1_Firstimpressions ‘bison calle pope bo dont nde by appearance The true mystery ofthe world is the visible, not the invisible. Oscar Wilde Fact: People form 90% oftheir opinion of someone in the first 90 seconds. ‘Wat conclusions can you dkaw fom the flloning information? Aman who wears an earring in one ear BA woman wih on eating in her nose. 2_ Beauty and the beast ‘Beauty isin deeye ofthe bebolde 1 Do you think this proverb is tue or are there certain noms of beauly? 4 Are we born with an innate sense of beauly or do we ‘acquire i? 3 | physical attractiveness easier to identify ond move important in women or men? Interesting faces * University professors often give good-looking gids beter marks in exams; male students tend to ovetestintate the intellectual qualities of prewy female seadenss, In court cases atractive people ge lighter sentences, unless hey made conscious use oftheir beauty to get their own ends, in which ease chey might be mote | severely punished | Autactve people are seen by ochers as having a bewer [.__) personality higher status, more likelihood of geting P ‘married, and being happier, Discussions AZ Intermediate MEER IDNTTE © Cambridge University Press 1997 9 « Aman with a beard or moustache. 4 Awoman who wears heavy makeup, © A 60 yearold man with long hai F Someone who wears lols of jewellery. 8 Someone who's chuays laughing, fh Someone who bites their nels 1. Somecne who has tattoos. }eone with ted hair, 4 Do most poogle overestimate or underestimato ther ‘own beauty? 5 Whar influence does someone's physical appearance hove on their personaly? And vice versa? 6 Is beauty only « physical queliy? Aisle said that beculy was a greater tecommendation than any leer of inkoduction Which ofthe Following do you ogres wih? iF you're goodooking you're more likey to: 7 have c pleasent personality and hove more friends & study humonisic/onistc subjects 10 geta job with higher status | f 9 be treated more lenonty if you's in the wrong 11 fied @ porter and get mere 12 be generally happier © Beautifl gis rarely become seientists; they tend to choose subjects such as languages, aw and medicine, © Women who have beautfial bodies often have less self. confidence —they worry roo much about keeping their body perfect. Short men are less likely o get jobs than all men and they receive lower starting salaries. In US, presidential ¢lections, the taller candidate neatly always wins, There may even be a connection between height and intelligence, asi seems thatthe same genes are involved in both aspects.3_Make-up + Students answer the questions in groups and then decide whether make-up actually improves the way we look. To help them decide, find some ‘before and after’ make-up ‘magazine photos and see if students agree on the value of the transformation ® Ina psychological study in the US, male and female subjects ‘ere given pictures of women with and without make-up. ‘Both the males and females judged the women to look more physically attractive with make-up on. Men believe that women who wear make-up are mote interested in the ‘opposite sex tian those who don’t; though for most women ‘make-up has simply become a social convention with no. sexual connotations, Listening + Students hear some facts about the history of make-up, Their tasks to put the pieces of history in chronological order, matching them to the illustrations, You may need to pre-teach some of the vocabulary. 9 4a Sb 3c Id 20 F551 Makeup wos then used to ide the ravages caused by smallpox, ‘and men took fo covering het faces with rouge and their heads with masses of fale hair. After he Fronch Revolution, a natura look kecome fashionabla and under Queen Victoria, women who used rouge wera considered immoral, 2 This contory hos ofcourse sean an unprecedentad cee inal Focms of cosmic, incleding eurgary Ie tomove various blemishes ond scars, or purely for venity. Ws interesting that the Use of makeup has to some extent ved fl reo; young People today often use mckovp for some kind of magical elec, ‘ond ftias oo are vary popular. 3 Itsoams strange tous now but women inthe Middle Ages, wall ci least in Europs, ectuely triad o make ther skin look von white. Thoy od this wih four powder, but anyway they con? have been very dork in he fist place: what with heir poor det ond the gloomy costs suroundings, they must have ended up ‘ooking lke on orc, white ego. lotr on French women bogan to paint their faces white, and thei lips and cheeks re. 4 Originally inthe very primitive tribes only man poinled ‘themselves. They ved in terror of evil demons which might harm them when they vectoutto hunt. They painted grotosque signs on their foces a 0 disguia, eo ha! he evil demons ‘would recognize them. Women, who stayed inside the protection of he viloge, needed na point ofcourse ‘5 Cleopatra wes supposed te have painod har brows and loshes block, top lds deep ble and lowe: id right green; she must have locked quite something. seems increible but mony ‘cosmetics sold today to resore youthful beeutycxiginoled rom the Egyptian habit of mummifying the daod, 10 Appeorances 4_ Keeping up appearances + Tn multilingual class brainstorm what is acceptable in the students’ native countries, As a quick follow-up students write if they would do more ofthese things in other public places ~ e.g, parks, cinemas, beaches? listening Students hear someone saying which ofthe things she would and wouldn't do, The seadents task is simply to vite yes or no against the appropriate item, and if possible her reasons. no 5x0 Ano Bsomerines Tye Bao | wouldnt spi. think tha’ really hrible when people spit on the sees. | would’ toke my othe of because you'd Probably got arested. | wouldn't sing becouse I'v@ got an avd ‘voice. No, | definitely wouldn' sing atthe top of my voice. Pl like to say that wouldn't look et mysalf inthe shop window but | sometimes catch myself just giving @ quick glance. Fd war my Pyjamas onthe ses used to-do tha alot whon Twos 0 student. lwovkhss my porter | don’like it when poope get 100 affectionate in publc places. Extra lf you are studying a set text for aa examination (eg, the writing paper in the Cambuidge First Certificate in English), students could imagine that the book is being made into a film. Show students pictures of vatious actresses and actors, and they have to decide who they would choose forthe various roles. If there elready isa film version, ey and find photos ofthe actors/actresses and mix them with other ‘ones; students can then se if their casting coincides with the real one. Altematively, students choose fiom their own | classmates, or teachers! TATOO F 0 PL ee3. Make-up 1 Why do people wear makeup? How do you fee! with pet ‘ond without mokeup on? fs 2 How much me do you spend on moking yourself up Coron your appacrance in general? 3 Do you think you look better with a sun tan® What are the dangers? 4 Why don't men usually wear makeup? fil were socially acceptable would more men wear i2 5 Do you weor perfume oF aflershave? Why? 4 Keeping up appearances What wouldn’t/shouldn’t you do in a sheet? 1 Shout to someone on the cther side ofthe sheet 6 Entshile walking clong, 2 look at yourself in a shop window. 7 Wear your pyjamas. 3 Shout of or orgue with your partner. 8 Kiss your porter _ Sing ot the top of your voice. 9 Spit. 5 Take all your clathes off 10 Cry Discussions A-Z Intermediate PETE CSOMEETE © Cambridge University Press 1997 u12 Warm-ups ‘+ Students write down three or four ideas that they associate withthe word belie, nd then afew things that they believe in. In small groups they compare their interpretations of belie and disease their own belie. + Did stents write things ike God, ghosts, thee eye ee, idea lke democracy, peace? What exact does believing insomething mean? What ehings did they belive in when they were a child that they don’t now, and vice versa? How much have their fundamental beliefs changed in the last S/LO/I5 years? Follow-up + In groups stadens invent strange set of bis ances for anew cule (wth a suitable name) that they have supposedly founded, Sradents then mingle with other groups and ty to convince them of their‘beie, Examples: children should not be educated; beiein 2 sun god and Jnumnan sacrifice; women should be able to have several bousbands; men canaot wear trousers; no laughing; no talking to people older han you unless they speak to you fist;men can only walk north-south north, and women exseaesteast Writing + Weall need something to believe in, Discuss. 1_isms + Ask students frst to discuss which ofthe ems express some kind of belief. Then they divide up the isms into three categories of their choice (cg. belie, manis, bills, behaviours, social systems). The fact that tis dificult to reduce the categories to thre, especially wit outsiders ech 2 ‘tourism’ and ‘vandals’ should be a source of discussion in itself, You may find stadents going off ata tangent an just limiting their discussion to onc or two of the isms. Believe itor not there are more that 1250 isms so you may want to write your own list. Her ae some more to choose from: ageism, baptism, chauvinism, consumerism, titicism, cynicism, dynamism, escapism, expherism, leightsm, hurnanism, journalism, mannerism, mechanism, nadism, pessimism, realism, socialism, * Alternatively, brainstorm students on words thet end in ist. Waite these on board. Suudents then do as above. Finally, they discuss whether they themselves are capitalist, sexi, Writing + Students write two sets of definitions for three of the isms. ‘One set should be definitions for childcen, the second for adults. The definitions should not mention theism by name "Next fesson, in groups, students read out their definitions the other members have to guess which ism is being refered to and whether the definition was meant for 3 child or ad Beliefs + Before they look at the questions, sk students (n groups) to invent How superstitious are you? quiz of around 5 or questions. Change the groupings and get each student to ale the members of his/her new group some of the questions ‘With fess imaginative groups, ge students to invent the quiz 4352 followup exercise + In che same groups students then try and answer questions 1-5. Finally, they should uy and match the questions with the answers. 1d 2a 3b 4e 5c © Many ofour superstitions probably have thet ecg in the religous tes nd ceremonies of cay hamunsettements Frimive people needed to make some sense of al he aden hey were subject to = huicane, droughts, floods et. They belived tha hte mass connection Berveen such sens an some supernatural beng or beings Tokep thee gods happy they invented avers of ites, which evolved though he vais elation In modern Times, when sls actully coniered dangerous for hel weepeaps forest how inporant it wat for our ancestors The wordy" come fom the Lan aaa’ from the words meanings The Roman salir and chilean ween fc pid in salteatons and oes recess. The ith century Goth admin ator ‘Gaiodors sd ‘tmay be hat some seek nor gold, but thee ive nota man that doe not need sale Ta Leonardo da Vines picture of the Last Supper, you can sce that Judas has accidentally kaoked overt sate In Roman mythology men hac a kind of guardian angel, known asa genius, that looked after their fortunes and determined their character. The genius only existed for men, ‘women had their Juno. Another beliefwas that everyone thad two genii (good and evil), and bad luck was caused by. the evil genius Follow-up. + Students try and identify from theilluctrations which items represent good luck and which bad luck. They should then discuss what brings good and bad luckin their councaies, “UOMO OOOO HNNM eH HMNHIHAnhHnWANAAnW1_isms aliuism —copitoism fanaticism feminism — imperialism Oplimism sexism tourism ahelsm | communism fascism hedonism meena octfism snobbism vandalism earabalsm exercism —fatalsm —hypnctim nationsion Post terrorism 2_ Superstitions T Why do some people throw spi sot over 4 their shoulders? 2. What is the origin of the phrase ‘touch wood’? 3 Where does ine proctice ofa ‘houeweaming’ ait come fom? 4 Why ate black cais supposed to bing bad luck? 5 Why ore horseshoes meont to bring good ick? Gains aay ben an essential ite, Fact many ‘expressions from languages all over the world contain references to salt ~ the salt of the earth, he's not worth his salt; the Russian term for hospitality is ‘khleb-sol' Citerally ‘break, Sal€, and for the Arabs, eating a man’s salt creates & sacred bond. Salt was needed for Preserving food so to spill it was a terrible waste and an unlucky omen, This led to the idea that the devil must be standing behind your chair when you spilled the salt. To avert his evil lnfldence the Best thing was to throw a yz pinch of the salt over your left ut, shoulder and into his eye so that he Ce ‘wouldn't be able to see what he was doing © Gack watlgy ln uso gr ll [= thy ele on ver gods he ead the ur de i es 50 te thy el Pett fam tis emis tn Disney tty the ea, hoch and willow) were supposed to have sacred Powers and these were touched if you wanted toavertbad hick Black eats have always been #8s0ciated with witches, they ae also dificult to see and are thus associated with evi This originates from a time when a human sacrifice was made ifa new building was being In modem times we now bring presents, to keep happy both the owners and ‘the genius who presided over that particular plot of land OF THUNDER, was very fond Practice grew in the hope that {would stop him getting angry iron was also supposed {e have power to keep witches away: in the 17th century Reerty all houses had a horseshoe nalled over the threshotd, Discussions A-Z Intermediate REETUETETIT © Cambridge University Press 1997 133. Folklore * Before reading the passage, in groups students discuss i ‘examples of folldore from their own country. + Students then read the passage. As awhole class get them to imagine how the article might have continued Ge. an account of cols’s powers). | Listening ‘+ Students hear about some of the powers associated with i cola, Their tasks to tick any ofthe ilustations which are mentioned in the dislogue, ¥? Allf tie iteanations are mentioned, tis order ee da, | haan ‘You know you keep on erinking that suff you're gonna bora ‘your stomach, il give you spot to. Al Oh don't be ridiculous! I've been drinking cele or yeors and i's never done me any bor Sv Wel, | had o frend ot school end she rank so much it mode her ‘hroot ransperent and split her tongue in two, Al Yeah right. And 1use io remove the el kom my car ‘50 No seriously. Lock, you try poting this coin in your glass yeah), leave itthere overnight, ad! bet next enorning look like new. 'A\Oobl | suppose you vse fe remove your eal varizh ‘Su How did you guess (No) | do, relly it's ole brilint fo Femoving stins out of clothes; you con oven clean your jewellery too, A Lremember when twas at college we ase to mkt wih ospirin, Inwas supposed lo be an aphrocisee, Su Did itwork® AL Wall, I never had much luck, 90, Su Yeah, wall wouldn't blame thet on the cola 4_Talk to the animals * Students read the text and then disuse the consequences of| the assumptions not being true, og ifsnimls oul talk ‘wht would happen?‘care often amazed at the incredible \ X ] things our ancestors believed in, but we rately stop co think abour the things we ourselves now believe in. Stories of pet baby alligators being thrown down toilets in New York homes and then reappearing in other People’s bathrooms were repeated throughout Europe from the 1960s to the 1990s, with rats taking the place of alligators. Thousands of people swore that they had friends who had been bieten while sitting on the toilet: but these were all merely variations of the same story. Bur probably the most universal of folklore belicfs ate those associated with the miraculous powers of cola. These may have been inspized by the secrecy surroundingeola’s magic formula, asthe * igen 4 Talk to the animals Itis not ust religion and superstition that is concemed with beliefs. Much of science, for example, is based on a series ‘of beliefs or hypotheses. People used to believe that the earth was flat and the sun revolved around it. They thought ‘madness wasa sign of demonic possession and that leeches could be applied to the skin to cure illnesses, But it s not ‘only our ancestors who had some strange ideas. For example, in the 1980s a group of scientists ‘discovered’ that water hhas memory. Hate is ois of things hor mest people believe in. How would it affect ou lives if in he ure hese hings were proved tobe false? 1 Animals connot talk. 6 There is human life only on the earth 2 All races are equal 7 We can only Hy with entficial meons 3 We cannot be in more than one place 8 We keap the same body and mind forall our lives, ‘atthe some time, 9 We hove litle contol over our dreams and they vary 4 We connot contol he weather rarely come tue 5 Smoking causes concer but meat doesn't 10 Death comes to everyone. Discussions A~Z Intermediate KGEORISOMLTE © Cambridge University Press 1997 1s16 Warm-ups + Brainstorm students on the problems of being colour bind. What subjects at school require being sble to distinguish colours? What jobs? ‘Then get them to imagine how life would beifverything ‘were in black and white, What ae the advantages of black and white TV and photos over colour? What do stadents feel about the colour and layout of ther textbooks? 1 What ‘Students follow the instructions on their page. You may. need to presteach some vocabulary before students read the texts. When they have finished, tel them the salution, Students then discuss whether there is any trth inthe personality descriptions your favourite colour? lack 2 bite 3 browon 4 geen 5 grey G orange 7 pink red SI ewbite 10 yellow 2_ Colour chart Students fill inthe chart and then compare their ideas, Discuss colour and fashion, why men and women wear different colours, which colours seem more expensive than others, how the colour of packaging influences cur choice of | products, etc. ‘The colours we wear havea great infltence on our psycho- physical state. A colour is something chat can influence cur ‘mood, or well-being, and the way we are. This is because colours are partly responsible forthe amount oflight which set (0 our skin and the stimulation our skin derives from it Food dyes ae artificial colours used by food manufacturers to help increase sales oftheir products, Consuiers tend to associate a bright colour with fieshness, wholesomeness ard tastiness, Laboratory experiments have shown that if range of drinks is presented with identical layours, most ‘consumers will repost thatthe more datkly coloured the drinks are, the stronger they appear to taste. Morcover, banana flavoured drinks dyed red will be reported as having a strawberry flavour. The colour of packaging has significant effects on sales. In 1996 Pepsi began a multi-million dollat ‘campaign and changed its brand colour to blue. One mobile phone group renamed itself Orange. Listening Student listen to a phone-in programme about colour in various expects of our lives. Questions: 1 Whateffect do blue clothes have on the ‘wearer? 2 What colour clothes is caller one wearing? 3 Whatis caller two wortied about? 4 What isthe expen’s advice for caller wo? 5 Why should yellow be avoided in shops? 6 Where might yellow be a good colour and why? Colour 7 How does pink make people feel? Why ised not a ‘200d colour for car tear lights? 9 What would be the best colour for fie engines? additives 4 cooid aificial des 5 enconrages stealing 6 restaurants speeds up cating 7 lethargic 8 gives impresion of being farther away than itealy is 9 yellow S P= presenter R= Rosia C= calor P Tonight on Keleidescope we're very happy to have Rete Brown bbock wit us nthe studio, You're going Yo be talking to ue cbout how fo pute litle colour in our lives. R Yes, Derek, and you look esi you could do with some, you're rather pole arent you? P Well 'm cooped up in the studio ell day — anyway le’ or the frst callers question, (C1 Er, yer yes, | would lke fo know ithe colour of your clothes hos any effacton the way you fe P Well, Rose's weoring blue tonight, eny reoson for that Rosie? R Acuoly Dorok there is. Blue halps you calm down in necvous siuatons, ke erm radio iverviews, ond cleo makes your brats ‘more oer. Con jus ek whot colour the calle is wearing? C1 Y6s, wear lot of od, which is etvelly whet I'm wearing now. 2 Red's « good colour it you went 1 help your blood cireulae, it ‘lo stimulots physical atvly buts not much use you need to focus your concentration on something poricul P OK. Lats move on to caller Ww. Con we have your question pleaset C2 Em, Fre got two young children and I'm geting about ol those dyas and eddives in thir food 2 There's quite oot of controversy around food dyes. Some. doctors knew say they can be the cause of el Kinds of ings — hyperactvly, asthmo, headaches, even aczema, My edvico ‘would be to avoid thom, ct leas! the artfcal ones. But ef course there are naturel food dyes, and if you'r a cook, you may know thatthe Moxicans used lo dye some of thor foods with fs ‘obtoined from the dried bodies af insects, P Ob yuck! Sounds revolting. Anyway we've gol another caller on line fur hee wortled Ca Tim going fo be epaning a clothes shop guile soon and ‘wondered I Resi coud recommend eny colours, Well Im not sure could recommend ony particular colout, 1 ‘hink tho’ uch @ personal hing, but what Fean doi ofl you what to ovoid and thas yew, PYollow? Yas, studios have chown tht yellow cetally mekes people want to seo things, P ls thatso® [Topesciptcontined on p. 18) 1 calining eect + males brain more alert 2 red 3 food dyes andSem car family-type Your favourite colour can tell you a lot about your PEMNi IFit is either brown, black, or blue,read 5 1-3, orange, green or grey, read 4-6, red, white, pink, or yellow, read 7-10. Decide which description best fits you. 1. Want to give impression of mystery; sophisticated, dignified and impressive; always wearing this colour indicates protest, 7 2 Doliberation, introspection, conservatism, duty; like to be part ofa group; good mixer, affectionate and faithful; loyal friends; sometimes inflexible beliefs, worrier 8 3 Solid, substantial, good worker; patient, conscientious, dutiful, dependable, responsibie; not impulsive, obstinate in habits; don't lice 9 change. 4 Frank, community-minded, hopeful, alittle moralistic; too self-effacing, modest and patient 10 thus easly exploited; too much ofthis colour indicates high tovel of anxiety. 2. Colour chart Ee luxury (e.g. Rolls Royce) Cautious, searches for composure and peace, dedicated; may turn away from worl things Dut have business ability, works too hard; compromises. Colour of uxury and pleasure; flamboyant and fun-loving; itined to dramatize; generally good-natured and popular; curious, maybe superficial Love and affection without passion; charming and gentie; a ttle indefinite; extreme fondness ofthis colour indicates decce for protection, special treatment and a sheltered life. For those who are or want tobe out-going; vigorous and impulsive, determined, optimistic; not very objective or aware of shortcomings, Pure, innocent, naive but ively and well-balanced personality; worn continuously suggests immaturity and ideatem, Happy, wise, imaginative, mentally adventurous; ‘good in busines, intellectual, clear thinker; can beratherstubbom and opinionated. “eyes shoes coat house exterior a al bedroom | —| Ice-cream a toothpaste f Discussions A-Z Intermediote MEEMMLTE © Cambridge University Press 1997 73_Gentlemen prefer blondes + Stadens ea he text and answer the questions in groups Listening ‘¢ Students hear about hair colour habits in the USA and answer these questions, Questions: True or False? 1 There isa higher percentage (of blonde women pictured in magazines than there isin seal life. 2 About 25% ofthe white papalation in the US is blonde. 3 Many US college students would ike ta be blonde. 4 Most US men prefer their women blonde. 5 Only 13% of US men prefer red-heads, OLY 27 37 4h (runes) $F (0406) =] su Wow! like the hor Jo. Blonde, isha! your new lok? Jo Yeah, Ifonciad « change, and do you know what, fe! really tractive too. ‘Su Em, you've been reeding too many feshion megezines, Jo What do you mean? ‘Su Well, ve been reading this roport that says thal there are far ‘more blonde women pictured in certain mogozines than there tre blonde women in actual Ifo Jo You mean a disproportionate number? Su Yooh, apparenity about quarer of he while population in America ore real blondes, but in some men's magazines, for ‘example, and not just men’s, well ever a tied of he worsen footured ere blonde, Jo Well, they do soy thot gentlamen prefer blondes, Su You're 2 kivclous sometimes, aren't you Jo? Don't you see that ‘his hos important implications? Jo Like what? Su ltmeans that women like you ore conditioned inlo dyeing their hair blonde, becouse they think it makes them mare atrctve, ‘They did some survoy of white college shdants ond discovered that athough only cround o fih were actully natal blondes, thiey nine per cont wished thal hey were. 1J0 think you toke these things tao sarioutly, ‘Su Well, be that os it may, the funy thing is hat although necrly cll ‘hese girls though! that men preferred blondes, actually only a third do, over @ holf preferred bruneties. 4J0 And what about the poor redheads lke you? Su A measly fourtoan per cont 4o A, now | understand why you've got it in for my blonde hair. 18 Colour 4. Skin deep? ‘+ Students read the text which isan extract fiom an interview with a white woman, Sue, who marsied a black man, and had children, by him, She recounts how white people abuse her when she takes her daughter, Esme, out for walks, nd bhow even her mother, Jenny, has rejected her. Its imporant for them to understand exactly how Sue and her mother fee {ie almost ashamed to have a black [grand]child) so get some feedback from students on this, Students then discuss the questions + Pat students in pars ~ SI plays the part of Sue, and $2 Jenny her mother. They should act out dialogue in which Sue confronts her mother with her (the mother’s racial Prejudices. The mother should try and give some justification forthe way she fels and Sue should explain hhow wrong these explanations are + Altemativey, SI plays the pat of Sue, and $2 Esme her child. ST has to explain why white people are prejudiced against blacks and the difcalties Esme is ikely to have in herlife $2 should ty and ask typical childlike questions Ge.alor of whys) + Bally, choose two students to act out their dislogue, and then use tis as basis for discussion on racism, or alternatively proceed to Xenophobia which discusses this subject in more depth, “Topexcript continued fom p. 16, 2 Colour chart 2 But yellow’ fire if you've got restauron, because it {encourages people to wa! up fast and go, Colours a funny thee, There was a period when Americon football clos used Yo paint their guest changing room pink, asthe was supposed to meoke the opposition become superralaxad and so rather lethere on the fel P Interesting, Right. We've got time for one more question. [CA Wy is hot atthe nae lights | con ofways see the green beter thon the red B This on investing question which brings up o whole host of Fssves connected with safely, Red hes always been associated with danger and thus probably seemed a good choice asa stop ‘traffic ights and the some reasaning wos presumably applied tothe tor lighs of cors. But cients have proved hat amuch ‘mere effective colour would be green forthe rec ight, expecially as ted gives the dear behind the impression of being ‘much futher eway than they eally ara. Fre engines oo would bbe much beter of fthey were pointed yellow rether than re. Butto go back othe caller's question ond without wanting to go too fr into the technicalitiesUeto ei ee CO oe ee Ret ee eee ia yore at ern Ceca eet rete Cece te ree Coe eee Concer ie this by focusing on certain stars ond ee ees Poetic iets Cocina cn Cee oe cee oe sits Co cee ey Cree at Goce es cco eer Re er une aT) Por eceut as 4 Skin deep? ‘These are my children. How can people see only their race? My mother Won't go to the shops with the chiktcen, She bas asked them t0 know why: i's because she doesn't want tem calling her Graany in public Tis terrible co say this, because Tam talking about my own childsen and 1 2 Can you sympathise with 3 Whot difficulties do y mixed race li.e, with 4 Would you be friends with, ha.s a selotionship with ‘F marry someone from enothe 5 Is there racial ci -saker? And with her rents from difere tion in oer counhty® love them, but because I am white, if P'm on my own, I can walk anywhere, T feel free, nobody bothers. But when have my children with me, Tam a prisoner to how people feel about me tad the children. I can feel their looks and the prejudices, even when my ehidren can’t, And you do went to cf their skin? are in being of races}? 22 1 What associations with hair colour ore made in your county Are some colours considered io tr than others? 2 Would you ever consider dyeing the colour of your hair? Why do ‘women tend to dye their hair much more than men? Are ‘women influenced more than men by the media? 3 Should races with particule hair characteristics iy ond change them (e.g. Afo-Americans stroightening their hair, Joponese dyeing their hai, or are they denying or undermining thet culture? And white people with dreadlocks? nursery, all the white mums started getting together and being pals. Then fone of them started being really rude about Blacks ~ ‘Pakis"~ and I just feoze. For a second I felt just ike my mother and hoped that my daughter woulda’: rush up to me at that point, belong. The first day I went to the | | | 1920 Warm-ups + Brintonn students onthe mst important decons one fas to makein one's if. Wie them onthe boud ding any ofthe following the students thease don come upwith chem: choorng + chool/cllge/anivery, choosing fiends, leaving home, choosing lifelong panes, deciding t have dldren, choosing a ob decdingto ‘change ob/carer, breskng up with partner, moving house/country, changing religion. Now get students to rank the decisions in terms of importance and life-changing itgpact. Finally pair sudent cscs the mot important decision tha hey personally have ha o make, ed the most importan desson/ they wl have toma inthe future. 1_ Good and evil? ‘Students read the passage and answer question 1, Make sure you get feedback fier they've answered question 1. Most students would prefer tobe Juju Ifthey do prefer}, it probably means that they've missed the point. Juju and the King are co all intents and purposes, the same, in that they both believe thet ther souls are pure and that they've done nothing wrong, The king is, after all, doing ne more than is expected of him ~ he is acting within the morality of his age, ‘he has no inkling ofa doubt that he may be doing something wrong. Students should not judge the king with their own morality, which as question 4s designed to shows, ‘may really be lite bette than the kings, Ifyou judge the situation objectively, you'd be much better of bing the ‘king, who knows he's in the right, and unl Juju, doesn't saffer (4) By not helping the people ofthe thitd world sre we not, to some extent, similar to someone who watches a child drowning in 2 swimming pool and does nothing o help? This situation is obviously more immediate than helping the starving, but i's difficult to deny that we ace not just as aware of what is going on in Afiica as we ate of someone six feet away from us, ‘This passage comes fom the Hungarian novel Th if Seal by Ferenc Santa, The ith sal is mentioned in Revelations VI,S-II: And when he had opened the fifth seal Isaw under the altar the souls of those that ha been killed because they had proclaimed God's word and had been thf in their witnessing, They shouted in aloud voice, ‘Almighty Lord, holy and tue, how long wil it be nti you jndge the people on earth and punish them forking us?” Ona sina ine you might like to read Hopkin poern Thow art indeed aust Lord which contaits the line Why 60 sinners ways prosper?” Decisions 2_ Dilemmas? * Stadents make their choices individually, and then discuss them in groups. Listening ‘= Students hear the following alternatives which they have to decide between. Play the pieces several times each, Students vite down their answers/gut reactions as they listen, then, afterall ten have been answered, students discuss them in groups. Decide whether to use all ten questions or not, TED Which would you eather ba—a mon ora woman? 2 Would you prefer @ yeor in prison or a year completely clone on ‘abeoutiful desert island? 3 Given the choice would you choose net eat for thes doy or otto sleep for thee days? 44 What do you want— a beautiful house but miles fom onyhoro oF en overage house near fo everyting you wani? 5 FFyou hed to spend a month in Siberia or ¢ month inthe Schara, which wou'd you preferé 6 Imagine this = you can ether bo incredibly rch but ul regrets ‘ond with no hope, or nerodibly poor but full of hope 7 Right. You can either bo toll ac! lit less intelligent or pronounce corecly anyway, we ean say ‘adver! or even plain simple ‘ae ‘A Fine, o English sa fen languoge, (Yeoh) but sa fr you haven't really given me any concrete rat loot! good reasons why English is ao suitable for being o word language, B OK lors got serious. English has @ unique cbiliy to produce Instant now words, because wa don'thove 10 worry about ndings or whaiever, we can convert adjectives into nouns, runs into vars, ond verbs into adjectives, ‘A Wel, thot is useful, have lo edit Bu! Fm ail not convinced, | B Youwant more? English hes no casos or gonder, igh? You don't have to remember whether something is nominatva or Ceccusative, or whether itis masculine or fining, ‘A Bur don't you say ‘she! fr ships? Cars too, Ive heard peopl eying things ke ‘Shes relly good drive.” B OK, Butthoy‘rothe exceptions. You want¥o form he pra? Wa could be easier then a simples"? And you only have to put that on nouns, you don't have fo rameber fo pet iton adjectives or whatover A.Notso simple, Whet about cid chidren, mousemice, womonw..? | 8 Wl, again exceptions, yer A Alctof exceptions this language of yours3 Fun with English _ abstemious Pull WP Uf | un L, pull Up. flexitime knowhow Swan swam over the sea; | smack swim, swan, swim! whit baby-sitter CD child disco eigth fanzine goodbye gulp gym lab mouse RAM spaceship _telefone — UFO woman workaholic Swan swam back again; swell swum swan. Pacer gerne Peter Piper picked a peck of pickled pepper; a peck of pickled pepper Peter Piper picked. Was it Eliot’s toilet I saw? Find examples of 1-11 in the boxes above. 1 Three words that are spelt incorrectly. 2 Aword that contains all the vowels in alphabetical order. 3 Three words that are a combination of two words, squashed together (e.g. brunch = breakfast + lunch). What do you think the words mean? 4 Three words that have been clipped at the end (e.g, advertisement — advert ~> ad). 5 Avery very common salutation that originally meant ‘God be with you’. 6 Three words with irregular plurals. 7 Three onomatopoeic words frequently found in comics. 8 Three words which are a composite of two words (e.g. week + end = weekend). 9 Three acronyms (e.g. RADAR = radar detection and ranging). 10 Two sentences that read the same (letter for letter) forwards and backwards (e.g. Madam, I'm Adam). " Now answer these questions. 12 3 14 5 Two tongue twisters (Le, sentences that are very difficult to say fast). Punctuate the following sentence: He said that that that that that man said was correct. Decipher the following: UR 2 GooD 2 ME 2 BE 4 Got 10 Answer the following question: 2sekatsim gnilleps owt eht tops ouy nac tub sdarwkcab gnidaer ysae yrev ton siti What do the following words all have in common? color, jewelry, program, traveling, theater ‘Which of the following pairs of words rhyme? ate/late eveniseven herelthere, nowlknow: overicover| Discussions A-Z intermediate PROMOTE © Cambridge University Press 1997 27Warm-up + Brainstorm students on all the English words they can think of to express family relationships (eg, mother, cousin, aunt tc). In groups they then think of any distinctions in their ‘own languages which don’t occur in English (e.g.1n0 distinction between male and female cousin, no common, ‘unique word for brothers and sisters) and vice vers, @__ The type of kinship words a language has is obviously indicative of how important the faily isin that society, Yiddish has a word meaning ‘the father of the girl/boy Tm going to many’. In Neo-Melanesian (spoken in the area around Papua New Guinea) they even distinguish between an ‘aunt by marriage’ and ‘a mother’s sister, and between the father’s brother's child? and ‘mother’s sister's child. In ‘jamal, an Australian aboriginal language, the words for father and uncle are the same; and in Talian they make n0 distinction between grandchildeen and nephews and nieces Many languages have words to differentiate between en clder brother and a younger brother. Hungarian even distinguishes between my elder brother and “your elder brother’ As society changes some kinship words fll into disuse asthe family bonds they used to express are no longer ‘considered to have importanc statu. Students now draw a diagram of thee family tree and then discuss it with their parmet. Then as whole class try and decide on a definition for family’ ~ this exercise will ‘obviously work better in multinational classes 1 Family’ Stade look the agen offi duatons deny hid category helo ly isi on other i pial of he county Then sadena fac te psa Caosot ea ereguy Hayy daca ees listening ‘Students hear an Indian woman (born in Britain) describing hhow an Indian family differs from an English family (sce question 6 on students page). Before dictating the questions, get students to predict differences between Indian and English family ite Questions: 1 Does the Indian woman agree that theres to family life in England? 2 Is the typical English family nuclear? 3 List two pros and two cons of the extended family. Who is expected to look after old people in England? 0 1 n0 2yes 3 pros:supporfor other family members (young help old, seus ofcontnsum (not fragile like nuclear family) cons intrusive no room for ineiduality, forced todo what you don't mcesarly ant todo cmervatioe 4 the state 2A thscems strange thing tobe asking realy the diflronce ‘betweon family fein Englond and India, becouse alo of 28 Family people would say there is no fom life in England, Do you find thaf® Do you find that there's much ofa difference? B Un, theresa great difference | would say —I think here iso family if n England (A: Oh good) but is very erent! hink that ifs essomilly, in England, here's. a nuclear Family basicaly, you know, and erm, s0 everyone's lives are geared eround soir the two porents, let's say, ifi's@ stondora family, and the cfilcon (A: yes) In india, i's vary, very different, onthe whole. There are~is on extended family, an so therefore in ony one house you will fen get grandparents, you knave then the Peronts, then the children. And in his way, the lifesiyl is very ‘many people of such diferent opes in it, and that when ene Person dis, ther people are born in, and it goes on and on fe Higoes on ai’ on obsolutly) - isa caninual hing, Wherocs 2 ‘eleor family con be such a fegile thing, on iscloted thing, is «fragt thing (8: very much so), can fall oport so easily. 6 ifehard, here ore gros and cors, ! mean, in Indio, you kaow, because i's on extended family people do suppor each ater, fond you krowif you're ol then you don't have to woery because the younger generation always wl lock afer yeu. But onthe other hare! some people A... mean | suppose inthis county people expect in many ways ‘hot the sate is expected to tke that role over, aren hey? 8 Take he role exact (A: Yeu know, tha ifs bul ino the foi Yes | suppose s0 and in that way itcan be quite lonely ‘experience for alder paoplo, But he life in Indio cn also be uit inkusive you know pecple con Find shat you know hat IA... So it doesn’ give much rom for individvaliy) people know too much about herlives con can sri of force peop to puejeny mona founs® OL exper ‘eau 6 ueder-uak:Aayey ‘eye Heat :ea :puEYATIMNS "BanoguIaxM ‘uaxsUO3YD9F|SaIUO|D UaLDY-x9 pe Uupii9g 98 pve) soueL wniSpg o4ey 92019 eaDeIPee/0F nA JAW5 2 JoSapLUrO9 9H ‘ekg eM “vEEN ‘bey uiEyeg “eyabiysseup (os) exseesny uot) adouna er) eon seIUy (wt) eruDwy WIrOs {us eMaUIY jenUaD pue WON (LUNE) Suv" (wN wer) ey L_wrouPe ew 'Wi9q MBN "OnE ‘exDquED 9 ~WASOOCL (9"UASEES ES 61ZAES 26096 auDs YEHA) 15913 98N y Buoy Buoy Bue] Eder E _uedeySinaquuaxn ‘puEvacIMNS:IpH !eeUDS IUezUR) ‘aMbqwEZON ‘Yaejyy sey upng ueinyg usspe|oueg ood @ (uy Ws) HzeV9 (44 WH) YSN LM MO) EUNND (ANY E'S) eDEUED LUA LHEL] EEN Lge 2 Settlements ose pe il Sp ape , aug heer ay Discussions A~Z Intermediate GISISTRIAEVTTY © Cambridge University Press 1997 3334 3. The Peters Projection used the Peers Ades ofthe World Longman) for this exercise. would thoroughly recommend buying this alas, as it has some rally fascinating thematic maps on such things as languages, religions, education, child labour, inequality, status of women etc, which [have used very productively with my students, ‘Adkestudents to cover the Peters Projetion and focus their attention on the traditional map (the top one) . Get them to compare the relative sizes of Greenland (2,175,600 ki’) and Australia (7/682,300 kun}, co estimate which isthe bigger and ‘how much bigger it is (Australia is more than three times as big) Hlcit the main problem of map-making (ve, how to represent athree dimensional globe on a two-dimensional ‘map). Explain that Mercator, the Flemish cartographer, ‘whose map, published in 1569, isthe basis of our modem, ‘maps, esolved the problem by treating the world asa cylinder (north up, south down) to make life easy for navigators. [Now get students to look atthe Peters Projection, and ask them now about the relative proportion of the vatious ‘countries. Get students to think about why such a map was made, and how icaifecs our world view. Mercator placed Europe in the centre of is world pictue, ‘And since the sousherm hemisphere was something ofan inrelevance in 1569, he relegated it to the bottom thied of the map. Peters drew the earth in ‘equal-area' and inthe atlas itself all pges are of equal scale and represetation. This also means third world countries become much more prominent on the map. Finally, sk stadents to read the two passages and decide Which comes from the introduction to the Petes Atlas and which rom a review, L bntro 2 Review (The Econonsist) Follow-up ‘This exercise involves students rearranging the relative positions of counties in the world and then talking about what che effects would be. Photocopy the map below Increasing it in size, photocopier permitting). You will need one copy for each group of students, Paste the map on to a plece of cardboard. Cut the ‘map up Into twelve parts as indicated. Give each group a set of cards fice down, Tell them to arrange the cards, with the arrows pointing upwards, to ‘make a four (width) by three (height) rectangle. Now instruct them to tum over the cards from lft to right, Le. picking up ‘card from the left hand side and, and turning it over so that the lef side becomes the right side (you can show them hhow this should be done). They should now have a rearranged map ofthe world. Now cell hem to imagine that this isa aew world, thousla the equators and climatic conditions remain inthe same relative positions as before, ie counties inthe extreme north and south ate cold, countries in the middle are hot, In groups as them to discuss what implications these new positions would have. ‘They should think in terms of climate (how this would affect the people, agriculture and economy); polities (new politcal or military alliances may be necessasy); resources (countries may now have access to resoutces that they didn't have before, eg. tol from neighbouring countries ot water; they may havea port that they didn’t have before, or their country may even have been chopped in half and the ‘0 halves are in different parts ofthe world) Finally, get students to walk ftom group to group and then decide whose ‘new world order isthe best. oe eee eee Geography g E E E E Fs é = = a = mJ = z = eS e Fond e & = eS = = & 8 8Y! Pil Coot el ‘We have come to accept as ‘natural’ a representation of the ‘world that devotes disproportionate space to large-scale maps of areas perceived as important, while consigning ‘other areas to small-scale general maps. And itis because ‘our image of the world has become thus conditioned, that \we have for 80 fong felled to recognise the distortion for \what itis ~ the equivalent of peering at Europe and North ‘America through 2 magnifying glass and then surveying the rest of the world through the wrong end of a telescope. ‘There is nothing ‘natural’ about such a view of the world, It is the remnant of colonialism and fired by that age. In the Peters Projection, Chad and Nigeria both keep their proper areas, butare shown tice as long north. south as they really are. His oddly bottom-heaty,ctio- lated world picture (one in which the third world is ‘visually prominent) is dismissed by rivals asa piece of ccartographle plagiarism. According to one critic, it Jooks as though Mr Peters hung the continents from the Arctic Circle while they were still wet. By contrast, international aid organisations ~ especially UNICEF — Ihave embraced the Peters map as the only true repre- sentation ofthe world, and have championed its cause by distributing 60 million copies. Discussions AZ Intermedicte GITERCSAEVTY © Combridge University Press 1997 3536 Warm-up * Brainstorm students on what they prefer in a person: honesty/sincerty, intelligence, sense of humour, good looks. They should put the fourin order of priority. [f they all come up with the same order, ge them to justify the inverse order, i ifthey have put good looks as being the {east important, they should think of justifications for ie being the most important. 1_How honest are you? + Before giving stidents any photocopies, put students in ‘group: and get them to make up their own test/quz in any format they like for deciding how honest their eompanions are. A final version in writen form can then be photocopied and distributed asa reading and discussion exercise forthe nest lesson, * Alternatively, students go directly to the quiz on thie page. They should fest answer the questions individually and then discuss them in pairs, Writing * Given the opportunity most people would steal if there was no way of being caught. Discs. Honesty 2 White lies + Ask students to discuss in groups how they can tell if someone is lying, whether lying is actually bad, who we lic ‘most oficn to and what tis that we lie about. Then get feedback from whole class. © whine eal ey good at eligi wee notsn good 4 spoting them. Unles someone it aprolesnonad complsve a therare a number of hing people tend to do when they lie: they tend to avoid eye-contact; their wc has ahigher itch than aneawhsetnovee sound cheaed- probably king words tata ed tobe convincing but enerly sound unnatural ood fc ‘hey tend to touch her nose oreas seach pare ofa bods and shitin theisea Itereingvonceend ee ‘otto atcive peopl ater than unter Mote notintnded tobe decpivr genes ge unconscious, cthertobe tact orto perenne ournles, by edung ou details Lying eronaon ey thing: married couples who. religiously tell each other everthing are more ily to get divorced then dhee who have afew secrets In any case, imagine what ie werd lk ifweavaytold he uth + In groups, students discuss in which of the situations it would be convenient to tell a white lie, They say what the le might be and wisether they would actualy use Topescript for Geography 1 Geography test A Wall | grew ap in New Zeal so | spose hed he