English_Unlimited_Advanced_C1_Coursebook.pdf
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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 .
A sense o! belonging
t
i l
Q
f
t
m
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 .
jn t #■ ^ ® ^
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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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.
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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 > !! 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. •
111
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
125
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 .
o
GM food
David Beckham
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 ?
now its Peosi-for those who think mune
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2
P ut th e a d v e rts in c h ro n o lo g ic a l o rder. W h a t h e lp e d you d e cide? W h ich a d v e rt is c le a rly
GULF*
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?
A
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?
134
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
2 3
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)
143
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.
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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.
♦ 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.
• Authentic audio throughout builds learners' ability to understand the natural English of international speakers.
• Explore sections provide the extra ingredients for enhancing communicative ability - with additional speaking and writing skills sections based on realworld communication.
f _______________________ A1 Starter A2
Elementary
B1
Pre-intermediate
B2
) -al
V
Cambridge Advanced Learner's Dictionary
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Upper Intermediate Advanced
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System requirem ents
B1+ Intermediate
(J ® ; C1
Meeting flexible needs
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English Vocabulary in
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i f p p UNIVERSITY PRESS www.cambridge.org
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9780521144452 M ichael McCarthy Felicity 0 Dell
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