a n 's la n d s', o r le fto v e r spaces can often have a new and s u rp ris in g purpose. P avem ents m ay be tra n s fo rm e d into m a k e s h ift s tre e t m a rk e ts ; un d erp a sse s m ay becom e refu g e s fo r th e ho m e le ss. And like P ost-its, th e se in fo rm a l, d o -it-y o u rs e lf spaces are spo n ta n e o u s, s h o rt-te rm , and lik e ly to d is a p p e a r w ith o u t trace .
i f B It w as re a lly late at night, it w as about tw o in the m o rn in g . And the lig h t was changing to red, and so I drove s tra ig h t
jane
th ro u g h , and th e re was a fla sh , so obviously, like, I'd had m y photograph taken. And so they m ade me pay a £200 fine and they m ade m e go to a spe cia l education, s o rt of session at the police sta tio n over a w eekend. And I suppose, they w ere rea lly s tric t because it is a crossing by a p rim a ry school, and I u n derstand th a t road safety's really im p o rta n t, but I did th in k it was a bit over th e top, as you know, I w a s n 't rea lly doing anything th a t dangerous. And it's not as if any sch o o lch ild re n w ere a ctu ally crossing the road at tw o in the m orning. So yeah, I do th in k it's a bit unfair. u ri I th in k th e y se rv e no pu rp o se w hatsoever. D rive rs kn o w e xa ctly w h e re th e y are, so th e y ju s t slo w down w hen th e y com e to th e m . T he re 's one on the bypass I go on every m o rn in g to w o rk, everyone goes b a ttin g along at 80, 100, th e n th e y a ll s lo w dow n to 60, and then th e y speed up again, it's q uite lu d icro u s.
150
police can earn so m e money. Pa t r i c k Yeah, I th in k th e y 're pro b a b ly necessary, but so m e tim e s I th in k it's
behind me. It w as re a lly e m b a rra ssin g .
•1
9
H a rra s as th e c e n tra l sq u a re of S e ndling has a lo t of p ro b le m s at th e m o m e n t. The m ain p ro b le m s are re a lly caused by tra ffic , w h ich is co m p le te ly c u ttin g o ff the fu n c tio n s of th e square fro m each other. Like, people ca n n ot get fro m shop to shop, o r people c a n 't go to th e post office, o r th e re is a p ro b le m g e ttin g on th e bus and th e u n d erg rou n d , so th e re is a lack
to th e shore'. We im agined it as a tongue of land ra th e r th a n an island, so we connected the island to th e shore and m ade it into a peninsula, w h ich gives a 'p la tfo rm ' fo r a ll th e activities. T his p la tfo rm in clu d e s the m ain u n d erground access, and we closed som e side accesses to the underground. That gave us a lo t of space in fro n t of the houses, fo r cafes and pedestrian areas and m eeting points. We also placed a fountain in th e m id dle of the square u n d e r the trees, w h e re there are seats, w h e re people can m eet, and the fo u nta in is also a place, a focus, w h e re people can say 'M e e t you at
of co m m u n ic a tio n betw een th e b its of th e square. And th is is m a in ly caused by tra ffic w h ich flo w s a ll a ro u n d th e square, leaving th e a c tu a l sq u a re in th e m id dle co m p le te ly cu t o ff fro m th e sides. So the
the fo u nta in at 7.00'. We re -a rra n g e d the tra ffic , we had som e spe cia l pla n n ers fo r the tra ffic w ho ca lculated the a m o u n t of tra ffic and the flo w of tra ffic , w h ich now
access to th e m id d le is, rid ic u lo u s ly at th e m o m e n t, o n ly th ro u g h u n d erg rou n d
in som e a d d itio n a l pedestrian crossings th a t w o u ld put pe d estria n s into a position
tu n n e ls . And th e re are th e se w o n d e rfu l old plane tre e s in th e m id dle, w h ich w o u ld
w h e re they can easily go fro m shop to shop, fro m side to side. And we le ft these
provide shade and a nice place to stay, but th e y are in th e m id d le of a, an island
w o n d e rfu l old plane trees, and added som e o th e r kin d s of tree s w h ich w o u ld have a d iffe re n t aspect, like a d iffe re n t co lo u r of
w h ich is s u rro u n d e d by tra ffic , so nobody re a lly w a n ts to stay here. The sq u a re its e lf is a ve ry u n u su a l shape. It is a tr ia n g u la r shape, and it is s u rro u n d e d by som e very, ve ry fin e b u ild in g s. Som e of th e m , in the n o rth p a rt and also in th e east, com e fro m th e tu rn of th e ce n tury, and they are, th e y are a rt nouveau, and B avarian renaissance, w h e re a s th e post o ffice in the so u th is a fa n ta s tic b u ild in g , a fa n ta s tic Bauhaus b u ild in g , and th e y create a very nice e n se m b le to g e th e r. In o rd e r to tu rn th is sq u a re into an u rb a n space w ith high q u a lity it needs re o rg a n isin g and it needs a new co n ce pt fo r th e w h o le layout of the square. F irst of a ll, th e road, th e spaces ta ke n up by th e road need to be reduced, but e n a blin g th e flo w of tra ffic fo r th e sam e a m o u n t of ve h icle s and w ith o u t causing tra ffic ja m s . A lso, s h o rt-te rm p a rkin g
flo w s around th is peninsula. We also put
the leaves in the a u tum n , so th a t th e y w ould m ake the square look very nice in every season. We used w h ite paving stones fo r the square to stand o u t in co m p a riso n w ith the su rro u n d in g pavings and roads, and also to a ttra c t people because we th o u g h t w h ite is a very frie n d ly c o lo u r and it's also fu ll of lig h t, so we th o u g h t th a t w o u ld a ttra c t people and m ake it into a very special space. We also created som e c irc u la r seats a round the tre e s w h e re people could s it and look in a ll d ire ctio n s in the square, so it's very co m m u n ica tive . The space is basically open, so in sta lla tio n s can be m ade, like you can put in som e m a rk e t stands, o r ju s t leave it open and use it to w a lk in a ll d irectio n s.
«@ d a v id
I th in k to me it's about having tim e
needs to be enabled fo r q u ick shoppers, because people o b vio u sly w a n t to stop,
to m yself, o r tim e w ith my g irlfrie n d . I m ean we have quite a lot of frie n d s
get th e ir th in g s q u ic k ly and go on, on th e ir w ay hom e. Then th e bus rou te s need also
and we have q uite a busy so cia l life I suppose, and so th e re 's quite a lot going
on, we go out and see people quite a lot. And a fte r a weekend I re a lly enjoy and also need tw o o r th re e days w here I d o n 't see o th e r people. And th a t's OK if I'm on m y own, w a tching TV o r so m e th in g o r if Em m a, m y g irlfrie n d 's in the room it's not - so privacy is n 't necessarily being on m y own, th e re ’s no re a l difference fo r me betw een the tw o really. And I th in k, I suppose people are e ith e r e xtroverted o r in troverted, I suppose I am quite in tro ve rte d - I d e fin ite ly need tim e and space to kind of process w h a t's happened to me. And I've known
like and w h a t it's like to stay there. I 'll ta lk
2 The ce a se -fire provides an in te rim so lu tio n to th e c risis, but discu ssio n s
about the h o tel in a m in ute . B ut firs t I'd ju s t like to give a g e n era l idea about w h e re we a r e . ... The h o tel is on the island of Grenada,
w ilt co n tin u e w ith both sides in th e hope of fin d in g a d ip lo m a tic so lu tio n to the co n flic t. M eanw hile, w e are c a llin g on
extro ve rts in the past w ho ju s t d o n 't need that, they can spend tim e w ith people, lots of th in g s happen, and then they can
th e U nited N a tio n s to provide ob se rve rs to m o n ito r th e s itu a tio n . We are w illin g to w o rk to g e th e r to search fo r a m u tu a lly agreeable so lu tio n . However, w e fe e l th a t th e only lo n g -te rm so lu tio n is to invest m ore
see people a ll the tim e and process a ll th a t w h ils t th e y're s till so cia lisin g , and
the h a rb o u r, th is is a g e n e ra l view of the
3
G eorge's ... w hich you can see here, th is is tow n ... and here's a q u ick g lim p se of the m arke t, quite b u stlin g as you can see ... and
m oney into e q u ip m e n t and to provide b e tte r fa c ilitie s fo r w o rk e rs . 4
It's a glo b a l problem , so it cle a rly req u ire s a g lo b a l so lu tio n w h ich needs
th is is also w here th e bus station is, if you
to be agreed on by a ll th e co u n trie s
tim e w h e re you have p rivacy , how w o u ld you ty p ic a lly spend y o u r tim e ?
w a n t to tra v e l round the is la n d .... And th is is w h e re we are on the island, not too fa r from the m ain tow n, as you can te ll fro m th e pink
involved. So far, in d ivid u a l m e m b e r states have suggested p a rtia l so lu tio n s to the problem , such as stren g th e n in g
Reading, w ritin g , I w rite fictio n , and go online, liste n to m usic, play m y guitar, ta lk to my g irlfrie n d , cook. It's very nice
sp lashes here, but it's in quite a peaceful little b a y .... OK, so le t’s go on now to Petit Bacaye itse lf, th e hotel, and here it is ... This
b o rd e r co n tro ls. B u t ...
Unit 6
to do, you know, so m e th in g p ra ctica l w ith
show s you roughly w h a t it looks like. So
»m
y o u r hands I th in k, it's very thera p e u tic. It's quite funny because it's com pletely d iffe re n t w hen I lived in Egypt fo r a w h ile and, I m ean, people move around in groups a ll the tim e, you rare ly see an in d ivid u a l w a lkin g on th e ir own down a street. A ll I know is, w hen I came back
if you look at th is p ictu re you can see th a t
OK, so if you com pare the tw o photos we can see w h a t's been done to the o rig in a l
they lived on an estate in B rita in , and you know, you w a lk hom e in the evening and th e re 's lite ra lly no-one around. And you
it's not so m uch a sin g le h o tel but ra th e r a co lle ctio n of ch a le ts o r cottages. And as you can see, these are b u ilt in tra d itio n a l
the cottages, th is is a c lo s e r view of it here, it's got a bedroom and a s m a ll kitchen, a ll
the face has been thinned down a bit, and the spots around the m outh they've been
the cottages are se lf-c a te rin g ... And here's a shot of the inside, very s im p le style as you
and it's such a, s o rt of, c u ltu re shock in reverse, really.
re a lly peaceful - and of course w h a t you
*o 1 Over 60% of tra in s w e re delayed over th e la s t year, and fa r too little m oney is being invested in new s ta tio n s and e q u ip m e n t. The w h o le system is in need of a co m p le te overhaul. 2 The s ch o o l w as b u ilt in 1965, and a lth o u g h co nsidered a la n d m a rk b u ild in g at th e tim e , is now u rg e n tly in need of repair. M ilita ry h e lic o p te rs have sp e n t days rescu in g s u rv iv o rs fro m th e floods, b ut th o u s a n d s of people are now in d e sp era te need of food and shelter. The co u n cil has se t up a new co m m u n ity p ro je ct to help the poor, th e e ld e rly and o th e rs in need of assistance. Help is offered in c o m p le tin g fo rm s, providing tra n s p o rt and giving legal advice.
im age of Stacey. You can see the skin here has been enhanced, so it's m uch sm oo th e r, so now she has fla w le ss skin. And look at the teeth, they've been w h ite n e d, and
can see. It's not re a lly visible in th is photo, but a ll the bedroom s have got netting on the w indow s, to keep th e insects o u t . ... And th is is th e view fro m the cottage looking out. As you can see, ju s t p alm tre e s and the sea,
1 re o rg a n is in g 2 a new concept 3 to be reduced
i
style, quite sim ple, single storey, thatched roof, and quite spread out so you get a lot of p riv a c y .... OK, let's ju s t hom e in on one of
look in a ll these little separate houses and everybody's got th e ir cu rta in s drawn. You can see lig h t behind th e curtains, but you can't see anybody. And yet, you know, the place is obviously fu ll of people,
»0
4
1 We th in k we've come up w ith a p ractical so lu tio n to the problem of how to develop the ce n tra l space. Our proposed solution is to relocate the bus stations, to create space fo r people to sit and m eet frie n d s ...
w h e re I'm ju s t pointing to now - th a t's Grenada there ... Not a very big island - and one th in g about it is th a t it's covered in forest, so it's rea lly green and trop ica l, as I'm sure you noticed fro m the firs t picture ju s t now ... There's only one m ain tow n, St
was, you know, stayed w ith my parents
3
W ell, good a fternoon. My nam e's Len G riffith s, I'm th e m an a g e r of Petit Bacaye and firs t of a ll I'd ju s t like to th a n k you very m uch fo r com ing th is a fte rn o o n . So, I'd ju s t like to give you an idea of w h a t the h o te l is
w h ich is ju s t here, in the Eastern C aribbean,
I m ean I'm quite sociable I th in k, but I s o rt of need th a t tim e to s o rt of process w h a t's going on in my life I th in k. in t e r v ie w e r And w h a t do you do in th is
d
*ID
can see here a ll belongs to the hotel, it's the h o tel grounds ... OK ... so if we ju s t zoom in on th is ... th is in fact goes down to the beach. It's not a private beach, th e re are no private beaches on Grenada, so fish e rm e n bring th e ir boats in here ... here it is fro m a d iffe re n t angle, you can see the beach and a fish in g boat here ... and th is is a close up view of th e m bring in g the catch in - and th is is in fact w h a t you get in the hotel, we've
the eyes also they've been w hitened. Erm ,
rem oved, and also the tines below the eyes. Er, the lips have been reddened, so they are now a b rig h te r red. And if you look at th e eyes - lo n g e r eyelashes have been added, and the eyebrows have been thinned slig h tly, so th e y're a tin y bit less bushy. Erm , the background, you see th e background has been changed slig h tly, so it's now w hiter. Erm , the w h o le th in g took about five hours altogether.
t ir o From a rt fo rg e r to genuine fake, we have th e ple a su re of ta lk in g to
i n t e r v ie w e r 1
a rtis t John M yatt today. W elcom e John. T hank you.
j o h n m y a tt
So, I re a lly th in k th a t th is is a re a lly fa scin a tin g sto ry, and it's been d e scrib e d as th e biggest a rt fra u d of the
in t e r v ie w e r 2
got a s m a ll re sta u ra n t - and they go out
20th ce n tury, so I th in k th e best place
every day and catch fish fo r s u p p e r - so the food's c e rta in ly fresh, and also very good ... So, th a t's it, really. I hope I've given you
to begin is have you te ll us so m e th in g a b o ut how th is a ll happened, how you g ot involved in a rt fo rg e ry, w h a t yo u 're doing now, so ju s t begin so m e w h a t at th e beginning.
som e idea of w h a t the h o tel is like. If anyone w o u ld like to ask any questions, I'd be very happy to a n sw e r them . jm
•0 1 firs t of a ll I'd ju s t like to 2 I'd ju s t like to give you 3 I 'll ta lk a b o ut th e h o te l 4 fir s t I'd ju s t like to give 5 le t's go on now to 6 hope I've given you som e idea of 7 if anyone w o u ld lik e to ask 8 I'd be ve ry happy to
It sta rte d about 1983, 1984, w hen I was, I was a single parent, I had two very s m a ll children, I was a school te a che r at the tim e. But my w ife had le ft home and she w a s n 't com ing back, and they, there w ere two very young ones to take care of. So I was trying to find a way of w o rkin g from home, and you know keeping the
151
fa m ily to g e th e r really. And one of the th in g s that, th a t cropped up was this idea of putting an advert in the back of
1
away so m e w h e re ? " said Edward.
Private Eye magazine, w hich is a s o rt of s a tiric a l m agazine we have in England. And it ju s t said 'Genuine fakes. Paintings from 150 to 250 pounds.' And I got quite a lot of replies from , from th a t advert, I ran it fo r about tw o years. And one of the people who replied was d iffe re n t fro m a ll
“ Oh yes, how w o n d e rfu l th a t w o u ld be!" c rie d M arianne, h e r eyes s p a rk lin g w ith excite m e n t. 2
3
tw o -ye a r period he probably had about 14 o r 15 paintings off me. And I, I got to know
th e c le rk. There w ere around 20 desks in th is o p e n-p la n office, and he th readed his way between th e m . At each sat a m an o r a w om an, gazing at a c o m p u te r screen.
had re -fra m e d the painting, presented it d iffe re n tly to the way I'd le ft it to him . And C hristie's had said th a t they w ould s e ll the painting I th in k fo r 25,000 pounds,
4
w hich is probably about 40,000 d ollars. Was th a t, w a s th a t C ubist, w a s th a t C ubist p a in tin g a, a p a in tin g th a t
5
1 They trie d to bla cke n m y nam e b u t at th e tria l, th e ju r y found m e in n o ce nt. 2 We d o n 't eat tu n a an ym o re . T hey're an e ndangered sp ecies in th is p a rt of the 3
vacancies at the present tim e.
th e help of som e d ra w in g s I'd seen in
5
Can you e n la rg e th e p ictu re a bit? It's
6
im p o rta n t th a t people can see the p re se n ta tio n clearly. He trie d to so fte n th e b lo w w ith the
in France, and so th a t's not th e Mona Lisa - so it becom es a b it silly. B ut if you had a stu d y by Leonardo da Vinci on, on th e w a ll of y o u r house, you know , and it w as a tin y b it of ripped p a p er and it w as a lt beaten up and a ll th a t, w e ll it's m uch m ore c re d ib le if not n e ce ssarily believable. A nyw ay ... to cu t a long s to ry s h o rt he said to m e w o u ld I be in te re s te d in having h a lf of th e 25,000 and I said yes. And I to o k th e m oney, and proceeded re a lly to go into ... a c a re e r of a rt fa k e ry w ith th is m an over th e next six o r seven years.
»{ J Q 1 We need to be th e re by six, so w e 're
4
5
w o rld , because of o v e r-fis h in g . I enclose m y CV along w ith the cover letter. Please let me know if there are any
4
W ell, to p u t it b lu n tly , if you had a Mona Lisa hanging on, you know , th e y'd k n o w p e rfe c tly w e ll th a t th e re a l one is
a im in g to leave at 5.15 at th e la te st. Women's Pages is a b roadly focused, p o p u la r m agazine a im ed a t w o m en aged 25 and over. The average th e a tre -g o e r is aged betw een 55 and 85, but o u r new play is a im in g fo r an audience aged betw een 15 and 30. The to u r s ta rte d w ith a v is it to Beijing th is w eekend, a im ed at im p ro vin g
We w ere 5 -2 down a t h a lf tim e , b u t th is ju s t stre n g th e n e d o u r d e te rm in a tio n to w in .
pay-off, but now I'm o u t of w o rk . W hat happens w h e n th e m oney ru n s out?
in fo il o r unw rapped in d iffe re n t shapes: round, oval, tria n g u la r, diam ond-shaped. There are m any d iffe re n t co lo u rs: blues, greens, pinks, brow ns and sca rle t. Some capsules are a co m b in a tio n of tw o colours: blue and yellow , red and black, pink and blue, each ta b le t in d ivid u a lly sewn into a pocket in the fa b ric. Laid out in groups, the ta b le ts fo rm solid blocks of one colour, in te rsp e rse d w ith vivid g e o m e tric p a ttern s w h e re d iffe re n t coloured ta b le ts lie together. The re s u lt is a visu a l chronology of the d ru g s we take th ro u g h the d iffe re n t p eriods of o u r lives, fro m a ch ild 's a sp irin to m edication fo r com m on conditions such as a sthm a and indigestion, th rough to d ru g s fo r a rth ritis , high blood pressure and diabetes in la te r life. On e ith e r side fabric, are p h o tographs and objects th a t tra ce typ ica l events in a person's life. Both the m an's and the w o m an 's side begin w ith b irth : a photograph of a baby boy w ith an oxygen tube in his nose; a tin y lila c -c o lo u re d fo o tp rin t on a baby g irl's id e n tific a tio n fo rm . Photographs in black and w h ite and co lo u r taken fro m fa m ily a lb u m s fro m the 1930s to the present day are a rra n g e d in o rd e r of the subjects' ages. The photographs com e fro m m any d iffe re n t sources, fo rm in g a com posite im age of life. Each has a h a n d -w ritte n note undern e a th, explaining its context. A rosy-cheeked to d d le r cram s h im s e lf in the sh e lf of a kitch e n cupboard; th e caption reads ’A nthony e x p lo rin g ’. Two little g irls in sn o w -w h ite hats and m uffs stand in fro n t of a C h ristm a s tree. A young
Unit 7
m an stands p roudly by his m oto rb ike . A young w om an in c h ild b irth breathes deeply
l ir a
fro m an entenox gas and a ir m ask. An em aciated m an crad le s a sleeping baby.
a rth r itis dia b e te s a sth m a hay fever ch e st in fe ctio n high blood p ressure h e a rt a tta c k s tro k e p re scrib e d d ru g s p ills in je ctio n im m u n is a tio n a n tib io tic s p a in k ille rs
• tiU The co n te m p o ra ry a rt in s ta lla tio n 'Cradle to Grave' dates fro m 2003, and w as made by Susie Freem an, a te xtile a rtis t, David C ritchley, a video a rtis t, and Dr Liz Lee w ho is a GP. Together, they ca ll them selves P harm acopeia. The in s ta lla tio n explores o u r approach to health in B rita in today. The piece co m p rise s a life tim e 's supply of pre scrib e d drugs, sewn into tw o le n g ths of textile, d raw n fro m the co m p o site m edical h isto rie s of fo u r w o m en and fo u r men. The im age show s a s m a ll se g m e n t of the in sta lla tio n . The te xtile s are fine, pale grey net, 13 m e tre s long and ju s t over h a lf a m e tre wide, one te llin g the m an's story and the o th e r the w om an's. They are laid
re la tio n s betw een th e tw o co u n trie s.
side by side in a long glass case. Each length contains over 14,000 pills, tablets, lozenges and capsules, the e stim ated
She m ade th e m istake of m a rry in g a m an whose sole aim in life w as to have a
average n u m b e r pre scrib e d to every person in B rita in d u rin g th e ir life tim e . This does
good tim e and spend lots of money.
not include o v e r-th e -c o u n te r rem edies, v ita m in s o r o th e r s e lf-p re s c rip tio n pills. There are large and s m a ll ta b le ts w rapped
of th e case, accom panying the length of
• n r>
th e ...? No, it w as a m a d e -u p one, it w as to ta lly kin d of invented o u t of m y head, w ith a book. T he re 's no p o in t in, in doing copies because any a rt e xp e rt w o rth th e ir s a lt kn o w s th a t, you know , i f ...
3
She shaded h e r eyes w ith h e r hand, se a rch in g fo r h im , and sp o tted som e people in th e distance, s tro llin g along th e beach to w a rd s th e house.
a c tu a lly existed at one point, o r w as th is
2
d im ly th ro u g h th e fog. H e r pulse qu icke n ed w h e n he sa w him sta n ding at th e b u sin e s s -c la s s ch e c k in, leaning on th e co u n te r, c h a ttin g to
you know, he was a very w e ll-to -d o and im p o rta n t person, I thought. I liked him a lot, I liked him very m uch. And anyway one day he, he took a painting, a s m a ll Cubist painting off me, and he m ust have taken it down to Christie's, and he
jm
They reached th e house at 2.30 in the m o rn in g . A ll th e lig h ts w e re on, g lo w ing
the o th e r cu sto m e rs really, and he kept com ing back fo r m ore paintings, over a
him very w e ll, became frie n d s w ith him. He introduced h im se lf as Professor John Drew from , fro m the Institute of Physics,
n
"W o u ld n ’t it be w o n d e rfu l to ju s t fly
A group of fo u r m id dle-a g e d w om en blow cig a re tte sm oke de fia ntly at the cam era. A group of young m en lift an old m an's coffin onto th e ir sh o u ld e rs. In te rm in g le d w ith the photographs are p e rso n a l objects th a t also relate to th e course of th e m an's and w o m an 's lives. C hildhood va ccinations are indicated by a set of syringes, and childhood a sthm a by an inhaler. An x-ra y of a boy's fra ctu re d a n kle show s the pins used to reb u ild it. On the m an's side, an a shtray fu ll of cig a re tte b u tts are placed alongside th e ta b le ts used to tre a t his high blood p ressure; and a g litte rin g silve r blade on the w o m an 's side tu rn s out to be an a rtific ia l hip jo in t. At th e age of 75, the m an's sto ry ends a b ru p tly, as a s ta rk w h ite death ce rtifica te in fo rm s us he has died of a stroke, and th a t his d a u g h te r w as by his side at the end. By co n tra st, th e w om an is s till going strong at 82, despite being prescribed m edication fo r diabetes. The end of th e fa b ric is rolle d up em pty, w a itin g fo r m ore p ills to be added.
♦
announcer
m ere ly believing you have had so m e th in g can have the sam e effe ct as a ctu ally having it. He showed th a t th is could s ig n ific a n tly affect people's co -o rd in a tio n s k ills . We talked to D octor Thom as
devise th is te st, one th a t could prove th a t w h a t people believed could re a lly a ffe ct th e ir bodies? W ell, th e firs t th in g he w anted was to take an exam ple fro m daily life. And one of the th in g s th a t people do is they d rin k coffee o r tea, th a t has caffeine in it. People re p o rt a ll kinds of effects: they
i h a
h assler
h
get jitte ry , th e y're able to concentrate be tter, they becom e m ore a le rt, and som e of these e ffe cts are c le a rly effects of caffeine, but perhaps som e of them are also effects of th in k in g th a t you've taken caffeine, th in k in g th a t you've had a caffeinated beverage. So, th e e xp e rim e n t involved te stin g peo ple ’s responses before and a fte r d rin k in g . W hat w ould
a
happen to people's a b ility to respond quickly, to concentrate, if they w ere given decaffeinated coffee w ith o u t th e m being aw are of it? So, th e idea w as to te s t w h e th e r having
i
h
i h
i
h
i d
Yes, w e used a w e ll-k n o w n brand. It w as ve ry im p o rta n t to be co m p le te ly co nvincing. We brew ed th e coffee, poured th e m a cup, had th e m d rin k it, and th e n w e w a ite d fo r a p e riod of tim e, a b o ut 15 m in u te s , to le t th e coffee go th ro u g h th e ir system , let th e caffeine (w hich d id n 't exist) take effect, and
w a s yes.
p ro b le m is the p ro b le m of resistance.
In m ore te ch n ica l te rm s th e re w as a c o rre la tio n , a sig n ifica n t co rre la tio n , betw een w h a t people believed th e effects
N ew s tra in s of m a la ria keep evolving th a t are re s is ta n t to the new d rugs, so it's ju s t a vicio u s circle . The only
of coffee w o u ld be and w h a t the e ffect of
to m ake you b e tte r can m ake you b e tter, re g a rd le ss of w h e th e r you a c tu a lly have any of th e th in g ?
lo n g -te rm so lu tio n involves developing a vaccine. W o rk is being done on it, but fa r m ore m oney needs to be put into rese a rch . If the sam e fu n d in g w as put in to research on m a la ria th a t, say is put into h e a rt disease, w h ich is only a p ro b le m fo r ric h na tio ns, p rogress
T ha t's exactly w h a t P ro fe sso r K irsch 's
w o u ld p ro b a b ly be m ade m uch m ore
data suggested, yes.
q u ickly, in my view. So it's a p a rtly a p o litic a l issue as w e ll, b u t th e re are
(unknow ingly) decaffeinated coffee was on th e ir behaviour, So, ju s t believing th a t so m e th in g 's going
So, how d a n ge ro u s is m a la ria ?
W e ll, th e fir s t th in g to say is th a t
i 0
*r n
m a la ria is a very d a n ge ro u s disease, a lth o u g h it d o e sn 't k ill as m any as it once did. It's also not as da n ge ro u s as
1 fa c to r in th is 2 a h e a lth issue 3 a q u estion of
E uropeans th in k it is. W hen people in A frica get it th e y tre a t it like a cold o r
4
B it it is one of th e w o rld 's k ille r diseases, is n 't it? Yes, ve ry m uch so, it is a k ille r disease. It's also very d a n ge ro u s to vu ln e ra b le g ro u p s of people - such as babies, s m a ll c h ild re n , p o o r people. A lso people
d o n 't g e n e ra lly help. A n o th e r fa c to r in th is is th e la ck of ava ila b le m edicines, th e y ’re too expensive so th e y 're beyond th e reach of p o o r people. So, because of
g re a t a ro m a , so it w as re a lly convincing, th a t th a t w a s re a lly w h a t th e y w ere g e ttin g . h
d
So, w h a t about a n ti-m a la ria l d ru g s? Yes, th is is a n o th e r so lu tio n . F irstly, you need to d ra s tic a lly reduce costs to m ake th e m ava ila b le fo r developing na tio ns. T his is re a lly im p o rta n t but th is is n 't re a lly a lo n g -te rm so lu tio n . The m ain
g e n e ra lly use tr a d itio n a l tre a tm e n ts , c o m p rise d of h e rb a l re m e d ie s w h ich
to do? T hat's exactly w h a t it is. We w e n t th ro u g h th e w h o le r itu a l o f bre w ing the coffee, and we used a ve ry p ro fe ssio n a l lo o kin g m a ch in e to m ake espresso s tre n g th coffee, th o u g h w h a t w as re a lly
i
s im p le as you m ig h t th in k . i
so m e th in g w ith a b s o lu te ly no caffeine have th e sam e e ffe ct as d rin k in g the re a l th in g ? W ell, in cre d ib ly, th e a n s w e r
w ith no access to h e a lth ca re , people w h o live in villa g e s, o r a long w ay fro m th e n e a re st h o sp ital. These people
te sts. So, it's kind of lo o kin g at th e ir e xp e cta tio n s of w h a t th e co ffe e ’s going
had ju s t e m p tie d o u t th e bag of coffee and put in deca ffe in a te d coffee, And p re s u m a b ly you used coffee w ith a
T ha t's rig h t. But did it re a lly w o rk ? Did d rin k in g
flu - so it's not as if you get m a la ria and y o u 'll die.
We asked people w h a t th e y th o u g h t w o u ld happen to th e ir a b ility to do these
in it, th e y d id n 't know, w a s deca ffe in a te d coffee - placebo coffee, if you w ill. We
So a kind of co n ce n tra tio n te st, an accu ra cy te s t and a speed test.
d a n ie l
So, w h e n a v o lu n te e r tu rn e d up to do th e tria l, w h a t w o u ld th e y experience? The fir s t th in g we did w a s w e gave people som e te s ts of co g n itive a b ilitie s and m o to r s k ills , And th e n w hat?
you d is trib u te th e m ? How do you m ake su re th e y 're used p ro p e rly? C o rru p tio n is a big issue, so th is is also an issue w h e n it com es to fu n d in g ; w h e re does the fu n d in g a c tu a lly go? It's re a lly not as
pro vid in g in fra s tru c tu re . How do you m a n u fa c tu re m o sq u ito nets? How do
sig n s th a t a ttitu d e s are changing.
as re a l caffeine. T h e ir p e rfo rm a n ce w o u ld be assessed before and a fte r they'd been given a c a ffe in e -fre e d rin k ,
h
re m e m b e r s trin g s of n u m b e rs, to fo llo w w ith th e ir hand a m oving ta rg e t, th e a b ility to rea ct ve ry q u ic k ly w hen a
in t e r v ie w e r
d e ca ffe in a te d coffee w o u ld have the sam e e ffe ct on people's c o -o rd in a tio n
i
n e ce ssa rily kn o w how m a la ria is caused. It's also got a lo t to do w ith
p a rtic u la r s tim u lu s w o u ld be show n, you know, th a t kind of th in g ,
H assler about his experience of w o rkin g w ith P ro fe ssor K irsch on th e project. in t e r v ie w e r So how did P ro fe sso r K irsch
th e n re -m e a s u re d th e ir p e rfo rm a n ce on th e se va rio u s ta sks. These a c tivitie s te ste d th e v o lu n te e rs ' c o -o rd in a tio n . That in clu d e d th e a b ility to co n ce ntra te ,
d o n 't nece ssarily
5 a lo t to do w ith 6 a big issue 7 The m ain p ro b le m 8 The on ly lo n g -te rm so lu tio n 9 a ttitu d e s are changing
* percy
A ve ry com m on way of fig h tin g
m a la ria is to sleep in m osq u ito nets. The average hom es, w h ich have a h ig h e r chance of m osq u ito e s being present, w o u ld have poor ve n tila tio n . M osquito nets are quite hot to sleep in, and so they w ill co m p ro m ise on enough a ir and th e re fo re , not sleep in th e ir nets. So th a t's w here a ttitu d e com es in. Because th e re are a lot of p ro g ra m m e s w h ich W orld Health sponsors and, you
th is , m a la ria is p a rtly a h e a lth issue but
know, m osquito nets are d istrib u te d in
it's a lso p a rtly an eco n om ic one. So, w h a t's th e s o lu tio n ? Erm , how can m a la ria be prevented? W ell, m a la ria is in fact preventable but
the villa g e s, in th e ru ra l se t-u p s, but people d o n 't sleep in these, o r people d o n 't set th e m up properly. People ju s t leave th e m hanging loosely, and then
not by ta kin g expensive a n ti-m a la ria l d ru g s - these ca n 't be taken fo r th e rest
th e m osq u ito e s can ju s t fly under, so
of y o u r life anyway. B ut by providing good m osq u ito nets. This has trie d in certain co u n trie s and has proved to sig n ifica n tly reduce m a la ria cases there.
now you have s m a lle r e nclosure w ith m ore m osq u ito e s to feed on you, w hich defeats the w hole purpose. The, the new te ch niqu e people are using is a to ta l
1
So, w hy h a s n 't th is been done on a la rg e r scale?
house n etting. We are looking at a w hole room w ith a net, a p e rm a n e n t net. So th is net is a p e rm a n e n t net covering a ll
d
W ell, it ’s p a rtly a q u e stio n of providing education, g e ttin g people to change th e ir h abits. People in villa g e s d o n 't
the w a lls , a ll the holes, a ll the nooks, crannies, every point of entry, so that you d o n 't have to set it up every night.
153
And then w ith th is th e re 's m ore a ir space and so you get b e tte r ve n tila tio n and a ir c ircu la tio n . in t e r v ie w e r
p
6
1 The m a jo rity of people w ho attend m o to r racing events are m ale. This is sta rtin g to irk the car com panies th a t organise th e m , as w om en co m p rise n early half
sa ilin g . Nowadays, b re a kfa st in London, lu n ch in New York is e n tire ly possible. N ear the centre of Old Havana lies the
a b o ut 23 ye a rs old, m u sic p o ste rs are p la ste re d e ve ryw here and CDs are stacked a g a in st th e w a lls . 2
3
W hen I cam e back to th e car, I found a p a rkin g tic k e t s tu c k on th e w in d scre e n . The w a rde n w a s s t ill th e re , a few cars fu rth e r down.
4
Today, Bagni di Lucca reta in s its
1
a
th e end of O ctober, a ll B ritis h su b je cts w ilt need a visa o r a p a ssp o rt co n taining b io m e tric data: fin g e rp rin ts and a d ig ita lly -e n h a n c e d p ictu re .
b a
W ell, it depends how severe the attack
b
is, the pain can last fo r a long tim e. Is it often relate d to stress? I d o n 't know, b u t I fin d if I lie down
a
a
*fSD 2 The United Kingdom co m p rise s England, Scotland, Wales, and N o rth e rn Ireland.
b
3
a
A re tu rn flig h t fro m N ew York to P a ris costs $695. T his in c lu d e s in -flig h t m ea ls, in su ra n ce and a irp o rt taxes. There are m any th re a ts to w ild life in the
b
Danube D elta. They in clu d e drainage, new b u ild in g pro je cts, and a ir and w a te r p o llu tio n .
a b
My jo b w ith the PR com pany involves sending out press releases, organising events and contacting jo u rn a lis ts . The 'Placebo e ffe c t' e xp e rim e n t
a
b
consisted of giving coffee to vo lu n te e rs w hich contained no caffeine, and then
queen, tw o bishops, tw o rooks, tw o k n ig h ts , and e ig h t pawns.
I T O
154
also recognise w h a t you wear, so they w ill put you into a kind of category as w e ll. It defines you as belonging to a group. B ut it's not real, is it? I mean, if I w e a r a Boss su it, it d o e s n 't m ake any
d iffe re n ce to m y p e rso n a lity. It d o e sn 't change me. l
are also very c a re fu lly made, and they are m ade to a ce rta in style. So if you w e a r a Boss suit, firs t of a ll it w ill be very w e ll cut, but they w ill also m ake people see you in a d iffe re n t way, so yo u r appearance w ill be enhanced by the
a
it as w e ll, because these th in g s are not very cheap as w e ll. So you d e fin ite ly have m ore a tte ntio n , o r th a t people w ill d e fin ite ly see you in a very positive way if
W h a t o th e r sym p to m s did he have? The usual, a sore thro a t, a cough. But th a t's gone, his body aches, he says. I th in k he's on the road to recovery.
you do that. But brands define also your a ttitu d e to w a rd s life, and yo u r a ttitu d e s to w a rd s ce rta in things.
How long has it been going on? A b o u t te n days. Oh, th a t's a long tim e . And you d id n 't
of v ita m in s to p revent th is s tu ff happening. It se e m s to w o rk - I haven't been ill in a w h ile . 3
cut of the g a rm e n t, and also people w ill recognise you as a person who can afford
He has a re a lly high te m p e ra tu re , I suppose th e best th in g is a s p irin o r p a ra ce ta m o l. W hat do you th in k?
th in k of a n tib io tics? You c a n 't get th e m over th e c o u n te r and I d id n 't th in k it w as w o rth going to th e doctor. M m , I alw ays ta ke a double dose
I'd had th is s o rt of th in g before, but th is tim e I c o u ld n 't move. I was lite ra lly p ro s tra te on th e flo o r, w hen it w ent.
b
So w h a t happened?
a
I m anaged to drag m y s e lf over to the phone and c a ll a d o cto r, it w as agony. And then?
Yes, but it w ill m ake people see you in a d iffe re n t way. F irst of all, the cu t is im p o rta n t, they enhance yo u r appearance, because brands of course
and stay re a lly s till, it c a lm s my nerves and th a t helps. 2
conducting co -o rd in a tio n tests. The gam e of chess involves tw o players, and c o m p ris e s a 6 4 -sq u a re board and 16 pieces. These c o n sist of a king, a
so it is really really im p orta n t. And people
P a in k ille rs and even p re s c rip tio n d ru g s d o n 't n o rm a lly w o rk . In fact, it's ve ry d iffic u lt fo r d o cto rs to tre a t. to lie down in a closed room , in to ta l d a rkn e ss. F or how long?
s itu a tio n is a b o ut to get w o rse . From
7
then I belong to a sm a lt club of people who can say yes I can afford it, you know,
in t e r v ie w e r
W hen I fe e l it com ing on, I ju s t have
in an a tte m p t to keep its debt in line w ith fa llin g revenue. 5 For B rito n s try in g to e n te r th e US, the
6
inform ation, they say som ething about the person w ho's w earing them , and also they are a sym bol of style. If I say, fo r exam ple 'N ike', I know th a t th a t is som ething really sporty, th a t people are fast who w e a r them , and they w ill give me a feeling 'Yes, I'm fit' if I w e a r Nike. Or if I w e a r som ething like a top d esigner label,
- m ost of th e m reasonably priced.
«
B rands are really im p o rta n t because
I th in k, brands are fo r me - they carry
sa lty o r s u lp h u ro u s w a te rs, th e re are a dozen hotels spread out along the valley
se n t 2,000 c o n s tru c tio n w o rk e rs hom e
5
l y d ia
elegance and p re tty s u rro u n d in g s and the a tm o sp h e re is fa irly subdued. If you w a n t to spend a day o r two soaking in the
fo r M uslim s, and a lovely resta u ra nt
4
Unit 8 «t i J
desk w ith schoolbooks laid tidily, a school tim eta b le pinned on a w h ite cupboard.
ce n tury building th a t now co m p rise s a bazaar piled high w ith carpets, robes and pottery, Havana's only place of w o rship
4
It was a g irl's room , a schoolgirl's. Rather sm all, w ith conventional flow ered
th in g - keeping y o u rs e lf s tra ig h t, you know.
curtains, a w h ite spread fo r the bed, a
Casa de los Arabes, a M oo rish -style 17th-
tucked away in the courtyard. M in n e a p o lis -S t.P a u l In te rn a tio n a l A irp o rt w as in th e m id s t of a c o n s tru c tio n p ro g ra m th a t in clu d e s a new runw ay, new te rm in a l and o th e r im p ro v e m e n ts . B ut a irp o rt o ffic ia ls have
tim e , doing s tre tc h in g , th a t kind of
1 The a tm o sp h e re at th e MTV o ffice s is e xtre m e ly casual. Everyone looks
the driving po p ulatio n and th e re fo re h a lf of th e ir p o te n tia l cu sto m e rs. For decades, tra v e l betw een A m e rica and Europe involved w e e ks o r m o n th s of
W ell, th e re is no tre a tm e n t as such, you ju s t have to lo o k a fte r y o u rs e lf, you know. P o stu re's re a lly im p o rta n t, of course, being aw are of th a t a ll the
«f* > j
3
a
So you can open th e w indow s?
So it's like a te n t inside the room in fact. Yes, th a t's th e best way. So th e re 's a p e rm a n e n t te n t, w h ich is a m o sq u ito net in th e room .
2
I d o n 't see th a t at a ll.
7 Yeah, but it's not as sim p le as th a t. 8 Yes exactly. I th in k th a t's th e p ro b le m .
i
B ut you see it as a positive in flu e n c e on people, do you? You th in k it's a b s o lu te ly fine?
l
I th in k, I th in k it is fine, because I like w earing brands, yeah. I th in k clothes and identifying w ith the label gives you this, kind of, w o n d e rfu l feeling of being part of a group. You are individual because they have so very d iffe re n t things, like, you know, they have d iffe re n t colours and d iffe re n t cu ts and so on and so fo rth , so you can have yo u r individual style w ith in the brand, and by w earing the brand you belong to a large fam ily, a large group of people who a ll w e a r the sam e brand. So you are p a rt of it but you are also allowed
1 B ut hang on a m in u te , hang on. 2 Yeah, yeah qu ite . You're a b so lu te ly rig h t. 3 I th in k y o u 're exa g ge ra tin g . 4 I th in k Tina has got a point
a
It w as a case of staying in bed, you know , convalescence. R eally boring, bu t w h a t can you do?
to be individual. And I th in k th a t is a good fe e lin g ju s t to be ... And you fe e l accepted as w e ll, I th in k. And you see yourself, like, it is very im p o rta n t - you put som ething
5 Yeah, but th a t's not re a lly w h a t it's a ll about.
b
And now, how are you going to prevent th a t fro m happening again?
on, and you feel 'Aha, I feel good w ith th is.' And so, you have m uch m ore s e lf
b
i
l
assurance if you w e a r som ething th a t you
th e re w as a new ve rsio n of th e m ,
feel positive in as w e ll. You know, if you have som e th in g th a t has a positive effect
cam e in a few years ago. And th e y're p re tty speedy and p o w e rfu l ca rs as
on you, then yo u r w h o le p e rso n a lity is, is m ore positive, so you have a m uch m ore positive effect on people, and it gives you som ething th a t you, you gain from .
w e ll, so good on m oto rw a ys.
So w h a t w ould you say to som ebody who says 'W e ll I'm not influenced by brands at alt, I d o n 't care about th e m .'? Ah, I w o u ld a d m ire him , I w o u ld look at him and I w o u ld d e fin ite ly see how in d iv id u a l his style is o r h e r style is, th is person as w e lt. Because not w e a rin g b ra n d s is a lso a brand. I m ean, it is also d e fined by s o m e th in g , is n 't it? I m ean, th e th in g s th e y put on, th e y are also a brand, w h ic h are p robably not a w e llknow n brand, but th e re is n 't a nything in th e w o rld th a t's not a brand.
i l
«f r a This is a re a lly stra n g e v ira l ad cam paign. It w as never a c tu a lly p lanned, e ith e r by the C oca-C ola C om pany n o r by M entos, sta rte d o u t as an e x p e rim e n t on a w e b site called Eepybird. It's a video sh o w in g tw o m en adding M entos to a b o ttle of Diet Coke. It a ll fizzes up and sh o o ts o u t like a geyser. And th e n th e y m ade m ore videos, w ith m ore b o ttle s of Coke, so it w as like a fire w o rk display, w ith Coke sh o o ting o ut of b o ttle s. It's hard to kn o w how m any people view ed it, but it w a s p robably m ore th a n 50 m illio n g lo b a lly in to ta l, in clu d in g both th e o rig in a l and a ll those
I th in k th a t people w ho negate brands, they also fo rm th e ir own ca te go ry of b rands.
u n o ffic ia l ca m paign but it g e n era te d loads of PR. T housands of people co n trib u te d th e ir own e ru p tio n videos, w ith g ro u p s of b o ttle s to g e th e r, o r people ru n n in g about, o r on bikes o r w h a te v e r ... A lot of th e hype
1 m ake any d iffe re n ce
u se r-g e n e ra te d videos. So th is w as a very
2
m ake people
a ro u n d it w a s caused by d iscu ssio n s of w h e th e r it w o u ld be dangerous, o r even
3 4 5
be enhanced define has a positive effe ct
le th a l, to a c tu a lly d rin k a Diet Coke and eat M entos at th e sam e tim e . So both CocaCola and M entos got p le n ty of p u b lic ity
6
n o t in flu e n ce d
fro m it, it w as ve ry ve ry su cce ssful.
A
ja n e
e £ *3 > Erm , they m ake m e th in k of e rm d e fin ite ly sp o rt, e rm , of keeping fit and also e rm , of being fashionable,
1
because th e y're quite trendy, erm ,
2
M uch of th is a d ve rtisin g ta ke s tim e to ta ke e ffe ct - it's s u b lim in a l.
3
Any change in life style , how ever s lig h t, can produce a negative e ffe ct on yo u r sense of w e ll-b e in g .
m akes me th in k of a m b itio n , getting to the top of y o u r game, erm , being e xcellent in y o u r game, e rm , d e fin ite ly c o m fo rt because th e y're co m fo rta ble to wear. I th in k they m ake you look good because th e y're quite attra ctive , e rm , I th in k they m ake me th in k of a m b itio n and s triv in g fo r som ething, B
e rm , yeah. 1th in k the firs t th in g they m ake
klara
me th in k of is top q u a lity definitely, re lia b ility , it's a te ch no lo g y th a t's re lia b le and innovative sp rin g s to m ind as w e ll. They s o rt of suggest perfe ctio n , th a t they have p e rfe ct sound quality, p e rfe ct technology,
4
average, a little bit prem ier. Success, I th in k th a t’s w h a t they suggest. C k e it h I th in k th e fir s t w o rd s th a t w o u ld com e to m y m ind are th in g s like fast, e rm , dynam ic, s m a ll, erm , th e y 're easy to pa rk, e rm th e y com e in th e se p rim a ry c o lo u rs, th e se very b rig h t c o lo u rs, so, and I th in k th a t gives an im age to th e m w h ich is a ll a b o u t fu n and enjoying yo u rse lf. T he y're fo r people who, you know, a p p re cia te good design, e rm , th e y're a little b it re tro because th e y used be fa s h io n a b le in th e sixtie s, and then
D rin kin g a lco h o l and ta k in g ce rta in o th e r p re s c rip tio n d ru g s can reduce the e ffe cts of th e m ed ica tio n .
on experience w ith a c risis like th is."
Unit 9 ♦o pat
uri
1
I had a ta lk w ith him w h ich te ft no d o u bt w h a te v e r in m y m ind. 3 W h a te ver do you w a n t to do th a t jo b fo r? It's so badly paid. W hat w o u ld you lik e to d rin k ?
4
a
5
b Oh, w hatever. a Com e on! You kn o w I'm rig h t...!
6
Oh, a ll rig h t th e n . W h a te ver you say Web 2.0, w h a te v e r th a t is, w as
pat
m in d, Book o f Genesis. And also th e apple w as supposed
to have a sym b o lic va lu e in Greek m yth o lo g y w e ll before C h ristia n tra d itio n . And yeah, it w a s associated w ith A p h ro d ite , th e goddess of love ... pat So if we go back to the Bible though, of course, the sto ry of Eve seduced Adam w ith the apple in the Garden of Eden, so the apple became associated w ith various th in g s, w ith knowledge, love, tem p ta tio n , uri
p a in te r intended. W hat stands out fo r me
uri
sam e red hair. And quite sim ila r-lo o k in g faces, too. jane I d o n 't know, is he o ffe rin g th e o th e r m an the apple? It's hard to te ll w h e th e r he's o ffe rin g it o r th e o th e r one's pushing it away fro m him . Also, th a t's not the top of the apple is it? T hat's the bo ttom of, of the apple. I w o n d e r if th a t w ould, I d o n 't kn o w if th a t's got any m eaning? pat It s trik e s m e th a t th e re 's a w h o le lot m ore going on here. uri
pat
n e tw o rk continues to rise, despite the fa ct th a t m ore than 5,000 copyright in frin g e m e n t su its have been b rought against in d ivid u a l file sharers.
Yeah, I th in k w e 're supposed to look a bit at the background behind them and see the o th e r p a rts of the painting, m aybe th a t w ill help us to in te rp re t it. W hat else have we got? I m ean look, we've got tw o birds. W hat do they mean? T h e re ’s th re e b irds actually, if you have a good look. Yeah, th e re 's a crow 's head ju ttin g out fro m behind the head of the boy in red, and there are tw o d a rk owl's faces peering over the boy in
p il a r
else. 2 The h otel fo rg o t to give me my w a ke -u p 3
are the expressions on th e ir faces. The young m en are sm ilin g , th e y’re ch e e rfu l, th e y're u n se lf-co n scio u s. It appears th a t they kn o w each o th e r very w e ll. They could be b ro th e rs , th e y have the
pat
I w a s in a n o -w in situ a tio n w h e re I could not a ffo rd to stay here o r buy s o m e th in g
ca ll so m y siesta lasted three hours. M eanw hile, tra ffic on th e p e e r-to -p e e r
death and of course, sin. It's no co in cid e n ce th a t in La tin , apple
and death are a lm o s t th e sam e w o rd m alus and m alum . pat But if w e go back to th e painting, w h a t's any deeper im p re ssio n s of it? p il a r It's d iffic u lt to know w hat, w h a t the
m e n tio n e d a lot.
1
Of co u rse yeah, th a t's the, th a t's the, th e fir s t co n n o ta tio n th a t com es to
ja n e
b
» »-*«»
So as you look at the painting, w h a t's anybody's im p re ssio n s of it? The obvious e le m e n t is the apple. A ve ry s ym b o lic fr u it. Yeah, th a t's tru e , and of course it's co m m o n ly kn ow n th a t th e apple re p re se n ts th e fo rb id d e n fru it.
M aintaining a balance sheet is essential, w h a te ve r business yo u're in.
2
The p a in tin g's called 'Two young m en' and it's by a Dutch p a in te r C rispin Van den B roeck who lived in the 16th century.
jan e
«
s o rt of great to liste n to. I th in k they also suggest a kind of executive life style , so m e th in g th a t's not quite
Police say they have stepped up e ffo rts to ta ckle stre e t violence. Tough new law s w ill com e into e ffe ct next year.
A fte r fu rth e r questions, she added: ''Few of us in the W hite House have had hands-
you kn o w th o se p e p p e rm in t sw eets. It
So you m ean th e y also have th e ir own im age?
*t i j
4
pat uri
black's sh o u ld ers. I th in k it's a bit creepy. So w hat's it supposed to m ean then? I th in k it has s o m e th in g to do w ith a re m in d e r of death. O wls and crow s, they had m o rb id c o n n o ta tio n s at th a t tim e . Yeah, lik e in S h akespeare's Macbeth th e o w l and cro w are co n sid e re d as
p il a r
sym b o ls of death.
So, you th in k th e p a in tin g se e m s to be saying th a t behind th e happiness
uri
of y o u th, of life , lie s th e frig h te n in g re m in d e r of death.
•d 1 w as supposed 3 sta n d s o u t fo r
uri
«o W ell, th is is an im age fro m th e 2009 US p re s id e n tia l ca m p a ig n . It w as a c tu a lly
t
he fe lt th a t he sh o u ld m ake so m e th in g th a t
im a ge is an in te re s tin g que stion , but I th in k one o f th e rea so n s is th a t Fairey w a n te d to create so m e th in g th a t was m a in s tre a m , th a t w a s a ccessible. He fe lt th a t he w a n te d s o m e th in g th a t he fe lt was going to tra n s c e n d th e c o u n te rc u ltu re , th a t w as going to m ake an im p a c t w ith lo ts of d iffe re n t people, and I th in k th a t is w h y the im a ge has lasted and is s t ill ve ry reso n a n t today. It se e m s to m e th a t his objective in c re a tin g th is im a ge w as ju s t to m ake people c u rio u s a b o ut Obama, and th a t hope, th e m essage of th e poster, w as one th a t re a lly ca p ture d v o te rs' im a g in a tio n s at th e tim e . He c la im e d th a t he d id n 't m ake any m oney fro m th e p o ste rs and th a t he put a ll th e m oney back into the ca m p a ig n its e lf and he also stated th a t he d id n 't m in d th a t th e im age had been parodied and copied. In fact, it's tru e to say th a t a ll th e kn o c k o ffs and p a rodies say how m uch re a lly th e im age has resonated and becom e a refe re n ce point, a s ym b o lic refe re n ce point. And I th in k he m u st have been very happy th a t th is icon w as copied, because it sh o w s th a t B a ra ck O bam a's
develop, instead of ju s t b lin d ly b o rrow ing w o rds fro m d iffe re n t languages.
P atrick. I'm quite happy to go along w ith that. Can you live w ith that, Jane? Yeah, yeah I can. I agree.
Yeah I see y o u r point, but I'm ju s t
n o t re a lly convinced th a t it's, its going to la st, lik e as an icon. I m ean it's, is n 't
b
2
a b
3
a
ch a rg e s at you? Com e on, y o u 're provoking it. OK, got i t ... L e t's go.
a
W e're going to be here fo r h ours. Such a w a ste of tim e .
b
W ell, it is supposed to be a re a lly good e xh ib itio n . Yeah, if w e get in. It's ju s t not w o rth it, ju s t fo r a few pain tin gs. No, y o u 're rig h t - OK, le t's go and get
norman
b
I th in k, e specially in th e language of m a rke tin g fo r exam ple, 'cool' o r 'event' o r 'im a g e '. And then also in o th e r fie ld s
a d rin k . We can alw ays try to m o rro w m o rn in g . A
like, fo r exam ple, c o m p u te r language th e re are m any w o rds th a t have p a rtly no G erm an equivalent, but e rm , it's m ost com m on to use the English expression, anyway. For exam ple, 'e m a il', 'URL', 'keyboard', 'h ea d se t', 'hard drive', and so on. But then, th e re are also o th e r expressions th a t have an English
a
b a
b
a
b
5
a
m eaning but are used in a d iffe re n t
b
context in G erm an. For exam ple the w ord 'handy' is used fo r a m ob ile phone
a
in Germ any, w hereas it is used to say 'u se fu l' in English. For quite a long tim e, the Soviet Union w as cu t off fro m th e rest of th e w o rld , and it was ju s t Russian, predom inantly.
but Russian sh o u ld be s till pre d o m in a nt, I w o u ld say. Some people m ig h t say th e re is a da n ge r o f too m any English w o rds com ing into Russian u n n ece ssa rily w hen
I suppose you c o u ld n 't ta ke the ru b b ish out, could you? I ca n 't, I'm late. I 'll do it later. No, do it now please. It w o n 't take you a m in u te . Hi. Good flig h t? Yes, it w a s fine. W h a t's th a t? T hat, oh I g o t in B ra zil. It's a w ish bra ce le t.
a
W hat, does it b ring you good lu ck? Yes, you m ake a w ish w h e n you put it on, and if you leave it on th e w ish com es tru e , supposedly.
But th e n as a reaction, the last 20 years,
people can a ctu a lly read it. And I th in k it's quite good because th e re should be som e balance. It's nice w hen c u ltu re s m ix, and I th in k it's inevitable th a t w ords fro m d iffe re n t c u ltu re s com e to Russian,
Bye, m um . Ju st a m in u te . W hat?
b
b
olga
it becam e very p o p u la r to use English w ords. A lot of new w o rds w h ich d o n 't have equivalent in Russian, er, English w o rds are used fo r it. A n o th e r thing w h ich I noticed, e rm , fo r shop nam es ... w o u ld be called 's u p e rm a rk e t' because the o w n e r w o u ld th in k it's very trendy
Yeah, w ith a b o ttle o r so m e th in g . Ah, g r e a t... Yes ... Lovely ... C a refu l, Chloe, yo u 're a bit close. C om e back in th e car.
b
a
The way G erm ans use English w o rds has increased a lot in recent years
Look, I got th is octopus, but I d o n 't re a lly kn o w w h a t to do w ith it. Do you kn o w a n yth in g a b o ut th e m ? N ot rea lly, I th in k y o u 're supposed to bash th e m to m ake th e m tender. Bash th e m ?
No, it's fin e , d o n 't w o rry. J u s t one m ore ... C om e on, su p p osing it su d d en ly
a
i C D
done in C y rillic as w e ll as in English, so
jan e
a
u Yeah, I agree w ith, I agree w ith Tina and
j
a
b
ca p ture d p e o ple ’s im a g in a tio n . T ha t's rig h t, I m ean he w as th e firs t A fric a n -A m e ric a n p re sid e n t, th a t's quite an ach ie ve m e n t, w h o know s w h e n th a t m ig h t happen again, so he c e rta in ly w o n 't be fo rg o tte n , w ill he?
»C D I like th is one, I th in k it's a very, very
1
I d o n 't know. Obama w a s a gre a t
ca m p a ig n had w o rk e d and th a t th e im age had helped it w o rk .
p o w e rfu l im age. W hen it appeared d u rin g his cam paign it re a lly captured people's im a gina tio n , d id n 't it. It was really, it m eant a lo t at the tim e . I th in k we sh o u ld go fo r it.
♦* * r*
E rm , yes, I agree w ith Jane, yeah I'd be in fa v o u r of th a t, yeah John Lennon I th in k , yeah.
to do so. But the la st few years, th e re is a reaction against it. There w as a law passed th a t any shop nam e sh ould be
t in a
156
a balance - the language its e lf should
re m e m b e re d fo r so m e th in g else, e rm ,
tim e . I th in k it's va lid . As you say Tina, it
w a s th e n a very s p e c ia l ca ndidate and one th a t w as w o rth p u ttin g som e e ffo rt into. So,
is an im age th a t im m e d ia te ly captured p eople's im a g in a tio n . He s ta rte d s e llin g th e se im ages, 300 at a tim e , fro m a s ta ll in th e s tre e t and th e n it ju s t sn o w b a lle d and by th e end of th e cam paign he was s e llin g 300,000 s tic k e rs and h a lf a m illio n p o sters. W hy it becam e such an iconic
im age of som eone w h o 's going to be
leader. He's m uch m ore im p o rta n t than, th a n, th a n an a rtis t. T his po rtra ye d w h a t A m e rica n people w a n te d at th e
had been w e ll-k n o w n fo r his p o litic a l s a tire and p a rodies and it w as q u ite stra n g e w hen he fir s t cam e up w ith th is im age because it
p o rtra ye d Obama as having vision and th e a b ility to lead and th a t's so m e th in g th a t's ve ry a b s tra c t. And so w h a t you've got here
fo r it - 'tra in in g ', 'm a rk e tin g ', 'm a n a g e r' of course. In m y opinion, th e re sh ould be
pat
crea te d by th e a rtis t Shepherd Fairey w ho
show s a very positive im age of Obama, and it's tru e th a t he o b vio u sly fe lt th a t Obama
th e re is a p e rfe ctly good Russian w ord
m aybe so m e th in g m ore w o rth y than ju s t p o litic s . Erm , w h a t about a m ore crea tive fig u re like, e rm , I d o n 't know, John Lennon, o r ...
2 d iffic u lt to know 4 ap p ea rs th a t
5 hard to te ll 6 s trik e s me th a t 7 are co nsidered 8 se e m s to be saying
it p re tty o u t-o f-d a te a lready? I ju s t d o n 't see th a t it's an e n d u rin g im age. E rm , I'd m uch ra th e r in clu d e , e rm , an
a
b
So w h a t did you w ish ? W ell, I c a n 't te ll you th a t, o b vio u sly ...
Unit 10 «o W hat w as y o u r e xp e rie n ce of being in th e a rm y and belo n ging to th is
in t e r v ie w e r
o rg a n isa tio n ? I w as in th e a rm y fo r fo u r years and
grover
I w o u ld say I enjoyed m y fo u r years in th e m ilita ry. There w as d e fin ite ly a sense of fam ily, e rm , I fe lt a pa rt of, as if I was p a rt of a la rg e r group, and yeah that's, it's so tru e , and, one of the th in g s, one of the firs t th in g s th a t they d r ill into you in basic - it's called basic tra in in g th a t we have - is so m e th in g called e sp rit de corps, it's p ride in and loyalty to a unit displayed by its m e m b e rs and th a t's so m e th in g th a t we, everyone had to m e m o rise and le a rn and p ra ctise and so
- how can I say this? - at the beginning you d o n ’t see the purpose of it, ydu really
1
tru ly d o n 't but you do see the purpose of it w hen you are in a situ a tio n and it's relevant because you m u st depend upon 2
loyalty to these people, H ow did th a t a ffe c t you pe rso n a lly? Erm , I've always th o u g h t of m yself as
of a ll th e m oney th a t s u rro u n d s th e m . M edia coverage is m assive and a lm o s t o vershadow s the m atch e s th e m se lve s,
th o u g h t of it as, I'm ju s t extending m yself to o th e r people. Erm , however, there are o th e r people out th e re who w ere not
courses, and it w a s re a lly good. A fte r six m o n th s I w as w o rk in g in a bank. A I w a n te d to do so m e th in g in the
like th a t n a tu ra lly and these are th in g s th a t th e y had to learn, w h e re a s you have
evenings, so I e n ro lle d in th is d ra w ing
p You've chosen th re e riv a lrie s fo r us
class. I w a s n 't any good at it, a c tu a lly I w a s hopeless, but I g o t to kn o w a lo t of
d
w h ich can, at tim e s , be d isa p p o in tin g because of a ll th e te n sio n involved.
new people.
today? Yes, th a t's rig h t. I'm going to s ta rt in Argentina, w ith the the biggest rivalry being the Buenos Aires one. Boca Ju n io rs - fam ous fo r th e ir ye llow and blue strip - and River Plate fig h t it out fo u r tim e s a year in w h a t's known as the Superclasico. Both clu b s have origins in La Boca, the w o rkin g class dockland area of Buenos Aires. However, River
W ell, I only became a m em b e r, er, of this, e rm , specific group recently. Erm , I got involved w ith the organisation because a frie n d of m ine said th a t I m ig ht enjoy it, that it's quite a supportive environm ent. And,
m o re o r less fo r m e but m ore o r less fo r
erm , I had som e free, erm , afternoons, so
moved to a w e a lth ie r d is tric t in 1925.
those persons w ho w a s n 't quite used to
erm , so I th o u g h t yeah great, I can, I can
Since then, Boca Ju n io rs has been
sh a rin g , o r belonging to a la rg e r group, W hat do you th in k are th e good th in g s
devote som e tim e for, e rm , to th is. Erm , I suppose as a ca re r you do lots of d iffe re n t things, e rm we help each other, especially
known as the club of A rgentina's w o rkin g class, o r the people's club, w ith m any
get started. And fo r exam ple th is w eek I'm looking a fte r an e ld e rly couple, they, to be independent, fo r exam ple, the lady's in a w h e e lch a ir and they need assistance
g
I w ill be honest. I m issed m y frie n d s.
ju s t a few tim e s a week. So I go over and I
B ecause I lived w ith th e sam e people fo r fo u r years, day in and day out, I ate
do housew ork; m aybe I cook a little bit fo r th e m and, erm , then I take them out fo r a
b re a k fa s t wviVr th e se people, c1w e n t sh o p ping , I w e n t d rin k in g you know, w e n t p a rtyin g , th e se are frie n d s fro m
W3.i.k. Erm , s o 50.mefj.mes I team up w ith o th e r carers, e rm th is m eans that as w e ll as me being able to ta lk to the carers, the
th e la st fo u rs o f years of m y life, so
old people can m eet up and they can get to
of co u rse I m issed it and th e re w a s a s tron g te m p ta tio n to rejoin th e a rm y,
know new people th a t way. Erm , they can create th e ir own little groups of friends, and they c a ll th e m th e ir gangs. So, e rm yeah,
s o rt, of hard to leave, Is th e re a te m p ta tio n to stay in th e a rm y because in som e w ays life m u st be m uch s im p le r? It is because you d o n 't th in k , you d o n 't t h i n k ... Because e ve ryth in g is a rra n g e d fo r you?
I suppose it m akes a difference to m y life as w e ll. It's great to be of help to these people, yeah. I suppose, e rm , one day I'll be in th e ir p la c e ...
lH Q 1
2 a sense of A get te r r ito r ia l
• •
•
For not o n ly had you escaped fro m jth e c la n kin g m a c h in e ry of th is le s s e r life, but you had escaped w ith m ost of y o u r
2 3
|
1 p a rt of a la rg e r group lo ya lty 3 b e longing to 5 bonded w ith
are noted fo r the gigantic flags and .banners w hich each club's su p p orte rs hang from a ll over the stadium . p
A
m ate s and n e ig h bo u rs. No s in g le w o rld re lig io n can m atch its g e o g ra p h ica l scope. F o o tb a ll has not m e re ly been consum ed by th e w o rld 's so cie tie s, it has been e m b ra ce d by th e m . E xactly w h e n chaos com es in to o u r life, is w h e n we m u st never lose hope.
5 As fo r th e ir in te re s t in fo o tb a ll, yes, th e y are g e n u in e ly in te re ste d and passionate ab o ut fo o tb a ll. They w a n te d to go to the m atches.
I've heard th a t m any people plan a trip to th e A rg e n tin e c a p ita lju s t to catch th e Superclasico. W hat a b o ut in Europe, LJJvV u
d
?
In Italy, a key d e rb y is betw een In te r M ila n and AC M ilan. It is called Derby della Madonnina in h o n o u r of th e statue of th e V irgin M ary on th e top of M ila n 's c a th e d ra l. In th e past, In te r w as seen as th e clu b of th e M ila n m id d le -c la s s e s ,
socialising and ju s t getting out of the house, it really m akes a difference to th e ir lives and
You d o n 't th in k , th in k in g is not required in the arm y, only doing - som eone gives you a piece of paper, you do it, th a t's it yeah there is a huge te m p ta tio n fo r people to stay in the a rm y, because, because it's ju s t easier.
class su p p ort base. Superclasico m atches
th e y're s till in th e ir house and they w ant
Did you m iss th e a rm y a fte r you le ft?
and th a t's how th e y get you, you know, th e y m ake you, because you are so bonded w ith y o u r gro u p , and it's kin d of
Boca fans com ing fro m the local Italian im m ig ra n t com m unifv. In contrast, River Plate are nicknam ed Los M illonarios (The M illionaires], w ith a supposedly upper-
w hen som ebody new joins, to show them the ropes and, you know, ju s t help them
avxd J’.w wnrt.b ip.iog .harp,,
•U
s till so im p o rta n t today? One reason th e se riv a lrie s provide such h ig h -p ro file m atch e s is because
d a v id
bubble b u rs t in th e 90s. W e ll, I signed up fo r one of th e ir tra in in g
i
g
you te ll us David, w h y th e se riv a lrie s are
3
you got o u t of being in th e a rm y? .f. .1J-.tuak .1Jnprame a s tro n g e r p e rso n . I learned th a t I w as a lot s tro n g e r than I th o u g h t I was, so th a t was d e fin ite ly cool, I've m ade a few life lo n g frie n d s. Erm , I le arned yeah, I liked me. I like m yself
i
w h a t to lo o k o u t fo r th is season. Could
Scotland. Seem s fu n ny to th in k of it now. W e ll I tea m e d up w ith a few co lle a g u es
an open, honest, and loyal person, I ju s t
had to share, I had to share a bathroom w ith 80 m en. And so th a t can be, you c a n 't get te rr ito ria l about th in g s. And if you do they w ill cause p roblem s, so you have to learn, so, I th in k th a t is not
g
city w akes up to the big m atch of the year. David K le b e rs o n is here to te ll us
com . It a ll w e n t fin e u n til th e tech
a ll of a sudden he has to share his toys w ith o th e r people, w ith 80 o th e r guys fo r exam ple, w hen I w as in basic we
i
It's th e h ig h lig h t of the
fo o tb a llin g ca le n d ar, th e day w h e n the
fro m w o rk , and w e se t up th is so ftw a re com pany to g e th e r, w e ca lle d it relax,
som ebody who is an only kid and now
i
presenter
w as rea lly keen on independence fo r
sense of fam ily, you develop a sense of
g
Believe it o r not, I got very involved in p o litics at university, I even joined the Scottish N a tio n a l P arty fo r a tim e . I
th e person th a t's standing to yo u r le ft and to y o u r rig h t, and so you develop a
i
» —HI-»
•E O
w h e re a s AC M ila n w a s th e w o rk in g class team . p d
And th e g re a te st of th e m a ll fo r you? W ell, s u rp ris in g ly , we need to tu rn to Turkey fo r that. Recently, Ista n bu l was voted th e m ost exciting derby of them all, and it's betw een G alatasaray and Fenerbahce. It's a unique riv a lry because alth o ug h both te a m s c a ll the sam e city hom e, th e y're based on d iffe re n t co n tin en ts. Fenerbahce, tra d itio n a lly associated w ith a m ore w o rk in g -c la s s fan base, has th e ir hom e sta d iu m on the Asian side of Istanbul. Galatasaray, w hose s u p p o rte rs are h isto rica lly th o u g h t of as being fro m the u p p er classes, are based on the European side. In terestingly, G alatasaray has som e th in g of a fan base in A u stra lia because som e of the co u n try's best-loved players w e n t to play there. That show s how globalised a sp o rt fo o tb a ll has becom e ...
157
• {JO
c h ild r e n w a n t to u s e up e n e rg y , th e y w a n t
1
I s h o u ld a d d th a t n o t o n c e h a v e T,
to lig h t fire s , th e y w a n t to be c h ild r e n , b ut
3
O n e e u ro is n o w e q u iv a le n t to 1 d o lla r
25 c e n ts .
o r a n y o n e on m y b e h a lf, r e c e iv e d a
th e y a r e n 't a llo w e d to. A n d th e y b la m e th e
c o m p la in t.
p a r e n ts fo r c re a tin g th is s itu a tio n - th ey
o c c a s io n s , p e o p le s t i l l s in g t r a d it io n a l
2
In no w a y d o e s th e c r is is th r e a t e n t h e ir
s a y w e s to le th e m a g ic b ra n d , w e s to le
fo lk s o n g s , ju s t a s t h e ir p a r e n ts an d
b u s in e s s .
fire , in o th e r w o rd s , w e m is u s e d th e s u n 's
3
S e v e n y e a r s I've k n o w n h im , a n d a t no
en erg y. A n d th e la s t p a rt r e fe r s to th e s to ry
tim e h a s h e le t m e d o w n .
o f P h a e th o n - h o w he b o rro w e d th e su n
A
5
*
•
•
•
4
T r a d itio n s r u n d e e p . On s p e c ia l
g r a n d p a r e n t s u s e d to do.
5
W e b e lie v e th a t b a n k s s h o u ld be r e g u la te d in th e s a m e w a y a s o th e r
U s u a lly you a u d it io n f o r t h in g s s o m a n y
g o d 's c h a r io t a n d he d ro v e it to d e s tr u c tio n .
in s tit u t io n s w h ic h h ave a r e s p o n s ib ility
t im e s . V e ry r a r e ly d o y o u g e t th e dre*am
A n d th is is w h a t o u r g e n e r a tio n d id, o r is
to s o c ie ty , s u c h a s g o v e rn m e n t
c a ll.
d o in g r ig h t now , in fa ct. $ o re a lly , th is p o e m
•
•
•
•
O n ly r e c e n t ly h a ve w e d is c o v e r e d w h a t
is p a r tly a b o u t h o w w e w ill be a c c o u n ta b le
th e r e a l p r o b le m w a s .
to o u r c h ild r e n fo r w h a t w e 'r e d o in g n o w -
d e p a r t m e n ts o r th e p o lic e . 6
H e r r e f u s a l to a n s w e r th e q u e s tio n in c o u r t w a s ta n t a m o u n t to a d m itt in g sh e
w h a t th e y w ill s a y to us.
•C D • 1
•
•
•
•m
N o w a y w i l l U n ite d w in th e le a g u e . T h e y h a v e n 't g o t a c h a n c e .
2 3
in t e r v ie w e r
S c ie n t is t a n d w r it e r J a m e s
L o v e lo c k h a s ju s t b ro u g h t o u t a n e w b o o k
N o way did he write that himself. H e
w a s g u ilty . 7
copied it from the Internet.
The Vanishing F a ce o fG aia in w h ic h he
It's g r e a t fo r a h o lid a y , b u t no w a y w o u ld
m a k e s v e ry g lo o m y p r e d ic tio n s a b o u t th e
I w a n t to liv e th e re .
fu tu re o f o u r p la n e t. H e p r e d ic ts th a t by
I'd p r e fe r to c y c le to w o r k a s o p p o s e d to w a lk in g o r ta k in g th e b u s.
8
M a n y a n tib io tic s a re not a v a ila b le o v e r th e c o u n te r in p h a r m a c ie s in th e U S , in c o n tra s t to p h a rm a c ie s in E u ro p e w h e re m a n y can be b o u g h t w ith o u t p re s c rip tio n .
th e e n d of th e c e n tu ry c lim a te c h a n g e
Unit 11
w ill m a k e th e E a rth a lm o s t u n in h a b ita b le
1 d o n 't r e a lly a g r e e
%m n
fo r h u m a n s , an d th a t it's a lr e a d y too la te
e x a g g e r a t in g
to do a n y th in g a b o u t it. W e t a lk to M o ira
r e a lly s e e th a t, th o u g h
new sreader
T h e b illio n a ir e e n tr e p re n e u r
R ic h a rd B ra n s o n is o ffe rin g $ 2 5 m illio n to
M c C a n n , w h o re a d th e boo k. M o ira , is
p o in t
a n yo n e w h o c a n id e n tify a w a y to re d u c e
th is b o o k a v e ry d e p r e s s in g re a d ?
w h a t he s a y s is s p o t on
g re e n h o u s e g a s e s . J o h n H o lm re p o rts . .REkP.BXER
M o ir a
W e ll, it s o m e w a y s yes, it's c e r ta in ly
le n d in g h is s u p p o rt, R ic h a rd B ra n s o n
g lo b a l w a r m in g is a lre a d y o u t of co n tro l,
s a y s he w ill a w a rd $ 2 5 m illio n to a n yo n e
an d not o n ly that, b ut it's u s th a t c a u s e d it.
1
6 th in k th a t 's a v a lid p o in t
7 th in k
8 h e 's a b s o lu te ly
rig h t.
1 W h a t h e 's r e a lly s a y in g is th a t g lo b a l w a rm in c j is a lr e a d y h a p p e n in g a n d w e
S o it's h u m a n s th a t a re c a u s in g c lim a te
c a n 't s to p i t ...
c h a n g e , a c c o rd in g to th is b o o k ?
re m o v e C O 2 an d o th e r g re e n h o u s e g a s e s fro m the a t m o s p h e r e at a rate of a billion
A d o n 't
5 t h in k h e 's g o t a
a v e ry d is tu rb in g boo k. If h e 's rig h t, th e n
W ith f o r m e r v ic e p r e s id e n t A l G o re
w h o ca n d e v e lo p th e te c h n o lo g y to
m
T h a t's rig h t. T h e w a y th e b o o k d e s c r ib e s
2
H is p o in t r e a lly is th a t p o lit ic ia n s a re
to n n e s p e r year. H is s ta te m e n t c o m e s
it, it's lik e s o m e b o d y w a lk in g in a fo re s t
n e v e r g o in g to s a y h o w b a d t h in g s re a lly
ju s t a w e e k a fte r th e U n ite d N a tio n s
s o m e w h e re an d th e y p ic k up a g un ,
a re ...
p a n e l on c lim a te c h a n g e s a id 'G lo b a l
a n d th e y a c c id e n ta lly p u ll th e tr ig g e r
w a r m in g is m o re th a n 90% lik e ly to have
a n d it g o e s off. T h e y d id n 't in te n d to do
b e e n c a u s e d by h u m a n s , a n d p red icted
th a t, th e y k in d of p u lle d th e tr ig g e r by
te m p e r a t u r e s a re lik e ly to r is e o n e to s ix
a c c id e n t. A n d th a t's w h a t w e 'v e d on e:
d e g r e e s by th e e n d o f th e c e n tu ry '.
w e 'v e p u lle d a tr ig g e r on c lim a te c h a n g e ,
*JJ3 * jane
Yes, w e ll
this is a p o e m a b o u t s o c ie t y in
is if it b e c o m e s ju s t m u c h to o e x p e n s iv e a n d p e o p le c a n 't a ffo rd it. E r m , b e c a u s e a c t u a lly it's s o im p o r t a n t to be a b le to
S o t h is c o u ld h a v e h a p p e n e d a n yw a y ,
g e t p la c e s a n d v is it p e o p le a n d it's an
bu t w e 'v e j u s t k ic k - s t a r t e d th e p r o c e s s ?
th e fu tu r e an d it's c a lle d 2084, w h ic h is
m
E x a c tly .
o b v io u s ly a re fe re n c e to G e o rg e O r w e ll's
1
S o is it r e v e r s ib le ?
n o v e l 1984, w h ic h w a s a b o u t a to t a lita r ia n
m
N o, it is n 't, no t a c c o rd in g to J a m e s
s o c ie ty in th e fu tu re . $o, t h is is a p o e m
W e ll re a lly , th e o n ly th in g th a t 's e v e r
g o in g to s t o p p e o p le /travelling b y p la n e )
a n d n o w w e c a n 't s to p th e p ro c e s s .
1
♦
a m a z in g th in g to b e a b le to d o I s o ! j u s t think p e o p le a re a lw a y s g o in g to c a r r y on flying). I ju s t c a n 't b e a r th in k in g a b o u t it II
t in a
L o v e lo c k . T h a t's th e m a in p o in t o f th e
mean, the way they trea t fa rm anim als.
a b o u t s o c ie t y in th e future, a n d w h a t 's
book. That a Jet of people r o u n d th e
You s e e t h o se b a tte ry c h ic k e n s a ll
h a p p e n e d is th a t n o r m a l c iv ilis a tio n h a s
w o r ld , p a r tic u la r ly p o litic ia n s , th e p e o p le
c o o p e d up a n d they lo o k s o distre sse d ). It
c o m e to a n en d b e c a u s e o f c lim a te c h a n g e .
w h o o rg a n is e th e c lim a te c o n fe r e n c e s ,
a b s o lu te ly b r e a k s m y h e a r t w h e n I s e e
$o , th e s e a re th e s u rv iv o r s , a n d th is is a
th e y th in k th a t if w e 'r e g o o d a n d w e sto p
s t o r ie s a b o u t it o r s e e it o n TV. I m e a n ,
v e ry s t r ic t ly c o n tro lle d s o c ie ty th e y liv e
b u rn in g fu e ls a n d e v e ry th in g , i t 'll a l l go
you w o u ld n e v e r tr e a t h u m a n b e in g s
in, a n d p ro b a b ly v e ry r e lig io u s - it s a y s
b a c k to w h e r e it w a s . (t w o n 't. O n ce it's
th a t w ay, so I d o n 't s e e w h y w e s h o u ld
it's 's c r ip tu r e s a fe '. A n d it's a ls o lik e a
s ta r te d m o v in g , you c a n 't sto p it.
tr e a t a n im a ls th a t w a y ... I r e a lly d o n 't t h in k p e o p le s h o u ld b u y th e m , th e y
s m a ll fa rm in g c o m m u n ity - th e p o e m
1
C a n w e s lo w it d o w n ?
t a lk s a b o u t fie ld s an d k e e p in g b e e s in
m
W e ll he d o e s n 't s a y w e c a n 't, b u t he
beehives. S o in a way, th e y 'v e g o n e b a c k to p r e - in d u s t r ia l s o c ie ty . A n d a n y th in g th a t
d o e s n 't t h in k w e ca n , no.
o r it's c o n tro lle d - s o th e y 're a llo w e d ju s t
r e a lly s h o u ld n 't , I'd n e v e r b u y o ne . p il a r
(Of c o u rse I do w n lo a d m usic, everyone
1
S o d o e s th a t m e a n w e s h o u ld ju s t e n jo y
d o e s it.) It d o e s n 't h u rt a n yo n e , d o e s it,
o u r s e lv e s ?
it's n o t lik e I'm g o in g in to a s h o p a n d you
m
W e ll y o u c o u ld ta k e it lik e th a t, y e s . F ly
k n o w s te a lin g s o m e th in g , p u ttin g it in m y
c o n t rib u t e s to g lo b a l w a r m in g is fo rb id d e n o n e c o m p u te r, th e a ir p o r t s a r e n 't u s e d
o ff on lo t s o f h o lid a y s w h ile y o u 'v e s t ill
p o c k e t ... A r t is t s a re no t g o in g to sta rve ,
any m o re , they use w in d m ills , th e r e 's an
got a chance.
th e y g e t p le n ty of m o n e y fr o m t h e ir
in te r e s tin g c o n t ra s t b e tw e e n tr a d itio n an d te c h n o lo g y ru n n in g th ro u g h it in fa ct. It's a t r a d it io n a l life s ty le , b u t th e y a ls o h ave
re c o rd la b e ls , d o n 't th e y ? A n d th e p e o p le
•i T O 1
a t th e re c o rd la b e ls g e t a lo t o f m oney.
S y n th e t ic t r e e s r e s e m b le r e a l tr e e s
$ o , ju s t lis t e n in g to it, ju s t lis te n in g to it
in m a n y w a y s . F o r e x a m p le , th e y h a ve
te c h n o lo g y lik e s o la r p a n e ls an d c o m p u te r s .
in m y h o u se , it s e e m s O K to m e.
th e e q u iv a le n t o f a t r u n k a n d b r a n c h e s S o in a w a y, th e p o e m is q u ite o p t im is tic - e v e ry th in g is p ro b a b ly g o in g to be O K. B u t it's a ls o v e ry c r it ic a l o f o u r g e n e ra tio n . In th e s e c o n d h a lf, it d e s c r ib e s h o w th e
1R8
2 t h in k h e 's
3 I p a r tly a g r e e
w h ic h h o ld up th e le a v e s . 2
The DNA analysis found that the bloodstains w ere identical to those on the victim's body.
uri
N o , I d o n 't a g r e e w ith it II d o n 't think w a r is ever a so lu tio n ) b e c a u s e you d o n 't k n o w w h a t 's g o in g to h a p p e n , do y o u ? You c a n 't c o n t r o l it. I m e a n lo o k
at V ie tn a m , a ll.th o s e in n o ce n t people k ille d , you kn o w - w h a t fo r? It w e n t to ta lly out of c o n tro l, it alw ays does. And w h a t did it achieve? N o th in g . They ju s t need to fin d som e o th e r way, I th in k .
lo o k at it and th in k 'oh great, it's going to be su n n y on Tuesday', j T ha t's so tru e . o So you th in k te ch n o lo g y so m e tim e s rep la ce s y o u r own kno w le d g e o r y o u r own in itia tiv e to in ve stig a te and fin d out
* 1 2 3
I th in k one c o lo u r th a t w o rk s re a lly w e ll
j
fo r a bedroom is lig h t green. I th in k w h a t s h e ’s re a lly try in g to do m ore th a n an ything else is get a tte n tio n . The people I hate m ore th a n anyone
0
else in th e w h o le w o rld are rude shop a s sista n ts. 4 The th in g I re m e m b e r m ost c le a rly of a ll is o u r fir s t holiday together. 5 W hat I like m ost of a ll a b o ut living here is th a t it's close to th e sea.
q u icke r, th e y w a n t to live th e ir lives
j
1 W e ll, it's fa m o u s th is one, a lm o s t re a s s u rin g ly fa m ilia r. But, a fte r a ll th e se years, it's s t ill a m azing how it can a ffe c t you, w h e n you th in k th a t w e w ere able to do th a t. H ow ever fa m ilia r, it's s t ill an a s to n is h in g ly p o w e rfu l im age. I d id n 't kn o w w h e re th is w as but
fin d o u t if th e re 's any, like ra il c lo su re s o r any tr a ffic p ro b le m s, and th a t's a c tu a lly in va lu a b le because th e n you w o n 't be la te o r you can te ll som e o n e in 1
a p p a re n tly it's the House of Soviets in K a lin in g ra d in today's Russia, hid e o usly
3
j
l ia m
0
te c h n o lo g y has a do w n sid e to it? Erm , w e ll it's hard to say, I w o u ld
olga
say th e re is no yes and no. For exam ple, you go abroad and you need to eat
1
th e review , so here you go. W hat do you th in k ? ja n e Yeah, I agree w ith you. It's h e lp fu l,
in h is to ry in a search engine, y o u 'll get a ve ry concise vie w of th e key po in ts of th a t event in h isto ry, but you w o n 't n e ce ssa rily fin d o u t a b o ut the co n text of it o r any kind of b ro a d e r d e ta il, so w h a t yo u 're g e ttin g is q u ite sh a llo w in te rm s
w a n d e rin g around th e city and th in k in g 'Ooh s h a ll we go here?'. And y o u ’re th in k in g a b o ut saving tim e , th is is going to save tim e , th is is going to m ean th a t I can get w h a t I w a n t m ore qu ickly, I 'll have m ore tim e to kind of spend enjoying m yself, th a t kind of th in g . I th in k th e re 's an in s tin c t w h e re , because it's w ritte n down, you tr u s t it as w e ll, so w ith re s ta u ra n ts , you know, you lo o k at th e m and th in k 'R ig h t, th a t's w h a t it's going to be lik e '. Like kind of fiv e -d a y w e a th e r fo re ca stin g - it's a m yth, you c a n 't do th a t. B ut you s t ill
e xp e rt in one fie ld but not in th e o th e rs. Right. I d o n 't kn o w if th is is a p ro b le m nece ssarily, but I th in k th a t th e in fo rm a tio n th a t people get w h e n they ju s t lo o k up, say fo r exam ple, an event
b u t it a lso ta ke s away, as you say, it ta ke s away the ro m a n tic is m of ju s t
l
answer. They ju s t find it and th a t's that. I q u ite agree w ith th a t but I th in k it's
th e y need it, e rm , opposed to w h a t w as before, th a t som ebody w o u ld be an
so m e w h e re . Before, you w o u ld ju s t w a n d e r round th e to w n and fin d a place y o u rs e lf, b u t now - c lic k c lic k c lick, you've found a re s ta u ra n t, you've found
a c q u ir e ... I th in k th a t c e rta in ly th a t it's so easy to find the a n sw e r th a t th e y're looking
new tim e , new technology. People d o n 't need a ll th is, kin d of, dead kn o w ledge. Erm , th e y have th is ea sily a va ilable in fo rm a tio n , and th e y can extend th e ir kno w le d g e w h e n th e y need it and w h e re
So do you th in k th a t m od e rn
o
c h ild re n w ere teaching them selves. T his 1 2 -ye a r-o ld has no c o m p u te r at hom e. H e’s been com ing here fro m th e s ta rt, le a rn in g by w a tch in g o th e rs. Before long, he had le a rn e d h o w to o p e ra te a com puter. The Hole in the W all project has spread like w ild fire . There are now 48 com puters installed thro u g h o u t the Indian capital. The idea has caught on and is spreading internationally. And ju s t like Slumdog M illionaire, som e of these disadvantaged kids are learning m ore than the adults - th e ir parents o r th e ir parents' frien d s - giving a trem e n d ou s boost to th e ir confidence. Each co m p u te r has educational softw are,
giving the ch ild ren access to a w hole new w o rld and valuable life s k ills . For these slu m kids, it's not ju s t fate th a t is shaping th e ir
a process, th e re b y also ge tting m ore in fo rm a tio n about so m e th in g to find th e ir
Unit 12 * jtijj
it unsupervised. Before long, the ch ild ren sta rte d to le a rn th in g s they w o u ld n 't n o rm a lly le a rn in a cla ssroo m . In sh o rt, the
a rtic le su g g e sts th a t people th e se days
inverted com m as s o rt of, go on this so rt of le a rn in g jo u rn e y to get to th e ir answer. They d o n 't have to go th ro u g h
tim e it m u s t have been. It's im p ossibly c o lo u rfu l and exciting. There w as so m uch going on th e n.
s c ie n tist decided to in s ta ll a c o m p u te r in a w a ll in a p o o r p a rt of the city and see w hat happened. C hildren w o u ld be able to use
w o rd-p roce ssin g softw are and so on, installed. The project aim s to connect the
for, th a t they d o n 't a ctu a lly have to, in
th a t tim e . It's not ju s t th e m u sic of the B e a tle s th a t it re p re se n ts, but th e crazy
Slum dog M illionaire - began w hen a Delhi
advance if you are going to be late. T here are c le a r p ra c tic a l b e n e fits to th a t kin d o f th in g , d e fin ite ly yeah. The d o n 't va lu e g e n e ra l kn o w le d g e as m uch as people used to, e rm , because of, you kn o w because it's so easy to access, to
ugly, d o n 't you th in k ? In fa ct, it's w e ll kn ow n fo r it. It s u m s up fo r som e people th e w o rs t kind of p o s t-w a r Soviet a rc h ite c tu re . W hat a g re a t im a ge of the 60s. This is one th a t I w o u ld choose to sum up
q u icke r, and th e y get m ore and m ore value, in a way, in a ce rta in tim e , in the very lim ite d tim e th e y have now. T ha t's tru e . One good th in g is th in g s tike tra n s p o rt. If you, e rm , c o m m u te to w o rk or, e rm , w h a te ver, th e n you can alw ays lo o k up on, say yo u r phone o r y o u r c o m p u te r before you leave fo r w o rk, and
*p n
2
th in g s? It b rin g s o u t th e lazy side, I th in k probably. A t th e sam e tim e , it's a new th in g th a t people have less tim e and w a n t th in g s
w h ich w o u ld go on to in spire the hit movie,
of kno w le d g e and in fo rm a tio n . T ha t's a very fa ir point.
« The ch ild re n are fa llin g over them selves to look at so m e th in g new. It's a com puter. There are som e c h ild re n in India w ho have never used one before, let alone seen one. This n in e -ye a r-o ld g irl com es every day to use it, playing w ith the educational gam es. This, the Hole in th e W all p ro je ct -
co m p u te rs to the In te rn e t at som e point,
lives - it's also the hard w o rk of a h a ndful of good people w ho know w h a t ch ild ren are capable of.
•m You se t o u t to tu rn tra d itio n a l m edia on its head back in 2006 w hen you s ta rte d D em and S tudios. Three and
in t e r v i e w e r
h a lf ye a rs la te r, how have you redefined m edia? T hank you fo r th a t. We actu ally d id n 't set out to tu rn it on its head. We set out to create a w hole new fo rm of content, it may o r m ay not tu rn tra d itio n a l m edia on its head, we de fin itely th in k th a t it's causing people in tra d itio n a l m edia to re th in k th e ir business m odels. W hat we did w as we added a science to the a rt of creating content. So the idea fo re ve r was le t's m ake a piece of content and w e 'll
r ic h a r o
see if it w o rks. W hat w e 're doing instead is w e ’re using, you know, search, social m edia and d irect navigation - people typing d ire ctly in w h a t they w a n t - to fig u re out w h a t type of people ... w hat type of content people w ant, m atch it w ith a d ve rtise m e nts and then only m ake the content th a t people w a n t th a t's profitable. So, im agine going fro m big, huge budgets of content w hich no one know s if it's going to w o rk to sm a ll, m icro pieces of content w h ich w e w ith surety, can te ll th ro u g h a ll the science and a lg o rith m s , is going to be successful.
*$53 1 We se t o u t to crea te a w h o le new fo rm of co n ten t. 2 We d e fin ite ly th in k th a t it's causing people to re th in k th e ir b u siness m od e ls. 3 ... w e can te ll w ith s u re ty th ro u g h a ll the science and a lg o rith m s , is going to be su cce ssful.
•t i j
m o b ile a llo w s vo te rs, via te xt m essage,
T housands of nerds c o lle ctive ly sta rin g into
to check on e le ctio n can d id ate s' incom es and c rim in a l ba ckg ro u n d s. A ll th is su g g e sts an innovation gap betw een the
th e screens, m o n ito rs w h ich e ve n tu a lly go on to fo rm m o u n ta in s of ru b b is h in the s tre e ts of th e developing w o rld . The tw o im ages are p o ig n an t and sh o ckin g but m ay w e ll give a d is to rte d im p re ssio n of c o m p u te r te c h n o lo g y in th e w o rld today. Of course, th e in e q u a lity co n tin u e s and every te c h n o lo g ic a l innovation th a t a p p ea rs in th e developed w o rld m ay w e ll end up a decade la te r on a ru b b ish d u m p th o u sa n d s of m ile s away. B ut th a t's o n ly h a lf th e story. Is th e d ig ita l divide as a p p a re n t as these tw o im ages su g g est? Is the developing w o rld re a lly losing th e in fo rm a tio n re vo lu tio n ? Sarah V ernes re p o rts on the
ric h e s t so cie tie s and th e poo re st - not in how fancy o r expensive yo u r phone is, but in how you use it. And w ill th e United S tates, w h ich gained so m uch fro m the In te rn e t re vo lu tio n , be able to p ro fit fro m th e b illio n s of m ob ile u se rs in developing c o u n trie s - a m assive w o rld w id e m id dle class w ith a sim p le m ob ile and a le s s -is m ore se n s ib ility ? W ill d o m e stic dem and fo r sle e ke r, fa ste r, m ore e le g a n t devices m ake it h a rd e r fo r th e US to innovate fo r th e huge developing w o rld o u tsid e, s till d o m in a te d by everyday needs?
s u b je c t of m o b ile phones ...
«
•
1
From Spain to B razil, Poland to A u stra lia , people are w o rk in g via text message, view ing th e ir bank accounts on th e ir
2
m obiles, using th e ir phones as video o r m usic players. In India, handsets s e ll fo r u n d er $25. w ith o n e -c e n t-a -m in u te phone c a lls across India and o n e -ce n t text m essages and no m o n th ly charge. In the US, on the o th e r hand, co n su m e rs pay a relative fo rtu n e ju s t to own the la te st gadget. The USA and o th e r p a rts of the w o rld seem to be m oving in d iffe re n t directio n s. A m e rican com panies are co n ce ntra tin g on fancier, m ore expensive devices w hich give th e ir cu sto m e rs status. In developing co u n trie s, th e focus is on creating m ore and m ore uses fo r cheap, basic m obiles. A m e ric a n s d o n 't seem to have fa lle n c o m p le te ly in love w ith th e m ob ile. Text m essa g in g , so v ita l to Indians, fo r exam ple, has yet to becom e m a in s tre a m , w h e re m ost c h a ttin g se e m s to be done via the In te rn e t. C om pare th is w ith India or Kenya. Here, m o b ile s are tr u ly u n iv e rs a l technology. It is alw ays w ith you, cheap and easily repaired, opening a new fro n tie r of in novation. One Indian com pany o ffe rs a te x t m essage se rvice fo r jo b h u n te rs. Even w ith o u t th e In te rn e t, jo b se e ke rs can re g is te r by te xtin g in fo rm a tio n a b o u t th e m s e lv e s . They w ill get a lis t of p o te n tia l jobs, along w ith e m p lo ye rs' phone n u m b e rs. In A frica , the m o b ile phone is opening up new w ays of m an a g in g money. In th e W est, w h e re m ost people have bank accounts, p la s tic cards have becom e the n o rm . B ut p ro je c ts like PesaPal in Kenya have m ade the m ob ile a to o l of p e rso n a l finance, a llo w in g you to co n ve rt cash into 'c e ll-p h o n e m oney' at y ^ u r lo ca l g ro ce r, w h ic h can in s ta n tly be w ire d to anyone w ith a phone. In m any places, the phone has m oved to th e c e n tre of c o m m u n ity life . In A fric a , c h u rch e s reco rd s e rm o n s w ith m ob ile phones, sen d in g th e m out to rem o te v illa g e s . In places lik e M oldova, phones helped to o rganise p ro te sts a g a in st th e g o v e rn m e n t. In India, the
160
It w a s a s u re sign th a t w e 'd h it the 'te r r ib le tw o s' w h e n m y d a u g h te r s ta rte d cryin g a lot.
3
It is a su re bet th a t no c la s s ic a l m usic release th is season o ffe rs b e tte r value fo r money. W hat w as once a su re th in g su d d en ly
becam e m uch m ore co m p e titive . Hong Kong now faces co m p e titio n fro m m a in la n d China. A Being E nglish, she th o u g h t th a t a sure w ay of g re e tin g h e r new frie n d s w o u ld be to shake hands. 5
Ahead 7 -6 , 2 -1 , M au re sm o looked lik e a su re w in n e r, b u t she lo st h e r c o n c e n tra tio n in th e th ird set.
English
Advanced
Unlimited
Coursebook with e-Portfolio DVD-ROM For Windows and Mac
Adrian Doff & Ben Goldstein
English Unlimited is a goals-based course for adults, which prepares learners to use English independently for global communication. Real life every step of the way
Building global relationships
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• Ideal for mixed and single nationality groups, with topics and activities to inspire learners worldwide.
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f _______________________ A1 Starter A2
Elementary
B1
Pre-intermediate
B2
) -al
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Cambridge Advanced Learner's Dictionary
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System requirem ents
B1+ Intermediate
(J ® ; C1
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p i C
English Vocabulary in
a m b r id g e
i f p p UNIVERSITY PRESS www.cambridge.org
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9780521144452 M ichael McCarthy Felicity 0 Dell
ISBN: 978 0 521 71266 8
ISBN: 978 0 521 67746 2
REAL ENGL I SH G U A R A N T E E
