C a m b r id g e

*CEF*
Advanced
★ ★
Coursebook

Adrian Doff & Ben Goldstein

 Goals Language Skills Explore

Language focus Reading Across cultures

Childhood Adapting to another Born everywhere, raised in
Attitudes to children
® ta lk about adapting to different cu ltu re p7 Britain p6
pages cultures Keywords Describing habits and
Rem em bering p9 Childhood memories are
6-15 ® ta lk about m em ory tendencies
Talking about a fairytales p8
© ta lk about a personal m em ory personal m em ory
® evoke the feelings and moods p10
Listening EXPLORESpeaking
of a past event M em ory p8 © te ll an anecdote effectively
Childhood m em ories p 10 ® keep people interested in a story
Target activity
Speaking
Describe a childhood memory Look again O
Adapting to another culture
Grammar
p7
would
How w e ll do you rem em ber
using the -ing form
things? p8
Vocabulary
Your e arliest m em ory p9
M emory
ju s t

Language focus Reading Across cultures

Self Presenting a self- Your online self p16 Your cards
® ta lk about personality tra its image p16 Dating agencies p i 8
pages ® ta lk about identity KeyW OrdS Describing s k ill and
Talking about identity
16-25 ® understand prom otional Listening a bility
pi 7
language What defines you? p 17
P rom otional
® say how you m et someone language p 19
Introducing yourself p20 EXPLOREWriting
® use effective introduction Say how you met Speaking © w rite a cover le tte r
strategies someone p 19 ® describe experience and ability
Your online self p16
Introduction What defines you as a
Target activity strategies p20
Look again O
person? p17
Promote yourself Grammar
W riting and Speaking Verb tenses in narration
Say how you m et someone Phrasal verbs; verbs + prepositions
pi 9 Vocabulary
self-
R eform ulating what you say

Language focus Speaking and Reading Across cultures

Language and Describe a book and Life-changing books p26
Attitudes to English
pages
literature its significance p27 Language learning p29
© describe a book Language learning Keywords worth, worthwhile
26-35 Listening
© give a personal response p28
Plans and prioritie s
Farthest North p27 EXPLORESpeaking
® ta lk about languages and ways Language learning p28
p30 ® use strategies fo r
to learn them Plans and p rio ritie s p30 com m unicating effectively
© describe experiences of
language learning Speaking
Look again O
© discuss plans and p rio ritie s Describing books and th e ir
Grammar
significance p27
Target activity Present verb form s
Adverbs
A plan to improve your English
Vocabulary
Expressions w ith language
Idioms about speaking

Language focus Reading Across cultures

World Differences and Maps of the w orld p36 Restaurants
© in te rp re t maps and facts changes p37 N utrition transition p39
pages ® make com parisons and talk Keywords get, become
Interpreting meaning
36-65 about changes Listening
p37
® ta lk about diet and n u tritio n Types of food p38
Events and changes in EXPLOREWriting
© discuss changing trends Britain pAO @ w rite captions
Changes and trends
© ta lk about result p39 © w rite econom ically
Speaking
Result pAO Maps of the w orld p37
Target activity Look again O
Interpreting a map p37
Say how a town or country has Grammar
Food fo r a week p38
changed The future
Technology debate p39
Com parisons involving different
W riting verbs and tim es
Maps of the w o rld p37 Vocabulary
Changes
Cause and effect
 Goals Language Skills Explore

Language focus Reading Across cultures

Concepts of space Describing spaces Post-it cities p46
Privacy
® describe spaces in cities p47 Surveillance p48
pages © describe how spaces are used Legal and illegal Keyword need
46-55 ® ta lk about crim e and Listening
activities p49
surveiltance Com menting on
Post-it city p47 EXPLORESpeaking
© com m ent on experiences Security p49 © give a presentation w ith images
experiences p49
© outline problem s O utlining problem s Speaking
© discuss and suggest solutions p50
Look again O
Talking about spaces p47
Grammar
Com menting on
Target activity Passive reporting verbs
experiences p49
Plan a city square Vocabulary
Describing places
Solutions to problem s

Language focus Reading Across cultures

Appearances A ltering physical Thin, pretty and airbrushed
Piracy
© describe appearance and features p57 p56
pages changes to appearance Keywords aim, purpose
Aim and intention p57 The m aster forger p58
56-65 © discuss photos and images Fakes and forgery p58 Paulo Coelho p60
© ta lk about aim and intention EXPLOREWriting
© ta lk about fakes and forgeries Reading and Speaking © use w ritte n and spoken styles
© convince people and express Fake photos p57 appropriately
doubt © appreciate w ritte n and spoken
Listening
© conduct a personal interview genres
The camera never lies? p56
® describe someone's life, John Myatt, the m aster
achievements and attitudes Look again O
fo rg e r p59
Grammar
Target activity Speaking Present perfect sim ple and
Interview someone and Real or fake? p59 progressive
present a profile Present participle expressions
Vocabulary
New crim es
Verbs w ith -en and en-

Language focus Reading Across cultures

Health Health problem s and Cradle to grave p66
Health campaigns
© ta lk about health problem s and trea tm e nt p66 Beware w itch doctors p68
pages treatm ent Descriptive particles Keywords consist, include
66-75 © describe and com m ent on an Listening
p67
exhibition o r a show Describing processes
Audio guide p67 EXPLORESpeaking
® describe a process or Malaria p70 © take tu rn s in a discussion
and experim ents
experim ent p68 © give opinions in an extended
Speaking
© discuss im plications and Discussing issues p70 conversation
An exhibition o r a show p67
significance Mind over m atte r p69
© discuss an issue Look again O
Speaking and Listening Grammar
Target activity A caffeine experim ent p68 Passives and participles
Global issues Referencing and substitution
Vocabulary
Tests
A ll-purpose nouns
Health problem s and treatm ents

Language focus Reading Across cultures

Brand awareness Effects and influences V iral ads p78 Megabrands
© discuss brands p77 The air-pow ered car p80
pages © describe effects and influences Keywords effect, affect
Image and qualities
76-85 © ta lk about the image and Listening
p77
qualities of products M arketing w ords p78
Brands p76 EXPLOREWriting
© ta lk about advertising and A vira l video p79 © use advertising language
Describing
m arketing technology p80 Speaking
© describe an advert Look again O
Brand im ages p77
© pass on detailed inform ation Grammar
Describing an advert p79
M easuring differences
Target activity whatever
Sell a product Vocabulary
M ulti-w ord expressions
Influence and effect
 Goals Language Skills Explore

Language focus Reading Across cultures

Icons Interpreting and Family story p87
Loan words
® speculate about images and defining p86
pages objects Speaking and Reading KeytNOrdS Describing what things
C ritical language p88
86-95 ® in te rp re t and respond to a story Iconic: the overused adjective represent
Saying what things
® discuss icons p88
and people
© identify critica l language in a represent p90
EXPLORESpeaking
Listening
text ® give criticism
Interpreting a painting p86
© ta lk about what som ething ® respond to criticism
Shepard Fairey p90
represents
© present argum ents and Speaking Look again O
counter-argum ents Symbols and associations Grammar
p86 I t’s n o ...
Target activity Interpreting images p86 Modifying a sentence
Icons for today A fam ily anecdote p87 Vocabulary
Iconic people and things p89 Uses of suppose

Language focus Reading Across cultures

A sense of belonging Belonging to a group Football p98
Football rivalries
® describe groups and p97
pages m em bership Listening K e y w o rd together
Talking about
96-105 ® describe feelings about A sense of belonging p97
m em bership p97
belonging Being em phatic p99
EXPLOREWriting
Listening and Speaking
® give opinions em phatically ® describe an organisation
Joining a group p97
® explore strategies fo r analysing ® present som ething in the best
authentic texts Speaking possible light
® persuade others to take action Groups p96
Opinions about fo o tba ll p99 Look again O
Target activity Grammar
Prepare a campaign Inversion
Vocabulary
Collective nouns fo r people
Collective adjectives

Language focus Reading Across cultures

Climate Clim ate change p 106 The Serm ilik fjord in Living 'o ff-g rid '
® ta lk about clim ate change Active and passive Greenland p108
pages ® describe inventions and how Keywords Describing sim ila ritie s
infinitives p 107 2084 p109
106-115 they w ork and differences
Processes p 109
® discuss proposals Reading and Speaking
Saying if actions are
® describe an ongoing process ju stified p110
Radical ways to save the EXPLORESpeaking
© understand im agery in a poem planet p 106 ® report a point of view
® say if actions are ju stified ® react to a point of view
Listening
® conduct a debate Richard Branson p 106
The Doomsday debate p110
Target activity Look again O
The Doomsday debate Listening and Speaking
Grammar
Com menting on a poem
Present progressive active and
p 109
passive
Speaking Cleft sentences
Proposals to combat Vocabulary
clim ate change p 107 Adverb / adjective collocations

Language focus Reading Across cultures

Knowledge and Talking about The end of general Technology
pages
technologv knowledge and knowledge? p i 16
© ta lk about knowledge and inform ation p117 Hole in the Walt project p118 Keywords sure, certain
116-125
technology Developments and
advances p 119
Listening EXPLOREWriting
® discuss how to access The Hole in the W all project ® give w ritte n advice
inform ation
p 118 ® w rite steps in a process
® describe technological
© describe how to do som ething
advances Listening and Speaking
® ta lk about how things develop The role of technology in
Look again O
® explain an idea obtaining information p117
Grammar
© deliver a positive message
Speaking Participle clauses
Target activity Finding out inform ation p116 Vocabulary
The influence of com puter C om puter icons and collocations
Deliver a confident message
technology p119 knowledge and information

Activities pages 126-139 Grammar reference pages uo-us, Scripts pages 146—160

4
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

A sense o! belonging 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 .
t i l Q

f t m

The Explore s e c tio n o f th e u n it in c lu d e s an

EXPIORI)
Across c u ltu re s page, a Keyw ords page, w h ic h lo o ks
Across cultures Football rivalries 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
M 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 .

You can do m o re p ra c tic e by

y o u rs e lf u sin g th e S e lf-s tu d y Pack, | 11Off-gnd bving —Text Q) C33HHHIHHHILJ
E n g li s h
■■ i* •i i w h ic h in c lu d e s a w o rk b o o k and pf cW m n fcT n tiM Ffon, Ourtaft KWrw. > t**ti#»-«r*tf> ftm

Unlim ited in te ra c tiv e DVD-ROM. W o rk you do

»**• Th«r» BnotMr»comlr*¥«DO«»
on th is DVD-ROM can be saved to
j_ w»»*»»’*»*oVi*°ut.no««WrUn*s
th e e -p o r tfilio .

The DVD-ROM c o n ta in s 1 «itHout fomf to nor*

>a a u th e n tic vid e o c lip s and o ve r
K *#KMn » >i (on* to M <oo« proaucoon.

280 in te ra c tiv e a c tiv itie s .

 1.1 goals
® ta lk about adapting to d iffe re n t cu ltu re s

Childhood
Born everywhere, raised in Britain
READING 1 a Look at the photos of the children. W h ere do you think they are from? What do they
have in common?

b Read w h a t the children said. Try to guess who is who in the photos.

ii Mauricio, aged 11 (Brazil)

My dad, he decided he just want to stay here
one year, because the problem is we don't have a ii Amna, aged 15 (Bahrain)
nanny here. In Brazil we had a lot of them. On the My school's really friendly. It’s easy to
weekend in Cambridge, I usually tidy up the house find somebody in common because of the
with my mum and brothers and dad, and then go diversity of the people and the nationalities.
to read or play video games. In Brazil we didn’t do People are accepting within this whole city. I
anything at the house. People did. Nannies. guess because everyone moves in and out of
99 here, and it’s filled with people from all sorts
of p lace s.... I even hear Arabic a lot around
this area and it makes me feel that I'm still
ii Inza, aged 16 (Ivory Coast) connected with my culture, and at the same
time I’m learning about other cultures.
In Africa, if you see anyone walking
around, you just say hello. But in
99
England if you see anyone and
say hello, they will not say hello
back. They have to get to know you
ii Indi, aged 15 (St Lucia)
properly. When I arrived here I was There are a lot of differences. In St Lucia people pray
saying hello to everybody but they when they wake up, before they go to sleep, before
w asn’t answering me back so they eat. Religion is a big thing. If a person's older than
I stopped. I tell myself there’s no you, you call them madam or auntie, even if you don’t
big deal me saying it again. know them. It’s just respect. And in St Lucia people take
education seriously. If you don't go to college, you can’t
get a job. Here, if you fail, you can probably work in KFC.
99
ii Luis, aged 15 (Peru)
Even though racial discrimination is a crime, I still feel
it’s there. Here, people take the mick out of accents, they
act differently towards immigrant people. Sometimes
they’re just nasty. Most people don't know I’m Peruvian
because I’ve worked very hard at my accent.
ii Sara, aged 12 (Macedonia)
99 I just wonder if English
children need to learn to be
more free, to go out, to be more
kid-like. Because sometimes I
ii Collins, aged 10 (Uganda) get kind of tired of shopping
In Uganda, I spent my days playing with because it’s a bit grown up.
the dogs, chasing the chickens, watching I still want to live the life of a
my uncle cut a goat - which is quite little child, play hide and seek
gruesome, but it looks good. In London, and stuff like that.
I’ll just stay home and watch TV.
99
99
v ii.

2 a Who com m ents on:

1 n o s ta lg ia fo r th e ir ho m e c o u n try and c u ltu re ?

2 th e ir id e n tity as c h ild re n ?
3 p e rs o n a l re la tio n s h ip s ?
A d iffe re n c e s in b e h a v io u r and a ttitu d e ?
5 d o m e s tic life ?

b Are the children negative, positive or ambivalent about the changes they have to
make? What specific expressions indicate the children's attitudes?

c W h a t exam ples of non-standard and colloquial English can you find in the quotes?

LANGUAGE Listen to Daniel and Sarah talk about adapting to life in Germany. Who finds
FOCUS it most difficult? Why?
A d a p tin g to b *u i Listen again. Tick the expressions they use. Who says them and what do they say?
a n o th e r c u ltu re
1 f it in 7 an o u ts id e r
2 w e lc o m in g 8 e x p a ts
3 fe e l a t h o m e 9 m a k e an e ffo rt
A m a k e fr ie n d s 10 in te g ra te
5 be / fe e l a cce p te d 11 g e t used to
6 a d a p t to 12 m is s

E233ZE A a Talk together.

1 Have you, o r has anyone you know , lived in a fo re ig n c o u n try ? W h a t w e re th e firs t

im p re s s io n s of th a t c o u n try ?
2 Do you k n o w anyone w h o has co m e to live in y o u r c o u n try fro m a b ro a d ? Was it
easy o r d iffic u lt to in te g ra te ? W hy / W hy not?

b Talk about a country you could imagine living in, or have lived in. From what you
know of the country and its culture, what things in the box would / did you find:

1 easy to a d a p t to?
2 in te re s tin g o r e xc itin g ?
3 d iffic u lt to a d a p t to?

v a lu e s and b e lie fs food and e a tin g h a b its m a k in g frie n d s

le is u re tim e and go in g o u t th e w ay s o c ie ty is o rg a n is e d c lim a te
la n g u a g e and c u ltu re fa m ily life and re la tio n s h ip s s a fe ty

7
 o
A th ab asca U niversity ^ 2012/13

Student Identification & Library Card

Julia Gates
1563237

I Stephen White. Registrar

C a n a d a ’ s O p e n U niversity

Memory
SPEAKING 1 a H ow w e ll do you re m e m b e r th in g s ? L o o k a t th e s e p h o to s fo r one m in u te , th e n lo o k
on p126.

b T a lk to g e th e r. W ho s e e m s to have a b e tte r:

• s h o rt-te rm memory?
• m em ory for names and numbers?
• long-term memory?
• visual memory?

LIS TEN IN G 2 a H ow do you th in k th e s e p h o to s a re c o n n e c te d w ith m e m o ry ?

Username
Password

ESP
word?
Forgot Pass

b » IO L is te n to fiv e p e o p le ta lk in g a b o u t d iffe r e n t a s p e c ts o f m e m o ry .

1 Match each person with one of the images in 2a.

2 Does each person have a good or a bad memory?

c i C i f L is te n ag a in and c o rre c t th e s e s ta te m e n ts a b o u t each sp e a k e r.

1 Liam recalls w here he is im mediately and always has a good visual memory.
2 Jane doesn't check her pockets before leaving the house because she doesn't
have time.
3 Olga keeps the passwords in her head but forgets them easily.
U Uri's m em ory is very good for his age, especially when it comes to numbers.
5 Tina can't re m e m b e r names of anything or anyone.

d W h ich o f th e five p e o p le do you m o s t id e n tify w ith ? W hy?

READING 3 a L o o k at th e title o f th e a rtic le . W h a t do you th in k th e a u th o r w il l say a b o u t m e m o ry ?

b Read th e a r tic le q u ic k ly . W h a t is th e w r it e r 's m a in p o in t a b o u t c h ild h o o d m e m o ry ?
H ow do w e k n o w th is ?

C H ow do e s th e w r it e r g ra b o u r a tte n tio n in th e fir s t fe w s e n te n c e s ?

 Childhood m e
ost of us have treasured memories of
M the events that shaped our lives as a
child. Or do we? Controversial new research
claims that those recollections may be
as real as fairytales. Leading psychologist
Elizabeth Loftus, of the University of
California, believes your memories are more
likely to be dream-like reconstructions of
stories told by your parents. When we think
we are reminiscing, we are simply'rewriting'
our memory to suit ourselves. She adds: "Our
biases, expectations and past knowledge
are all used in the filling-in process, leading
to distortions of what we remember.” She
maintains there is no evidence that perfect
memories are stored by individuals.

In one study, volunteers were asked to

read about events that happened to them
as children. One of these was made up -
a shopping trip when they were five, in
which they got lost and were rescued by
an elderly person. Later, some participants
recalled the event in detail, with self-
assurance and emotion. You could argue
that these people might have genuinely
lost their mum in a shop at some point
during childhood. But Loftus later carried
out similar studies where the fake event
was an attack by a vicious animal, or being
responsible for knocking over a punch
bowl at a family wedding and spilling it all
over the bride. The results were the same.
Dr Jaime Quintanilla, professor of
psychiatry at the Texas School of Medicine,
agrees that our earliest recollections are
far from accurate and often complete
distortions or figments of our imagination.
He says: "It's a proven fact that young
children take fragments of experience and
build them into distorted memories. For
example, one 40-year-old man distinctly
remembers his parents once punished him
by refusing to buy him shoes. In fact, when
he was three, he cut his foot on a piece of
glass and developed a nasty infection. For
two weeks, he was confined to the house
in his socks so his wound would heal.
When he wanted to go out, he was told he
couldn't, because he had no shoes.'These
false suggestions about childhood events
can profoundly change people's attitudes
and behaviour in adulthood.

d Read the article again.

1 W hy do w e choose to 're w rite o u r m e m o rie s '?

2 W h a t w o u ld you say is th e 'fillin g - in p ro ce ss'?
3 W h a t do th e a n e c d o te s a b o u t th e s h o p p in g tr ip and w e d d in g reveal?
A H ow are th e s e fin d in g s sh o w n to be im p o rta n t in la te r life ?

LANGUAGE A a Look at the article.

FOCUS
1 W h a t s y n o n y m s can you fin d fo r re m e m b e r and m e m o ry ?
R e m e m b e rin g H ow are th e y d iffe re n t in m e a n in g ?
2 'One 4 0 -y e a r-o ld m an d is tin c tly re m e m b e rs ...'.
W h a t o th e r a d v e rb s co u ld c o llo c a te w ith re m e m b e r?

b Look at the script for 1.2 on p146. Explain the expressions in bold using re m e m b e r.
/ \
'Jog m y m e m o ry ' m e a n s s o m e th in g
m a k e s o r h e lp s m e to re m e m b e r.

SPEAKING Discuss these questions.

1 Do you have a c le a r idea of y o u r e a rlie s t m e m o ry ?

W h a t do you th in k it m ig h t be?
2 Do you th in k th is m e m o ry is y o u r ow n, o r w a s it to ld to you by fa m ily o r frie n d s ?
3 W hy do you th in k th is m e m o ry stayed? H ow did you fe e l a b o u t w h a t h a p p ened?
A Do you a g re e th a t w e te n d to d is to rt o u r e a rlie s t m e m o rie s ?
 Target activity
1.3 goals
Describe a childhood ® talk about a personal memory
® evoke the feelings and moods of a past event
memory
TASK LISTENING 1 a W hat im ages of childhood does the
photo bring to mind?

b Which m o m e n ts can you most easily

re call from your childhood?

h o lid a y s / jo u rn e y s
m o vin g house
y o u r g ra n d p a re n ts
a new s c h o o l
y o u r best frie n d
a p a rtic u la r day / place

c W hat helps trig g e r that mem ory:

an image? a feeling? a smell?

a tO Listen to Andrew, Julia and

Ben describing th e ir m em orie s .
Which topics in 1b do they ta lk about?

b* Listen again. Try to 'picture' the scenes the speakers describe.

1 W h a t im a g e s sta n d o ut? M ake n otes.

2 W h a t fe e lin g s o r m o o d s are a ss o c ia te d w ith each d e s c rip tio n ? N ote a d je c tiv e s
and nouns.
3 W hy is th e m e m o ry s t ill s ig n ific a n t fo r each s p e a k e r?

TASK LANGUAGE a Look at the script on p146. Divide each m e m o ry into four different sections:
T a lkin g a b o u t • fo c u s in g on tim e and place.
a p e rs o n a l • d e s c rib in g b a c k g ro u n d / p a rtic ip a n ts .
m e m o ry • re la tin g a s e q u e n ce of events.
• giving an e va lu a tio n .

b You can use different expressions to structure your memory. Complete the gaps.

Focusing on tim e and place Describing background / participants

• I r e m e m b e r 1________ I w a s little ...
• I r e m e m b e r 2________ to th e beach ...
• The th in g 13________ re m e m b e r is ...
• One of m y 4________ m e m o rie s is ...
Relating a sequence of events
• 5________ w e g o t to w a rd s th e c o a s t...
• W e 'r e 6________ re a lly clo se frie n d s ...
__ th e tim e w e a rriv e d ...
• I 8________ ju s t s ta rte d p rim a ry s ch o o l.
• I m u s t 9________ a b o u t fo u r y e a rs old.
• We 10________ in a kind of forested area.
• S h e 11________ g e ttin g m a rrie d .
• We 12________ sta y in a c o tta g e ...
Giving an evaluation
• 13________ b a ck no w on th is o cca sio n ...
• T h a t's a 14________ of m e e tin g so m e o n e .
• ...h a s j u s t 15 w ith m e forever.

c Why is w o u ld used so frequently in Andrew's story?

4 Talk about a childhood memory.

1 T h in k o f a s ig n ific a n t c h ild h o o d eve n t fro m w h ic h you le a rn e d s o m e th in g .

D ecide h o w you w a n t to te ll it.
2 Divide th e m e m o ry into fo u r c le a r sections. Choose e xpressions fro m 3b to help you.
3 T e ll y o u r story. L is te n to each o th e r's m e m o rie s and ta lk a b o u t w h a t p e rs o n a l
s ig n ific a n c e th e y s t ill have.
U T a lk a b o u t th e d iffe re n c e s and s im ila ritie s b e tw e e n y o u r s to rie s .
 EXPLORE
Across cultures Attitudes to children
These photos accompany a feature about N orway called B abyland.

1 W hat do you think the photos show?

2 What do you think the feature will say about Norwegian society?

Read the introduction to the feature.

1 What, if anything, surprised you?

2 Could this article be a description of your country? What would be different?

Babyland
A c c o rd in g to th e UN's H u m a n D e v e lo p m e n t In d e x , N o rw a y is th e b e st
p lace to live on th e p la n e t. I t c e rta in ly s e e m s to be o n e o f th e b e s t places
to be a baby. In c o n tra s t to m o s t E u ro p e a n c o u n trie s , th e N o rw e g ia n
b irth ra te is a h e a lth y 1 .9 . N o rw a y 's re p u ta tio n as a c h ild -frie n d ly s o c ie ty
is p a rtia lly fo u n d e d on a succe ssio n o f g o v e rn m e n t in itia tiv e s to im p ro v e
p a re n ts ' rig h ts and e c o n o m ic c irc u m s ta n c e s . M a te rn ity le a ve is 4 2 w e e ks
w ith fu ll pay, and p a te r n ity le a ve is fo u r w e e k s . T h e re is fin a n c ia l s u p p o rt
fo r th o s e w h o ch o o se to lo o k a fte r th e ir c h ild re n ra th e r th a n re tu rn to th e
w o rk p la c e . A nd th e b a b y in d u s try is b o o m in g , g iv in g b irth to a p le th o ra
o f new a c tiv itie s : b a b y -m a s s a g e , b a b y -c in e m a , b a b y 'n ' b o o k d a y s a t th e
lib ra ry , even b a b y -a u -ta it (a te r m fo r b re a s tfe e d in g -frie n d ly c a fe s ).

Talk about w h e th e r your country is 'child-friendly'.

1 How much support is there for mothers or fathers and babies?

2 What facilities are there for sm all children?
3 How safe is it for children?
k What are people's attitudes towards children?
Do they tend to:
• ignore them?
• make a fuss?
• expect them to behave well?
• disapprove?
5 Is it considered important to have children?
Do most people want to have them?
Has this changed in recent years?

11
 EXPLORE

Keywords describing habits and tendencies

1 a Look at these exam ples from the unit. W hat meaning do w ill and w o u ld have?
Could you express the sam e meaning in an o th er way?

1 If y o u see anyone and say hello, they will not say hello back.
2 In London, I'll just stay home and watch TV.
3 As we got towards the coast, the trees would start to thin out.
4 ... and w e ' d pack all our things up and set off for the beach ...

b In these sentences, people are talking about childhood. Add w il l or w o u ld and a verb.

1 W hen he w a s little , he w o u ld s le e p w h e n you d id n 't w a n t h im to!

2 If y o u 're n o t c a re fu l, th e y on th e ir video g a m e s a ll a fte rn o o n .
3 She w ith h e r tw in s is te r b u t n o t w ith th e o ld e s t one, n o t any m o re .
4 B a b ie s . T h a t's ho w th e y s ta r t ta lk in g , by m im ic k in g us a d u lts .
5 As a kid, I h o u rs on m y ow n, I w a s a re a l loner.
6 He w a s a v e ry im p o lite kid. He 'p le a s e 'o r 't h a n k yo u '.

c In which sentences could w e also use used to ? Would this change the meaning?
d Correct the mistakes in these sentences.

1 I use to rid e m y bike w ith m y frie n d s .

2 I w o u ld have lo ts of frie n d s w h e n I w a s little .
3 I’ m s t ill re m e m b e rin g m y fifth b irth d a y.

2 a These sentences show oth e r ways to ta lk about habits, or things that often happen.
U nderlin e the expressions that convey this idea.

1 Young c h ild re n have a ten d e n cy to ta k e fra g m e n ts of e x p e rie n c e and b u ild th e m in to d is to rte d m e m o rie s .
2 In W e s te rn s o c ie tie s , w e te n d to sh a re p re c io u s m e m o rie s o f c h ild h o o d and re la te th e s e o p e n ly in p u b lic.
3 I'm a fra id I'm a lw a ys fo rg e ttin g p e o p le 's n a m e s and faces.
A As I g e t o ld e r, m y m e m o ry s ta r ts to fade a bit, and I'm lia b le to fo rg e t th in g s I've done.
5 P eople lik e m e, w h o are p ro n e to p u t on w e ig h t, c a n 't e a t lik e th a t. You're OK - y o u 're re a lly skin n y.

b Which expressions often have a negative connotation? Which means 'it's annoying' in this case?

3 a What tendencies might you associate with these photos? Use expressions from 2a to ta lk about them.

b «* n Listen to the conversations. Match them with the photos.

1 W h e re are th e tw o people?
2 W hat is each s p e a k e r w a rn in g th e lis te n e r a b o u t? W hy?

U Think of someone with an irritating or attractive habit. Describe it using w il l / w o u ld or expressions from 2a.

12
 EXPLORESpeaking
Goals
1 Talk together.

1 W h a t are th e c h ild re n d o ing in th e p hoto?

2 W h a t is th e ir a ttitu d e ?
3 W h a t m a ke s a s to ry c a p tiv a tin g ?

2 a Cover the script on this page and listen.

1 W hy w a s th e s to ry n o t v e ry e ffe c tiv e ?
2 W hat co u ld th e s p e a k e r have done to m a ke it
m o re e ffe ctive ? T h in k a b o u t:
• to n e of voice.
• a ttitu d e .
• pace.
• use of la n g u a g e .

Listen to a second version of the same story.

1 W hat is th e d iffe re n c e b e tw e e n th e w a ys th e y
are to ld ?
2 H ow is th e second s p e a k e r's s to r y -te llin g
m o re e ffe ctive ?

3 * 0 Listen again and look at the script on this

page. The s p e ak e r uses various strategies to keep
the listeners interested. Find exam ples of:
1 rh e to ric a l q u e s tio n s .
They sa y the y o u n g e s t are the s p o ilt ones,
d o n 't they?
2 v is u a l d e ta ils .
3 d ire c t speech.
A a d d re s s in g th e a u d ie n ce d ire c tly .
5 c o m m e n ts w h ic h are n o t p a rt of th e story.
6 re p e titio n .
U Find more colourful synonyms in the story for
these expressions.
1 v is ib le in fu ll view
2 s m ilin g a lo t
3 d isa p pe a re d
A shocked
5 fo u n d it a m u s in g
6 a llo w e d m e to do w h a t I w a n te d
7 behaving badly
5 a W o rk in groups. How could you m a k e the story
below more interesting?
I w a s 10. We w e re on h o lid a y in Italy. We w e re
w a lk in g dow n a s tre e t and sto p p e d to w a tc h
so m e s tre e t p e rfo rm e rs . I w e n t to th e fro n t of
th e cro w d to get a b e tte r view . I w a s w a tc h in g
th e p e rfo rm e rs and fo rg o t e v e ry th in g else.
W hen th e p e rfo rm a n c e fin is h e d , I lo o ke d ro u n d
and c o u ld n 't see m y p a re n ts . I w a s sca re d and
s ta rte d ru n n in g dow n th e s tre e t. T hen I re a lis e d
I s h o u ld stay in one p lace, so I w e n t back to th e
s tre e t p e rfo rm e rs . A fte r a fe w m in u te s I sa w m y
p a re n ts. They b o u g h t m e an ice cre a m .
b Practise telling the story.
I’m the youngest of three. So, as I’m sure you can imagine,
when I was little I was always up to no good. They say
the youngest are the spoilt ones, don’t they? I suppose
my parents just let me get away with it, because I was the
youngest. I’d spend half the time showing off breaking my
brothers’ toys, ruining their games, attracting attention
to myself. You know, the usual, just terrible ... Anyway, I’d
better get back to the anecdote!
Well, my dad did a lot of public speaking for his work, and
sometimes all of us - the whole family - would go and see
him. I remember being told how important it was to be on
our best behaviour then. So, if I started messing about, my
brothers would just pretend that they didn’t know me. It
was like a very formal setting with cameras and everything.
At first, they would try to keep me quiet, or stop me
fidgeting or whatever, but then they used to just ignore me,
'cos it was too embarrassing otherwise.
Anyway, my brother Gary tells me that one day, I was
sitting there with all of them and I just disappeared. So
my mother asked, “Where’s he gone now? Where's that
troublemaker?" One minute I was there it seems, the next
minute I’d vanished into thin air. So, anyway, everyone got
a bit panicky because no one knew where I’d got to. Then,
suddenly ... you should have seen everybody’s faces ...
suddenly, there I was in full view. I'd only got up on the
stage with my dad, hadn’t I? Waving to everybody and
beaming like mad in front of the cameras. Can you believe
how cheeky you have to be to do that, can you?
Apparently, what I'd done is edge out of the seat without
anyone seeing and then crawl down to where my father
was speaking. At first, my dad was horrified ... but then
he saw the funny side, and the audience did too. I mean,
I simply couldn’t bear anyone else to get the attention!
I wanted to be the star! Nothing’s changed really.
Unbelievable!

13
 Look again o
Grammar
would using th e -ing fo rm

1 a Match groups A - F with these uses of w o u ld . Look at these examples. In which is the ing form:

1 past h a b its 6 a th e s u b je c t of th e se n te n ce ?
2 p o lite re q u e s ts and o ffe rs b a fte r a p re p o s itio n ?
3 th e past o f 'w ill' in re p o rte d speech c a fte r a ve rb ?
4 th e 'fu tu r e - in - th e - p a s t'
5 h y p o th e tic a l s itu a tio n s 1 Looking back n ow on this occasion reminds me
of how beautiful the village childhood was.
6 g iving advice (s o fte n in g )
2 Sometimes all of us - the whole family —
A T hey said th a t th e re w o u ld be h u n d re d s o u t of went to see him. I remember being told how
important it was to be on our best behaviour
w o rk .
then.
He said he w o u ld be back in tim e fo r th e film . 3 Apparently, what I'd done is edge out of the
B In th o s e days, w e w o u ld w a lk h o m e la te at seat without anyone seeing and ...
n ig h t w ith no p ro b le m .
S o m e tim e s w e 'd go to w o rk , ju s t fo r fu n . 5 Look at these verbs.
C A fte r th a t go a l, it w a s c le a r th e y w o u ld n 't w in
th e m a tch . 1 W h ich o f th e s e v e rb s can be fo llo w e d by -in g
She d ecid ed th a t s h e 'd spend th e re s t of h e r fo rm s ?
life th e re . 2 W h ich can be fo llo w e d by to + in fin itiv e ?
D W ith o u t th e land, w e w o u ld have gone 3 W h ich can be fo llo w e d by both?
b a n k ru p t a long tim e ago.
re m e m b e r fin is h m a n a g e o ffe r
W ould you e ve r leave th is c o u n try ?
re g re t d e cid e m in d s u g g e s t im a g in e
E W o uld you m in d having a lo o k at th is w ith m e?
a g re e e n jo y p o stp o n e p re p a re give up
W h ich h o te l w o u ld you p re fe r to sta y in?
ris k avoid
F I w o u ld n 't w o rry a b o u t it, if I w e re you.
You'd be a c o m p le te fo o l n o t to ta k e th a t job,
6 a A dd p re p o s itio n s to th e s e s e n te n c e s fr o m th e
you re a lly w o u ld .
u n it.
b In which cases can w o u ld have a sim ila r meaning
1 I g e t kin d of tire d sh o p p in g .
to 'was going to' and 'used to'?
2 I've no p ro b le m re m e m b e rin g pin n u m b e rs .
3 T h a t's a happy m e m o ry m e e tin g s o m e o n e .
2 a Change these sentences to include w o u ld .
4 T h a t's ho w th e y s ta r t ta lk in g , m im ic k in g us
1 Open th e door. a d u lts .
2 I asked h im , b u t he d id n 't say a w o rd .
b W h ic h s e n te n c e s a re a ls o p o s s ib le w ith o u t th e
3 Do you p re fe r to go by bus?
p re p o s itio n ? W o u ld th e y m e a n th e sa m e ?
4 She n e ve r fo rg o t th a t favour.
5 I w e n t th e re e ve ry y e a r in A u g u s t.
7 a C o m p le te th e s e s e n te n c e s u s in g an -in g fo rm .
6 He said he m ig h t leave e a rly today.
7 T h a t's so ty p ic a l of h e r to say th a t. 1 i w o u ld n 't m in d ...
2 I g e t re a lly fed up w ith ...
b What effect, however subtle, do these changes
3 You c a n 't a lw a y s avoid ...
have on each sentence?
4 I v a g u e ly re m e m b e r ...
c »d Listen to check. Is w o u ld stressed in any of 5 I'm q u ite used to ...
the sentences?

3 a Complete these sentences so they are true for you.

1 I w o u ld n 't be s u rp ris e d if ...

2 I w o u ld alw a ys re c o m m e n d ...
3 W hen I w a s y o u n g e r, I th o u g h t I w o u ld ...
4 I c a n 't im a g in e w h a t I'd do i f ...
5 I w is h pe op le w o u ld n 't ...
6 I'd r a t h e r ... th a n ...

b Listen to each other's sentences. Ask questions to

I get really fed up w ith receiving junk mail.
find out more.

G ram m ar referen ce, p 1 4 0

b Listen to each other's sentences. Ask questions to
find out more.

14
Vocabulary 1 1 a W hat do you think the people are saying in the
cartoons? Use It's ju s t so / T h a t's ju s t to o . . . .

M e m o ry b * « D D Listen to check.

8 a H ow m a n y c o llo c a tio n s w ith m e m o ry can you c liS D Listen again to how the speakers stress
re m e m b e r? the key words. Which is the most im portant
inform ation in each case?
S h o rt- te rm m e m o ry . ^^Jog s o m e o n e ’s m e m o ry.

b In what context do you think you would h ear these

expressions? Which is the odd one out?

1 T h e y’ re th e w o rs t in liv in g m e m o ry .
2 H e's s u ffe rin g fro m s h o r t- te r m m e m o ry loss,
bu t th e re 's n o th in g to w o rry a b o u t.
3 You've got a m e m o ry lik e a sieve.
4 T h is m o d e l has p le n ty o f m e m o ry .
5 I th in k I can do it fro m m e m o ry .
6 S o rry , m e m o ry 's p la y in g tr ic k s a gain.

Listen to check.

Look at these sentences from the unit. W hat does

ju s t mean? More than one an sw er may be possible.

o n ly re a lly s im p ly

1 My dad, he de cid ed he ju s t w a n t to sta y here

one year, on ly
2 In A fric a , if you see anyone w a lk in g a ro u n d ,
you ju s t say h e llo .
3 I’ ll ju s t stay a t h o m e and w a tc h TV.
4 If a p e rs o n 's o ld e r th a n you, you c a ll th e m
m a d a m o r a u n tie , even if you d o n 't k n o w th e m .
It's ju s t re sp e c t.
5 They a ct d iffe re n tly to w a rd s im m ig ra n t people.
S o m e tim e s th e y 're ju s t nasty.

10 a Look at these exam ples with the expression it's

ju s t to o m u c h . What situations might they be used
in and what would they mean?

1 I ca n 't do it, w o rk in g fu ll-tim e , it's ju s t too m uch.

2 It's ju s t to o m u c h p re s s u re rig h t now.
3 I'm not su re , i t ’s ju s t to o m u c h o f a ris k .
4 Living lik e th is - it's ju s t to o m u c h to h a n d le .
5 It’s ju s t to o m u c h fo r h e r, s h e 's had e n o u g h .

b Look again at the expressions in 10a. Decide

which words or syllables you would stress.
Self-assessm ent
Can you do th e s e things in E ngU sh?|H rcie)a n u m b e r
C * Listen to check.
on each lin e . 1 = I can’t do this, 5 = I can do this w e ll.
Im agine you are in one of these situations. Talk to © talk about adapting to different cultures l » J f l
an other student about it using expressions from ® talk about memory 1H
10a. Then ask for advice. I ® talk about a personal memory

• Y ou're w o rk in g v e ry hard. ® evoke the feelings and mood of a past event g r o w .- i

• You w a n t to in ve s t so m e m oney. © tell an anecdote effectively

• You're m oving to a new hom e. © keep people interested in a story g r o w
• You're lo o k in g a fte r s o m e o n e 's c h ild re n .
• For Wordcards, reference and saving your work e-Portfolio
• For more practice -» Self-study Pack, Unit 1

15
 2.1 goals
® talk about personality traits
@talk about identity

Self
Your online self
Look at this profile image used on a social networking
site. Discuss these questions.

1 W h a t a s p e c t of his p e rs o n a lity do you th in k he w a n ts

to show ?
2 Have you e ve r u p lo a d e d an im a g e to re p re s e n t
y o u rs e lf? W h a t w a s it fo r and ho w did you ch o o se it?
3 Do you have an o n lin e page? Do you re g u la rly u p d a te it
o r c o m m e n t on o th e r pe o p le 's?
A Do you th in k th e s e pages g e n e ra lly p o rtra y an
a c c u ra te im p re s s io n o f p e o p le 's c h a ra c te r?

READING Read the article. Does it have sim ilar views to yours?

Social networking sites such as Facebook, MySpace and O rkut are now estimated to have more than 700
m illion users worldwide. As users can create any profile o f themselves they choose, you m ight expect them
to portray themselves in the best possible light. When putting up a profile, it would be reasonable for them
to present flattering images, choose sophisticated and discerning interests, and carefully express their
thoughts so as to appear more intelligent than in real life. But according to recent research, this is not the
case. Far from presenting themselves in a flattering way, most users' profiles reflect their true personalities,
and reveal both psychological weaknesses and natural physical flaws.

Research was carried out on 250 Facebook users who filled in a personality questionnaire. Results were
compared w ith the same people's Facebook profiles. The survey set out to assess not only the participants'
actual personality, but their 'ideal' personality - in other words, w hat kind o f person they would be if they
actually possessed all their ideal characteristics.These results were then compared w ith the participants'
Facebook profiles. W hat emerged was astonishing: far from being idealised versions o f themselves, people's
online profiles conformed closely to w hat they were really like. Their profiles accurately reflected how
agreeable, extroverted, conscientious, neurotic and sociable they were in real life.

It's not entirely clear why online profiles depict users' personalities so accurately. It could be th a t users
w ant to portray themselves as they really are, or it could be th a t people attem pt to present an ideal image
o f themselves but in fact fail to do so. One thing seems clear: social networking sites can in no way be
considered a false online world th a t is idealised and removed from reality; rather, they are simply another
way in which people choose to interact w ith each other.

3 a Read th e a rtic le a g a in . Id e n tify th e p a rts w h ic h m a k e th e s e p o in ts .

1 We are n o t c a lc u la tin g in th e w ay th a t w e p re s e n t o u rs e lv e s to o th e rs .
2 We d o n 't a tte m p t to hide o u r e c c e n tric itie s o r o u r a p p e a ra n ce .
3 O n lin e p ro file s are not fa n ta s y re p re s e n ta tio n s , b u t m a tc h re a lity.
A P eople w a n t to p re s e n t - o r are u n a b le to h ide - th e ir tr u e selves.
5 In s p ite o f w h a t m a n y people th in k , n e tw o rk in g s ite s e n c o u ra g e us to be w ho
w e are.

b Look at the opening paragraph. How does the w r it e r arouse the reader's curiosity
about the differing viewpoints?

LANGUAGE U a Find eight adjectives in the article which refer to different personality traits,
FOCUS
b Cover the article. Can you re m e m b e r what nouns collocated with these verbs?
P re s e n tin g a
s e lf-im a g e c re a te p o rtra y p u t up p re s e n t ch o o se re fle c t e xp re ss re ve a l
 Discuss these questions.

1 In w h a t o th e r w ays can p e o p le p re s e n t th e m s e lv e s o n lin e (e.g. ro le -p la y in g

g a m e s o r p ro fe s s io n a l w e b s ite s )?
2 Lo o k at th e s e o n lin e p ro file im a g e s. W hy do you th in k each p e rs o n chose th e m ?
3 Can you th in k of o th e r types of p ro file photo? W hat w o u ld you ty p ic a lly see in th e m ?

What defines you?

L IS TEN IN G 1 a tin t Listen to N orm an , Olga, Liam and Jane answering the question 'What
defines you?' W hat is the defining factor in each case?

b tin t Listen again and m a ke notes on these questions.

1 W h ich tw o p e o p le m e n tio n o th e r c o u n trie s o r c u ltu re s ?

H ow w e re th e y in flu e n c e d by th e m ?
2 W h ich tw o p e o p le ta lk a b o u t w h e n th e y w e re yo u n g e r?
H ow w a s th e ir se n se o f s e lf d iffe re n t th e n ?
3 W h a t p e o p le do th e y a ll m e n tio n as being im p o rta n t in d e fin in g w h o th e y are?

LANGUAGE 2 a Match expressions 1 - 8 from the recording with sentence endings a - h .

FOCUS
1 I th in k of m y id e n tity p a rtly in te r m s of a m y frie n d s .
T a lkin g a b o u t 2 I need to fe e l p a rt of b m y b a c k g ro u n d .
id e n tity 3 My life is c e n tre d a lo t on c a happy p e rso n .
k W h a t d e fin e s m e m o s t is d m y sta y in o th e r c o u n trie s .
5 I’ m a p ro d u c t of e th e p e o p le I lik e .
6 I see m y s e lf as f m y c h ild re n ra th e r th a n on m yself.
7 I lik e to th in k th a t I'm re fle c te d in g w h e re I co m e fro m .
8 W hat has also had a g re a t in flu e n c e on me w as h a clo se c irc u it o f frie n d s ,

b Check the script on p147.

SPEAKING W hat defines you as a person?

1 W o rk a lo n e. T h in k a b o u t th e s e c a te g o rie s :
• n a tio n a lity . • re lig io n . c lo th e s and a p p e a ra n ce ,
• la n g u a g e . • y o u r fa m ily . w h e re you g re w up.
• y o u r w o rk o r jo b . • b e lo n g in g to a g ro u p . p e rs o n a lity tra its .
T h in k a b o u t e x p re s s io n s in 2a you c o u ld use to ta lk a b o u t y o u r id e n tity .
C o m p a re w ith o th e r s tu d e n ts . Did you d e fin e y o u rs e lv e s in s im ila r w ays?
W h ich c a te g o rie s do you th in k are th e m o s t and le a s t im p o rta n t?

17
 2 .2 goals
Dating agencies E understand promotional language
say how you met someone

READING Talk together.

1 W hy do you th in k o n lin e d a tin g

a g e n c ie s a re g a in in g p o p u la rity ?
2 Do you k n o w anyone w h o m e t th e ir p a rtn e r in th is w ay?

Look at the three websites. What different ways of meeting people do they provide?
How do you think each service works?

ClubM8 is a b ra n d -n e w c o m m u n ity th a t gives you th e chance to chat,

exchange te x t m essages and in te ra c t w ith o th e r c e ll-p h o n e users, a n y tim e ,
anyw here. It's 1 00% fun and 1 00% safe! How does it w o rk, you ask? It's
sim ple. You te ll C lubM 8 w h a t y o u r desires and crite ria are. You'll receive
th e profiles o f m e m bers th a t m atch yours, w hile y o u r p ro file is s e n t o u t
to m em bers you m atch w ith . You'll im m e d ia te ly be able to exchange
te x t m essages w ith him o r h e r how ever, w henever, w h e re v e r you w ant!
No boring fo rm s to fill in, o r expensive sub scrip tio n s to pay. Send a te x t
message now and e n te r th e fu n ! You m ay find y o u r p e rfe ct ... cell m ate!

N o b o d y u n d e rs ta n d s th e needs o f th e s in g le tra v e lle r m ore th a n we

do, w h ic h is w h y y o u have m ade us th e UK’s n u m b e r 1. E stablished in
1 969, o u rs is a nam e o u r c u s to m e rs tru s t, th a t’s w h y th e y com e back
to us, tim e a fte r tim e . Solo's isn ’t ju s t a n o th e r h o lid a y co m p a n y. S olo’s
is a tra v e l c o m m u n ity , and w e fo n d ly w e lco m e new ‘m e m b e rs ’ to e n jo y
th e e xp e rie n ce s o f so lo tra v e l. We k n o w th a t o u r success is c o m p le te ly
d o w n to o u r c u s to m e rs , and th a t’s th e eth o s upon w h ic h o u r business
has g ro w n o v e r th e last q u a rte r o f a ce n tu ry. The service we o ffe r is
p e rso n a l, y e t u n o b tru s iv e - g ro u p sizes do vary, b u t y o u w ill d o u b tle ss
be h o lid a y in g w ith o th e r sin g le tra v e lle rs w h o share a passion fo r life
and d is c o v e rin g new, e x c itin g d e s tin a tio n s in th e UK, Europe and a ro u nd
th e w o rld . Love is nearer th a n yo u th in k .

f
Make it happen!
Stop w aiting around fo r Mr or Ms Right, and simply log on to
the dating agency for professionals. It's OK to look, and w ith
a m illion members online, y o u ’re sure to love w hat you see.
Start a subscription, create your profile and start enjoying all
we have to offer. If you don’t find th a t someone special in three
months, w e'll give you the next three m onths absolutely free!
N o t convinced by online love? Then our Singles’ Events may be
your thing. Aimed at professionals, these are a great way to find
like-m inded people in a relaxed party atmosphere. For the not-
so-confident, we even have our sta ff on hand to help you mingle
and make you feel at ease. You'd be a fo o l not to give it a try ...

18
 W h ic h w e b s ite do e s each s e n te n c e d e s c rib e ?

1 O th e r p eople a re a v a ila b le to h e lp you m e e t th e rig h t p e rso n .

2 The c o m p a n y has e xiste d fo r a long tim e .
3 It c o m p a re s its s e rv ic e s to o th e rs .
k It ta rg e ts a s p e c ific typ e of c u s to m e r.
5 It s tre s s e s th e n u m b e r o f p eople a v a ila b le in th e s e rvice .
6 The s e rv ic e e m p h a s is e s th e ease w ith w h ic h you c o n ta c t so m e o n e .
7 It c o m p lim e n ts its c u s to m e rs .
8 It m a k e s an o ffe r if th e c u s to m e r is u n lu c k y in love.

4 a W h a t d e vice s do th e a d v e rts use to s e ll th e ir p ro d u c t? F ind e x a m p le s of:

1 a p ro m is e o r p re d ic tio n . A an e x c la m a tio n .
P ro m o tio n a l 2 a boast. 5 a jo k e o r pun.
la n g ua g e 3 a slo g a n.

b W h a t k in d o f la n g u a g e do th e y use? Find e x a m p le s o f th e s e fo r m s in th e a d v e rts .

im p e ra tiv e s rh e to ric a l q u e s tio n s c o n d itio n a l s e n te n c e s

p o sitive a d je c tiv e s in v e rs io n m o d a l v e rb s

c W hat other techniques are used?

How we met
LANGUAGE 1 a Read th is te s tim o n ia l a b o u t d a tin g a g e n cy C. F ill in th e ga p s w ith th e m o s t
FOCUS a p p ro p ria te fo r m o f th e v e rb s in b ra c k e ts .
Say h o w you
m e t so m e o n e
We met at the London Singles' Events in July. He 1_____ (say) he
(see) my photo on the wall and ju s t ' (know) I
(be) there with friends - we 5____ (see) the advert in
the paper and we (decide) to give it a try, just for a laugh.
I 7_ (sit) in a corner having a drink and he 8 (come)
to find me. We 9 . (chat) for the rest of the evening and then
10
(call) the next day and we 11 (be) together
ever since. We 12_ (have) tons in common. We both 13
(work) in the media and u (have) an amazing time. So
thank you! It does work and I’m so glad I 15 _ (come), or I
never 16 _ (meet) the love of my life!
PI
b t lT O L is te n to c h e c k . W h a t d iffe r e n t v e rb fo rm s a re th e re ? M ake a lis t.
A re th e s e th e o n ly fo r m s th a t co u ld be used in each gap, o r w o u ld o th e rs be
p o s s ib le ? W hy / W hy not?

W R IT IN G and 2 a W ritin g ga m e . In v e n t a s to ry a b o u t m e e tin g s o m e o n e fo r th e f ir s t tim e .

SPEAKING
1 W rite a fe w s e n te n c e s s ta rtin g w ith 'We m e t ...'. Pass it to a n o th e r s tu d e n t.
2 Add a fe w m o re s e n te n c e s s ta rtin g w ith 'I w a s ...'. Pass it to a n o th e r s tu d e n t.
3 C o n tin u e , s ta rtin g w ith th e e x p re s s io n s in th e box. Pass each ne w s e c tio n to
a n o th e r s tu d e n t.

He / She w a s ...
We ... and th e n ...
A nd s in ce th e n ...
We have to n s in c o m m o n . We both

b Read o u t y o u r s to ry .

W o rk w ith a p a rtn e r. D e s c rib e h o w you m e t s o m e o n e im p o rta n t to you. T a lk a b o u t:

• w h e n and w h e re you m e t.
• ho w it happe n e d .
• w h a t you fir s t ta lk e d ab o u t.
• w h a t you had (o r have) in c o m m o n .
 Target activity
2 .3 goals
Promote yourself @ use effective introduction strategies
© promote yourself

1 a W hat do the im ages suggest about the

w ay you should or should not present
yourself to others?

b * i f f t Listen to Uri, Sandy and Carmelo

Hello.
M y n a m e is
presenting themselves.

1 W h a t do you th in k are th e s itu a tio n s ?

W h a t w o rd s h e lp e d you decide?
2 W h a t is w ro n g in each case w ith th e w ay
th e c a n d id a te s p re s e n t th e m s e lv e s ?
3 W h a t advice w o u ld you give th e people?

c *O Listen to new versions. W hat has improved? in im im i

lilllllv l
TASK 2 a Match these strategies to the highlighted exam ples in the scripts.
LANGUAGE
1 b a c k tra c k in g and re fo rm u la tin g b
In tro d u c tio n 2 ch o o s in g an e q u iv a le n t te r m fo r a w o rd you c a n 't re m e m b e r
s tra te g ie s 3 s e le c tin g an e x p re s s io n in o rd e r to gain tim e and keep th e flo o r
4 e xp a n d in g and d e ve lo p in g th e p o in t
5 h a n d lin g in te rje c tio n s w e ll
6 c o n s id e rin g th e e ffe c t on th e lis te n e r

amanda So, Uri, would you like to say
a little bit about yourself first, just
to get the ball rolling, you know?
uri Of course, well, my name is Uri
Salemi. aI have worked in the
marketing ... area for many years,
as you might have seen from my
CV and I studied economics, so
that's why working with Deutsche
Bank really was appealing... bwhy
it really appealed to me, I should
say. I believe I have a number
of characteristics that would be
suitable for the job.
a Such as?
u cMy experience of working in a
team, the need to plan strategically,
and decisiveness when having to
take difficult, tough decisions. I
think these facets are crucial.
So, Ms Faber, it's nice to
m ic h a e l
meet you at last!
sandy dHi, Sandy Faber. Likewise,
Michael! It's always nice to meet
somebody face to face after
emailing such a long time. It’s
wonderful to be here!
m Yes, that’s right, it's always good
to put a face to a name,
s Absolutely, the thing is ...
sometimes you never get to meet
that person and that can be even
more frustrating, can’t it?
m Well, I’m glad that's not the case
this time. Well, it's time for you to
meet the others now... come this
way, please. The seminar begins
in a few minutes.
am anda Mrs Santos, it's really nice
to have you back here with us.
c a r m e lo Thanks a lot. Pleased to
meet you, fI don't think we've
been introduced. Carmelo Santos.
a Amanda Woods,
c It's a pleasure, Amanda. And,
well, it’s great to be back. So, I
suppose the other candidates are
here? Should I go through?
a Oh yes, we’re keen to get started,
as you can imagine. Is there
anything else you need?
c I was wondering if I could bonow
a pen, I seem to have left mine
behind for some reason.
a Of course, no problem. Follow me.

b How do the people introduce themselves? Who is more fo rm a l / inform al?

c How do the in terview ers a tte m p t to put the candidate at ease?

Conduct a job interview. Together, look at this job. Then, Student A, look on p 126.
Student B, look on p 134.

P ub lic re la tio n s m a n a g e r

We need a high-energy, motivated professional to take responsibility for external communication and growing our company’s reputation.
Responsibilities. You will be the main point of contact for the media, writing press releases, presentations, customer success stories and
case studies. You will be building the company’s presence online (Facebook, Twitter, etc.) and driving programmes for winning awards, gaining
positive product reviews in the media, and so on.
Required experience. You should have 3-5 years of public relations and marketing experience, as well as a university / college degree,
preferably in business or marketing.
Required skills. Superior written and oral communications skills are a must. You are a creative thinker who can develop unique ideas and
marketing programmes, someone who is passionate about growing our company every day.

20
 EXPLORE
Across cultures Vour cards
1 a Look at these business cards. W hat do you think the cards say
about the people who own th e m or the company they w o rk for?

b In your country, do people use business cards as a way of

expressing themselves?

c W hat do individuals or companies need to bear in mind when

designing a business card for themselves? I’ m \^ a tw
one o n t r

2 a Read the article and check your answers. W h ere do you think
this article originally appeared?

B u sin ess card s are so m eth in g that w e take for gran ted
w hen w e sh o u ld n ’t. The look, feel, an d m e ssa g e on a card
help p eo p le determ in e how they view you, an d m ore
im portandy, if they will even rem em b er you. W hen you
leave a con versation an d the other party h as your b u sin e ss
card, your identity is that piece o f paper. B e cau se o f this
representation, your b u sin e ss card sh ou ld not only state
who you w ork for, your con tact inform ation, an d w hat you
do, but it sh ou ld also state som eth in g ab o u t you - not in
a w ritten sen se, but m ore of an im p ression o f your overall
im age. For exam ple, if I w ere to h an d you m y b u sin e ss card,
you w ould prob ab ly get the feeling that I am a w arm an d
caring p erso n (the card is thick, yet feels soft; the corners
of the card and the typography are roun ded; it’s green),
b e c a u se th at’s ju st the m e ssa g e I w anted to com m u n icate.

b Look at the business cards again. Do you notice any features

mentioned in the article?

3 a Think about the people below. What im age of themselves or

th e ir company might they want to convey through th e ir card?
How might this be reflected in the card itself?

1 th e sa le s m a n a g e r of an in te rn a tio n a l co m p a n y
2 a s in g e r
3 an a rc h ite c t
4 a yoga te a c h e r
5 a w e b s ite d e s ig n e r
6 th e o w n e r of a fu r n itu re shop

b W ork in pairs. Choose one of the people and design a card for them . Think about:

• in fo rm a tio n . • im a g e s. • c o lo u rs .
• te x tu re . • u n iq u e n e s s . • fo n t.

c Find other students who chose the sam e person. Com pare your ideas.

U Discuss these questions.

1 Do p eople in y o u r c o u n try p re s e n t c a rd s to each o th e r? In w h a t s itu a tio n s ?

2 Do you k n o w any o th e r s o c ie tie s w h e re c a rd s a re : m o re im p o rta n t? less im p o rta n t? W hy is th is ?
3 Do you th in k th e s o c ie ty in w h ic h you live e n c o u ra g e s p e o p le to s ta n d o u t o r fit in?
4 W h a t o th e r c a rd s in y o u r p o sse ssio n c o m m u n ic a te th in g s a b o u t you to o th e rs ?
(C o n s id e r d iffe re n t c a rd s : m e m b e rs h ip ca rd s, lo y a lty ca rd s, id e n tity ca rd s, etc.)

21
 EXPLORE

Keywords describing skill and ability

1 a Look at these examples.

1 Do you th in k th e y are w ritte n o r sp o ke n ?

2 W h ere w o u ld you read o r h e a r th e m ? W h a t are
th e y abou t?

a Natasha is settling in v e r y well at

Lancaster and doing lots of sport,
apparently. She seems to have a real talent
_______________ n e w sports - she took up
volleyball this term .. .
b We are b a s e d in Glasgow and still small,
but set to expand rapidly. We need someone
who has acquired s k i l l s ________________ a
business and who w ould be committed to hard
but rewarding work,
c So U n ited still three down, and nowhere
near their usual form. But as they proved
last season against Bolton they do have
this a b i l i t y ______________ the m atch in the
last minute ...

b Add a preposition and a verb to each sentence.

What do you notice about the verb form s?

in to fo r w in le a rn ru n

C How could you express each sentence using

these words?

a ta le n te d
b s k ille d
c ca p a b le

2 a Which of these words frequently occur before

ta le n t? Which frequently occur before s k ills ?

le a d e rs h ip re a l n a tu ra l a ca d e m ic
basic c o m p u te r c o n s id e ra b le
te c h n ic a l in te lle c tu a l

b Which of these word s can also come before the

word a b ility ?

C T a le n t can re fe r to people or the ability itself.

Which do you think these expressions re fer to?

1 new ta le n t p e o p le A h o m e -g ro w n ta le n t
2 cre a tiv e ta le n t 5 a th le tic ta le n t
3 young ta le n t 6 a rtis tic ta le n t

3 a W hat type of ta lent or skill do you think is being

illustrated in the photos opposite?

b • CKO Listen to check.

1 W hich e xp re s s io n s do you h e ar?

2 W hat are th e p e o p le ta lk in g a b o u t?
3 W h ich o f th e s k ills can you e a s ily le a rn ?

U Think of someone who has a p articular talent

for something. W hat would you say are his / her
skills? Talk about this p ers o n ’s achievements.

22
 EXPLOREWriting
Goals
1 a You are going to read a lette r applying for an MBA grant. ® w rite a cover letter

How do you think the words in the box w ill be used? © describe experience and ability

s k ills fa m ilia r re le v a n t fu tu re a p titu d e c h a lle n g e s

h e s ita te s p e c ia lty a p p lic a tio n a c c u s to m e d

b Add words to the gaps.

Dear Sir/Madam,

I am w ritin g to provide you w ith some background inform ation so you can
better judge my scholarship 1 for the MA in Business A dm inistration (see
attached form and resume).

Regarding my academic experience, I am currently com pleting my degree in

Economics at the University o f Stony Brook, New York, where my current
_ is in Marketing. So far, I have received excellent grades in a ll subjects,
and I am on course to graduate w ith d istin ctio n a t the end o f the semester.
Enclosed you w ill find photocopies o f a l l 3 _ certificates.

As you w ill see from my attached resume, I am 4 to working in the

financial sector. I've worked for the last three summers for Citibank in the
customer service departm ent here in New York State, where I honed my personal
5 and became 6 w ith the banking world a t firs t hand.

I believe my greatest strengths lie in my a b ility to work w ell in a team and an

7 for taking on whatever 8 th a t come my way. For these reasons,
a t th is stage in my life , I strongly believe I am able to take on the demands
o f a fu ll-tim e Masters degree. My 9 career in banking would begreatly
enhanced by earning an MBA a t your university.

Should my application be successful, I am available fo r interview whenever

i t is convenient. I f you require any fu rth er details or references, please don't
10 to contact me.

I look forward to hearing from you.

With best wishes,

SU zrw fkrtr/d a e
Sharon Partridge

2 a D oes th e w r it e r use US o r B ritis h E n g lis h ? H ow can you te ll? Do you th in k it is im p o rta n t

to a d o p t one v a rie ty o r th e o th e r?

b H ow does th e w r it e r p re s e n t h e rs e lf in a p o s itiv e lig h t? Find e x p re s s io n s in th e le tte r

w h ic h s h o w o p tim is m and s e lf-c o n fid e n c e .

c C ove r th e le tte r. H ow do (o r co u ld ) th e s e s e n te n c e s c o n tin u e ?

1 My g re a te s t s tre n g th is an a p titu d e ... 4 I b e lieve m y g re a te s t s tre n g th s lie ...

2 I am a c c u s to m e d ... 5 I am a v a ila b le ...
3 I becam e fa m ilia r ...

d L o o k a t th e le tte r and ch e ck,

e H ow is th e le tte r s tru c tu re d ?
1 D e scrib e th e fu n c tio n of each p a ra g ra p h .
2 W ha t kin d o f la n g u a g e is re q u ire d fo r each?

3 W rite a co ve r le tte r. C hoose one o f th e s e o p tio n s .

• A p p ly fo r a fu r th e r e d u c a tio n g ra n t in an a c a d e m ic fie ld of y o u r choice.

• R espond to a jo b a d v e rt in th e p ro fe s s io n a l fie ld o f y o u r choice.
 Look again o
Grammar Work in A/B pairs.

V erb ten ses in n a rra tio n
Can you re m e m b e r the story in H ow we m e t on
p19? Which different tenses did you use?
Which tenses can be used to:
1 se t th e scene of th e sto ry ?
2 d e s c rib e a c tio n s in p ro g re s s up to a p o in t in
th e past?
3 d e s c rib e th e s to ry 's m a in eve n ts?
P h ra s a l verb s; v e rb s + prepositions
U c la rify th a t one event happened before a n o th e r?
1 P re p a re to t e ll y o u r p a rtn e r s o m e th in g th a t
h a p p e n e d to you. Use one of th e s e id e as o r
y o u r ow n:
• an im p o rta n t eve n t in y o u r life .
• an in te re s tin g tra v e l e x p e rie n c e .
2 T h in k o f th e b a c k g ro u n d to y o u r s to ry and any
e ffe c ts it s t ill has fo r you now.
3 T e ll y o u r story.
G ram m ar referen ce, p 140

Put these pictures in o rd e r to m a k e a story. 6 a Look at these exam ples from the unit. Which of
the h ig h lig h te d expressions are:

• v e rb s + p re p o s itio n s ?
• p h ra s a l ve rb s ?

W hat is the difference betw een them?

250 Facebook users who filled in a

personality questionnaire.
When putting up a profile, it would be
reasonable for them to present flattering
images.
It gives y ou the chance to interact with
other cell-phone users.
Aimed at professionals, these are a great
way to find like-minded people ...
I have worked in the marketing area for
m any y e a r s .
I am able to take on the demands of a full­
time Masters degree.

b Add prepositions or particles to these verbs.

U nderline the phrasal verbs.

1 I d id n 't s u c c e e d p a ssing th e te s t.
2 I'm la c k in g _______p ra c tic a l e x p e rie n c e .
3 I d e cid ed to lo o k _______'a v a ta r' on w ik ip e d ia .
U I w o u ld b e n e fit_______liv in g a b ro a d fo r a year.
5 I re lie d b lu ffin g to g e t th ro u g h th e
Read the story and fill in the gaps with the most
in te rv ie w .
appropriate fo rm of the verbs in brackets.
6 W h a t re a lly a p p e a l e d m e w a s w o rk in g
1 1 had spent (spend) a year off in France a n d 2 in a ne w fie ld .
7 I c a n 't q u ite m a k e _______w h a t h e 's saying.
(look for) a partner there for months but 13 (not
8 Given th e ch o ice , I'd o p t b oth w o rk and
find) anybody I could relate to, or who also liked me.
s tu d y a t th e sa m e tim e .
Anyway, that all u_____ (change) the day 1 5
9 You need to im m e rs e y o u rs e lf _ th e
(leave) France. 16_____ (wake up) early and 1__
c u ltu re in o rd e r to le a rn a ne w la n g u a g e .
(take) the six-hour train journey to the airport. So far,
so good. I got to the airport fine, no problem. But then C Try expressing the sentences in 6b using a
chaos 8 (strike). When checking in at the airport I different part of speech. Is it always possible?
found that my flight w as full and I was on standby. They
I wasn't successful in passing the test.
told me that 19 (do) the online check-in wrong or
something. 1 10 (travel) a long time already, was d Test each other.
really tired and this w as the last thing that I needed.
1 S tu d e n t A, choose a s e n te n c e and read it as
Anyway, 1 11 (wait) patiently at the gate, hoping
fa r as th e v e rb .
to get my place, when the pilot of the plane 12
2 S tu d e n t B, c o ve r th e page and c o n tin u e th e
(arrive), looked at me and asked the stewards what
s e n te n c e so it is tru e fo r you.
13 _ ___(happen). Can you believe he intervened and
got a seat for me in the cockpit? Well, that’s how we
I w o u ld b e n e fit...
met. Incredible isn’t it? Funny thing is, he’s not French,
and 1 14 (not go back) to France since. I w o u ld b e n e fit fro m e x e rc is in g m o re ofte n

24
Vocabulary
s e lf- R e fo rm u la tin g w h a t you say

Look at these examples of s e lf used as a prefix. 1 1 a Look at this exam ple from the unit. Can you
Can you think of oth er examples of each structure? think of oth e r expressions Uri could have used to
re fo rm u la te what he was saying?
• s e lf-d o u b t (s e lf + no u n ]
• s e lf-a w a re (s e lf + a d je ctive) I studied economics, so that's w hy working with
• se n se o f s e lf (s e lf is a nou n in its ow n rig h t) Deutsche Bank really was appealing . . . w hy it
really appealed to me, I should say.
8 a Add s e lf- to these words to m a ke adjectives.

e vid e nt co n ta in e d ce n tre d b * 1 5 3 Listen to the conversation. How many of the

m ade s u s ta in in g fu lfillin g details in the im age turn out to be incorrect?

Which could be used to ta lk about:

1 a syste m ? 4 a fla t?
2 an idea? 5 a p e rs o n ?
3 a proph ecy?
a self-m ade person

b W hat would the adjective mean in each case?

c Add expressions from 8a to the gaps. In what

context would you find them?

1 T h is m o te l o ffe rs 12 f u l l y u n its in a
c What different ways of re form ulating did you
w e ll- k e p t m o d e rn b u ild in g .
notice? Check the script on p148.
2 She w as a ______ m illio n a ire , and n o w sh e 's
le ft w ith n o th in g .
1 2 a W ork in A/B pairs. Have conversations, continuing
3 Soon a fte r in d e p e n d e n c e , th e c o u n try b ecam e
for as long as you can.
a econom y.
4 The d e ta ils of th e case a r e . The s u s p e c t 1 S tu d e n t A, say s o m e th in g (not n e c e s s a rily
is c le a rly g uilty. tru e ) a b o u t s o m e o n e in y o u r fa m ily , a frie n d o r
5 H is p a ra n o ia b ecam e a _______prophecy. He n e ig h b o u r, o r y o u r ow n pa st life . W h e n e v e r B
behaved so s tra n g e ly , p e o p le re a lly did s ta rt re s p o n d s , re fo rm u la te w h a t you say. Use th e
ta lk in g a b o u t h im . e x p re s s io n s fro m 11c.
6 He plays a , c o rru p t in d iv id u a l in th e 2 S tu d e n t B, re s p o n d to w h a t A says, s h o w in g
film of th e sa m e nam e. in te re s t o r s u rp ris e .
3 N ow ch a n g e ro le s.
9 a Add these words to m ake nouns with self-.
b Think about your conversation.
in te re s t d is c ip lin e e s te e m
1 W h ich e x p re s s io n s did you use?
co n fid e n c e p ity d efence
2 W h ich w e re e a s ie s t to use?
1 A n o re xia can be re la te d to lo w s e lf- _____ .
2 The p o lice c la im e d th e y a cte d in s e lf- .
3 You need s e lf- to w o rk fro m ho m e .
4 S pe a kin g in p u b lic is to do w ith having p le n ty Self-assessm ent
o f s e lf- .
5 H is d e c is io n s w e re m o tiv a te d by s e lf - Can you do th ese th in g s in English?(^ irc le )a n u m b e r
6 H e's n o t re a lly d e p re s s e d , he ju s t w a n ts o u r on each lin e . 1 = I can ’t do this, 5 = I can do this w e ll.
sym pa thy. It's a q u e s tio n o f s e lf- _ . ta lk about p e rso n a lity tra its
(© ta lk about id e n tity *
b Which of the nouns have a negative connotation?
How many can become adjectives? I © describe how I m et someone
© understand pro m o tio n al language g— r w a
self-p ity self-pitying
© prom ote m yself
1 0 a Think of someone (a fictitious person or a ® use effective in tro d u ctio n strategies K K S M X I
celebrity) who you consider to be: © w rite a cover le tte r K H K 9 3
• s e lf-s a tis fie d . • s e lf-d is c ip lin e d . describe my experiences and a b ilitie s I M — 1

• s e lf-ta u g h t. • s e lf-c r itic a l.

• For Wordcards, reference and saving your work - * e-Portfolio
• s e lf-c o n s c io u s . • s e lf-s u ffic ie n t. • For more practice - * Self-study Pack, Unit 2

b Talk about the person and explain your opinions.

25
 3.1 goals
describe a book
® give a personal response

Language and literature

life-changing books
S PEAKING and a W hat genre do you think each book cover belongs to?
READING
b e s t- s e lle r fic tio n h u m o u r a u to b io g ra p h y
s e lf-h e lp g u id e c u rre n t a ffa irs a d v e n tu re

b W hat do you think the books are about? How do you know?
h o w to heal Read each book description. Which do you th ink would be
^broken heart w orth reading? Why / Why not?

i ' A O -

*
_J d a t f S
A D ay by Dan
iuidc f o S a yi ng
Good b tff and
,f t n n g On w ith j
Your L ife
Zahra (aged 3) and Hawra
(a few months old) have lost
their family in a Baghdad
missile strike. Sunday Times
war correspondent Hala
Jaber sets her heart on doing
everything she can to help. In
this beautiful account, Jaber (a
Lebanese and a Muslim, but
at the same time working for
a London newspaper) tells her
compelling Iraq story, with the
unique insight of a writer able
to understand both worlds.
" U- U w jtii
( fin IIv n u m 'x
f Fo, / u,0
0>j>ltaHi of \\ur
FLYIVfJi
Broken heart? Finding it
hard to get through the
daily routine? With this
easy, accessible program,
your heart w ill be whole
again and healed. With a
wide range o f exercises
and insights, this book
shows how you can face
life again in less than a
m o n th -stro n g e r and
more positive than before.
J0N
F A R T H E S T '
-d r .jg A L 2 ,J,0 F "
i
Celebrated Japanese
author, and runner of
more than 20 marathons,
Haruki Murakami details
his love and experience
of long-distance running
from the 1980s onwards.
Charming and intimate,
his passion comes
through in diary entries,
essays and memories,
providing good-natured
advice on life.
k r a K a c e r .....
n - o -r T penguin arrives. And then
NA ^
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 dog-
sled with his com panion
Hjalmer Johansen. In a
race against the pack ice,
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 ‘Slaughterhouse-
Five’. 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.
It is January 1st. In the
post arrives something
interesting - a penguin!
The next day, another
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.

('A 11 PET surviving encounters with

w alruses and polar bears,
TO N ansen’s three-year trek is
one o f the finest narratives
of polar exploration.
BA G H D A D

26
 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?

1 I w a s a n e rd is h lad.
2 It w a s one of th o s e v e ry d a rin g books.
3 It w a s q u ite a s tru g g le to read.
U It m u s t have been q u ite a fo rm a tiv e bo o k fo r you.
5 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
Ian McDonald d Does Ian's description m a ke you more, or less interested in the book? Why?

LANGUAGE 3 a Here are some words used in the interview. W hat do you think is the difference
FOCUS betw een A and B?
D e sc rib e a
boo k and its
s ig n ific a n c e
daring
detailed ° unbelievably.!
£= discursive ^
§ brave o k c >
o
o
™ c
CD
obscure -5=0+1
q
iff
STUTT

o — condensed -0

=5 outright c ,
:l depressed I |5scinaled
absolutely inleresl | a — »
meant .2 idea
embarrassmenta

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 .
• th e w a y it is w ritte n .
2 W rite 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:
• th e tim e in y o u r life w h e n you read it, and h ow you fe lt.
• th e 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.

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 .

5 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 ® ta lk about languages and ways to learn them
® describe experiences of language learning

LISTEN IN G 1 a 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 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 ?

2 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 ?
3 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 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?
2 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:
Norman from Germany 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?

LANGUAGE A a Look at these sentences from the conversations.

FOCUS Com plete the gaps.
Lan guage 1 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 _ . th e m o s t im p o rta n t v o c a b u la ry
le a rn in g in o rd e r t o .
2 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 .
3 T h a t h e lp e d m e a lo t t o a little b it m o re .
L 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
th e la n g u a g e .
5 It w a s v e ry d iffic u lt to e v e n .
6 I F re n ch s o m e tim e ago, b u t no I d id n 't q u ite th e la n g u a g e .

b »JE> Listen to check.

c Which expressions in La are about:

1 le a rn in g a la n g u a g e ?
2 having c o n ta c t w ith a la n g u a g e ?
3 s p e a k in g a la n g u a g e ?

d Talk together.

1 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.
2 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?

28
5 a Do you think these s tatem en ts are true? Why / Why not?

1 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 .

2 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.
3 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 ® ta lk about languages and ways to learn them

E describe experiences of language learning

your English © discuss plans and p rio ritie s

TASK LISTENING W hat message are these language-school adverts trying to communicate?

1 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.

2 W h ich is th e m o s t co n v in c in g ? W hy?
3 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?
4 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?

2 a 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 w ritin g s p e a k in g flu e n tly

p ro n u n c ia tio n p ro b le m s exam p ra c tic e lis te n in g c o m p re h e n s io n
g ra m m a tic a l a c c u ra c y w ritin g a c c u ra te ly 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 a Think about your language abilities and plans for learning English. Complete
LANGUAGE expressions 1- 7 so they are tru e for you.
P la n s and
Talking about strong / w e a k points Discussing a plan
p rio ritie s
1 I (d o n 't) fe e l c o n fid e n t... . 8 I'd fin d ... a g re a t h e lp / re a lly
2 I'm q u ite / re a s o n a b ly happy w ith u s e fu l.
m y ..., b u t ... is a n o th e r story. 9 I'd b e n e fit fro m ....
3 My s tro n g p o in t / m a in p ro b le m is , 10 ... m ig h t be th e a n s w e r /s o lu tio n .
4 I have a hard tim e ... 11 I th in k th e best w ay to do th is is ...
12 ... w o u ld be w o rth in v e s tig a tin g .
Talking about p rio ritie s
13 ... m ig h t be w o rth w h ile / w o rth a try.
5 My m a in a im / p rio rity is to ... .
14. I've con sid ere d ...
6 An im p o rta n t area fo r m e is ... .
15 I p ro b a b ly need m o re p ra c tic e in /
7 P e rs o n a lly , I need to w o rk / fo c u s /
exposure to ... .
c o n c e n tra te on ....

b ♦ IQ ) Listen again. Which expressions did Sybille use?

a W ork alone. Complete the questionnaire on page 127.

b Work in A/B pairs.

1 D iscu ss y o u r a b ilitie s and needs.

2 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 .
3 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 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 .
2 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?
3 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?

L o g in/create a cco unt

Article 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.

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.
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
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.

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 ?
In a globalised
• 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?
economy, English is a
• 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 ? Ticket to the Future.
• re g a rd e d as c u ltu ra lly th re a te n in g ?

Talk together.

1 D iscuss th e q u e s tio n s in 3.
2 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 ?
3 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?
4 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 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 reading it.
3 I think i t 's w orth a t r y .

2 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 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

1 T h is ta k e s a v e ry long tim e to load b u t it's worth the wait.

2 I k n o w s te ro id s a re d a n g e ro u s , so is i t ...?
3 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 ...
4 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 ...
5 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 ... ?
6 The s ite is s till u n d e r c o n s tru c tio n b u t it's ...
7 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 Listen to check.

U 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 . 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
b Give your exam ples to a partner. Ask each other about the things or places. it's w o rth w h ile ?
vC '

32
EXPLORESpeaking
a Read about Xialou Guo's novel A Concise C hinese-
EngLish 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.
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 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
the kind of English it uses. W hat does she say
about:
1 h e r fir s t six m o n th s in th e UK?
2 '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 ?
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.
o
... when she writes a Chinese character, she actually, she
makes an image of that word.
a 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,
c 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 .
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.
b Which strategies do you think you use when
you speak English? Do you think you use them
consciously or unconsciously?
U 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 ?
1 M ake n o te s on th e m a in th in g s you w ill say.
2 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 ).
b 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?
33
 Look again O
Grammar
P re s e n t ve rb fo rm s A dverbs

1 a Look at these exam ples from the unit. Underline 4 a Look at this exam ple from the unit.
the present verb form s.
The stuff they did was brave.
1 ... this is a brilliantly clever book that
pokes fun at England and China and explores ... 1 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 ?
2 American soldier B illy Pilgrim is captured 2 W h a t do you n o tic e a b o u t its p o s itio n in th e
and sent to a German prisoner-of-war camp ... s e n te n ce ?
3 ... the voices of others invade me as if I 3 W h a t o th e r a d v e rb s did Ian use?
were a silent ventriloquist ... Eventually,
the voices enter me; b y assuming them, I b How would you classify u n b e lie v a b ly in te r m s of
grad u a l l y make them mine. intensity?

b Match the exam ples to these uses: Add an adverb in the correct position.

a s u m m a ris in g th e p lo ts o f b o o ks o r film s ,
e x tre m e ly fu lly p ra c tic a lly
b w ritin g a review .
h ig h ly g e n e ra lly
c c re a tin g a se n se o f im m e d ia c y in past
n a rra tiv e s . 1 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 .
Look at these examples. In what context might
2 I'm a w a re of th e tim e , th a n k you.
you find th em ? Are the h ig h lig h te d verbs referring
3 T ru e fa n s w ill fin d th e bo o k d is a p p o in tin g .
to the present, past or future?
A They are happy a t w o rk , b u t say th e y d o n 't get
1 Bad w e a th e r is s e t to c o n tin u e . m u c h m oney.
2 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 5 It's im p o s s ib le to te a ch so m e o n e ho w to be a
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 . w rite r.
3 The bus leaves at 10.15, w e 've s till got an hour.
6 a Match the adverbs with the verbs.
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? v iv id ly enjoy
5 W e’ re a ll w a itin g fo r s o m e th in g to happen s tro n g ly re m e m b e r
and th e n s u d d e n ly th e re w a s a te r r ib le noise. th o ro u g h ly a g ree
6 I h e a r you w e n t to B u lg a ria fo r y o u r holiday. d e e p ly believe
7 I'm le a v in g on th e 17th and th e n I'm c o m in g e n tire ly re g re t
back a w e e k la te r.
b Make sentences with the collocations you made.
8 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 . I deeply reg ret not going to study in Australia.
9 You a tta c h th e file lik e th is , th e n c lic k here
c Read out only the last part of your sentences.
and send it.
Can your p a rtn e r guess how they begin?
10 N ot a g a in ! I’ m a lw a y s lo s in g m y w a lle t.

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 a I th in k I picked up m o s t o f m y E n g lis h at
s ch o o l.
b 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 .
2 a I see w h a t y o u 're saying, b u t I d o n 't agree,
b W e 're se e in g each o th e r fo r din n er.
c 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
last.
3 a 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
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 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 .
b Com pare answers.
... not go in g to s tu d y in A u s tra lia . I d e e p ly r e g r e t ...?
d 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? Yeah,
b Take turns to make a co m m e n t and respond.
Agree or disagree, using an adverb.
1 F o o tb a lle rs e a rn fa r too m u c h m oney.
2 M ost p o litic ia n s are c o rru p t.
3 Do you re m e m b e r y o u r fir s t day a t sch o o l?
A Is n 't life w o n d e rfu l?
G ram m ar referen ce, p141

34
Vocabulary
Expressions w ith language Idiom s ab ou t speaking

8 a How many expressions with la n g u a g e can you 9 a Look at this idiom from th e unit.
re m e m b e r from this unit?
So the way you get your message across must be
Think about four categories: very, v ery different?

A (p h ra s a l) v e rb s take up a language Match these idioms with th e ir definitions. Which

+ la n g u a g e idioms do the cartoons show?

B la n g u a g e used to language teacher 1 I w a s re a lly to n g u e -tie d .

m o d ify a noun 2 He d id n 't le t m e g e t a w o rd in e d g e w a ys.
3 He k e p t b e a tin g a b o u t th e b u sh .
C a d je ctive + la n g u a g e foreign language
A 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.
D o th e r e xp re ssio n s to be im m ersed in 5 M a ke y o u r p o in t as q u ic k ly as you can.
+ la n g u a g e language a 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
b give an o p in io n c le a rly
b Add words in th e box to th e ga p s to m a k e c s p e a k a rtic u la te ly
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 d u n a b le to have a chance to s p e a k because
does each e x p re s s io n b e lo n g to? s o m e o n e e lse is sp e a k in g
e u n a b le to sp e a k because y o u 're n e rvo u s
g ra s p p re se rve com m and m a s te r
s k ills get by in com m on second
b a r r ie r picked up e xp o su re

1 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.
2 "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.
3 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 .
A 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.
5 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.
6 The new US p ro g ra m m e w ill h e lp b re a k dow n b ♦ Listen to the idioms in context. W hat is each
th e la n g u a g e . sp e a k e r talking about?
7 M any trib e s to d a y use m o d e rn te c h n o lo g y to
C *i O Listen again. How do speakers stress the
h e lp th e ir la n g u a g e .
key words?
8 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.

Self-assessm ent
1 A, say one o f th e e x p re s s io n s in 8 b.
2 B, use it to say s o m e th in g fro m y o u r ow n Can you do th e s e th in g s in English?(fcircle)a n u m b e r
e xp e rie n c e o r kn o w le d g e . on each lin e . 1 = I can ’t do this, 5 = I can do this w e ll.
© describe a book B — — 1
Pick up a language. | ® give a personal response w i n

I picked up a b it o f G reek w h e n I w a s [ ® ta lk about languages and ways to learn them n m

on h o lid a y, b u t I've fo rg o tte n m o s t o f it ® describe experiences of language learning iD K K f ln E K
------------------------------------------------- discuss plans and p rio ritie s
© use strategies fo r com m unicating effectively I C T W 1 1

• For Wordcards, reference and saving your work e-Portfolio

• For more practice -> Self-sttidy Pack, Unit 3

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 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 ?

2 H ow does y o u r c o u n try lo o k?
3 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?

36
LANGUAGE 2 a Sentences 1 - 3 are about differences and changes. W hat words in the box could
FOCUS 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 ?
D iffe re n c e s and
e a s ily huge c o n s id e ra b ly s ig n ific a n t d ra m a tic s ig n ific a n tly
ch a n g e s
m a ssive e n o rm o u s fa r and aw ay fa r m a rg in a lly

1 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.

2 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 .
3 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 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?
2 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.

LANGUAGE ♦ 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
FOCUS 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?
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 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.
2 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 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.
U W h a t do th e y r e a lly w e a lth ?
5 It d o e s n 't life s ty le .
6 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 .
7 That th a t th e y w e re poor.

b L is te n a g a in to ch e c k .

SPEAKING 6 a 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 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 .
2 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 ta lk about diet and n u tritio n
discuss changing trends

Australia: the Browns of River View Egypt: the Ahmed fam ily of Cairo
Food expenditure for one week: $376.45 Food expenditure fo r one week: $68.53

LANGUAGE 1 a Discuss these questions.

FOCUS
1 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?
Types of food 2 W h e re do you th in k th e y do th e ir s h o p p in g ?
3 W h a t kin d of d ish e s do you th in k th e y m ake?

b Talk about other things that strike you as interesting about the photos.

2 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?

n u tritio u s b o ttle d d rie d ta k e -a w a y lo c a lly p ro d u ce d

s u g a r-fre e GM packa g e d fizzy canned ra w d ie t re fin e d
pro ce sse d s o ft c o n ve n ie n ce lo w -fa t w h o le m e a l

b 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 Tell the class about the family's diet.

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 Describe your 'photo' to other students. Which photo on this page is most sim ilar?

38
 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 • s e a s o n a l food • m a ln u tr itio n
• food fo r co n ve n ie n ce • p ro ce sse d fo o d s • 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 p re s e rv a tio n C oca-C ola

2 tra n s p o rta tio n in s ta n t coffee
3 p ro c e s s in g te c h n o lo g ie s o ra n g e s
A m a n u fa c tu rin g te c h n o lo g ie s pasta
5 m a rk e tin g m e th o d s ke tc h u p

W h a t is 'n u tr itio n tr a n s itio n '?

LANGUAGE 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

FOCUS d e v e lo p m e n ts . W h ic h d e s c rib e :
C hange s and 1 ch a n g e s in d ie t?
tre n d s 2 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 make com parisons and ta lk about changes
discuss changing trends
country has changed ta lk about re su lt

TASK LISTENING 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?

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 ?

TASK a Look at these expressions Adrian uses. W hat preposition comes next?
LANGUAGE
1 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
R e su lt 2 T h is had an im p a c t ...
3 T h is gave ris e ...
U T h is led ...
5 T h is 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.
• n e w tre n d s o r fa s h io n s .
2 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 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 .

2 If you co m e fro m th e sa m e place, do you ag re e ?

40
 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 W h a t are th e b lo g g e r's m a in c o m p la in ts ?
2 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 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 ?

2 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.?
3 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 3 a In these examples, we use b e co m e ra th e r than
changes that lead to a situation. g e t. Why?

1 We w ill c o n ta c t you as soon as a place

Now
b e c o m e s a v a ila b le .
Europe is w e a lthy compared to other c o u n t r i e s . 2 It is o n ly in th e 20th c e n tu ry th a t n a tio n a lis m
The difference between rich and poor is bigger than 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.
before. 3 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 .
People are in the habit of eating well.
4 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
People are a bit more selfish. w o u ld be needed.
5 It's given us good s e rv ic e fo r 10 y e a rs, b u t th e
Change leading to th e situation p a rts have no w b e co m e o b s o le te .
It got wealthier at the expense of other countries. 6 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 .
The difference between rich and poor has got bigger.

People have really got into the habit of eating w e l l .

b W hat are the sentences about? W h e re would you
find th em ? Are they more likely to be spoken or
People have got a bit more selfish.
written?

1 W h at kin d o f w o rd s can co m e a fte r g et?

2 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 /
U a Think of something that has recently become:

be ca m e ? W hy / W hy not? • m o re a va ila b le .
3 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 • fa s h io n a b le .
p e rfe c t? • a p p a re n t to you.
• w e ll-k n o w n .
b Think of an expression with g e t / g o t to continue
• o b so le te .
these sentences.

1 C om e and have s o m e d in n e r b e fo re i t ... b Com pare your examples with other students.
2 It w as a long book, but fin a lly I ...
3 I hated Japanese food at firs t, but a fte r a tim e ...
5 Look at the photos. How many ways can you
describe what has happened to the things and
4 Take a key so you d o n 't ...
people, using g e t or becom e?
5 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 ...

c 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 ?

2 a 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?

it w ill g e t m o re h u m id ...

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 ...

b » ! £ > Listen to check.

42
 EXPIOREWriting
Goals
1 Read the website about Mumbai, India. ® w rite captions

Look at the photo and the descriptions. w rite econom ically

1 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?
2 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?
3 W hy do you th in k p eople a re b e w ild e re d ?
4 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
n u m b e r of:
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.

• 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 Home to 19 million people,
Mumbai is projected by 2015
Tokyo. B u t it is a lre a d y a w o rld of its ow n. It has
to be the planet’s second-most
a film in d u s try , 'B o lly w o o d ', w ith its ow n film populous metropolis after Tokyo.
s ta rs . T h e re are tr a ffic ja m s 24 h o u rs a day. It But it’s already a world of its own
has s lu m s w h ic h sp re a d e v e ry w h e re and a lso with Bollywood stars, 24-hour
traffic jams, sprawling slums and
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
Manhattan-priced high-rises.
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.
 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 5 a How could these re m a rk s continue?
different ways to talk about the future.

I I I w as a bit
The w o rld ’s population in th e y e a r 2050
"T he ch o ice s th a t to d a y 's g e n e ra tio n of young disappointed by
people aged 15—24- m a ke a b o u t th e size and the Acropolis. It
sp a cin g of th e ir fa m ilie s are lik e ly to d e te rm in e w asn’t nearly as
impressive as I .
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 hard for exams t
th is is th e sa m e as if a ll th e w o rld 's c u rre n t year. So I don’t g
p o p u la tio n lived ju s t in th e s e re g io n s . In out as much as I
a d d itio n , a n o th e r 3,000,000,000 are set to sp re a d
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 s o m e th in g th a t w ill happen soon? due to ... ii New York has

2 s o m e th in g th a t w ill c e rta in ly h a ppen?
really changed.
+ in fin itive + noun o r verb + -ing
It’s much safer
than i t ...
is due to on th e p o in t of
is s u re to on th e v e rg e o f
is s e t to on th e b rin k of
is a b o u t to
b » 1 E > Listen to check. Which words are repeated,
is bou n d to
and which aren't?
is c e rta in to
is to Change these sentences to comparatives. Are
b How can you talk about the futu re when you are th e re different ways to express the sam e idea?
less certain? 1 You do ve ry little exercise. You o u g h t to do m ore.
it's lik e ly t o ...,- it's u n lik e ly t o ... 2 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.
3 R ewrite these sentences. 3 The exam is u s u a lly n o t v e ry d iffic u lt, b u t th is
1 I'm sure th e re w ill be e le ctio n s next year, (certain) y e a r it w a s q u ite hard.
There are c e rta in to be e le c tio n s n e x t year. 4 I had hoped to g e t a lo t of w o rk done today, but
2 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 I've m a n a g e d to do a b it.
he re a t 5pm . (set) 5 Of c o u rse , I had e xp e cte d h e r to be angry. As it
3 E ating o rg a n ic food w ill be a tre n d fo r so m e tu rn e d out, she w a s a b s o lu te ly fu rio u s .
tim e , (bound) 6 I had im a g in e d h im to be in his la te 40s, b u t he
4 The new pens w ill a rriv e v e ry s h o rtly , (point) tu rn e d o u t to be n e a rly 60.
5 The t r ia l s h a ll ta ke p la ce on 23 May. (due) 7 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
6 I th in k I'm go in g to tu rn dow n th a t jo b . (verge) h e lp e d at a ll.
7 L ife m ig h t n o t be so d iffe re n t in 2050. (u n lik e ly ) 7 How could you continue these sentences with a
k a W rite th ree sentences about the futu re. Include comparative form?
inform ation about something that: 1 The film w a s m u c h m o re e x c itin g th a n ...
• w ill happen soon. 2 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 ...
• is c e rta in to happen. 3 I'm s u re th e w e a th e r w o n 't be as bad ...
• is le ss c e rta in to happen. 4 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 ...
b W ork with a partner. Com pare sentences and ask 5 S he's o ve r 80 now. She d o e s n 't g e t a ro u n d ...
questions to find out m ore about each other's
opinion. G ram m ar referen ce, p141

44
Vocabulary
Changes
8 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 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 .
2 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
c o u n trie s .
b Look at sentences a -h and discuss these questions.
1 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 ?
2 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?
3 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 ?
a 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 ,
b 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,
c 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.
d 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 ,
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 ,
f 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 .
g 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 ,
h 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 Read out your sentences. Do other people agree?
Cause and effect
1 0 a In these sentences, which means:
• A caused B? • B w a s caused by A?
• A in flu e n c e d B?
1 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 .
2 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 .
3 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?
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 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 .
2 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 .
3 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 .
4 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.
5 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 s te m s fro m m y fa m ily b a c k g ro u n d .
2 ______ had a big im p a c t on m e.
3 ______ in flu e n c e d m e a lot, b e cause ...
4 ______ had an im p o rta n t e ffe c t on m y fu tu re .
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 e-Portfolio
• For more practice -» Self-study Pack, Unit 4
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
biggest open-air m a rke t. For m any years,
it b ro u g h t a sense of co m m u n ity to tra d e rs
and sh oppe rs fro m d iffe re n t nationalities who
o th e rw ise w ould have been on th e s tre e ts . It
w as closed in 2 0 1 0 , to be replaced by a new
N ational S tadium , one of th e venues fo r th e Euro
2 0 1 2 football to u rn a m e n t.
s tre e ts selling a kind of noodle soup - P h d Bo, a m ixture
of soy, noodles, vegetables, pork o r beef in a h o t b roth.
Each of th e se soup-sellers c a rrie s a pole balanced across
h e r shoulders: hanging fro m one side is a soup p o t w ith
chopsticks, plates and w h a te ve r else you m ig h t need fo r
eating; on th e o th e r side, stacked in order, are tiny, coloured
stools. This com plex a rra n g e m e n t quickly becom es an
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
c e m e te ry could be called hom e. D escribed by politicians
as a refuge fo r crim in a ls, chosen by film m a k e rs and
novelists as locations fo r s to rie s of m a rg inalisation, o r
declared as are as in need of p ro te c tio n by UNESCO,
th e se m ake sh ift hom es re m a in a sign of real poverty.
Reclaimed as provisional allotm ents, these no-m an’s
lands found along rivers and railway lines now serve
a real purpose. Here, re tire d citizens build precarious
sheds fro m w aste and g ro w fru it and vegetables w here
th e y can. M aking use of w aste ground in an original way,
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 has now d isa p p e a re d ?

2 is vie w e d d iffe re n tly by d iffe re n t people?
3 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?
k is th e re s u lt of a d e s p e ra te s itu a tio n ?
5 is vie w e d th e m o s t p o s itiv e ly ?
6 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?
7 has to be se t up again every m o rn in g ?

LANGUAGE 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 :

FOCUS
a fu ll of people. d e x is tin g o u ts id e ,
D e s c rib in g b le ft em pty. e u n s ta b le ,
spaces c im p ro v is e d . f used fo r a lim ite d tim e .

b 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 ?

5 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 o rg a n is m
u rb a n d e v e lo p e rs
p u b lic d w e lle rs
c ity needs
basic p la n n in g
liv in g space

b *1 3 L is te n to a le c tu re a b o u t 'P o s t-it c ity '.

1 W h ich c o llo c a tio n s do you h e a r?

2 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?
3 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?
U 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 > 0 L is te n a g a in to ch e c k .

SPEAKING 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 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 .
2 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 © talk about crime and surveillance

READING 1 a W hat do the im ages show?

b Talk together.

1 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 ?
2 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 ?

2 a Read the article.

1 W h e re is th e w r it e r and w h y is he th e re ?
2 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 ?
3 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?

cameras have assisted in a successful police operation

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
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 as he fu m b le s in h is p o cke t U h o n e d by h o u rs of w a tc h in g
2 s e e m s o b liv io u s to th e c a m e ra 5 ra m p a g in g in th e c ity
3 his s u s p ic io n s w e re a lla y e d 6 s m a c k s m o re o f ... p ra g m a tis m

3 Read two m ore paragraphs from the article on p 129. Then an s w e r the questions.

48
LANGUAGE U a These words are used to describe things people do in streets or in buildings.
FOCUS Explain w h a t they mean.
L e g a l and ille g a l
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
a c tiv itie s
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 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?

2 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 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 ?
4 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 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?
2 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 ?

LANGUAGE 3 a The speakers co m m en t on things that happened to th em . Try to complete the gaps.
FOCUS
1 ja n e 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
C o m m e n tin g on d a n g e ro u s .
e x p e rie n c e s 2 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.
3 uri I th in k th e y s e r v e .
4 uri Then th e y speed up ag a in - i t ' s .
5 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 .
6 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 !
7 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 .
8 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 .

b ♦ M S 3 Listen again to check.

a W hat do you think are the pros and cons of the four security measures?
SPEAKING
b C om m e n t on an experience you have had.

1 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?
2 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

TASK 1 a These photos show a square in Munich, Germany. Im agine living on this square.
PREPARATION 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.

TASK LANGUAGE Listen to a town p lan n e r outlining the problems.

O u tlin in g W hat does she say a b o u t:
p ro b le m s • th e sh o p s? • th e s q u a re in th e m id d le ?
• th e tr a ffic ? • th e b u ild in g s ?
W hat 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 Look at these two ways of outlining problems. Add words to the gaps.

a s h o rta g e of T h e re ’s / There a re + nou n is / a re + adjective

in a d e q u a te
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 6 The d iffe re n t p a rts o f th e squ a re
no access to
d iffe re n t p a rts of th e sq u a re . a re c u t o f f fro m each other.
o ve rcro w d e d
2 T h e re ’s th e post o ffice . 7 The po st o ffic e is
in a cce ssib le
3 T h e r e 's ______ p a rk in g spaces. 8 The p a rk in g spaces a r e ______ .
co ngested
4 T h e re 's no flo w of tr a ffic th ro u g h th e s tre e ts . 9 The s tre e ts a r e ______ .
5 T h e re a re too m a n y p eople in th e sq u a re . 10 The s q u a re i s ______ .

b 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 Invasion o f priva cy
2 D e fin in g m in im u m priva cy
3 P riva cy is dead
A R e sp e ctin g b e a u ty and p riva cy
5 A little p riva c y ple a se!
6 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?

n ! H IT I
?U±\ H !1 Hj HBllilliniH ‘ i 4
i™ 1 • m m ’

*n) w A1 ]mm" pi;!*iar

P! f! ,iM ' i
fl I I !
* iiII i i __
f i | • i
f K B *
T iu n u ■■ f'L ! ! |

«g > !!<r f « ■ " !

P>' is I

W hat do you understand by 'privacy'? Is th ere an equivalent word for it in your language?

♦8 Q Listen to David talking about privacy.

1 W hat is 'p r iv a c y 'f o r h im ?

2 W hat can you te ll a b o u t:
• his re la tio n s h ip s and frie n d s ?
• his fre e tim e ?
• his life up to now ?
3 H ow w a s E gypt d iffe re n t fro m E n g la n d ? Is th e im a g e he conveys o f E n g la n d p o sitive ?

U How im portant is privacy to you? Discuss these questions.

1 Do you w o rk b e tte r w ith p e o p le a ro u n d , o r on y o u r ow n?

2 If you w e n t to a p a rk o r beach, w o u ld you tr y to fin d a place aw ay fro m o th e r people?
3 If you had a day c o m p le te ly on y o u r ow n, w o u ld you e n jo y it, o r w o u ld you p re fe r to be w ith o th e r people?
A W ould it b o th e r you to s h a re a h o te l ro o m w ith a frie n d ?

Think of a country you know.

1 Is th e re m o re o r less o f a se n se of p riv a c y th a n in y o u r c o u n try ?

2 H ow does th a t s h o w its e lf?
3 W hy do s o m e c u ltu re s a tta c h m o re im p o rta n c e to p rivacy?

51
 EXPLORE

Keyword need
1 a Look at this example from the unit. What words could go in the gaps?

In order to turn this square into an urban space of high quality it needs ^_______ ,
and it needs ^_______ for the whole layout of the square. First of all, the road,
the spaces taken u p b y the road n e e d _______ , but enabling the flow of traffic for
the same amount of vehicles and without causing traffic jams.

b «O Listen to check.

C Notice how you can use need as a verb or a noun.

V erb Noun

a The traffic needs to be completely
re - o r g a n i s e d .
b We n e e d more discussion before w e
decision.
c The whole building urgently needs redecorating.
d There's an urgent need for more qualified
staff.
can reach a e It's O K - there's no need to panic.
f Many people in the area are in desperate need
of financial support.

1 W h a t w o rd s and p a tte rn s fo llo w need?

2 W h a t a d je c tiv e s / a d v e rb s co m e b efore need? Can you th in k o f any o th e rs ?
3 C ould you say each s e n te n c e d iffe re n tly , u sin g need o r a n o th e r e x p re s s io n ?

2 a These words / expressions often follow in need of. Which could be about: people? a building? a system?

a c o m p le te o v e rh a u l m e d ic a l tre a tm e n t a ch a n g e
re p a ir a b re a k a s s is ta n c e
re n o va tio n food and s h e lte r an u p g ra d e

b Talk about these photos using expressions in 2a.

C Listen to four news items. Which expressions from 2a do you hear? W h a t is each item about?

3 a How could 1 - 6 continue? Add sentences with need (as a verb or noun).

1 The w in d o w s a re ro ttin g away. They u rg e n tly n e e d re p la cin g .

2 D o n 't w o rry a b o u t th e loan.
3 T h o u s a n d s of fa m ilie s have n o w h e re to live.
U A t th e m o m e n t, th e s q u a re d o e s n 't fu lf il its fu n c tio n .
5 The a n ti-s m o k in g la w s a re n 't v e ry s a tis fa c to ry .
6 I can h e a r you v e ry cle a rly.

b Read out one of your answers. Can other people guess w h at the first sentence was?

U a W ork alone. W rite down:

• a b u ild in g th a t's b a d ly in need o f re p a ir o r re n o va tio n .

• s o m e th in g th a t needs re o rg a n is in g o r im p ro v in g .
• a g ro u p of p e o p le w h o you th in k need m o re he lp .
• s o m e th in g th e re is an u rg e n t need for.

b Compare your ideas with other people.

52
 EXPLORESpeaking
1 a These photos are from a slideshow presentation. © give a presentation with images
What do you think it is about and who is it for?

biB l Listen to Len Griffiths giving the

presentation. At every beep' he shows a new slide.
In what order do you think he shows the slides?

c What do we know from the presentation about:

1 G renada? th e beach?
2 th e h o te l? th e food?

a Think about the way Len:

1 in tro d u c e s th e p re s e n ta tio n .
2 m oves fro m one to p ic to th e next.
3 fin is h e s th e p re s e n ta tio n .

Try to complete the gaps.

ii Introduction
Well, good afternoon. My name's Len Griffiths, I’m
the manager of Petit Bacaye, and _ thank
you very much for coming this afternoon.
99
ii Opening description
So, an idea what the hotel is like and what
it's like to stay th ere.3 in a minute. But
a general idea about where we are
99
ii Transition
OK, so 5___ Petit Bacaye itself, the hotel.
99
ii Conclusion
So, that’s it, really. 1 6 what the hotel is like,
8
7 _ any questions, answer them.
99
b♦ Listen to check.

a Look at these ways of presenting visual

inform ation. W hat other words could be used
instead of the h ig h lig h te d words?

Showing a view R e fe rrin g to a slide

T his s h o w s you ... As you can see fro m th is
H e re 's a v ie w o f ... pho to ...
H e re's a c lo s e r vie w . ... w h ic h you can see here.
L e t's ju s t zo o m in on You can see t h a t ...

b Choose one of the slides. Which expressions

could you use to ta lk about it?

c Look at the script on p151. Did the sp e a k er say

the sam e as you?

Give a short presentation.

1 Im a g in e you s p e n t s o m e tim e at th e P e tit

Bacaye h o te l. P re p a re to ta lk a b o u t y o u r
h o lid a y u sin g th e p h o to s on th is page.
T h in k of o th e r d e ta ils you w o u ld lik e to e xp la in .
Give y o u r p re s e n ta tio n to o th e r s tu d e n ts .

53
look again o
Grammar
Passive rep o rtin g verb s a Choose a photo and imagine a news item to
go with it. W rite one or two sentences using
1 a L o o k a t th e s e e x a m p le s fr o m th e u n it. reporting verbs.

CCTV is reckoned to operate in around 500

M ilan a r t r t p o r t t d to h a v t S icjntd a n to j
British towns and cities, as against 50 in
Italy, II in Austria, and one in Norway. m id —f i t l d t r 1 / is b t h t v t d to b t t h t h ig h ts t-
i D u ring the 1990s, roughly 75% of the Home p a id t r a n s f t r in t h t h i s to ry o f t h t d u b .
Office crime-prevention budget is said to
have been spent on installing CCTV.

: It has also been shown that improving

street lighting "is a rather more effective
form of p r e v e n t i o n " .

1 The e x a m p le s s h o w tw o w a ys of u sin g
im p e rs o n a l re p o rtin g v e rb s . W h a t o th e r v e rb s
can be used in th e sa m e w ay? M ake a lis t.

it + passive v e rb + t h a t ...
It is re c k o n e d t h a t ...
It is said t h a t ...
It has been s h o w n t h a t ...

passive verb + to + in fin itive

... is re c k o n e d to ...
... is said to ...
... has been sh o w n t o ...

2 W h ich e x a m p le s re fe r to:
• th e p re s e n t?
• th e past?
H ow is th is re fle c te d in th e g ra m m a tic a l
s tru c tu re s used?
3 The e xp re s s io n s are ty p ic a l o f new s re p o rts o r
a c a d e m ic w ritin g . H ow c o u ld you say th e m in a
m o re c o n v e rs a tio n a l style ?

b R ewrite these sentences. Use a suitable passive

reporting verb.

1 P eople say th a t CCTV c a m e ra s in s h o p s d o n 't

a c tu a lly d e te r c rim in a ls .
2 P eople c a lc u la te th a t th e re are o ve r 4 m illio n
CCTV c a m e ra s in th e UK.
3 M any e x p e rts b e lie ve th a t th e use of CCTV
h a s n 't had a s ig n ific a n t e ffe c t on c rim e .
4 They say th a t speed c a m e ra s have reduced
road a ccid e n ts .
5 R e p o rts s h o w th a t m o s t s e c u rity c h e c k s at
a irp o rts are in e ffic ie n t.
b Read out your sentences. Can other people guess
6 M any people fe e l th a t s e c u rity c h e c k s at
the photo?
a irp o rts are re a s s u rin g .
G ram m ar referen ce, p 1 4 2
c How are these im person al constructions
expressed in your language?
Vocabulary
D escribing places S olu tio n s to p ro blem s

Look at this example from the unit. What two ways 7 a • f5 D Listen to these extracts from presentations.
does the town p lanner use to describe the square? Which person is talking about:
W hat other shapes could a town square be?
• a w a r?
The square itself is a v e r y unusual shape. It • im m ig ra tio n ?
is a triangular shape, and it is surrounded by • re d e s ig n in g a c ity sq u a re ?
some very fine buildings. • an in d u s tria l d is p u te ?

b All these adjectives collocate with solution.

U a What do the h ig h lig h te d expressions mean?
Which s p e a ke r uses each expression?
Which sentences best describe the photos?
d ip lo m a tic g lo b a l p ra c tic a l lo n g -te rm
p a rtia l proposed in te rim m u tu a lly agree able

C Which expression in 7b means:

1 th e y d o n ’t fu lly solve th e p ro b le m
p artial solutions
2 it involves th e w h o le w o rld
3 w e s t ill need to fin d a b e tte r s o lu tio n
k it w o rk s
5 it avoids fig h tin g
6 i t ’s w h a t w e s u g g e s t
7 it w ill solve th e p ro b le m fo r a long tim e
8 b oth s id e s a g re e to it

d W hat verbs collocate with solution?

come up with a solution

Listen again. W hat verbs did they use?

8 Discuss a problem.
1 The s q u a re is s u rro u n d e d by fin e old
b u ild in g s , d a tin g fro m th e tu r n of th e ce n tu ry. 1 T h in k of a w o rld p ro b le m , a p o litic a l issue o r a
2 The c e n tra l m o sq u e , d a tin g fro m th e 12th p ro b le m in y o u r area.
c e n tu ry , is th e fo c a l p o in t o f th e city. 2 P re p a re to ta lk a b o u t it. M ake a fe w b rie f n otes
3 The road is b o rd e re d by s h o p p in g c e n tre s and and tr y to use e x p re s s io n s fro m 7b.
re ta il o u tle ts . 3 T e ll o th e r s tu d e n ts a b o u t th e p ro b le m . D iscuss
k The m a in s tre e t is lin e d w ith re s ta u ra n ts . p o s s ib le s o lu tio n s .
5 The to w n is d o m in a te d by a c ita d e l.
6 The n e ig h b o u rh o o d is b o u n d e d by 3 5 th S tre e t
and 7th Avenue.
7 T h e re are ro o m s o v e rlo o k in g th e s q u a re fo r
a b o u t $10 a n ig h t.
8 S e ve ra l s m a ll ca fe s lo o k o u t o v e r th e river.
9 You can fin d good food a t V ik to r's , ju s t o ff th e
m a in sq u a re . Self-assessm ent
b W hat do you im agine the o th e r places to be like? Can you do th ese th in g s in English?(^ ir c le)a n u m b e r
Try to form a 'm e n ta l pictu re’ and describe it to on each lin e . 1 = I can ’t do this, 5 = I can do th is w e ll.
your partner.
© describe spaces in cities I W 1

© describe how spaces are used

5 a Think of a square, street or neighbourhood where
@ ta lk about crim e and surveillance
you are now. W rite a few sentences describing it.
@ com m ent on experiences w w
b Read out your sentences. Can other students
© o u tlin e problem s w w
guess which place it is?
© discuss and suggest solutions D Q Q D Q
© give a presentation w ith im ages m m
Think of a place which you think doesn’t fulfil its
function w e ll and could be improved. Discuss:
• For Wordcards, reference and saving your work -» e-Portfolio
• For more practice Self-study Pack, Unit 5
1 w h a t is w ro n g w ith it.
2 how it m ig h t be im p ro ve d .

55
 6.1 goals
® describe appearance and changes to appearance
@ discuss photos and images
© talk about aim and intention

Appearances
The camera never liesP

L ISTEN IN G a The left-hand im age has been changed in ten different ways. W hat changes do you
think have been made? How?

b * Listen to check.

c Read the script on p1 51. What do you notice about the verbs?

1 W h a t g r a m m a t i c a l fo r m do m o s t of th e m have? W hy do you th i n k th is is?

2 Find e x a m p le s of v e rb s w h ic h are fo r m e d fr o m adjectives.

READING a Read an article about digital manipulation in the fashion industry. What do you
think these highlighted words mean?

1 th e a r s e n a l of fa s hio n p h o to g ra p h y 6 d o e s n 't p re te nd to m i r r o r re a l life

2 g re a t bone s t r u c t u r e 7 p o o r body im a g e
3 f l a w le s s on th e page 8 vo id of any kind of h u m a n ity
k w it h a b an d o n 9 re a d e rs are savvy enough
5 e v eryth ing gets r e to u c h e d to d ea th

Though the industry does not pretend to minor real life,

Thin, pretty and airbrushed
Clicking the shutter is just the beginning
of model beauty
The arsenal of fashion photography has always included
teenagers with great bone structure, chic clothes and a good
make-up job. But with computer graphics, these models
look even more flawless on the page. Since the advent of
Photoshop, the fashion and advertising industries have been
airbrushing pimples, removing wrinkles and shaving off thighs
with abandon. “Everything gets retouched to death,” says
Eric Feinblatt, a photographer and professor at the Fashion
Institute of Technology in Chelsea. “There’s nothing you see on
any fashion magazine cover that hasn’t been manipulated.”
many are critical of the way that photo manipulation removes
life from people’s faces and hence contributes to poor body
image. Michael LaMount, a freelance photographer in Los
Angeles, objects to digital manipulation, because by removing
lines, chins and shadows, retouchers are erasing people’s
individuality. “Once you start airbrushing, it becomes void of
any kind of humanity,” he explains.
But even the models know the point of the picture is to
create an image, not a portrait. By the time a photo is taken,
the model has already been heavily made up, her clothes
pinned and tucked to her body. “How real is it anyway?” asks
model Candy Frisbe.
Colleague Megan Shoemaker says readers are savvy enough
to know fashion photographs do not represent real life. “I think
that most people know that the images can be manipulated;
consumers are aware,” she says.

56
 b Discuss the article.

1 Is th e w r it e r ' s opin io n c ritic a l, positive o r n e u tr a l?

2 F o u r people are quoted. W h a t is each p e rs o n 's a tt it u d e to d ig ita l m a n ip u la tio n ?
3 W ho do you m o s t ag re e w ith ? Why?

LANGUAGE a Find six words in the article that re fe r to physical features,

FOCUS
b W hat other physical features can be altered in photography? Make a list,
A lt e rin g physical
fe a tu re s c Com pare lists. Use these verbs to ta lk about them.

e nh a n c e le n g th e n s h o rte n lig h te n Spots can be

d a rk e n re d u ce add re m o v e a l t e r rem oved, c h e e k bones
can be enhanced.

Fake photos
LANGUAGE 1 a These photos both have fake elem ents. W hat are they? How w e re they achieved?
FOCUS
A im and
in te n tio n

b Look at these expressions which describe the a im of the alterations. Complete

th e m with words from the box.

to 1x3) of as w ith in th a t

1 ... th is c o m p o s ite m a y have been c re ated s o a d d re s s th at.

2 ... _ _ _ _ _ o r d e r give th e im p re s s io n of a s h a r k a tta c k ...
3 ... s o th e c la im w o u ld s e e m m o r e g e n u in e ...
4 ... h o p i n g convince people t h a t th e pho to w a s r e a l ...
5 ... _ th e a i m e n h a n c in g his s ta tu re ...

c W h ic h pho to do you t h i n k each e x p re s s io n d e s c rib e s ?

READING and W o r k in A /B p a irs. Read a b o u t th e p h o to s in 1a. S tu d e n t A, lo o k at p 127. S tu d e n t B,

SPEAKING lo o k at p 136.

3 a Read a b o u t th e s e o t h e r fa k e s. Match th e a im s (a -d ) to th e d e s c r ip tio n s (1-4), add ing

an e x p re s s io n f r o m 1 b. W h a t c h a n g e s do you need to m a k e to th e s e n te n ce s ?

1 in 2007, N a tio n a l G eographic sh o w e d a p ic tu re of th e Giza p y ra m id s , Egypt on its

cover. The p y ra m id s w e re moved c lo s e r to g e t h e r ...
2 In 1994, Time m agazine show ed A m e ric a n fo o tb a lle r OJ S im p s o n s h o rtly a ft e r his
a rre s t fo r m urder. They changed his face to m ake it d a r k e r tha n it really w a s ...
3 A R e u te rs p h o to g r a p h e r covering an a ir raid on B e iru t, Lebanon, used
P ho to s h o p to add extra s m o k e ris in g f r o m the b u ild in g s ...
4 In 1994, th e U n iv e rs ity of W is co n s in d o c to re d a p h o to g ra p h on a b ro c h u re by
in s e rtin g a b la c k s tu d e n t in a c ro w d of w h ite fo o t b a ll fans ...

a loo k m o r e d ra m a tic
b fit th e v e r t ic a l f o r m a t of th e m ag a zin e
c e m p h a s is e th e e th n ic d ive rsity of t h e i r s tu d e n ts
d lo o k m o r e m e n a c in g

b To w h a t e x te n t do you t h i n k th e s e c h a n g e s a re u n e th ic a l, and w h y ?

57
 6 .2 goals
Genuine fakes © talk about fakes and forgery
© convince people and express doubt

LANGUAGE a W hat do you understand by these

FOCUS expressions?
Fakes and 1 a fo rg e d b irth c e rtific a te 5 a con t r ic k
fo rg e ry 2 an in v e s tm e n t s ca m 6 c o u n t e r f e i t c u rr e n c y
3 a fa k e Rolex 7 c h e a t th e 's y s te m
4 c re d it card fra u d 8 a c o m p u ls iv e l i a r

b Look at the highlighted words. W hat verb, noun and adjective form s do they
commonly have?

forge, forgery, forged

C Discuss these questions.

1 W h a t o t h e r th in g s can be fo rg e d?
2 W h a t t h in g s are often fake?
3 In w h a t w ays do people often ch e a t th e sy ste m ?
4 T h in k of e x a m p le s of a con t r i c k o r a s ca m . Have you (or people you kn o w ] ever
been th e v ic tim of one?

READING 2 a One of these Picassos’ is a fake.

1 W h ic h one do you th i n k it is?

2 If you w e re an a r t dea ler, h o w w o u ld you fin d out?
3 How m u c h do you t h i n k each p a in ting isw o r th ?

Cadaques IPablo Picasso, 19101

b Find out which painting is the fake on page 128.

3 a Read an article about John Myatt, who painted the fake 'Picasso' in 2a. Which of
these sta tem ents do you think are true? Why / Why not?

1 J o hn M yatt d o e s n 't have a high opin io n of his own p a in ting style.

2 He to o k g re a t care to m a k e his fa ke s look as g e n u in e as possible.
3 He w o u ld n 't have succee d e d w it h o u t Jo h n D rew e's help.
4 It is s u r p r is i n g ly easy to deceive a r t expe rts.
5 His p riso n sen te n c e w a s u n d u ly harsh.
6 He de ep ly re g r e ts w h a t he did.
7 He a lw a ys had a n a tu r a l ta le n t f o r p a in ting fakes.

b What kind of person do you think John Myatt is? Why?

devious d a rin g c le v e r modest ashamed

The master forger
John Myatt w as responsible for th e biggest art Now, having served his time -
con of th e 20th century, and ended up going to Myatt w as sentenced to 12 months
jail for it. Now his story is being turned into a in prison in 1999 but w as released
Hollywood movie - and a prestigious gallery is for good behaviour after four
months - he feels he has nothing to
show ing his 'genuine fakes'. He tells all to Mark
apologise for.
Honigsbaum. Instead,he is seeking to forge anew
career, so to speak, as a purveyor of
what he calls 'genuine fakes'. These
John Myatt is showing me some Between 1986 and 1994, Myatt are works by the very sam e artists
of his recent creations. "That's a churned out more than 200 new he used to imitate when he w as a
Giacometti," he says, pointing to an works by su rrealists, cubists and criminal - not only Giacomettis and
abstract in sw irling whites and greys im pression ists, p assin g them off Nicholsons, but Monets, M atisses
entitled Apples on a Stool (1949). as originals with the help of an and Renoirs. They even come with
"I'm not sure it's quite finished yet." accomplice, John Drewe, an expert the artists' signatures. The only
Next, Myatt walks me to another at generating false provenances. difference is that on the back of
wall of The Air Gallery, in London's Despite the fact that many of the canvas is a computer chip and
Mayfair, hung with a Modigliani, Myatt's paintings were laughably the legend 'Genuine fake' written in
several P icassos and, in the centre, am ateurish (they were executed in indelible ink.
a large Ben Nicholson. emulsion, not oil), they fooled the Myatt didn't set out to be a
For a painter who is celebrating experts and were auctioned for faker. As a young art student, he
his first London opening, Myatt is hundreds of thousands of pounds by had high hopes of establishing his
disarm ingly honest about both his Christie's and Sotheby's. It w as, said own artistic style. But whenever he
working methods and his failings Scotland Yard's art and antiques turned his hand to landscapes or
as an artist. But then, this is not squad when they finally caught up portraiture, he says the result w as
the first time that M yatt's versions with Myatt in 1995, "the biggest art invariably "academic" and "dull".
of works by Giacometti and fraud of the 20th century". Indeed, to Instead, he taught evening classes
Nicholson have found their way into this day, some 120 'M yatts' are still and began selling the odd fake to
the West End. said to be in circulation. friends and colleagues ...

c Can you think of verbs to replace these p hrasal verbs from the article?

1 c h u r n e d o u t m o r e tha n 200 n e w w o r k s
2 p a s sin g t h e m o ff as o rig in a ls
3 d id n 't s e t o u t to be a fa k e r
A th e y fin a lly c a u g h t up w it h Myatt

d How do these p hrasal verbs add to the meaning? W hat 'm e n ta l im age' do you
associate with each?

e Look at this sentence. Why do you think the w r it e r says 'so tos p e a k ’? At what other
points in the text does the w r it e r reveal his own attitude?

... he is s e e kin g to fo rg e a n e w ca re e r, so to s p e a k ...

» C 5 D Listen to John Myatt talking about how he started forging paintings.

1 How did J oh n M yatt s ta r t p ro d u c in g fake p a in ting s ?

2 H ow did he get to k n o w Jo h n Drewe?
3 How did he s ta r t fo rg in g p a in tin g s ille g a lly?
A Why d id n 't he copy p a in tin g s?

SPEAKING Role play.

1 S tu d e n t A, you are an a r t dealer.

You w a n t to s e ll B th is pain ting .
L ook on p 130.
2 S tu d e n t B, you like th e p ainting,
b u t y o u 're not convinced it's ge nuin e.
L ook on p 138.

59
 Target activity
6 .3 goals
interview someone and ® describe appearance
@ conduct a personal interview
present a profile ® describe someone’s life, achievements and
attitudes
TASK READING 1 a W hat do you know about the Brazilian
au th or Paulo Coelho?

b Read the interview.

1 W h a t does th e p ro file t e l l you about:

• C oelh o's p h ys ic a l a p p e a ra n c e ? • th e w a y he p re s e n ts h im s e lf?
• his p e rs o n a lity ?
2 W h ich p a rts of th e in te rv ie w :
• quo te th in g s he said? • d e s c rib e th e s e ttin g ? • ta l k ab o u t his past life?
• d is c u s s his a c h ie v e m e n ts ? • re f e r to th e p r o m o tio n of his books?
3 W h a t v e rb te n s e s are used fo r each of th e s e p u rp o se s ?
A W h a t o r d e r are th e s e p a rts in? W h a t e ffe ct is achieved by th is?
5 W h a t fa cts a b o u t his life and c a r e e r s u r p r is e d you? Why?

W h e n P aulo C oelho w a s 1 7 , his p a re n ts s e n t h im to an a s y lu m

b e cau se th e y th o u g h t he w a s p s y c h o tic . N o w h e ’s th e w o rld 's
b ig g e s t-s e llin g n o v e lis t - b u t, he says, s o m e p e o p le s till d o n 't
u n d e rs ta n d h im .

Paulo Coelho is dressed e n tire ly in black, as befits a sp iritual sage whose

books take as th e ir su b je ct th e eternal hum an enigm a. He is sm all,
delicately proportioned and his so ft grey hair has been grow n into a rat's
ta il, o f th e kind one som etim es sees on B uddhist m onks. He sits in th e lobby
o f a plush London hotel - all clean m in im a lis t lines and strangely placed
m irro rs - looking e n tire ly a t hom e, th e black o f his clothes contrasting
decoratively w ith the beige upholstery.

"E very day I tr y to be in com m unication w ith th e universe in an

unconscious way," he sm iles, staring a t me w ith big, brown earnest eyes
and speaking in heavily accented English.

Paulo has never had any problem co m m unicating w ith o th e r people. In fa ct, he's phenom enally successful at
it. Since th e publication o f his firs t w ork, The Pilgrimage, in 1987, he has sold 65 m illion books, m aking him the
best-selling a u th o r in th e w orld - above John G risham , Tom Clancy and the seem ingly unassailable J.K. Rowling.
He has been tra nsla te d into 59 languages and collected an im pressive p o rtfo lio o f lite ra ry prizes - am ong th e m ,
the French C hevalier de I'O rdre des A rts e t des Lettres, th e ir m o st prestigious lite ra ry gong. His m ost fam ous
book, The Alchemist, te lls th e s to ry o f an Andalusian shepherd boy in search o f tre a su re in a fa r-o ff land, and has
sold m ore than 30 m illion copies since its publication in 1988.

Despite, o r perhaps because o f his success, Paulo Coelho is a strong advocate o f spreading his books th ro u g h
pe e r-to -p e e r file -sh a rin g netw orks. A fte r a fan had posted a Russian tra n sla tio n o f one o f his novels online, sales
o f his book ju m p e d fro m 3,000 to one m illion in th re e years, w ith no additional p rom otion o r p u b licity fro m his
publishers. His blog Pirate Coelho provides free tra n sla tio n s and dow nloadable versions o f m any o f his books. Due
to th e openness regarding his co n te n t, a u th o r Je ff Jarvis named Coelho "th e G oogliest a u th o r" in th e w orld.

W ork in A/B pairs. Prepare for an interview.

1 S tu d e n t A, you s h o u ld be y o u r s e lf in th e interview . You can cho o se a s e ttin g '

w h e re you w o u ld lik e to be in te rv ie w e d (at h o m e ? at w o r k ? in s o m e o t h e r place
th a t says s o m e t h in g a b o u t you?]. Decide w h a t you w i l l wear.
2 S tu d e n t B, m a k e no tes on th e s e ttin g and A's p h ys ic a l a p p ea ra n ce .

Conduct the interview.

1 S tu d e n t B, a sk q u e s tio n s to find o u t s o m e im p o r t a n t t h in g s a bo u t A:
• A's past life. • w h a t A is doing, and w h a t has led up to it.
• a c h ie v e m e n ts . • b e lie fs and a ttitu d e s .
2 Make notes, in c lu d in g one o r tw o in te re s tin g quotes.

Now change roles.

60
 EXPLORE
Across cultures Piracy
1 a Look at the im ages and the news headlines.
W hat do you think they are about?

b Read the whole news items. Which do you

think is the most or least serious offence?
Why?

Which of these do you think should be

allowed? Say why or why not, and under
w h a t circumstances.

1 D o w n lo a d in g f i l m s fr o m th e In te rn e t.
2 F ile -s h a rin g m u s ic on th e In te rn e t.
3 M a kin g copies of DVDs.
U P hotocop yin g s c ie n tific o r a c a d e m ic
a rtic le s .
5 S e llin g p ira te e d itio n s of p u b lis h e d
books.
3 a Which opinions do you agree with?
Group jailed for illegal copying
Officials have arrested three women and
two men, and have captured more than
ten photocopies and 300 copied books in
a crackdown on illegal copying.

1 A u th o r s put a lot of w o r k and

k n o w le d g e into w r it in g a book. In effect,
p h o to c o p yin g a b ook is s te a lin g m o n e y
f r o m th e p e rso n w h o w ro te it.
2 The f i l m and m u s ic in d u s trie s m a ke
s u c h huge p ro fits th a t th e y can easily
a ffo rd to lose roy a ltie s fr o m people
m a k in g ille g a l copies.
3 Ille g a l d o w n lo a d in g a c tu a lly h elps
u n k n o w n m u s ic ia n s : it en a b le s m o re
people to get to k n o w t h e i r w o rk , so
th e y a tt r a c t b ig g e r a u d ie n c e s to t h e i r
c o n ce rts .
Illegal downloaders threatened
b Discuss these questions.
with Internet cancellation
1 H ow s t r ic t ly is c o p y rig h t en fo rce d in
y o u r c o u n try? The governm ent today proposed new laws to stop
2 W h a t are th e d a n g e rs of, fo r exam ple, illegal dow nloading o f music and films. Those
ille g a l d o w n lo a d in g in y o u r c o u n try ? found sw apping copyrighted m aterial could have
3 Are you lik e ly to get c a u g h t if you their Internet connection cut off.
d o w n lo a d s o m e th in g ille g a lly ?

&

Oil company faces copyright charges

A court in Washington has found one of the world s biggest oil
companies guilty of encouraging its employees to p h °tocopy
research articles from scientific journals without paying
royalty fees. The oil giant may be liable to pay damages to
thp owners of the material for breaching copyright.

61
 EXPLORE

Keywords aim, purpose

1 a Add these expressions with a im to the gaps.
is a im in g f o r
A lthough the film w ith its
3-D effects and rather
predictable p lo t 1
a popular audience, it
also touches on profound
historical them es. Indeed,
it can be seen as an
indirect com m entary on
the destruction o f Native
American Indians by w hite
settlers from Europe.
The course will run fo r tw o weeks, and 2 teach
a im s to is a im e d at basic skills in digital im age m a nipula tio n. S tudents
should have basic c o m p u te r skills, but need no previous
experience in graphic design.
23-year-old Anna Vovk,
though still surrounded by
controversy, 3 a gold
medal again this year.
“I’m in the clear and I’m
co n fid e n t about w in n in g
again th is year," she told
reporters.

b In the first two gaps, you could add these adverbs below. W h e re could you insert them?
How would they change the meaning?

s p e c ific a lly p r i m a r i ly s olely m a in ly c le a rly a p p a re n tly

c In this sentence from the unit, a im is used as a noun. Who and what is being talked about?

j ... carried out w i t h the aim of enhancing the president's stature.

d Add an expression with aim.

1 th e la w is to p ro h ib it using m o b ile p h o n e s in vehicles.

2 S u m m e r c o u rs e s w i l l be a rr a n g e d , w it h _ _ _ b rin g in g n e w s tu d e n ts up to th e re q u ire d level in E nglish.

2 a How do you think these sentences might continue?

1 We need to be th e r e by six, so w e 'r e a im in g ...

2 W omen's Pages is a b ro a dly focused, p o p u la r m a g a z in e aim ed ...
3 The a verage th e a t r e - g o e r is aged b e tw e e n 55 and 85, but o u r new play is a im in g ...
4 The t o u r s ta r te d w it h a vis it to Beijin g th is w e e k e n d , aim ed ...
5 She m a d e th e m is ta k e of m a r r y in g a m a n w h o s e so le a im in life ...

b *E D Listen to check. W ere your answers sim ilar?

3 a These sentences all contain the word p u rp o s e . Which do you think is:

a p a rt of a b ro c h u re ? d p a rt of a le c tu re ?
b p a rt of a re p o rt? e p a rt of an o pe n in g speech?
c p a rt of a c o n v e rs a tio n ? f p a rt of a n e w s re p o rt?

1 T h a n k you a ll f o r c o m in g th is a fte rn o o n . The p u r p o s e beh ind th is m e e tin g is re a lly tw o fo ld .

2 The p u r p o s e of th is p a p e r is to a nalyse tr e n d s in th e m in in g sector.
3 A ctu a lly , w e 're g e ttin g q uite w o r r i e d ab o u t h im - he ju s t d o e s n 't se e m to have any p u r p o s e in life.
4 They are believed to be e n ric h in g u r a n iu m f o r th e p u r p o s e of de veloping n u c le a r w e a p on s.
5 The p r i m a r y p u r p o s e of th e c lu b is to e n c o u ra g e young people to do sp o rt.
6 As S tra c z in s k i says in The Essence o f A rt, a r t exists fo r th e p u rp o s e of p u ttin g rea l events in to perspectiv e,

b How could you express the sentences in 3a using a im ?

The p urpose b e h in d th is m e e tin g is ... —> The aim o f th is m e e tin g is ...

4 Talk about your future aims.

1 T h in k of t h in g s th a t you a im to do in th e f u t u r e [w o rk , stu d ie s, fa m ily and leisure).

2 Make notes, using e x p re ss io n s fr o m th is page.
3 D is cuss y o u r aim s.

62
 EXPLOREWriting
Goals

1 W hat kinds of writing and speaking do the im ages represent? W hat kind of style would you need to
adopt in each case? How do you think spoken and w ritten styles vary, in general?

2 a Look at the two extracts from the John Myatt interview, and the sam e inform ation expressed in
w ritte n form (e.g. an autobiography). How are the spoken and w ritten versions different? Think about:

1 th e n u m b e r of m a in verbs.
2 th e use of e x p re s s io n s like you k n o w , re a lly , s o r t of, anyw ay.
3 th e n u m b e r of ti m e s and is used
U th e u n d e rlin e d expression s.
5 th e use of re p o rte d spe e ch and q u es tion s .

Spoken version W ritte n version

It started about 1983, 1984, when I w as a single parent,
I had two very small children. I was a school teacher
at the time, but my wife had left home and she w asn’t
coming back, and there were two very young ones to
take care of. So I was trying to find a way of working
from home, and, you know, keeping the family together
really. And one of the things that cropped up was this
idea of putting an advert in the back of Private Eye
magazine, which is a sort of satirical magazine we have
in England. And it just said ‘Genuine fakes. Paintings
from 150 to 250 pounds'.
It started in about 1983 or 1984, when I was a single
parent with two very small children. I was a school
teacher at the time, but my wife had left home for
good and I needed to take care of two. young children,
so I was trying to find a way of working from home
and keeping the family together. One idea I had
was to put an advert in the back of P r iv a te E y e , an
English satirical magazine, saying ‘Genuine fakes.
Paintings from 150 to 250 pounds’.

But if you had a study by Leonardo da Vinci on the
wall of your house, you know, and it w as a tiny bit
of ripped paper and it w as all beaten up and all
that, well, it's much more credible if not necessarily
believable. Anyway, to cut a long story short, he
said to me would I be interested in having half of the
25,000? And I said yes, and I took the money, and
proceeded, really, to go into a career of art fakery with
this man over the next six or seven years.
But if you had a study by Leonardo da Vinci on the
wall of,your house, in the form of a tiny piece, of torn
paper'in very bad.condition, it would be much more
credible, if not necessarily entirely believable. So
briefly, he asked me if I would be interested in having
half of the 25,000.1 accepted, took the money, and
proceeded to go into the business of art fakery with
this man over the next six or seven years.

b Com pare answers. Do you agree?

3 a Look at the notes you made for your partner's profile on p60. W rite out th ese facts in three separate
paragraphs in a fairly fo rm a l style, as if writing part of a biography.

b How would the sam e inform ation be conveyed in a spoken, conversational style?

1 T h in k a b o u t th e fe a tu re s in 2a.
2 In h o w m a n y ways can th e te xt b e co m e 'sp o ke n'?

U It has been said that the gap between spoken and w ritten English is getting smaller.
Why do you think this might be? Is the sam e happening in your language?

63
 Look again o
Grammar
P re s e n t p e rfe c t sim p le and progressive P re s e n t p a rtic ip le expressions

1 a Look at these exam ples from the unit. Match
th e m with uses a - c of the present perfect simple.
1 The lips have been reddened, so now they're^
a brighter red.
2 Customs officials have arrested three men
and two women.
3 T h e A lc h e m is t has sold more than 30 million
copies.
a to d e s c rib e a re c e n t event, w it h o u t saying
w h e n it happened
b to d e s c rib e a re c e n t ch a n g e (s o m e th in g is
d iffe r e n t n o w fr o m before]
c to d e s c rib e events h a p p e n in g o ver a p e rio d up
to now
b Look at these exam ples of the present perfect
progressive. Match them to uses a and b.
1 Since the advent of Photoshop, the fashion
and advertising industries have been
airbrushing pimples, removing wrinkles and
shaving off thighs w i t h abandon.
2 I've been waiting for this day for so long
- and n o w i t 's c o m e .
a to refer to an activity or feeling continuing up
to now, but which has now stopped
b to refer to an activity that started in the past
and is still continuing
c L o o k at e x a m p le s a - d .
We often use participles to describe appearance.
Look at these exam ples from the unit. Notice that
th e re are two patterns:
1 sa m e subject
He s its in the lobby of a p lu sh Lon d on hotel.
He lo o k s e n tire ly at hom e.
He s its in th e lobby of a p lu s h London hotel,
lo o k in g e n tire ly at ho m e .
2 d ifferen t subject
He s its in the lobby of a p lu sh Lon d on hotel.
The b la c k of his c lo th e s c o n tr a s ts d e co ra tiv e ly
w ith th e beige u ph o lste ry.
He s its in th e lobby of a p lu s h London
h otel, th e b la c k of his c lo th e s c o n tr a s tin g
d e c o ra tive ly w ith th e beige u p ho lste ry.
3 a Here are some exam ples of descriptive
expressions from novels. W hat do you think they
are about? Match th e m with the topics in the box.
1 ... s p a r k lin g w ith e x c ite m e n t
2 ... g lo w in g d im ly th r o u g h th e fog
3 ... lean in g on th e c o u n te r, c h a ttin g to th e c le rk
4 ... gazing at a c o m p u t e r scre e n
5 ... s tr o llin g a long th e beach
a m a n at an a i r p o r t th e lig h ts of a f a r m h o u s e
people by th e sea a w o m a n ’s eyes
people in an office

1 Has the activity / feeling stopped, or is it b W h at 'm e n ta l picture' do you see for each
continuing? example? Com pare ideas.
2 How might each sentence continue? c i Q S Listen to the original contexts. Do they
a I've been waiting for you for ages. Where ... ? change your 'm e n ta l picture' in any way?
b I've been trying to get hold of her, b u t ...
c It's been snowing for ages, but thankfully ... U a Look at these sentence beginnings, and try to
d Over the last hour, I've been discussing ... im agine a 'm e n ta l picture' for each one. Add a
participle expression to describe what the person
d C o m p le te th e s e s e n te n c e s so th e y are t r u e f o r was doing, or wh a t they looked like. Use eith e r of
you. the two patterns in 2.
I've been m ea n in g to w rite to you since o u r m e e tin g , 1 He lay on th e beach, ...
b u t ... 2 She c a n te re d along th e p a t h , ...
1 I've been meaning to ... 3 He w a s s ittin g on a p a rk b e n c h , ...
2 I've been hoping ... 4 He p a u s e d , ...
3 I've been wondering w h a t ... 5 She stood by th e w i n d o w , ...
4 I've been planning to ... b Com pare w h a t you have w ritte n with the
sentences on p 130.
G ram m ar referen ce, p 1 4 2

5 W ork in pairs.

1 W rite a d e s c rip tiv e e xp re ssio n like in 3a on a

piece of paper. Pass it to a n o th e r pair.
2 W rite w h a t you t h in k m i g h t co m e before th e
p a rtic ip le ex pression. Pass it to a n o th e r pair.
3 Add a n o t h e r s e nte n ce , e i th e r before o r after.
Pass it to a n o th e r pair.
4 Read o u t y o u r sen te nces.

64
Vocabulary
N ew c rim es V erb s w ith -e n and en -

How many 'n ew crimes' (crim es which did not a Look at these sentences from the unit. You can
exist 5 0 -1 0 0 years ago) can you re m e m b e r from use verbs ending with -en or beginning with en-
this unit? to ta lk about changes.

a W hat crimes are these im ages associated with? The teeth have been whitened.
(= made whiter)
The lips have been reddened.
(= made redder)
The skin has been enhanced.
(= made better, clearer)

b What do these verbs mean? How are they fo rm ed?

b la c ke n s tr e n g th e n le n g th e n w id e n
s o fte n e n la rg e enliven d a rk e n w e a k e n
s h o rte n deepen ha rd e n e n d a n g e r enclo se
y O J R S P A C E fSCAtCH PI lig h te n to u g h e n th ic k e n s tr a ig h te n

c Which adjectives could you use to ta lk about:

• a road? • a b rid g e ? • a ro o m ? • a s k ir t?
• a can a l? • a sauce? • a photo?
• y o u r h e a lth ? • y o u r feet?

9 a Think of contexts for these sentences.

1 They tr ie d to bla c ke n m y nam e.

b Match these 'new crimes' with pieces of advice
2 T h e y 're an e n d a n g e re d species.
1 - 4 and im ages A -D .
3 I e nc los e m y CV.
4 It s tr e n g th e n e d o u r d e te r m in a t io n .
p h is h in g h a c k in g card th e f t id e n tity fr a u d
5 Can you e n la rg e th e p ictu re ?
1 Be s u re th a t no one else can see th e PIN 6 He tr ie d to s ofte n th e blow.
n u m b e r t h a t you key in. Thieves can copy card
b 4<E39 L is te n to che ck.
d e ta ils th a t w a y and c lo n e cards.
2 Be s u s p ic io u s of a ll u n s o lic ite d e m a ils you
1 0 a Choose two verbs from 8a or 8b. W rite true
receive, even if th e y a p p e a r to o rig in a te fr o m a
sentences about something (or someone) that has
re lia b le so u rc e su c h as a bank.
changed recently, but do not give a context.
3 A lw ays th in k before you give away y o u r perso n a l
details, and dispose of d o c u m e n ts w ith any b Read your sentences to an other student. Can they
p erso na l in fo rm a tio n on th e m securely. guess w h a t you are talking about?
4 Keep fir e w a lls , a n t i- v ir u s s o ftw a r e and a n t i ­
s p y w a re p r o g r a m m e s u p - t o - d a te to help
p ro te c t y o u r co m pu te r.

C Match 1 - 4 with a - d to make sentences w ritten by

victims of the crim es in 7b.

1 J u s t w a n te d to a p o lo g ise f o r th e ra n d o m e m a il
you received fr o m me.
2 I ch e c ke d m y c re d it card s ta t e m e n t and s a w a
p u rc h a s e th a t I h a d n 't made.
3 The e m a il said 'v erify ' o r 'u p d a te ' y o u r
a cco un t, but I k n e w w h a t it was.
4 I d o n 't k n o w w h o k n e w I had th a t property.

a F ra u d s te r s w h o ch e a t th e s y s te m and w a n t to
ta ke on y o u r id entity, I guess.
b It w a s one of th o s e p h is h in g sca m s, and I w as
j u s t being conned.
c I d id n 't send it - it a p p e a rs m y e m a il acco u n t
w a s hacked into.
d It t u r n s ou t s o m e b o d y had c loned m y card.

65
 Cradle to grave
READING 1 a The photos show an art installation at the British Museum, London. W hat do you
think the installation is? Try to describe it from the photos.

b Read the description and check.

1 W h a t kind of m e d ic in e s are, and are not in c lu d e d in th e in s ta lla tio n ?

2 W h a t do w e k n o w a b o u t: th e m a n 's life? th e w o m a n 's life?
3 W h a t do you t h i n k th e e x h ib itio n says a b o u t o u r ap p ro a c h to h e a lth?

Cradle to grave by Pha rmacopoeia

Cradle to grave explores our approach to health in Britain
today. The piece consists o f a lifetim e supply o f prescribed
drugs knitted into tw o lengths o f fabric, illustrating the
medical stories o f one woman and one man.
Each length contains over 14,000 drugs, the estimated
average prescribed to every person in Britain in their
lifetim e. This does not include pills we m ight buy over
the counter, w hich w ould require about 40,000 pills each.
Some o f the treatm ents are comm on to both: each starts
at birth w ith an injection o f vitam in K and im m unisations,
and both take antibiotics and painkillers at various times.
Other treatm ents are more specific. The woman has
a relatively healthy life, but suffers from arthritis and
diabetes in middle age. The man has asthma and hay
fever when young, but enjoys good health until his 50s.
He fin a lly stops smoking after a bad chest infection when
he is 70. He is treated fo r high blood pressure fo r the last
10 years o f his life and has a heart attack and dies o f a
stroke in his 70s. He takes as many pills in the last 10
years o f his life as in the firs t 66.
Cradle to grave also contains fa m ily photographs and
other personal objects and docum ents. The captions,
w ritte n by the owners, trace typical events in people’s
lives. These show th a t m aintaining a sense o f w ell-being
is more com plex than ju s t treating episodes o f illness.

LANGUAGE 2 a Read the description again. Find eight words / expressions which refer to illn e s s e s .
FOCUS Find six which refer to tre a tm e n ts .
H e alth p ro b le m s b « E D Which words in 2a are s im ila r in your language? Listen to the recording. Are
and tr e a t m e n t they pronounced differently?

C Discuss these questions.

1 W h ic h of th e s e h e a lth p ro b le m s are c o m m o n in y o u r c o u n try ? W h ich are less

c o m m o n ? W h a t a bo u t th e f o r m s of tr e a tm e n t ?
2 H ow w o u ld th e in s ta lla tio n ch a n g e if it re p re s e n te d the lives of people fr o m :
y o u r ow n co u n try ? a n o th e r p a rt of th e w o r ld ?

66
 Audio guide
LIS TEN IN G 1 a ♦ E D You w ill h e a r an audio guide to the exhibition. W hat a d d itio n a l inform ation do
you h ear about these topics? Listen and make brief notes, then compare answers.

1 th e people w h o cre a ted the in s ta lla tio n

2 th e people w h o s e lives it sh o w s
3 th e te x tile s
4 th e p ills
5 th e p h o to g ra p h s

b Here are some of the things the audio guide mentions. Who or wh a t do they relate
to? Put th e m in o rd er of 'age'.

s y rin g e s a lilac fo o t p r i n t a C h r is t m a s tre e a k itc h e n c u p b oa rd

a gas and a ir m a s k a co ffin a silv e r blade r o lle d - u p fa b r ic an a s h tra y

C 'E D Listen again to check.

2 a Do you think th e audio guide focuses mainly on:

• th e in s ta lla tio n as a w o r k of a rt?

• its s ig nifica n ce ?
• h o w it w a s produced?

b Read the script on page 152. W hat features of language and style support your view?

LANGUAGE 3 a The audio guide uses passive form s and participles to describe the installation.
FOCUS Look at the sentences. Add word s from both boxes in the gaps.
D e scrip tive
se w n in te rs p e r s e d a rr a n g e d in 1x 2 ) w ith (x2)
p a rtic ip le s
w ra p p e d in te r m in g le d into

1 The piece c o m p r is e s a lif e tim e 's s u p p ly of p re s c rib e d d ru g s , tw o

le n g th s of textile.
2 The re are large and s m a l l t a b l e t s _____________ foil.
3 The ta b le ts f o r m s so lid b lo c k s of one c o lo u r, vivid g e o m e t ric
p a tte rn s.
4 P h o to g ra p h s in b la c k and w h ite and c o lo u r are . o r d e r of th e
su b je c ts ' ages.
5 th e p h o to g r a p h s are p e rs o n a l o bje cts th a t rela te to th e co u rs e of
th e m a n 's o r w o m a n 's life.

b Check in the script on page 153.

Add expressions from 3a to m ake these sentences more descriptively precise.

1 She sat close to th e fire w ith a b la n k e t round her.

2 The old ho u s e s in th e s tr e e t have n e w e r ho u s e s b etw e e n th e m .
3 They d iscovered th a t he had an ID card in th e lin in g of his ja c k e t.
4 Many t h i r d - g e n e r a t i o n i m m i g r a n t fa m ilie s are no w mixed w it h o t h e r groups.
5 The m a in s ta n d in g sto n e s of S to n e h e n g e are in a circle.

SPEAKING 5 a Discuss these questions.

1 The 'C rad le to Grave' in s ta lla tio n o bv iously involved a lot of w o r k . Do you t h i n k it
is w o r t h sp e n d in g ti m e and m o n e y on a r t of th is k ind? Why? / W h y not?
2 W hy do you t h i n k th e B ritis h M u s e u m in Lond o n d ecided to s h o w th e
in s ta lla tio n ? Is a m u s e u m an a p p ro p ria te place f o r it? Why? / W h y not?

b Describe an exhibition or show you have seen.

1 T h in k of an e xh ib itio n o r s h o w th a t you have seen and r e m e m b e r w e ll. W h a t

m a d e it m e m o r a b le ? Make note s d e s c rib in g it as p re c ise ly as you can.
2 W h a t w a s y o u r o p in io n of th e e xh ib itio n / sh o w ? W h a t c o m m e n t s w o u ld you like
t to m a k e a b o u t it?
3 W o rk w it h o t h e r s tu d e n ts . Listen to each o th e r 's d e s c rip tio n s . Do you t h i n k th e
e x h ib itio n s you heard a b o u t w e re w o r t h seeing?
 7 .2 goals
Mind over matter describe a process o r ex perim ent
discuss im plications and significance

SPEAKING and 1 Discuss these questions.

LISTEN IN G
1 Do you c o n s u m e m u c h caffe in e ? In w h a t fo r m ? A re you d e p e n d e n t on it?
2 W h a t ph y sica l and m e n t a l e ffe cts do you th i n k ca ffein e has on you? Does it:
• help you c o n c e n tra te ?
• im p ro v e y o u r cogn itive a b ilitie s ?
• m a k e you m o r e a le rt?
• im p ro v e y o u r m o t o r s k ills ?
• im p ro v e y o u r re a c tio n tim e s ?
• m a k e you jitte ry ?
3 W h a t is th e 'p la ce b o e ffe ct'? W h a t c o n n e c tio n do you th i n k it has w it h caffein e?

L is te n to an i n t e r v i e w a b o u t P r o fe s s o r Irv in g K irs c h .

1 W hy do you th i n k coffee w a s ch o se n fo r th e e x p e rim e n t?

2 W h a t w e re th e f o u r m a in sta g e s of th e e x p e rim e n t?
3 W h a t does th e e x p e r im e n t s e e m to show ?
4 A re you convinced o r s u r p r is e d by it? If so, w hy?

The in terview was from a TV report. How do these images relate to w h at was said?

U a These word s w ere used in the docum entary to talk about Professor Kirsch's
research. Which words go to g e th e r in pairs?
D e s crib in g
devise a b ility m e a s u r e d c o r r e la t io n e x p e r im e n t prove
p rocesse s and
c o -o r d in a tio n ta s k perform ance e ffe ct s k i ll s re p o rt
e x p e r im e n ts
c o n c e n tr a te p lacebo s ig n ific a n t p e r f o r m assess te s t

P ro fe s s o r K irs c h devised an e x p e rim e n t.

b S u m m a ris e the exp erim ent, using as many words from the box as possible.

The nocebo’ effect

READING 1 W hat do you think the images show? How are they connected
with these words?

w itc h d o c to r s p e ll d o ll cu rs e p ro te c tio n voodoo evil eye

2 a Read the article. Which of these points do you think it is making?

1 J u s t b elie ving you are ill can m a k e you ill.

2 The 'n o c e b o ' e ffec t is lik e th e placebo effect, but w ith a negative re s ult.
3 D o cto rs s h o u ld be very c a re fu l w h a t they t e l l patients.
4 D o c to rs are th e w itc h d o c to rs of th e m o d e r n w o r ld .
5 We d o n 't re a lly k n o w h o w th e 'n o ce bo ' e ffe ct w o r k s .

68
 he had lured the witch doctor back to the phenom enon. M any patients w ho suffer

Beware cemetery where he had forced him to explain

how the curse worked. The medicine man
had, he said, rubbed lizard eggs into Vanders'
stomach, which were now inside him.
harmful side effects, for instance, may only
do so because they have been told to expect
them. W hat's more, people w h o believe they
have a high risk of certain diseases are more

witch Doherty then sum m oned a nurse who

had, by prior arrangement, filled a large
syringe with a powerful emetic. W ith great
likely to get them than people w ith the same
risk factors w ho believe they have a low risk.
It seems that modern w itch doctors w ear

doctors
Late one night, 80 years ago, in a
small Alabama cemetery, Vance
Vanders had a run-in w ith the local
witch doctor, who w afted a bottle
of unpleasant-smelling liquid in
front of his face, and told him he
was about to die and th a t no-one
could save him.
Back home, Vanders took to his bed and
began to deteriorate. Some weeks later,
emaciated and near death, he was admitted to
the local hospital, where doctors were unable
to find a cause for his symptoms or slow his
decline. Only then did his wife tell one of the
doctors, Drayton Doherty, of the 'hex'.
Doherty thought long and hard. The next
morning, he called Vanders' family to his
bedside. He told them that the previous night
ceremony, he inspected the instrument and
injected it into Vanders' arm. A few minutes
later, he began to be sick. In the midst of
it all, unnoticed by everyone in the room,
Doherty produced his piece de resistance - a
green lizard he had stashed in his black bag.
"Loo k w hat has come out of you, Vance," he
cried. "The voodoo curse is lifted."
Vance did a double take, lurched
backwards to the head of the bed, then
drifted into a deep sleep. W hen he awoke
the next day he w as alert and ravenous.
He quickly regained his strength and was
discharged a week later.
The facts of this case were corroborated
by four medical professionals. Perhaps
the most remarkable thing about it is that
Vanders survived. There are numerous
docum ented instances from many parts of
the globe of people dying after being cursed.
Cases such as this may be extreme
examples of a far more widespread
w hite coats and carry stethoscopes.
The idea that believing you are ill can
make you ill may seem far-fetched, yet
rigorous trials have established beyond
doubt that the converse is true - that the
pow er o f suggestion can improve health.
This is the w ell-know n placebo effect.
Placebos cannot produce miracles, but they
do produce measurable physical effects.
The placebo effect has an evil twin: the
'nocebo' effect, in w hich dummy pills and
negative expectations can produce harmful
effects. The term 'nocebo' (which means 'I
w ill harm') was not coined until the 1960s,
and the phenom enon has been far less
studied than the placebo effect.
W hat w e do know suggests the impact
of nocebo is far-reaching. "The voodoo
curse, if it exists, may represent an extreme
form of the nocebo phenom enon," says
anthropologist Robert Hahn from Atlanta,
Georgia.

b U n d e r li n e a n y five w o r d s in th e a r t ic l e t h a t a re n e w and th a t s e e m u s e fu l to you.

1 C o m p a re th e m w ith a n o t h e r s tu d e n t. Did you m a k e a s i m i l a r choice?

2 W ould you need to use th e s e w o rd s o r ju s t be able to re co g nis e t h e m ? Why?

C In th e a rt ic le , th e w r i t e r e x p lo re s the i m p li c a t i o n s and s ig n ific a n c e of w h a t

h a p p e n e d . Find e x a m p le s w h ic h e x p re s s t h a t s o m e t h in g :

1 is certa in .
2 is s u r p r is in g .
3 is possib le o r pro bable.
4 s e e m s unlikely.

SPEAKING 3 a Can peo p le c o nv inc e t h e m s e lv e s t h a t th e y a re s u f f e r i n g s o m e t h in g w h e n th e y are

n ot? R ank th e s e s c e n a rio s f r o m 1 (= v e ry u n lik e ly ) to 10 (= v e ry like ly ).

a You read a b o u t d a m a g in g e ffe cts of m o b ile phones. Soon, you n otice th a t you get
a he a dache w h e n using y o u r phone,
b S o m e o n e t e lls you it is r is k y to s w im a ft e r eating. You ig nore th e advice and
im m e d ia te ly develop s e rio u s s to m a c h pains as a re s ult.
.c H a lfw a y th r o u g h eating seafood, you notice it s m e l ls odd, and you th i n k you
m ig h t have food po isoning. Quickly, you s ta r t to fe e l sick.

b Have you (o r p e o p le you kn o w ) had s i m i l a r e x p e rie n c e s to th e s e ? Do you t h i n k th e y

a re e x a m p le s of th e n o c e b o ’ e ffe ct, o r w e r e o t h e r fa c t o r s in volv ed?

69
 Target activity
7 .3 goals
Global issues ® discuss im p lica tio ns and significance
© discuss an issue

1 W h a t do you t h i n k is th e m e s s a g e of
th e a n t i - m a l a r i a c a m p a ig n a d v e rt?

D iscu ss th e s e q u e s tio n s a b o u t m a la r ia . T hen c h e c k on p1 31.

1 In w h a t p a rts of th e w o r ld is it a p ro b le m ?
2 H ow d a n g e ro u s is it?
3 W h a t kind of disease is it? H ow can you catch it? W h a t are th e s y m p to m s ?
4 How can it be tre a te d ? H ow can you p ro te c t y o u r s e lf a g a in s t it?
5 W h a t is being done a b o u t m a la ria ? W h a t needs to be done?

3 a »S O L is te n to a d o c to r t a l k i n g a b o u t m a la r ia . W h a t does he say a bo u t:

1 m is c o n c e p tio n s ?
2 people at ris k?
3 c u r r e n t tr e a tm e n t ?
4 w h a t needs to be done?

b W h a t d oes he see as th e m o s t i m p o r t a n t issue co n n e c te d w it h m a la r ia ?

TASK 4 a ♦E D The d o c t o r use s e x p re s s io n s to t a l k a b o u t p r o b le m s and s o lu tio n s . L is te n

LANGUAGE a ga in. W h a t w o r d s go in th e gaps? Use th e s e w o r d s to h e lp you.
D is cussing
a h e a lth issue th e only l o n g - t e r m s o lu tio n d o n 't n e c e s s a rily
issues
a qu e stio n of f a c t o r in th is a ttitu d e s are ch a n g in g
th e m a in p ro b le m a lot to do w ith a big issue

1 A n o t h e r _______ is th e la c k of availa b le m e d icin e s.

2 M a la ria is p a r t l y but it's p a rtly an e c o n o m ic one.
3 T his i s pro vid ing ed u ca tio n .
4 T h e y _______k n o w h o w m a la r ia is caused.
5 It's also g o t pro vidin g in fra s t r u c tu r e .
6 C o rru p tio n i s .
7 ______ is th e p r o b le m of resistance.
8 ______ involves de veloping a vaccine.
9 T h e re are sig n s t h a t .

b » E D L is te n to check.

TASK a The d o c t o r says th a t m a l a r i a is an e c o n o m ic issue and a ls o a p o l it ic a l issue.

PREPARATION W h a t d oes he m e a n by t h is ?

b L o o k at s o m e o t h e r ty p e s of issue. M a tch th e m w it h th e e x a m p le s .

h e a lth c u l t u r a l s o c ia l m o r a l g lo b a l e n v ir o n m e n ta l
c o n s e rv a tio n p o litic a l e c o n o m ic e d u c a tio n a l

1 c h ild h o o d lite ra c y
2 th e d e s tr u c tio n of ra in fo r e s ts
3 u sing E ng lish as a w o r ld la n g ua g e
4 b a n n in g s m o k in g in p u b lic places
5 th e sp re a d of fa s t-fo o d chains

6 a T o g e th e r, ch o ose one i n t e r e s t in g and i m p o r t a n t is su e f r o m 5b.

b In g ro u p s dis c u s s th e issue. Decide th e m a in p o in ts to d isc us s, and w h a t you th i n k

a b o u t th e m . Then d is c u s s th e m a in p r o b le m s and p o s sib le s o lu tio n s .

C hoose one p e rs o n f r o m each g ro u p to sit on a 'p a n e l'.

1 M e m b e r s of th e pan e l: in tu r n , give y o u r g ro u p 's opinion.

2 The o th e rs : m a k e c o m m e n t s o r ask q u e s tio n s a ft e r each pe rson has spoken.

70
 EXPLORE
Across cultures Health campaigns
1 a * You w i l l h e a r Percy, a re s e a rc h s c ie n tis t f r o m Ghana,
t a l k i n g a b o u t u s in g m o s q u ito n e ts to p re v e n t m a la ria .

1 W h a t's th e p ro b le m w it h m o s q u ito nets?

2 W h a t do people in v illa g e s often do? Why?
3 W h a t n e w idea does he ta lk ab o u t? H ow does it w o r k ?
Why is it b e tte r?

b i L is te n a gain and c o m p le te th e gaps.

1 A verage h o m e s h a v e v e n tila tion .

2 M o s q u ito nets are q u i t e to s leep in.
3 T h a t's w h e re _ _ c o m e s in.
4 T h e re are a lot of p r o g r a m m e s w h i c h s p o n s o rs .
5 M o s q u ito n e ts a r e in th e v illag e s.
6 People d o n ' t properly.
7 People leave th e m ___ loosely.
8 T his is a p e r m a n e n t n e t a ll th e w a lls .
9 You d o n 't have t o every night.
10 You get b e t t e r .

c F ro m w h a t you have heard, do you th i n k Percy is a native s p e a k e r of E n g lis h ,

a b i li n g u a l s p e a k e r, o r has le a rn e d E n g lis h as a fo r e ig n la n g u a g e ? W hy?

Look at these campaign posters to raise aw areness about swine flu and m alaria.
W hat message are they trying to make? W hat steps do they suggest taking to alleviate the problem?

b Which poster do you think would be the most effective w h e re you live? Why?

c Discuss these questions.

1 W h ic h h e a lth p ro b le m s in y o u r c o u n tr y are in the p u b lic eye?

2 H o w does th e p o p u la tio n find o u t a b o u t th e m ?
3 Is th e r e e n o u g h in fo r m a tio n ?
4 W h a t kind of c a m p a ig n s are e s ta b lis he d to m a k e th e p o p u la tio n a w a re of th e s e h e a lth issues?
Do you t h i n k th e y are effective?

71
 EXPLORE

Keywords consist, ineluile

1 a Look at the examples. Which h ig h lig h te d verbs mean:

1 th is is th e w h o le of it?
2 th is is only p a rt of it?
3 it has th is in s id e it?

1 Each length contains over 14,000 pills, tablets, lozenges and capsules, the estimated average
number p r escribed to every pers o n in Britain during their lifetime.
2 The piece consists of a lifetime supply of prescribed drugs knitted into two lengths of fabric.
3 So the experiment involved testing people's responses before and after drinking ...
4 These activities tested the volunteers' co-ordination. That included the ability to
concentrate, remember strings of numbers.
5 People generally use traditional treatments, comprised of herbal remedies.

b L o o k at th e s e s e n te n c e s f r o m th e u n it. W h ic h v e rb do you t h i n k w a s used in each case? W hy?

1 T his does not in c lu d e / con ta in p ills w e m ig h t buy over th e c o u n te r, w h ic h w o u ld re q u ire ab o ut

40,000 p ills each.
2 The 'C ra d le to Grave' in s ta lla tio n in c lu d e d / involved a tot of w o rk .
3 'C ra d le to Grave' c o n ta in s / c o m p r is e s fa m ily p h o to g r a p h s and o t h e r p e rs o n a l objects.

2 a Lo o k at th e s e n e w s p a p e r e x tr a c ts . H o w do you t h i n k th e y c o n tin u e ? T h in k a b o u t th e k ind of in f o r m a t i o n

t h a t w o u ld be needed in each case.

1 The m a jo r ity of people w h o a tte n d m o t o r ra c ing events are m ale. T his is s ta r tin g to i r k th e ca r
c o m p a n ie s th a t o rg a n ise th e m , as w o m e n c o m p r is e ...
2 For decades, tr a v e l b e tw e e n A m e r ic a and Europe involv ed ...
3 N e a r th e c e ntre of Old Havana lie s th e Casa de los A ra b es, a M o o r is h -s ty le , 17 th - c e n tu r y b u ild in g
th a t n o w c o m p r i s e s ...
4 M in n e a p o lis -S t. P aul I n t e r n a t io n a l A ir p o r t w a s in th e m id s t of a c o n s tr u c tio n p r o g r a m m e th a t in c lu d e s ...
5 For B rito n s try in g to e n te r th e US, th e s itu a tio n is a b o u t to get w o rs e . F ro m th e end of October,
a ll B ritis h s u b je c ts w i l l need a visa o r a p a s s p o rt c o n ta in in g ...

b • <E 3 L is te n to ch e c k. W h a t a re th e n e w s r e p o r t s a b ou t?

3 a W r i t e c o m p le te s e n te n c e s f r o m th e s e notes. Use v e rb s f r o m 1a.

1 H obbie s: cyclin g, ro w ing , s k iin g M y hobbies in c lu d e cycling, ro w in g a n d skiin g .

2 UK: Engla nd, S co tla n d, Wales, N. Irela nd
3 R e tu rn flig h t N e w York - Paris, $695: i n - f l ig h t m e a ls , in su ra n ce , taxes
4 T h re a ts to w ild life in D anube Delta: drain a g e, n e w b u ild in g pro jects, p o llu tio n
5 My jo b w it h PR com p a n y : se n d in g o u t pre ss releases, o rg a n is in g events, co n ta c tin g jo u r n a li s t s
6 P la cebo effect' e x p e r im e n t: giving coffee to v o lu n te e r s (no caffeine), c o n d u c tin g c o -o r d in a tio n te sts
7 Chess: tw o players, a 6 4 -s q u a re board, 16 pieces (king, queen, b ish o ps, ro oks, k n ig h ts , pawns)

b L is te n to ch e ck. W e re th e a n s w e r s s i m i l a r to y o u rs ?

c L o ok at th e p h o to s. Im a g in e you a re 's e llin g ' th e s e p ro d u c ts .

1 H ow w o u ld you do it?
2 W h a t could th e y c o n ta in o r in c lu d e w h ic h w o u ld m a ke th e m m o r e a p p e a lin g to c o n s u m e r s ?

d W hat verbs would you use in your own language to express th e sam e ideas? How sim ila r are they?

72
 EXPLORESpeaking
Goals
1 L o o k at th e c a rto o n . © take turns in a discussion
® give opinions in an extended conversation
1 W h a t's th e p o int of th e jo ke ?
2 W hy are c h ild re n often asked to 'tak e t u r n s ’ ?
In w h a t co nte xts?
3 In w h a t o t h e r s itu a tio n s do you need to take
t u r n s in life? Why?
4 W h a t is th e o p po s ite of ta k in g t u r n s in
c o n ve rs a tio n ?

2 a Read th e s e c o n v e rs a tio n s . W h a t a re th e peo ple

t a l k i n g a b o u t?

o Vhen w e w e re kids,
a Well, I think it’s been quite successful, because, you
n y b r o t h e r and I
know, it's done what it set out to do. It’s made cafes and
v ould take t u r n s
restaurants places where you, I can, well, we can all now
lit tin g each other.
go without having to breathe in everyone else’s smoke ...
b {Find a way to interrupt and stop A talking)1______ .
Oh, is n 't th a t lovely.
What about the terrible effect it’s had on small
It's so nice w h e n
businesses. Right? I mean, some of these places have
c h ild re n ta ke tu r n s .
actually had to close down because of it. Now how is
that, how does that help non-smokers?
b In grou p s, lo o k at th e s tr a te g ie s f o r in te r r u p tin g ,
c (Support what B said) 2_____ . There’s just no point in
a g re e in g and d isa g re e in g (in ita lic s }. For each one:
having all these nice clean bars if there’s nobody going
into them. 1 m a k e a lis t of po ssib le t h in g s th e p e rs o n m ig h t
say in th e gaps.
© 2 in each case, w h ic h r e m a r k w o u ld achieve th e
a I think it hasn’t worked. Quite honestly. People have s p e a k e r's a im m o s t su c c e s s fu lly ? Why?
started buying drinks to take home just so they can 3 t r y out each c o n ve rsa tio n , and see h o w y o u r
smoke, so bars and cafes have gone out of business. ch o se n r e m a r k sounds.
b (You disagree with A) 3_____ . I mean, how many bars
have actually gone out of business? C * < E 3 L is te n to th e c o n v e rs a tio n s .
c (Support what A said) u ___ . Not many bars have, 1 W ere th e s p e a k e rs ' r e m a r k s s i m i l a r to yo u rs?
have actually had to close, but a lot of places are 2 W ho w a s b e tt e r at m a k in g t h e i r point?
struggling. Especially ones that don’t have any outdoor 3 W h y do the s p e a k e rs i n t e r r u p t each o th e r?
space for smokers. W o uld you do th is in everyday c o n ve rsa tio n ?

3 W o r k in g ro u p s . C hoose an issue f r o m p70 o r y o u r

©
a Well, I’m on the side of smokers on this one. I, they quite
rightly see it as an infringement of their personal liberty.
You know, their freedom to smoke if they want to.
b (You think A is missing the point) 5___ .. I mean, I see it
as a health issue, I don’t want to be forced to breathe other
people’s smoke, so it’s not really about personal liberty.
c ( You strongly disagree with B) 6______ . No-one's forcing
you to breathe their smoke, you can always go and sit in
a different room, really.
b Why should I have to?
o —
a The way I see it, the solution would be to provide
separate rooms for smokers, right? Not just ban smoking
altogether. Why couldn’t we let smokers smoke if they
want and non-smokers could have their own room?
b ( You think A is over-simplifying)7____ _. I guess it’s
fine if you have a big restaurant with separate rooms, but
what about just a small cafe?
c (You strongly agree with B) 8______ . It's discrimination
against small businesses - so the big businesses, well
they’re fine, and the small ones, they're the ones that are
having to close.
o w n top ic. T ry o ut c o n v e rs a tio n s . P ra c tis e each
c o n v e rs a tio n m o r e th a n once, u n t i l you can 'ta k e
t u r n s ' flu e n tly .
C onversation 1
A, give an opin io n a b o u t th e topic.
B, i n t e r r u p t A. C o m m e n t on w h a t A said.
C, s u p p o r t w h a t A o r B said.
C onversation 2
B, give an opinio n a b o u t th e topic.
C, say B is m is s in g th e p oin t o r is e x a g g eratin g .
Give y o u r opinion.
A, s tr o n g ly agree w ith B o r w it h C.
C onversation 3
C, give an o p in ion ab o u t th e topic.
A, s tr o n g ly d is a gree w it h C.
B, s u p p o r t w h a t C o r A said.
U W o r k in th e s a m e g ro u p s .
1 Have an u n re h e a rs e d d isc u ss io n ab o u t a
d iffe r e n t topic.
2 O th e r s tu d e n ts : h o w s u c c e s s fu l w a s th e
c o n v e rs a tio n ?

73
 Look again O
Grammar
Passives and p artic ip le s
Look at these examples from the unit. You can
often use passives and participles to describe the
appearance, position or arran g em e n t of things.
1 They a re laid side by side in a long glass case
2 Laid o u t in g ro u ps, th e ta b le ts f o r m solid
b lo c k s of one c olo u r, i n t e r s p e r s e d w ith vivid
g e o m e t r ic p a tte rn s.
3 The end of th e fa b r ic is ro lle d up and empty.
Notice that you can use a passive form, or just a
participle. Find other exam ples in the script on
page 152.
2 a What do you think each example below is about?
a ... s tu c k on th e w in d s c re e n ...
b ... sta c ke d a g a ins t th e w a ll s ...
c ... pin ned on a w h ite c u p b o a rd ...
d ... sp rea d out a long the valley ...
b Match each exam ple with an im age and w rite a
complete sentence.
d Think of synonyms you could use in each case.
stacke d —> p ile d
Make participles from these verbs. Add them to
the sentences to m a k e th e m m ore precise.
g a th e r a rr a n g e s tic k b u ry hide p ark
p a rk e d
1 The c a r is/I at th e back of th e hotel.
2 It's d a n g e ro u s to w a l k on th e beach as th e re
are m in e s in th e sand.
3 The sign is p a rtly beh ind a tree, so you c a n 't
see it v e ry clearly.
U We m a y be a bit late. W e 're in a t r a ff ic ja m .
5 In chess, each p la ye r's pieces are in tw o rows.
6 T h e re are huge c ro w d s of p ro te s te rs in fr o n t of
th e bank.
U a W rite a sentence including a participle as in 3.
Then w r ite it again, leaving out the participle.
b Show your sentence to an other student. Can they
guess w h a t the missing participle is?
74
R eferencing and su bstitu tio n
5 a Look at these exam ples from the unit. Do you
re m e m b e r w h at they re fe r to?
1 ... th o u g h it d o e s n 't k i ll as m a n y as it once did.
2 S om e of th e t r e a t m e n t s are c o m m o n to both.
3 T h is has been tr ie d in c e rta in c o u n tr ie s
and has been proven to s ig n ific a n tly reduce
m a la r ia cases there.
k One t h a t could s h o w t h a t w h a t people believed
could a ffe c t t h e i r bodies?
5 Only th e n did his w ife t e l l one of th e doctors,
D rayton D oherty, of th e hex.
b Match extracts 1 - 6 with a -f.
a Well, m a la r ia is in fa c t p re ve n ta ble by s im p ly
p rovidin g m o s q u ito nets,
b S o m e w e e k s la ter, e m a c ia te d and n e a r death,
he w a s a d m itte d to th e lo ca l hospita l, w h e re
d o c to rs w e re un a ble to fin d a cause fo r his
s y m p t o m s o r s lo w his declin e,
c So how did P ro fe s s o r K irs c h devise th is test?
d The f i r s t th in g to say is th a t m a la ria is a very
d a n g e ro u s disease,
e ... i ll u s tr a t in g th e m e d ic a l s to r ie s of one
w o m a n and one man.
6 a Which of the h ig h lig h te d pronouns in 5a refer
back to previously stated ideas?
b Which other words substitute and avoid repetition
of previously used information?
7 a Look at this conversation. Rewrite it, so that no
words are repeated.
a So w h a t did th e d o c to r say?
b He said I m i g h t have to have an o p e ra tio n .
a Oh, I hope you d o n 't have to have an o p e ra tio n
... fo r y o u r sake.
b I hope I d o n 't have to have an o p e ra tio n , too!
a Well, if you d o n 't have an o p e ra tio n , w h a t's th e
o t h e r o p tion?
b I d o n 't kn ow , I th i n k con va lesce nce is m u c h
longer. I have to go to th e c lin ic t o m o r r o w and
w a it in th e c lin ic a ll m o r n in g f o r te s ts and then
h e ' ll t e l l m e th e re s u lts of th e tests.
b Com pare your conversations.
G ram m ar referen ce, p 143
Vocabulary
Tests H e a lth p ro b le m s and tre a tm e n ts

8 a Think about the caffeine exp erim ent. W hat kinds
of test did the participants do? Here are some
oth e r kinds of test.
1 In w h a t s itu a tio n m i g h t you do each one?
2 W h a t w o u ld be its pu rp o s e ?
3 H o w m a n y are re la te d to h e a lth?
a p la c e m e n t te s t an eye te s t a lite ra c y te st
a d riv in g te s t an IQ te s t a typing tes t
a h e a rin g te s t a D N A te s t a p e rs o n a lity te s t
b We can say do a te s t, have a te s t o r ta k e a te st.
1 W h ich of th e te s ts in 8a are m o r e like ly to be
used w it h do / ta k e ? W h ich are m o re lik e ly to
be used w it h have? Why?
2 Can you th i n k of o t h e r v e rb s th a t c ou ld be
used w it h the e x p re ss io n s in 8a?
c Which of these tests have you done (or had) in
your life? Tell your p a rtn e r wh a t happened.
A ll-p u rp o s e nouns
On p70, the doctor referred to p r o b le m s and
s o lu tio n s , nouns which can serve many purposes
in different contexts. Look at this news extract
and underline five a ll-p u rp os e ' nouns.
The th re e p a rty lea d ers' s p e e c h e s have received
m u c h a tte n tio n in th is e le ctio n ca m p a ig n ,
but one of t h e i r m o s t in te re s tin g q u a litie s is
th e d e bt th e y owe to th e a n c ie n t G reeks and
R om ans. For th e R om ans, p o litic s w a s a ll a b o u t
oratory. For th e Greeks, big q u e s tio n s such as
w h e t h e r o r not to go to w a r w e re decided by
d is cu s sio n and debate. O ratory, th e re fo re , w a s
v e ry s o p h is tic a te d , and clo s e ly s c ru tin is e d .
T h e re have been m a n y s u r p r is in g a sp e c ts to
th is e le ctio n, b u t one th in g is c le a r: th e leaders'
s k i l l in p u b lic s p e a k in g has been an im p o r t a n t
c o n c e rn - and m a y po ssib ly b ecom e th e m o s t
i m p o r t a n t fa c t o r - in th e end re su lt.
1 0 a Choose the best a ll-p u rp o s e noun.
1 As fa r as pe rson a lity tra its go, C arl has one
c h a ra cte ristic / feature that I p a rtic u la rly dislike.
2 W hy d o n 't you ch a ng e y o u r a p p ro a ch / a ttitu d e
and ta c k le th e p r o b le m f r o m th is angle?
3 The p ro c e ss / m a n n e r of c o u n tin g votes is
e x tr e m e ly tim e - c o n s u m in g .
4 The issue / c o n te x t of w h e t h e r to p u b lis h
th e news o r not s h o u ld have been decided
b eforehand.
5 Easy n avig atio n is one of th e key e le m e n ts /
devices in s u c c e s s fu l w e b s ite design.
b W hat other nouns could be used?
11 a How many different words referring to illnesses
and tre a tm e n ts can you re m e m b e r?
b Look at the sentences. Who or w h a t could the
pronouns in ita lic s re fe r to?
a d o c to r a s u rg e o n a p a tie n t m e d ic in e
a w o u n d / an in ju ry an illn e s s / a disease
1 It's ta k in g a long ti m e to heal.
2 S he’s s t i l l c o nv a les cin g.
3 I'm s u re h e 'll re c o v e r OK.
4 I decided to o p e ra te on him .
5 He w i l l need to u n d e rg o h e a rt surgery.
6 U n fo rtu n a te ly th e r e 's no w a y to c u re it.
7 I tr e a te d h e r f o r shock.
8 She p r e s c r ib e d m e s o m e th in g c alle d A n tifla x in .
C A nsw er these questions about the h ig h lig h te d
verbs in 11b.
1 H ow m a n y m e a n 'im p ro v e ' o r 'g e t b e tte r'?
2 W h ich is fo llo w e d by a p re p o s itio n ?
3 W h ic h have e q u iv a le n t noun fo r m s ?
W h a t are they?
4 How could you re p h ra s e th e s e n te n c e s using
th e s e no u n s in stead of verbs?
12 a * E D Listen to three short conversations. How
many wo rds from 11 did you hear? W hat other
words related to health problems and trea tm e n ts
w ere there?
b * f E D Listen again.
1 W h a t illn e s s / m e d ic a l co n d itio n are th e people
ta lk in g a b o u t in each case? H ow do you kn ow ?
2 Have th e p a tie n ts re covered? If not, w h a t
s y m p t o m s do th e y s t i l l have?
Self-assessm ent
Can you do th e s e th in g s in English?(^ircle)a n u m b e r
on each lin e . 1 = I can ’t do this, 5 = I can do th is w e ll.
© talk about health problems and treatment
© describe and comment on an exhibition or
a show
© describe a process or experiment
@discuss implications and significance f — 1
® discuss an issue
® take turns in a discussion
® give opinions in an extended conversation KKMKM1
• For Wordcards, reference and saving your work -» e-Portfolio
• For more practice -> Self-study Pack, Unit 7

to p ic q u a lity te c h n iq u e sy s te m fe a tu re
 Brand awareness
Brands

Thierry Henry and Tommy Hilfiger.

Together for THe One 4 All Foundation.

T O M M Y 3 H I L F I G E R

1 a D is cu s s th e s e q u e s tio n s .

1 H ow 'b ra n d co n scio us' do you th i n k you are? T h in k abo u t:

• c lo th e s.
• shoes.
• cars.
• h o u s e h o ld a pp lia n ce s.
• d rin k s .
• e le c tro n ic goods.
2 H o w m u c h im p o rta n c e do you a tta c h to th e bra n d ?
W hy do you t h in k it is o r is n 't i m p o r t a n t?
3 W o u ld you avoid p a r t ic u l a r b ra n d s ? If so, w hy?
U F or w h ic h k in d s of p ro d u c t w o u ld you w o r r y a b o u t th e bran d you buy? Why?

b T a lk a b o u t th e a d v e rts .

1 W h a t 'im a g e ' do you th i n k th e y are se llin g ?

2 A re th e y effective?
3 W h a t do th e m o d e ls th e m s e lv e s add to th e m e ss a ge ?

76
 * < E D Listen to Lydia talking about brands.
1 H o w ' b r a n d c o n s c i o u s 'i s she?
2 W h a t does she say abo u t:
• top d e s ig n e r la bels ?
• in d iv id u a lity and b elo ng in g ?
3 H ow is th e in te rv ie w e r 's p o int of v ie w d iffe re n t?
4 W h a t kind of p e rs o n do you im a g in e Lydia is? Why?

LANGUAGE a The in terview contains expressions for saying what effect things have. W hat did
FOCUS the two people say? Add one or two words from the box in each gap. Make other
Effects and changes if necessary.
in flu e n c e s
enhance d iffe re n c e have e ffe ct make d efine in flu e n c e people

1 If I w e a r a Boss suit, it d o e s n 't to m y p e rso n a lity.

2 It w i l l see you in a d iffe r e n t way.
3 Your a p p e a ra n c e w i l l by th e cu t of th e g a rm e n t.
4 B ra n d s a ls o y o u r a tt it u d e to w a rd s life.
5 If you have s o m e t h in g th a t a_p o s i t i v e _______on you, th e n y o u r w h o le
p e rs o n a lity is m o r e positive.
6 I'm by b ra n d s at all. I d o n 't care a b o u t th e m .

b Listen to check.

c Do you agree with the statem e n ts in 3a? Think of exam ples from your own
experience.

Brand images
LANGUAGE 1 a Three people say what words they associate with th ree in ternational brands. What
FOCUS kind of product are they? W hat brands do you think they are?
Im a g e and
q u a litie s
s p o r t tr e n d y fa st d y n a m ic
success
a m b itio n com fort fu n speedy
innovative
fa s h io n a b le re tro good design
re lia b ility p e rfe c tio n
k eeping fit sm a ll
so u n d q u a lity

•s, _ ,
b »E D Listen to check.

C Which word s in 1a are nouns? Which are adjectives?

d * m w a Listen again. W rite two more words or expressions each s p e a k e r uses.

Which are about:

• th e p ro du c t?
• lifestyle?

a Think of a w e ll-k n o w n brand (internationally or in your country). Make a list of

words associated with it, like those in 1a.

b Read out your list. Can oth er people guess the brand?

SPEAKING a Think of ad vertisem en ts for soft drinks in your country. W hat im ages and qualities
do they usually present to encourage customers?

b Work in groups. Look at the advertisements for Pepsi on pi 32. Follow the instructions.

77
 8 .2 goals
Viral ads
1 Cover the article. Do you know what
a viral ad is?

• If not, w h a t do you im a g in e it m ig h t be?

• If you do, t e l l o t h e r people a b o u t v ir a l ads you know.

2 a Read the article. Why are m arketing companies excited about viral ad campaigns?

b Discuss these questions.

1 The a rt ic le says v ir a l ads are 'in fe c tio u s '. W h y is th is a good d e s c rip tio n ? W h at
o th e r th in g s can be in fe ctio u s ?
2 Cover th e a rticle . Can you r e m e m b e r any o t h e r ad je ctives to d e s c rib e v ira l ads?
W hy do you t h in k th e s e q u a litie s are im p o r t a n t?
3 Look at th e s e h ig h lig h te d w o rd s fr o m th e a rtic le . W h a t do th e y m e a n ? W h a t
m e n t a l im a g e do the y su g g e st?
a de d icate d to u n r a v e llin g
b a ne w in d u s tr y has s p r u n g up
c ' s e e d i n g ' clip s on th e In te rn e t
d ta p s in to p o p u la r c u ltu re
e p r i o r to la u n c h
f b u s in e s s e s w a n t to e m b r a c e v ir a l m a r k e tin g
g s t e l l a r g ro w th rates

C In w h a t sense is the us e r 'in control' of a viral ad?

Discuss these questions. The h ig h lig h te d words are a ll connected with m arketin g.

1 T h in k of a large c o m p a n y in y o u r country.
M a r k e tin g w o rd s • H ow does it p r o m o te its p ro d u c ts ?
• Does it have a p a r t ic u l a r s lo g a n ?
• Do th e y use a p a r t ic u l a r kind of m a r k e t i n g c a m p a ig n o r s a le s p itc h ?
• H ow effective are they?
• W ho is t h e i r ta r g e t a u d ie n c e ?
• Do th e y have th e big g e st m a r k e t s h a re ?
• W ho are t h e i r c o m p e t it o r s ?
• W h a t b ra n d im a g e do th e y p re se n t?
2 'There is no such th in g as negative p u b lic ity .' Do you t h i n k th is is tru e ?

78
 A video clip
LIS TEN IN G W hat product(s) do you think this video clip shows?

2 a * <E£D Listen to someone talking about th e video.

1 W hy w a s it so su c c e s s fu l?
2 H ow is it d iffe r e n t fr o m a c o n v e n tio n a l advert?
3 L ook at the fe a tu re s of a good v ira l ad m e n tio n e d in th e a rtic le . W h ich (if any) of
th e m a pp ly to th is video?

b The s p e ak e r uses these words. W hat does he say?

p la n ne d - fizzes - g e y s e r - f i r e w o r k d isp la y - g lo b a lly - u s e r - g e n e r a te d
e ru p t io n v ideos - hype - le th a l - p u b lic ity

c »CE3 Listen again to check.

Im agine you are telling someone about the clip. Describe what happens and why it
became viral'. Use the words in 2b.

Look at the quote. How do you think it applies to the viral video you heard about?

The Internet is the first thing that humanity has

built that humanity doesn’t understand, the largest
experiment in anarchy that we have ever had.
Eric Schmidt, CEO of Google

Think about an advert that you have seen. It could be:

• an a d v e rt on a h o a rd ing o r in a m agazine.
• an o n lin e video clip.
• a TV o r f i l m advert.
1 P re pa re to t a l k a b o u t it. T h in k abo u t:
• h o w to d e s c rib e it.
• w h e t h e r you t h in k it's s u cc e ss fu l, and why.
• w h a t its m e s sa g e is.
• w h y you like o r d o n 't like it.
• w h a t au d ie n ce it w a s in te nd e d for.
2 Tell o th e r people a bo u t th e advert.

79
 Target activity
8 .3 goals
Sell a product
TASK READING The photo shows the AIRpod,
an a ir-p ow e re d car.

1 H ow do you t h in k it w o r k s ?
2 W h a t o t h e r k in d s of 'e c o -c a r'
are possible ? W h a t do you
k n o w a b o u t th e m ?

a Read the article. Check your

answers to 1.

b According to Guy Negre,

what are the advantages
of a ir-p o w ere d cars?

On the road with the AIRpod air-powered car

How w ould you react to someone who tried to sell you a car that runs on fresh air? Perhaps you w ould think he
was peddling potentially planet-saving technology. More likely, you w ould dism iss him as a conman or a fantasist.
Yet, that is precisely the pitch being made by French auto engineer Guy Negre, a good-hum oured man in his
m id-60s who claims to have developed a state-of-the-art car powered by com pressed air: one that produces a
fraction o f the carbon emissions of a standard engine, reaches speeds o f more than 30mph, travels 65 miles on a
one-m inute recharge and, best of all, costs just over £3,000.

Negre is quick to point out the draw backs of existing eco-car technology. “W hatever people may tell you about
hybrids, they are only marginally less polluting than the m ost efficient com bustion engines,” he says. “ Hydrogen
pow er is expensive and im practical. Fuel cells are expensive and unproven and electric cars are reliant on
ll
expensive, unreliable battery technology.”

Given the num ber of false green-auto dawns, you m ight w onder why air-powered cars should be any different.
While Negre’s air cars have similar carbon emissions to electric cars (it all depends how the electricity to power
the pum ps that fill their air tanks is generated), he argues that air power is a superior technology. “ Compared
to electric cars, air-powered cars cost a fraction o f the price to buy, they d o n ’t need expensive batteries to be
replaced every five years or so, and crucially they take only a fraction of the tim e to recharge.”

I confess I was so sceptical that I reserved judgm ent until I had driven one of his cars. The version I drove was
an early prototype, a three-wheeler with no bodywork, steered by a joystick. OK, it d id n ’t deliver the sm oothly
upholstered power so beloved by conventional car enthusiasts. And it possessed all the glam our o f a souped-
up lawnmower. But it worked, easily reaching speeds above 25mph in the limited space of the factory car park,
which doubled as my test track.

TASK LANGUAGE 3 a M ake a list of adjectives in the article which re fe r to cars or technology. Which are:
D e s crib ing positive? negative? neutral?
te ch n o lo g y
b W hat other adjectives could describe the AIRpod?

com pact, f u n , ...

U a Student A, look on p 132. Student B, look on p135. Read more about the AIRpod.

b W o rk in A/B pairs. P repare a m arketin g campaign based on w h a t you read.

1 C hoose y o u r ta r g e t a u d ie n c e [e.g. young people, fa m ilie s , people w h o w a n t a

second car, city d w e lle rs ).
2 T h in k of 'b ra n d im a g e s' and slogans.
3 Plan a b ro c h u re , h ig h lig h tin g th e car's m a in s e llin g points. Or, t h i n k of v is u a l
ideas fo r a TV, c in e m a o r In t e rn e t advert.

Present your campaign ideas to the class.

80
 EXPLORE
Across cultures Megabrands
1 a You w ill read w r it e r Naomi Klein's views about the growth of
'm egabrands' and how they may be shaping cultures.
1 W h a t do you th i n k a ' m e g a b r a n d ' i s ?
2 In w h a t w a y do s u c c e s s fu l c o m p a n ie s s e ll ideas as w e l l as p ro d u c ts ?
b Read her views and discuss these questions.
1 W h a t is th e m a in d e v e lo p m e n t in m a r k e tin g
b ra n d s th a t N a o m i Klein d e s c rib e s ?
2 W h a t are th e 'life s ty le ideas' th a t th e se
c o m p a n ie s s e ll?
• C oca -C o la • W a lt Disney • Nike
3 She says th e m e a s u r e of a s u c c e s s fu l bra nd
m o re and m o r e is n o t w h e t h e r it's t r u ly a
m a r k of q u a lity on a p ro d u ct, but ho w w e l l it
s tre tc h e s . W h a t does she m e an by th is ? Can
you th i n k of e x a m p le s ?
2 Discuss these questions.
1 W h ich of th e b ra n d s N a o m i Klein m e n t io n s are
w e ll - k n o w n in y o u r c o u n try ?
W h ich of th e m have you b o u g h t y o u rs e lf?
2 Do you th i n k la rge c o m p a n ie s can in flu e nc e
people 's c u ltu r e ? Do you th i n k th e y are
g e n e ra lly b e n e fic ia l o r h a r m f u l in t h e i r effect
on p eople 's lifestyle?
3 a W ork alone.
S om e people o bje c t to th e in flu e n c e of g lo b a l
c o m p a n ie s and th e w ay th e y ope ra te , and
c a m p a ig n to boycott t h e i r p rod u cts. W h a t re aso n s
do th e y give fo r this, and do you agree w it h th e m ?
M a r k y o u r p o s itio n on th e line.
I agree. I disagree.
b Find other students who have a sim ila r view to
yours. Find out if you think exactly the same,
and discuss the reasons for your opinion.
C Now ta lk to students who have a different opinion.
Discuss your ideas.
The process of branding in its simplest form is just the
process of marking a product with a consistent logo,
image, mascot, that sends a m essage to the consumer
- a m essage of consistency, a m essage of quality. How
did we get from this fairly simple role of the brand to
these brand tribes that we have now, where we almost
follow brands like we would follow rock stars? We
organise ourselves into brand tribes, we are a Nike type
of person or a Tommy Hilfiger type of person. How did
that happen?
There were a handful of brands that understood that
marketing could play a larger role than simply branding
their product as a mark of quality. They understood that
they could sell ideas, that they could sell lifestyles. Coca-
Cola, Disney, McDonalds - these core American brands
became powerful precisely because they understood
that they were selling ideas instead of products, that
they were selling an idea about family. Coca-Cola was
selling the youth lifestyle - in the 60s they started selling
peace and love - they were selling something way
more profound than their fairly generic product, which
was this black fizzy liquid. Walt Disney understood that
he was selling the American dream, he was selling a
nostalgic vision of the small-time American town that
people felt sad about - they felt it had disappeared. The
CEO of Nike, Phil Knight, says that he had a kind of an
epiphany in the mid 80s where he realised that he didn’t
want to compete in a commodity marketplace any more,
that he did not want to be a sneaker company, or, as
he said, a fashion company. He wanted to be a sports
company. And that their core image or their core idea
was not about their sneakers being better than Reeboks
but was an idea about the nature of sports, and that
pure athletic ability - the raw ability of truly superstar
athletes like Tiger Woods and Michael Jordan - is a
metaphor for the American dream, and so he decided to
sell that idea. The measure of a successful brand more
and more is not whether it’s truly a mark of quality on
a product, but how well it stretches. If it's a successful
cola, can it also be a line of clothing? If it’s a line of
clothing, can it also be a house paint? So you have this
stratosphere of warring megabrands that want to be
everywhere and be everything.
PI
81
 EXPLORE

Keywords effect, affect

1 L o o k at th e s e e x a m p le s .

1 M a n y experts believe that the use of CCTV hasn't had any significant effect on crime, unit 5
2 The film, w i t h its 3D effects and rather predictable plot, is aimed at a popular audience, unit 6
3 He showed that this could significantly affect people's co-ordination skills, unit 7
4 If y o u have something that has a positive effect on you, then your whole personality is more
positive . Unit 8

1 C hange th is se n te n c e u sing effect.

• Did th e a d v e rt a ffe c t you? Did the a d v e r t...
2 W h a t p re po s itio n s can fo llo w effect?
C o m p le te th e gaps.
• We need to red u ce th e e f f e c t s a d v e rtis in g th e g e n e ra l public.
3 C o n tin u e th is s e n te n c e w it h th e adjective fo r m of effect.
• The m a r k e tin g c a m p a ig n w a s ve ry ...

2 a L o o k at th e s e n e w s r e p o r t e x tr a c ts . A dd th e c o r r e c t f o r m s of th e v e rb s in th e box p lu s e ffec t.

take p ro d u ce c o m e in to reduce

1 Tough n e w la w s w i l l _____________________next year.

2 M u ch of th is a d v e rtis in g ta k e s ti m e t o ______________- it's s u b lim in a l.
3 A ny ch a n g e in life style , h o w e v e r s lig h t, c a n a n e g a tiv e on y o u r sen se of w e ll- b e in g .
A Taking c e rta in o t h e r p re s c r ip tio n d r u g s can _ th e of the m e d ica tio n .

b * C E D L is te n to ch eck. W h a t a re th e n e w s r e p o r t s a b o u t?

3 a L o o k at th e e x a m p le .

• The ne w s had a s ig n if ic a n t e ffe ct on h e r life.

The se o t h e r a d je c tiv e s c ou ld re p la c e s ig n ific a n t. W h ic h of t h e m w o u ld c h a n g e th e m e a n in g ?

m a j o r positive p ro fo u n d d r a m a tic g re a t
d e va sta tin g la stin g im p o r t a n t

b Which word s could be used as adverbs with a ffe c t?

The new s s ig n ific a n tly a ffe c te d h e r life .

U a W hat things have:

1 a c a l m in g e ffe c t on you?
2 a c u m u l a t i v e e ffe c t?
3 an e n e r g is in g e ffe c t on you?
A a d e t r i m e n t a l e ffe c t on y o u r h e a lth ?
5 a b e n e fic ia l e ffe c t on y o u r n e ig h b o u rh o o d ?
6 a d is p r o p o r t i o n a t e e ffe c t on p o o r people?
7 an a d v e rs e e ffe c t on the e n v iro n m e n t?
8 a d e v a s ta tin g e ffe ct?
9 an i m m e d i a t e e ffe c t on you?
10 a f a r - r e a c h i n g e ffe c t on th e f u t u r e of the w o r ld ?

b W ork in pairs. Using expressions from 2 and 3,

talk about:

• s o m e t h in g th a t had a m a j o r e ffe c t on y o u r life.

• s o m e o n e w h o a ffe c te d you positively.
• s o m e t h in g o r s o m e o n e you th i n k is effective.

5 Match these expressions with the images. W hat do

they mean and when would they be used?

a s n o w b a ll e ffe c t a rip p le e ffe c t a d o m in o effect

the b u tt e r f ly e ffec t th e g re e n h o u s e e ffe c t th e pla

82
 EXPLOREWriting
Goal
1 a Read the advert for London's Tate Modern A rt Gallery as use advertising language

a venue for dining, events and en te rta in m e n t. Then match

the pictures of the three rooms with th e ir captions.

Entertain at th e top of one of London’s most iconic and best-loved

buildings with the City’s stunning skyline as backdrop. The Tate
Modern R estaurant, East Room or M em b ers’ Room all capture an
u nforgettab le vista of London.

Boasting a specially commissioned mural, currently Jam es

A ldridge’s Cold M outh Prayer, The Tate Modern R estaurant
offers guests the opportunity to be entertained alongside
a m agnificent piece of art, while also enjoying unrivalled
evening views of the London skyline and the River Tham es.

With unparalleled views of th e London skyline and the

River T ham es, The East Room is a d ram atic and versatile
space which can be enjoyed during th e day and evening.
Surrounded by sheer glass walls, daytim e events are bathed
in natural light, while an intim ate setting is evoked for
evening events against the spectacle of London by night.

The im pressive M em b ers’ Room, with exclusive balconies

on both its north and south sides, provides uninterrupted
views of th e London skyline and th e River Tham es. The
balconies also offer a unique opportunity for outdoor
evening receptions.

b Which room would you choose for these events?

Give reasons.

1 a lu n c h f o r 40 g u e sts
2 a s u m m e r evening re ce p tio n fo r 150 g u e s ts
3 a c e le b ra tio n d in n e r f o r 200 g u e sts

2 a W hat do you understand by the h ig h lig h te d

words? W hat would be m ore common ways of
expressing the sam e ideas? Why do you think the
w r it e r chose to use these words?

1 an iconic b u ild in g 5 s h e e r g lass w a ll s

2 a b a c k d ro p 6 b a th e d in n a tu r a l lig h t
3 a vista 7 u n r iv a lle d views
U b o a s tin g a m u r a l
Work in groups.

b Discuss these questions. 1 Choose a place you k n o w o r have been to,

w h ic h m ig h t be su ita b le fo r a re ce p tio n , a m e a l
1 A re th e r e m o re ve rb s in th e texts, o r m o re
o r a party.
a d jectives? W hy do you t h i n k th a t is?
2 Plan a d e s c rip tio n like th o s e above.
2 Lo o k at th e ve rb s. H o w m a n y are active verb
• W h a t fe a tu re s w o u ld you e m p h a s is e ?
f o r m s , and h o w m a n y are passive? W h y do you
• W h ich of th e a d je ctiv es in y o u r list c ould you
t h i n k th a t is? W h a t do you notice a b o u t th e
use to d e s c rib e it?
a ctive ve rb s ?
• T h in k of s e n te n c e s you c ould w r it e u sing th e
3 H o w m a n y a d je ctives can you find th a t m e a n
v e rb s o f f e r o r pro vide .
'very good' o r 'very b e a u tifu l'?
3 W rite th e d e s c rip tio n in p a irs o r s m a l l grou p s.
c What im pression is the w r it e r trying to give of an U Try to 'sell' y o u r ve nue to o t h e r people. Were
evening spent at this venue? th e y convinced by y o u r p r o m o tio n idea?

83
 Look again o
Grammar
M ea su rin g d ifferen c e s b These sentences include w h a te v e r , or an
expression with w h a te v e r. Match th e m with a -f.
1 a L o o k at t h is s e n te n c e a b o u t th e A IR pod.
1 M a in ta in in g a ba la nce sh e e t is a b s o lu te ly
Compared to electric cars, air-powered cars e s se n tia l, w h a t e v e r b u s in e s s y o u 're in.
cost a fraction of the price to buy, they don't 2 I had a t a l k w it h h im w h ic h left no d o u b t
need expensive batteries to be replaced every w h a t e v e r in m y m ind.
five years or so and crucially they take only a 3 W h a te v e r do you w a n t to do t h a t jo b fo r? It's so
fraction of the time to recharge.
badly paid.
4 a W h a t w o u ld you like to d rin k ?

The recharging tim e of a ir-p o w ere d cars is two b Oh, w h a te v e r...

minutes. The recharging tim e of electric cars is 5 a C om e on! You k n o w I'm right...!
about five hours. How else could you express this b Oh, a l l r ig h t th e n . W h a te v e r you say...

difference? Use these expressions. You may need 6 Web 2.0, w h a te v e r th a t is, w a s m e n tio n e d a lot.
to change the order of the sentence.
a at a ll
m u c h less s e ve ra l h o u rs a b o u t 150 tim e s b I d o n 't k n o w it
c it d o e s n 't m a t t e r
b Think about how the comparisons might continue. d it's y o u r decisio n
Which could use: e a n yth ing , I d o n 't m in d
f I've no idea w h y
• th a n ? • as? • of? • th a t?
C * Listen to the re m ark s, paying attention to
c How can you m e asu re these differences? Express
the intonation. Are the speakers:
the comparison in as many different single
sentences as you can. • being e m p h a tic ?
• e xp re ss in g la c k of in te re st?
1 Vegetable o il costs € 2 a litre . Extra v irg in olive
• s h o w in g d isb e lie f?
oil co sts € 8 .
• a g ree in g u n w illin g ly ?
2 O u r old f la t had 3 ro o m s . O ur n e w fla t has 6 .
3 We used to live a b o u t 2 k m fr o m th e university. 3 a The word s w h a te v e r , w h e r e v e r , w h o e v e r are
N o w w e live ab o u t 4.5 k m away. commonly used in m arketing language. Look at
4 She lo o ks 35. She is 45. these phrases from advertising slogans. W hat
5 The p a in ting w a s a c tu a lly w o r t h $50,000. He type of product do you th ink they might go with?
m a n a g e d to buy it fo r $5,000. w h a te v e r th e w e a t h e r w h a te v e r th e occasion
6 T h e re w e re 60,000 b u r g la r ie s f r o m h o m e s in w h a te v e r th e tim e w h o e v e r y o u 're w ith
Lon d o n la st year. Only 5,000 of th e h o m e s had w h e r e v e r you go w h a te v e r you like
b u r g l a r a la r m s .
7 The ave ra g e B ritis h s c h o o lc h ild s p e n d s 22
h o u rs a w e e k at s c h o o l and 30 h o u rs a w e e k
w a tc h in g TV.

w hatever

2 a L o o k at th e s e e x a m p le s . W h a t d oes w h a te v e r
m e a n in each?

1 It's your perfect travel companion,

whatever your journey.
2 Thousands of people contributed their own
eruption videos, with groups of bottles
together, or people running about, or on
bikes, or whatever ...
3 Whatever people m a y tell y o u about hybrids,
they are only ma rginally less polluting
than the most efficient combustion engines.

b Choose a photo. W rite a caption for it, including

one of the phrases in 3a.

C Say your sentences to oth er people. Can they

guess which photo you chose?

G ram m ar referen ce, p 1 4 3

84
Vocabulary
M u lti-w o rd expressions b Com plete the gaps using a verb from the box.

a Look at these sentences from the unit. W hat part
of speech are the highlighted expressions? How
else could you express the sa m e idea?
Against this too-good-to-be-true backdrop,
though, is the reality: viral marketing
only works when the user is in c o n t r o l .
Guy Negre claims to have developed a state-
of-the-art car powered b y compressed air.
b Com pare these examples. How are the
expressions different? Why?
1 He got a phone c a ll ou t o f th e b lu e , a s k in g h im
to give a TV interview .
2 P re dictably , t h e i r o u t - o f - t h e - b l u e m a r r ia g e
only lasted 20 m o n th s .
C W hat do the h i g h lig h te d expressions mean?
1 U n til W ed n e sd a y w e a re giving a w a y a p a ir of
tic k e ts a day to a llo w 16 re a d e rs a o n c e -in -a
l i f e t i m e o p p o r t u n it y to w a tc h w h a t p r o m is e s to
be th e g a m e of th e season.
2 One in d ica tio n of c h a n g in g a tt it u d e s is a ll
th e d o - i t - y o u r s e l f sto re s and h o w - to cla sses
s p rin g in g up a c ro ss th e c o u n tr y as people
a d a p t to hard tim e s .
3 Keep r e a d y - t o - e a t foo d s away fr o m ra w
p ro d u c ts o r o th e r c o n ta m in a te d p ro d u cts .
4 S u c c e s s fu l a p p lic a n ts w i l l have a c a n -d o
a tt itu d e to t h e i r job and be pre p a re d to w o r k
long ho urs.
5 The p r im e m i n is t e r w i l l se t o u t to s ile n c e his
c ritic s in a d o - o r - d ie co n fe re n c e speech.
6 It's lik e ly to be th is ye a r's m u s t - h a v e ga d ge t
fo r te en a g ers.
a Look at these other m u lti-w o rd expressions.
Match the adjectives with the nouns. In what
context might you he a r th e m being used?
n o - w in c a ll
w ake-up e xp e rie n ce
p e e r-to -p e e r s itu a tio n
h a n d s -o n n e tw o r k
b Listen to check.
Think of two or three questions to ask other
people, using any of the expressions in 4 or 5.
e xe rt use f a ll u n d e r lose have
1 G ospel m u s i c a m a j o r in flu e n c e on
o th e r m u s ic a l styles, e s p e c ially so u l m us ic .
2 R am sey w i l l be r e m e m b e r e d as a le a d e r who
his in flu e n c e to im p ro v e schools.
3 We d o n 't re a lis e to w h a t e xte n t w e
th e in flu e n c e of a d ve rtis in g , e s p e c ia lly
s u b l im i n a l ads.
4 I hate those a rtic le s like 'H o w to
in flu e nce over o th e rs and get w h a t you w a nt'.
5 The n e w s p a p e r used to be h u g e ly im p o r t a n t in
sh a p in g p u b lic opinio n, b u t h a s a lot of
in flu e n c e in re ce n t years.
c Transform sentences 1 -5 using i n f l u e n t ia l . You
may need to change or add words.
Gospel m u s ic was v e ry in flu e n tia l, a ffe c tin g o th e r
m u s ic a l s ty le s ...
Choose the best adjective. In w h a t cases could
both be used?
1 The c a m p a ig n w a s very in flu e n t ia l / effective in
p e rs u a d in g people to buy th e prod u ct.
2 Each year, th e m a g a zin e a w a rd s p rize s fo r th e
c o u n try 's m o s t i n f l u e n t i a l / effective people.
3 Is th e th r e a t of p u n is h m e n t an in flu e n t ia l./ ,
effective c r i m e 'd e t e r r e n t ?
4 A ny d ie t w i l l only be t r u ly in flu e n t ia l / effective
along w it h exercise.
9 a Com plete these sentences in any way you like
with in flu e n c e or a ffe ct.
1 The f i l m had a ve ry p o w e r fu l m e ssag e . I ...
2 The ne w s of th e e a rth q u a k e w a s te r r ib le . His
re la tiv e s ...
3 Th at b l u n d e r w a s a ll im p o r t a n t to th e e le ction
c a m p a ig n . I t ...
4 The fire d estroyed e ve rythin g. Even th e ...
b W rite th re e sentences about someone or
something you have been influenced by.
Self-assessm ent
Can you do th ese th in g s in Engtish?(^ ir c le)a n u m b e r
on each lin e . 1 = I can’t do this, 5 = I can do th is w e ll.
® discuss brands
® describe effects and influences

In flu e n c e and effect ® talk about the image and qualities of

products

7 a Look at this exam ple from the unit. ® talk about advertising and marketing
@describe an advert
But y o u see it as a positive influence on © pass on detailed information
people, do you?
© use advertising language
1 W h a t p re p o s itio n s can a p p e a r a ft e r in flu e n c e ?
• For Wordcards, reference and saving your work -* e-Portfolio
2 W hat ve rb s c o m m o n ly co m b in e w ith in flu e n c e ?
• For more practice -» Self-study Pack, Unit 8

85
 9.1 goals
® speculate about im ages and objects
© in te rp re t and respond to a story

Icons
Amies

Two young men

ICrispin van den Broeck)

SPEAKING 1 a W h e n you h e a r th e w o r d 'a p p le ', w h a t c o m e s to m in d ? W r i t e d o w n any a s s o c ia tio n s

you have. T hen c o m p a r e w it h o t h e r s tu d e n ts .

b N ow, p ic tu re an a p p le in y o u r m in d . W h a t k in d o f a p p le do you see (th in k a b o u t size,

t e x t u r e , c o lo u r, tas te , ty pe )? T h in k of a d je c tiv e s to d e s c rib e it.

L o o k c a r e f u ll y at th e p a in tin g . W h a t e le m e n ts do you n o tice ? Do you t h i n k it

r e p r e s e n t s o r s y m b o lis e s a n y th in g ?

LISTEN IN G 3 a « d L is te n to f o u r p e o p le i n t e r p r e t i n g th e p a in tin g . W h ic h d e ta ils in th e p a in tin g

do th e y m e n t io n and w h ic h do th e y leave out?

b» 0 L is te n a gain and c o m p le te th e s e n te n c e s a c c o rd in g to th e s p e a k e r s ’ an a lysis.

1 G e n e ra lly sp e a king , th e a pple r e p r e s e n ts ...

2 The tw o m e n could be ...
3 T h e re are a n u m b e r of o t h e r d e ta ils such as ...
4 The o v e ra ll a n a lys is s u g g e s ts t h a t th e p a inting is ...

LANGUAGE U a The s p e a k e rs used v a rio u s e x p re s s io n s to t a lk ab o u t th e p a inting. W h a t did they say?

FOCUS
1 Also, th e a p p l e _______to have a s y m b o lic v a lu e ...
In t e rp re t in g and 2 It's w h a t th e p a in te r in tended.
d e fining 3 What m e are th e e x p re s s io n s on t h e i r faces.
4 It th e y k n o w each o t h e r v e ry w e ll.
5 It's w h e t h e r he's o ffe rin g it o r ...
6 I t _______ th e r e 's a w h o le lot m o r e going on here.
7 The o w l and c ro w s y m b o ls of death.
8 The p a i n t i n g th a t behind the h a p p in e s s of yo u th lies ...

bt L is te n to check.

c W h a t o t h e r e x p re s s io n s c o u ld be used to re p la c e th o s e in 4a?

It a p p e a rs th a t th e y kn o w each other.
- » They a p p e a r to k n o w each other. -> It looks as i f th e y kn o w each other.

SPEAKING W o r k in g ro u p s . L o o k at th e im a g e s on p 131.
 Family story
READING 1 L o o k at th e c ity in th e ph o to . W h a t c o n n e c tio n does it have w it h a p p le s ?

2 a Read th is e x tr a c t f r o m a f a m il y a n e cd o te .

^ ^ My sisters and I loved to listen to a simple story about an immigrant’s

mistake in our own family. My grandfather's first cousin, who my sisters
and I called Uncle David, left Norway when he w as 22 years old to make
his way alone to America. He arrived at Ellis Island in August 1902. He
spent his first day in New York City and w as flabbergasted by the chaos,
colour and crowds. Somewhere in the city, he saw a man selling apples,
the most gorgeous, red, perfect apples he had ever seen. He had almost
no money, but he lusted after one of those apples, and, overcome by
desire, he splurged and bought one. The story goes that he lifted the
apple to his mouth, bit into it and spat it out in disgust. It w as a tomato.
Uncle David had never seen or heard of a tomato.
If
b A s k and a nsw e r.

1 W h a t does th is an e c d o te say a b o u t o u r hopes and e x p e cta tio ns ?

2 W hy is it s ig n ific a n t t h a t th e s to ry ha p p e n s in N e w York?
3 ‘ W h y do you th i n k th e n a r r a t o r loved to liste n to th is story?
A W h y do you th i n k th is an e c d o te has a u n iv e rs a l sig n ific a n ce ?

c Read th e n ex t p a r t of th e a n e c d o te and c h e c k y o u r a n s w e rs .

^ ^ My sisters and I roared with laughter at this story. It encapsulates so

neatly the lesson of expectation and reality that it could serve as a
parable. The fact that tomatoes are good is beside the point. If you’re
thinking you’re getting an apple, then it’s no use getting a tomato
instead. That New York should be nicknamed the Big Apple, that an
apple is the fruit of humankind's first error and the expulsion from
paradise, that America and paradise have been linked and confused ever
since Europeans first hit its shores, makes the story reverberate as myth.
II
d Read both p a r t s a gain m o r e c a re fu lly .

1 H ow does th e w r i t e r give th e im p re s s io n th a t she is te llin g a s tory?

2 W h e n does she begin the 'an a lysis'? H ow does she do this?
3 W he n does she a dd re ss th e re a d e r d ire c tly? W h y do you t h in k she does so?
A W h a t s ty lis tic to u c h e s give the s to r y m o r e im p a c t (e.g. a llite r a t io n ] ?
5 Do you agre e w it h th e w r it e r ' s opinio n?

3 a You are go ing to t e l l th e s t o r y f r o m m e m o ry . W r i t e do w n te n w o r d s f r o m th e f i r s t

p a r t w h ic h you t h i n k a re im p o r t a n t.

b T e ll th e story.

1 Cover th e a n e cd ote and re c o n s t r u c t it only using th e w o r d s you w ro te .

2 W o rk in grou p s. Take t u r n s to t e ll th e story. L isten carefully. W h ich e le m e n ts do
each of you m e n tio n and leave out?
3 Choose th e s to r y you t h i n k w a s m o s t s u c c e s s fu l and t e l l it a second ti m e to th e
w h o le class.

A T e ll an a n e c d o te a b o u t y o u r fa m ily.

1 T h in k of a s to r y you can t e l l ab o ut:

• y o u r p a re n ts w h e n th e y w e re young.
• y o u r g ra n d p a r e n t s o r g re at g ra n d p a re n ts .
• an i m p o r t a n t event in th e h is to ry of y o u r family.
2 T e ll it to a n o t h e r s tu d e n t.
3 Can y o u r p a r t n e r see any s p e c ia l o r s y m b o lic sig n ific a n ce in y o u r sto ry?

87
 9 .2 goals
Iconic © discu ss icons
© id e n tify c ritic a l language in a text

SPEAKING and 1 a Look at the magazine cover.

READING Who does it show? In what
sense do you think she was LIFE. CULTURE. STYLE

an icon? The
Economist

b What other icons do you think

a p pea r in the person’s face? THE INVISIBLE M O G U L
MEETING JAMES MURDC
Andhew M atro n
M agna C arta
d anger,w hy we LOVE IT -
Thejo y o f Tate Modem
by Anthony Horowitz
KING O f THE BLOGGERS
GAY, TORY A N D PRO -O BAMA
LeonardR oss/ter
by bis daughter
PHOTO ESSAY: SLA V E# N O W
A nd zi'by P arisian s are
not really rude

2 a Look at the article and the

images on the opposite page.
In what way do you think they
are iconic?

b Read the article and check.

C Do th e s e s ta te m e n ts
s u m m a ris e th e w r it e r ’s
a rg u m e n t in each p a ra g ra p h ?
If n o t, c o rre c t th e m .

P aragraph 1 W o rd s e asily b e co m e o v e r-u s e d and so lose t h e i r tr u e m e a n in g .

P aragraph 2 N owadays, e ve ryth in g can be te r m e d ’ic o n ic ’ because th e w o rd no
lo n g e r m e a n s w h a t it did.
P ara g rap h 3 People have a te n d e n c y to h o n o u r o r w o r s h ip o th e rs .
P ara g rap h U A lm o s t any a rte fa c t can be co m e iconic.
Paragraph 5 F a m o u s people often reach iconic s ta tu s w h e n th e y are s t i l l alive.

d W hat do you think the w r it e r means by these expressions?

1 a lexicon of invasive usages

w o rd s used in ways w hich c o u ld be co n sid e re d o ve ru se d an d in a p p ro p ria te
2 th e ja rg o n of th e lin g u is tic a lly u n fe eling
3 m a r g in a lly lite ra te w o r d - o p e r a t iv e s
4 th e p ro p s of t h e i r d e s p e ra te tra d e
5 th e sen se a cq u ire d t h r o u g h re c e n t abuse
6 s t a d i u m - r o c k sta ge sets

LANGUAGE 3 a Read the first two paragraphs again. W hat is the w r i t e r ’s attitude to the topic?
FOCUS b The w r it e r uses many words with negative connotations. Make a list, then think of a
C ritica l la ng ua ge more n e utra l alternative. W hat connotations do the negative words have?

c Replace the highlighted n e utral word s with negative words from the box. How does
the choice of word change the meaning?

b ru s q u e a r i p - o f f i r r ita t in g mobbed packed in e sc a pa b le

d is m is s iv e d is m a l se e th in g o ve rp rice d c o n te m p tu o u s h e m m e d in
d re a ry c ra w lin g u b iq u ito u s s m o t h e re d invasive m i n im a l

1 At th e exit, th e ro ck s ta r w a s s u r r o u n d e d by fans a sk ing fo r a u to g ra p h s .

2 The m o b ile phone has be c o m e a c o m m o n fe a tu re of m o d e r n life.
3 He s e n t m e a s h o r t re ply by e m a il.
A We d id n 't enjoy o u r h o lid a y m u c h . The place w h e r e w e stayed w a s expe nsive ,
it w a s c ro w d e d w it h to u r is t s , and th e w e a t h e r w a s cloudy.

d Com pare answers. Which words do you think are most critical? x
 1Every era suffers a lexicon of invasive usages. Words are as subject to fashion as
politics and popular music - today’s tiresome coinage is tomorrow’s ubiquitous
cliche. It is the jargon of the linguistically unfeeling whose job is to smother page
upon page with words. And there are more pages than ever, and more screens,
and thus more marginally literate word-operatives struggling to smother them.
Where would these people be without the following cliches, the props of their
desperate trade: genius, guru, legend, cool, multi-cultural, post-modern? Where,
above all, would they be without the word iconic?
2 Here are some nouns that have been prefixed by this most dismal of vogue
words: iconic art, iconic brand, iconic building, iconic film star, iconic cocktail,
iconic shampoo. This suggests that there is nothing that cannot be deemed iconic.
Iconic, that is, in the sense acquired through recent abuse, not in its original
meaning. According to one dictionary, ‘iconic’ in this newer sense means “very
famous or popular, especially being considered to represent particular opinions
or a particular time”.
3 Implicit in the modern use o f‘iconic’ is the perhaps unconscious aspiration
to invest things and people with properties which render them miraculous and
superhuman, magical and godlike. It is an expression of humankind’s tendency
towards worship of objects and other humans. That tendency lives on in the
stadium-rock stage sets for alternative gods such as The Rolling Stones.
4 Conditions for an artefact to become truly iconic may be the fact that: 1) it
is recognised at once (think of the Taj Mahal or a Vespa); 2) it has an unchanging
quality (again like the Taj Mahal or the Mona Lisa); and 3) it embodies strong
values, like the US flag. The Coca-Cola bottle has it all!
5 Iconic status is less common in humans, unless, of course,
they are dead. However, recent attempts have been made to make
the living equally iconic. Los Angeles street artist Shepard Fairey
provided us with an example for our age. He w as the creator of
the Obama Hope poster - surely the most celebrated image of a
political leader in recent memory.

SPEAKING U a Make a list of five people or five things th at you think are 'iconic'. Think about:

• b u ild in g s . • people. • p ro d u cts . • so n g s o r pieces of m u s ic . • objects,

b Discuss your list.

1 Explain y o u r choices.
2 Talk a b o u t s o m e o n e o r s o m e t h in g th a t is c o n sid e re d iconic, b u t you t h in k does
not f u l f i l th e c o n d itio n s m e n tio n e d in th e artic le .

M ado nn a . S h e ’s su p p o s e d to be an icon of pop m u sic,

but I t h i n k s h e ' ll be fo r g o tte n in a b o u t 10 years.
----------------------------------

89
 Target activity
9 .3 goals
Icons for today ® discuss icons
ta lk about w hat som ething represents

1 a L o o k at th e p o s te r of B a ra c k Obama, present a rgum ents and co u n te r-arg u m e n ts

w h ic h w a s used in his e le c tio n

c a m p a ig n of 2009.

1 H ow is it d iffe r e n t fr o m o th e r
im a g e s of p o litic ia n s ?
2 H ow is it d iffe r e n t fr o m :
• th e photo?
• th e w a y Obama loo k s now?

b L is te n to a j o u r n a l i s t ta lk in g
a b o u t th e poster.

1 W h a t did th e a r t is t w a n t to say
a b o u t Obama in th is p o ste r?
2 W h a t kind of p u blic did the
a r t is t w a n t to a ttra c t?
3 W h a t w a s his c h ie f objective?
A W h a t did he do w it h th e m on e y

HOPE
m a d e fr o m th e p o s ter?
5 W h a t w a s his a ttitu d e to people
w h o copied th e im a g e ? Why?

TASK a Lo o k at th e s e e x tr a c ts . W h a t v e rb s go in th e gaps?
' LANGUAGE
1 He fe lt t h a t he s h o u ld m a k e s o m e t h in g t h a t Obama as having visio n and
Saying w h a t th e a b ility to lead ...
th in g s and 2 He fe lt th a t he w a n te d s o m e t h in g th a t he fe lt w a s going to .. _ th e
people re p re se n t c o u n te r c u ltu re .
3 A ll th e k n o c k o ffs and p a rod ie s say h o w m u c h th e im a g e h a s and b e co m e
a re fe re n c e point.

b C h eck in th e s c r i p t on p1 56. F o r each s e n te n c e , t h i n k of a n o t h e r v e rb o r e x p re s s io n

t h a t w o u ld have th e s a m e m e a n in g .

3 a W h ic h icons in th e u n it do th e s e s t a t e m e n t s r e f e r to?

1 She e p i to m is e s th e g l a m o u r and v u ln e r a b ilit y of c e le b rity c u ltu re .

2 To s o m e people it s ta n d s f o r fr e e d o m and d e m o c ra c y , but m a n y people
a sso cia te it w ith power.
3 It's a s y m b o l of t i m e le s s be au ty and a rt is t ic p e rfe ctio n.
A She conveys a se n se of s u b tle, ina c ce ss ib le beauty.
5 They e m b o d y th e r e b e llio u s n e s s of ro ck and roll.
6 It e n c a p s u la t e s th e W est's im a g e of th e Orient.
7 It r e p r e s e n t s m o b ility and e ffic ie n t design.

b T h in k of th r e e e x a m p le s of ico n ic t h i n g s o r peo p le .

1 W rite s e n te n c e s a b o u t th e m using v e rb s f r o m 2a and 3a.

2 Can o t h e r s tu d e n t s gu ess w h ic h icons th e se n te n c e s r e f e r to?

TASK U a •d You a re g o ing to cho o se a se t of iconic im a g e s f o r o u r tim e . L is te n to a g ro u p

of p e o p le d is c u s s in g w h e t h e r th e O bam a p o s te r s h o u ld be in c lu d e d .

1 W h a t a rg u m e n t s do th e y give in fa v o u r of and a g a ins t in c lu d in g th e im a g e ?

2 W h a t c o n c lu s io n do th e y c o m e to?
3 W h ic h v ie w p o in t do you share?

b W h a t e x p re s s io n s did th e p eo p le use to:

1 push t h e i r ow n p o in t of view? 3 agree?

2 q u e s tio n o r disa g re e? A s u g g e s t an a lte rn a tiv e ?

c Lo o k at th e s c r i p t on p 1 56 to ch eck.

W ork in groups. Group A, look on p131. Group B, look on p137.

 EXPLORE
Across cultures Loan words
1 The word icon is 'b orrowed' from the Greek language.

1 W h a t E ng lis h w o r d s are used in y o u r la n g u a g e ? Can you th i n k of any new ones?

2 W h a t w o r d s f r o m o th e r la n g u a g e s does y o u r m o t h e r to n g u e b o r r o w fr o m ?

th is is the
c u te s t s o a p that
you will steal
from a h °te'-
enjoy
Jabon de manos
Hand soap.

chic&basic

Hotel room soap wrapper, Spain McDonald's restaurant, Egypt

A lot of English is used in advertising. Why do you think this is? Look at these images.
Why and how is English being used here?

3 a Are any of these words used in your language? If so, w h a t kind of people use them?

tr a in in g co o l superm arket im a g e manager han dy e m a il m a r k e tin g

b ♦ C U Listen to N orm an and Olga talking about some English words that are used in
th e ir language.

1 W h e re are th e people fr o m ?
2 In w h ic h c o n te x ts are E ng lis h loan w o r d s m o s t often fo u n d in t h e i r c o u n trie s ?
3 W h a t is each s p e a k e r's a tt itu d e to this?
4 W h ich w o rd s in 3a do th e y m e n tio n ?

c Are there any loan word s in your language which have been given a new local
meaning (like icon’ or 'handy')?

d Look at this photo which shows the word 'Intern et' being used in Poland.

1 W h a t do you th i n k of th is m ix in g of lan g u a g e s?
2 Do you th i n k t h a t a la n g u a g e s h o u ld stay 'p u re ' w it h o u t any in flu e n c e fr o m o th e rs ?

91
EXPLORE

Keywords describing what things represent

1 a Think about the verbs r e p r e s e n t , d e p ic t and convey. W hat do they norm ally describe?

b Choose the best verb.

1 A good p h o to g ra p h can often convey./ re p r e s e n t f a r m o r e th a n w o rd s .

2 B ra n d o p o rtra y e d / re p re s e n te d th e c h a r a c t e r of K o w a ls k i b rillia n tly .
3 It w a s th e fi r s t ti m e th e f i l m w a s de p icted / sh o w n on televisio n.
A She w a s conveyed / d e p ic te d as a w o m a n w h o s e lu c k had ru n out.
5 The c o lo u r red c o m m o n ly r e p r e s e n ts / p o rt ra y s danger.

c How many of the verbs in 1 b can be used to talk about the m e a n in g of pictures or images?
C omplete the gap in this sentence.

• The p a in tin g the le a d e r of th e pa rty as a lo ne ly fig u re ,

d In which sentence in 1b could you use the verb sta n d fo r ?

2 a Complete these sentences with verbs from 1. Som etim es, th e re may be more than one correct answer.
In which sentences could the verb s y m b o lis e also be used?

NY

CND
1 The in itia ls and l o g o t h e ' C a m p a i g n fo r 2 W e a rin g t h i s m y love f o r N e w York.
N u c le a r D is a r m a m e n t'.

Vo
HOPE
3 It a v e ry s tro n g m e s s a g e a b o u t change. A T h i s ______ a c y c list's c a m p a ig n to fig h t cancer.

b Complete these sentences with a fo rm of d e p ic t or convey and a noun from the box.
Som etim es, there may be more than one correct answer.

m e ss a g e life th e w o r ld a se n se of in fo r m a tio n sce n e s

1 Two ne w b io g ra p h ie s h is in u n p re c e d e n te d detail.
2 The d ir e c to r hopes th a t th e f i l m __ a m o r e positive th a n at fi r s t sight.
3 His u n h a p p y b a c k g ro u n d e x p la in s h o w th e p a in te r c a m e t o ______________in th is way.
A It fe a tu re s s o m e a ttra c tiv e e x a m p le s of b a s - r e lie fs w h i c h ______________fr o m th e H indu R am ayana epic.
5 Few n o v e l i s t s __________ __ place as w e ll as H ow a rd F ran k Mosher.
6 He sp e a k s qu ickly, p ac kin g his s e n te n c e s w ith facts, inth e fe w e s t s y lla b le s possible.

3 Think of an image, book, person or film that represents something im portant to you.
Describe it using verbs on this page.
 EXPLORESpeaking
Goals
1 a How do you think the magazine cover: ® give c ritic is m
® respond to c riticism
1 a tt r a c t s th e re a d e r's a tte n tio n ?
2 ill u s t r a t e s th e idea of a w e a k ' cu rre n c y ?

b Read and listen to this conversation about IN S I D E T m s W E E K : A14-PAG E SPECIAL REPORT ON B U SIN ES S INJ A P A N
the cover image. Who do you think the people are The City of London's tumble
and w h a t are they discussing in particular? The A fake election in Russia

Economist Can it get any worse for Gordon Brown?

a So what do you think of the design? India's mobile-phone wars
b I like the basic idea, but in general I don’t think you quite Germs and genes
capture the seriousness of the topic.
a

b
What do you mean?
Well, I think this image is a bit too light and cartoony, it
The panic about
a
doesn't really convey what the article's about.
Well, I beg to differ, I think it is clear, you know, it shows X the dollar
the dollar going down in flames. I didn't want to make it
too boring. It seems to me that we need to grab people’s
attention, so to speak, you know, make them realise it’s
important.
b I'm not sure ... I just think we need something that’s a bit
more serious, that's all. But let’s see what the others think.

C Identify expressions used to give criticism and

respond to criticism.

d Find exam ples of how the criticism is softened

and then followed by an explanation.

2 a Rank these exam ples of g iv in g c ritic is m from least

to most critical.

a "It's not a c tu a lly w h a t I had in m in d ."

b " W h a t on e a rth is this ? Is it y o u rs ? ”
c "T h is is to t a lly w ro n g , y o u 'll have to redo it . ”
d "I th i n k it w o u ld have been b e tt e r to ta k e a
d iffe r e n t a p p r o a c h .”
e "I expected s o m e t h in g d iffe r e n t."
f " It d o e s n 't s e e m q uite rig h t. It's m is s in g
s o m e th in g , really."
g "I th i n k it's re a lly nice, b u t th e r e are a fe w
t h in g s th a t d o n 't q uite w o r k . ”
b Com pare answers.
1 Do you have d iffe r e n t o pin io n s ?
2 W h ich c r i t i c is m s do you t h in k are too h a rs h ?
H ow could they be s o fte ne d ?
3 a Rank these exam ples of re s p o n d in g to criticism
according to how strongly the s p e ak e r rejects it.
a "OK, I 'l l redo it s t r a ig h t away."
b " It's not m y fa u lt th e b r ie f w a s a bit va g u e ."
c "C o u ld you be m o r e s p e cific? "
d "Yes, I k n o w I can do better. I've been u n d e r a
lot of stre s s ."
e " W h a t do you t h i n k ne ed s c h a n g in g ? "
f " W h a t's w ro n g w ith it, th e n ? "
g "OK, m a yb e it needs a bit m o r e th o u g h t ."
b Com pare answers.
1 W h ich re sp o n s e do you t h i n k is too aggressive?
2 W h ich do you th i n k are good e x a m p le s of
d e fle c tin g c ritic is m ?
U Role play.
1 T ogether, choose one of th e s e situ a tio n s .
• You w o r k f o r Food W orld m a g a zin e. Create a
co ve r desig n to r e fle c t the new lead a rtic le :
"In va sion of th e Italians. Italian co okin g is
e ve ry w h e re , fr o m th e h u m b le s t pizza to
e la b o ra te seafood dishes. We tra c e th e w ay
Ita lia n s have in flu e n c e d o u r e a tin g ."
• You w o r k f o r F in a n cia l M a tte rs m ag a zin e .
Sales have been d e c lin in g . T h in k of a
p lan to in c re a se re a d e r s h ip (e.g. c e le b rity
in te rv ie w s , fre e gifts, a p p e a lin g to a y o u n g e r
a u dience, etc.).
• You w o r k fo r E le g a n t Fashion m a g a zine . It
is going to ru n a s e rie s c alle d T h e to p ten
style icons'. Decide on te n people w ho w i l l
a p p e a r on th is lis t (in c lu d in g s o m e w h o
c o uld be in terview e d).
2 W o rk in g ro u p s : A, B and C. In y o u r group,
develop a fe w ideas and m a k e b rie f notes.
3 F o rm n e w g ro u p s so each g ro u p has one A,
one B and one C. In tu r n s , t e l l th e o th e r s y o u r
ideas and re sp o n d a p p ro p ria te ly . Be c ritic a l,
but find w ays to s o fte n y o u r c ritic is m .
U Choose th e ideas you t h in k are th e best.

93
 Look again O
Grammar
M odifying a sentence

1 a Look at these exam ples from the unit. I t ’s no + Look at these sentences from the unit.
adjective/noun can be used as a subject and be
followed by th a t or by an mg form . 1 Barack Obama's image has become an icon,
(for better or worse)
2 They would check h i m out further and see
1 It's n o coincidence that in Latin, 'apple'
his merits the w ay I see them.
and 'death' are almost the same word.
(hopefully)
2 If you think you're getting an apple, then
3 He made something that he felt was going to
it's n o use getting a tomato instead.
transcend the counterculture.
(actually; maybe)
b Complete these exam ples with expressions from 4 A n d all is forgiven if Obama gets elected.
the box. T here may be more than one correct (really)
answer. W hat do you think the context might be 5 What you did seems well-suited for
grassroots campaigning.
for each sentence?
(in a way)
6 So I'm v ery happy people care.
i t ’s no good i t ’s no w o n d e r / s u r p r is e (in that sense)
it’s no use i t ’s no tro u b le / big deal / p ro b le m
i t ’s no s e c re t i t ’s no c oin cide n ce 1 W h e re do you th i n k th e e x p re s s io n s in
i t ’s no d iffe r e n t b ra c k e ts s h o u ld go in th e se n te n ce ?
Could th e y go in m o re th a n one place?
H ow w o u ld it a ffe c t th e m e a n in g ?
2 W h a t does each e x pre ss io n 'd o ’ to th e
se n te n c e ? W h ich :
• adds a c o m m e n t to th e s en te n ce ?
• a dds e m p h a s is to th e s e nte n ce ?

3 a Add the expressions in brackets from 2 to these

sentences. How many are possible each time?

1 T h a t w a s a te r r i b le m is ta k e !
2 It w o u ld be b e tt e r to do s o m e t h in g d iffe re n t.
3 I d o n ’t t h i n k t h a t w a s th e r ig h t decisio n.
4 S h e ’ ll be e a rn in g next year, so s h e ’ ll be m o re
in d e p e n d e n t.

b W ork with a partner.

1 So, t h a t on th e f i r s t day of tra d in g ,
s to c k s of rea l e s ta te in v e s tm e n t t r u s t s su rg e d. 1 Choose a s e n te n c e in 2 w it h th e e x p re ss ion
2 But n o w s h e ’s gone and _ w a n tin g h e r you added.
back because s h e ’s not com in g . 2 T h in k of a s itu a tio n w h e r e it m i g h t be said.
3 t h a t to b a cco a d v e rtis in g has ta rg e te d 3 Develop it into a s h o r t d ialo gue, add ing extra
teens. s en te n ce s.
4 It’s h o w y o u ’ re born, a n d fr o m being 4 P ra ctis e u n til you can say it w it h o u t reading
born s h o rt, t a l l o r a n y th in g else. th e s e nte n ce s.
5 Because ju s t going in th e r e and 5 P e r fo r m y o u r d ia lo g u e to o t h e r s tu d e n ts . Can
th r o w in g p ro d u c ts at th e m , it d o e s n ’t w o rk . th e y gu e ss th e s itu a tio n ?
6 ______ f o r m e to get his phone n u m b e r - I’ll
G ram m ar referen ce, p 1 4 4
get it to n ig h t.

C Discuss these questions.

1 W h ich e x p re s s io n s in th e box are fo llo w e d by:

• v e rb + in g ?
• th a t + clause?
• to + infinitive?
2 W h ich e x p re s s io n s have a s i m i l a r m e a n in g ?

d Look at this exam ple. To make i t ’s no good more

emphatic, j u s t is added. W hat o th e r w o r d s can
add emphasis to these expressions?

I've tried dieting, but it's just n o good.

94
Vocabulary
Uses of suppose b T a lk a b o u t y o u r se n te n c e s . Do you c o n s id e r th e m
to be t r u e o r not?
U a L o o k at th e s e e x a m p le s . W h a t does s u p p o s e
m e a n in each? W h a t do you n o tic e a b o u t th e f o r m W e 're su p p o se d to be d a r k and have b la c k hair.
of th e v e rb ? B ut a ctu a lly , th e r e are lots
_ of--------------------------
blond people in Spain.

1 I suppose the best thing is aspirin, u n it 7

2 The apple was supposed to have a symbolic
value in Greek mythology, onic 9
3 W h a t 's it supposed to mean then? onit 9
4 She's supposed to be an icon of pop music,
but I think she'll be forgotten in about 10
years, unit 9

b R epla ce each s u p p o s e w it h a s y n o n y m .

1 S u p po s e / S u p p o s in g (that) it's bad w e a th e r,

w h a t w i l l w e do th e n ?
2 A little s a lt is s u p p o s e d to be good f o r you,
is n 't it?
3 A W ill T im be at th e party?
B I s u p p o s e so, yeah.
4 The p la n e's su p p o s e d to be here by now.
5 I s u p p o s e you w o u ld n ' t be able to p ick m e up,
w o u ld you?
6 We can only su pp o se th a t they m a d e a m istake.

c M a tch each s e n te n c e in 4b w it h m e a n in g s a -f.

a C ould you do th is ? 5
b T h a t's w h a t I th in k ,
c People t h i n k th is is w h a t happened,
d It says t h a t on th e s ch e du le,
e T his m i g h t happen,
f People say th is is tru e .

d Use s u p p o s e n e g a tiv e ly in each s e n te n c e in 4b.

W h a t c h a n g e s a re n e c e ss a ry ?

e In w h ic h s e n te n c e s c o uld you use s u p p o s e d ly ?

H ow w o u ld th e s e n te n c e need to cha n g e ?

5 a L o o k a t th e p ho to s. T h in k of a r e m a r k t h a t c ould
go w it h each. Use an e x p re s s io n w it h s u p p o s e
f r o m 4b.

b W o r k w it h a p a rtn e r. B u ild a s h o r t c o n v e rs a tio n

f r o m one of y o u r s e n te n c e s . Use an e x p re s s io n
w it h s u p p o s e .

c L is te n to fiv e c o n v e rs a tio n s . W h e re are

th e pe o p le and w h a t a re th e y d o in g ? H o w s i m i l a r
w e r e th e c o n v e rs a tio n s to y o u rs ?

6 a T h in k of t h in g s w h ic h are c o m m o n ly said a b o u t
y o u r c o u n tr y , its food, c u l t u r e o r pe o p le . W r i t e
s e n te n c e s w it h s u p p o s e .

W e’re supp osed to be d a rk and have b la c k hair.

95
 10.1 goals
@describe groups and m em bership
@describe fe elings about belonging

A sense of belonging
Groups
SPEAKING 1 Look at the groups of people.

1 W h e re are they? W h a t do you t h i n k they are doing?

2 W h a t kind of g ro u p s are they? W h a t do th e y have in c o m m o n ?
3 W h a t c o n n e c tio n s and d iffe re n c e s are th e r e b etw e en th e im a ge s?

HiSTOtY

a W h a t different groups do people belong to?

b W hat kinds of groups do you belong to?

1 Make a list. T h in k ab o ut:

• o rg a n ise d groups.
• s o c ia l groups.
• clubs.
• p ro fe s s io n a l grou p s.
• in f o r m a l groups.
2 S h o w y o u r list to a partner. W h ich g ro u p is th e m o s t i m p o r t a n t to you?

96
L IS TEN IN G 3 * C Z » Listen to Grover ta lk about his sense of belonging
to a group.

1 W h a t g ro u p did G rover belong to?

2 W h a t e xactly is e s p rit de c o rp s ?
3 W hy d id n 't th is a ffe ct h im as p e r s o n a lly as o th e r
people?
4 W h a t th re e positive t h in g s does he say a b o u t being in
th is o rg a n is a tio n ?
5 W hy is th e r e a te m p ta t io n to stay in th is gro u p?

LANGUAGE A a Com plete these extracts with the expressions in the box.
FOCUS
a se n se of loyalty p a rt of a l a r g e r g ro u p bonded w ith
B elo n g in g to a
get t e r r i t o r i a l b e long in g to
gro u p
1 I fe lt as if I w a s
2 You d e v e l o p to th e se people.
3 W h a t w a s y o u r e x p e rie n ce of being in th e a r m y and
4 You c a n 't a b o u t th in g s .
5 T h e re w a s a s tro n g te m p ta t io n to re join th e a rm y , and th a t's h o w th e y get you,
you know , because you are so y o u r group.

b * M&M Listen to check.

Joining a group
LANGUAGE 1 a The expressions in A are all used to talk about joining groups.
FOCUS
1 W h ic h e x p re s s io n s in B could they m a tc h w ith ?
Talk abo u t 2 W h ich e x p re ss io n s have a l m o s t th e s a m e m e a n in g ?
m e m b e r s h ip
A B
1 I j o in e d ... a ... a lot of people.
2 I g o t invo lve d in ... b ... th e S cottish N a tio n a l Party.
3 I te a m e d up w it h ... c ... a few co lle a g u e s fr o m w o rk .
4 I g o t to k n o w ... d ... a d ra w in g class.
5 I s ig n e d up f o r ... e ... a tr a in in g course.
6 I e n r o l le d in ... f ... p o litics .
7 I b e c a m e a m e m b e r o f ...
8 I c o lla b o r a t e d w it h ...

b » H D Listen to check. W hat is each person talking about?

LIS TEN IN G and « £ 5 D Listen to Pilar talk about belonging to a group.

SPEAKING
1 W h a t g ro u p does she r e f e r to? H ow do you kn o w ?
2 H ow does she fe e l a b o u t b e lo n g in g to it?
3 W h ich e x p re s s io n s fr o m 1a does P ila r use?

3 Choose one of the groups you listed earlier.

1 D o n 't say w h a t th e g rou p is, but t e l l a p a r t n e r h o w you jo in e d it and h o w you fe e l

a b o u t being a m em b e r.
2 Can y o u r p a r t n e r gu ess w h a t th e g ro u p is?

97
 1 0 .2 goals
® give opinions em phatically
[sl« I C^-~l t«l *-.1 iM F J-i III* t- .ji M i M il i [«<

SOUTH
AFRICA
2010

1 a H ow do you t h i n k th e s e f o o t b a ll p h o to s a re co n n e c te d to th e to p ic of b e lo n g in g ?

b You w i l l read f o u r e x tr a c ts , each re la te d to a photo. W h a t do you t h i n k th e y w i l l say?

2 a Read th e e x tr a c ts qu ickly.

1 W h e re is each e x tr a c t fr o m (a m a g azin e , a n o v e l ...)? H ow do you kno w ?

2 W ho is s p e a k in g in each: a fan? a jo u r n a li s t ? a fo o tb a lle r? an e x p e rt / a ca d e m ic?
3 W ho is being a dd re s se d ?

o
Playing football and attending football matches
... It turned you into a member o f a new
community — all brothers together for an hour
and a half, for not only had you escaped from the
clanking machinery o f this lesser life, from work,
from wages, rent, doles, sick pay, insurance cards,
nagging wives, ailing children, bad bosses, idle
workmen, but you had escaped with most o f your
mates and your neighbours, with half the town,
cheering together, thumping one another on the
shoulders, swapping judgements like Lords of the
Earth, having pushed your way through a turnstile
into another and altogether more splendid life.
Exactly when chaos comes into our life, is when
we must never lose hope, we never must lose faith
in holy love and wisdom. If we have faith, small
that it is, one day it goes to help us to transform
our life. My life is an example of this! And one of
the ways to show my gratitude is to extend and to
share, when I can, my luck, with those who need
it. Because I believe that this way, we will be able
to create a happier, more just society. As my art
is in my feet and not in my hands, it is with great
honour that I associate the power of sogcer to this
noble, social cause.

s there any cultural practice more global than football?

I No single world religion can match its geographical
scope. The use of English and the vocabularies of science
and mathematics must run football close for universality,
but they remain the lingua franca of the world’s elites, not
of its masses. McDonalds? MTV? Only the most anodyne
products of America's cultural industries can claim to reach
as wide as football’s, and then only for a fleeting moment
in those parts of the world that can afford them. Football
is available to anyone who can make a rag ball and find
another pair of feet to pass to. Football has not merely been
consumed by the world’s societies, it has been embraced,
embedded and then transformed by them...
Jafar’ Panahi’s film Offside is so ensconced in the here-
and-now that it was actually filmed in real time during the
event it dramatises - the Iran-Bahrain qualifying match
for the 2006 World Cup. And Panahi insists on using
real people, too: “When I write a script I look around for
people who can do the job best. For the girl supporters,
they were mainly university students - and I found
them through friends and colleagues and my contacts
at universities. As .for their interest in football, yes, they
are genuinely interested and passionate about football.
They wanted to go to the matches.’’ Panahi went on: “I
was very conscious of not trying to play with people’s
emotions; we were not trying to create tear-jerking
scenes. So it engages people’s intellectual side.”

LANGUAGE
FOCUS
Bein g e m p h a tic
SPEAKING
Not on ly is f o o t b a ll th e
m o s t p o p u la r s p o r t in
m y c o u n try , it's also
th e m o s t p o p u la r top ic
of con ve rsa tio n .
v ----------------------------------
b In w h ic h e x tr a c t is fo o t b a ll s een as:
1 a w a y to c h a lle n g e s tere oty p es ?
2 a fo r m of escape?
3 having an im p o r t a n t s o c ia l fu n c tio n ?
4 a w ay of bo n din g people?
5 a s u b je c t fo r an a rt is t ic project?
6 a p h e n o m e n o n of u n iv e rs a l and m a ss a ppeal?
c W h a t te c h n iq u e s do th e w r i t e r s use to add v a r ie ty and im m e d ia c y to t h e i r te x ts ?
Find e x a m p le s .
q u e s tio n s to get re a d e r's a tte n tio n lis ts of nou n s
inve rsio n fo r e m p h a s is e x c la m a tio n s r h e t o r ic a l q u e s tio n s
ric h ly d e s c rip tiv e la n g u a g e use of d ire c t q u o ta tio n s
d W h ic h e x tr a c t w o u ld you l ik e to c a r r y on re a d in g ? W hy?
3 a L o o k at th e s e s e n te n c e s f r o m th e e x tr a c ts . If you read t h e m a lo u d , w h ic h w o r d s
w o u ld you e m p h a s is e ?
1 For not only had you escaped fr o m th e c la n k in g m a c h in e r y of th is le s s e r life, but
you had escaped w ith m o s t of y o u r m a te s and n e ig h b o u rs .
2 No s in g le w o r ld re lig io n can m a tc h its g e o g ra p h ic a l scope.
3 F o o tb a ll has not m e r e ly been c o n s u m e d by th e w o r ld 's societies, it has been
e m b ra c e d by th e m .
4 Exactly w h e n ch a o s c o m e s into o u r life, is w h e n w e m u s t n e ve r lose hope.
5 As fo r t h e i r in te re s t in fo o tb a ll, yes, th e y are g e n u in e ly in te re s te d and pa ssionate
a b o u t fo o tb a ll. They w a n te d to go to th e m a tc h e s .
b ♦ Li st en to che ck.
c L o o k a t th e s e n te n c e s aga in.
1 W h a t c o n v e n tio n a l w o rd o r d e r has cha n g e d in s e n te n c e 1?
2 W h a t w o r d s / e x p re s s io n s could rep la ce : no, m e r e ly , exa ctly, yes?
3 Are these ways of em p h a sisin g m o re c o m m o n in spoken o r w ritte n language? Why?
4 H ow could you c o m m u n ic a t e th e s e n te n c e s in a less e m p h a t ic way?
4 a W o r k alo n e. Do you a g re e w it h th e s e s ta t e m e n t s ?
1 F o o tb a ll is th e m o s t p o p u la r s p o rt in m y country.
2 F o o tb a ll h e lp s b re a k t h r o u g h b a r r ie r s and is a w a y of b rin g in g people together.
3 The s a m e n u m b e r of w o m e n as m e n lik e fo o tb a ll.
4 Nowadays, fo o t b a ll is a b o u t love and m o n e y equally.
b C hange th e s t a t e m e n t s so th e y r e f le c t y o u r o p in io n . A dd e m p h a s is , if you fe e l
s t r o n g ly en o u g h .
c T a lk a b o u t y o u r o p in io n s . Do o t h e r pe o p le a gre e ?
99
 Target activity
1 0 .3 g o a ls
Prepare a campaign iwh 'HMM
persuade o thers to take action

1 a How do you think the photos are connected with h o m e le s s n e s s ?

b Match the su m m a rie s on p 133 with the photos.

1 W h ic h c a m p a ig n w o u ld be th e m o s t effective? Why?
2 W h a t do you t h in k ca u se s people to b e c o m e h o m e le ss ?
3 W h a t do people in y o u r c o u n tr y do to preven t h o m e le s s n e s s ?

2 a Im agine you wanted to support the Hom eless World Cup. How could you help?

b Read this campaign message from the Hom eless World Cup website.

1 W h a t a n s w e rs does it give to 2a?

2 W h a t is th e d iffe re n ce b etw e e n being a p a rtn e r, a v o lu n te e r and a fan?

A BALL CAN CHANGE THE WORLD

Make a difference.
Becom e a partner
Become a partner and make a profound impact, engage employees and align with a powerful positive
message for the world.
Volunteer
We are looking for 500 special people to help make the next Homeless World Cup the best ever. Bring
your spirit of co-operation, your skills and talents and create an unforgettable event for everyone involved.
Becom e a fan
Sign up for the Homeless World Cup Fan Club and unite to make the tournament happen to give
thousands of players around the world the chance to stand proud, represent their country and change
the world forever. Support football with the power to change the world.
M ake a donation
Help the Homeless World Cup Foundation grow the ambition to reach one million players with the
benefits of football. Make a donation now! Thank you.
Raise money
Do something to raise money for the grass-roots projects making the benefits of football available to
people who are homeless all year round.
Spread the word
Join the Homeless World Cup on Facebook, Myspace, Bebo, YouTube and Twitter to post your
comments, photos and videos.

3 a Find exam ples of these features in the campaign message.

1 im p e ra tiv e s 5
positive a d je ctives and co llo c a tio n s
2 th e p re s e n t p ro g re ss iv e 6
s lo g a n s and ca tch y e x p re s sio n s
3 e x a g g e ra tio n 7
p le d ge s and c la im s
4 c o m p l im e n t s to th e r e a d e r
a llite r a t io n 8
I
b Which expressions from p97 are used here?

TASK U a W ork in groups. Choose a charity which you think is worthw hile.

1 Plan th e ca m p a ig n m e ss a ge . T h in k about:
• w h a t you w a n t to get across. • w ays to get people involved.
• th e ta r g e t au dience. • e xp re ssio n s, s lo g a n s and visu a ls.
2 T o g eth e r, w r it e th e c a m p a ig n m e ss ag e . In clu d e ideas f o r im a g e s and a ttra c tiv e
p re s e n ta tio n and use fe a tu re s fr o m 3a.
3 Plan h o w to p re s e n t y o u r c a m p a ig n , and h o w to p e rs u a d e o th e r s to c o n trib u te .

b Give your campaign message to an other group and give th e m tim e to read it.

c Choose one person in your group to:

• p re s e n t y o u r c a m p a ig n and a n s w e r any q u es tion s .

• t r y to p e rs u a d e o t h e r g ro u p s to c o n tr ib u te to th e c a m p a ig n .

d Decide which other campaigns you w ill support, and how. Tell the class.

100
 EXPLORE
Across cultures Football rivalries
Do you know these rival football club shields?
Match them to the te a m n am es and th e ir cities.

G a l a t a s a r y / F e n erba h ce
R iver P la te / Boca J u n io rs
AC M ila n / In te rn a z io n a le

»<ESD Listen to a radio p ro g ra m m e about

football rivalries.

1 W h a t is th e cause of th e riv a lr y in each case?

2 W h y is th e riv a lr y so s tro n g ?
3 W h a t do a l l th r e e r iv a lr ie s have in c o m m o n ?

Look at the script on page 157. How many words

connected with sports can you find?

4 a Talk together.

1 W h e re you live, w h a t are th e g re a te s t s p o rtin g

riv a lrie s ?
2 Do th e te a m s o r p la ye rs have n ic k n a m e s ?
3 W hy do you th i n k th a t riv a lr y is so s tro n g ? Was
th e o r ig in a l cause h is to ric a l, p o litic a l, s o c ia l o r
e c o n o m ic?
U W h a t are t h e i r m a tc h e s like?

b W hat do you think is happening in the photo?

W rite a brief caption. Then compare with other
students.

101
 EXPLORE

Keyword together
1 W h a t d oes to g e t h e r m e a n in s e n te n c e s 1 - 6 ? W h a t do you t h i n k th e peo p le are
t a l k i n g a b o u t?

at th e s a m e ti m e as a w h o le side by side
in a r e la tio n s h ip a g a ins t each o t h e r ro u n d each o th e r

1 You can wait a long time and then two arrive together.
2 I knew they were close but I didn't know they were together.
3 Tie the two ends together well, otherwise it might break.
A Put y o u r hands together for our special guest!
-5 The two together must be w orth a f o r t u n e .
.6 All of us must fight together against this menace.

2 a W h a t do you t h i n k a re th e m o s t c o m m o n v e r b s th a t c o llo c a te w it h to g e t h e r ?
C o m p le te th e g aps w it h a v e rb + to g e th e r.

1 It’s a good th in g w e to n ig h t. It m ig h t be o u r last ch ance.

2 We m u s t begin to as a te a m - th a t w a y w e 'r e stronger.
3 y o u r th in g s now, w e 'r e leaving.
A Do you t h i n k th e s h i r t and tie 1
5 He's been h e lp in g M a r k _ _ a b u s in e s s plan.

b W h a t o t h e r v e rb c ou ld you use in each s e n te n c e to e x p re s s a

s i m i l a r idea?

It's a good th in g we m e t to n ig h t...

3 a Put is th e v e rb w h ic h m o s t c o m m o n ly c o llo c a te s w it h to g e th e r.
T h in k of a s y n o n y m f o r each of th e s e e x a m p le s .

1 Our panel of experts put together a list of top ten foods

to e a t .
2 The movie is being put together b y a group of independent
film-makers.
3 She h a d put together a proposal for a b ook about Thomas
Jefferson's boyhood.
4 I'm g oing to put together the best staff to improve the office.

b W h a t do you t h i n k th e s e h i g h lig h te d e x p re s s io n s m e a n ?

1 They w o n more medals at the Barcelona than the last four

Olympics put together.
2 We're planning a little get-together for next Saturday.
3 I really admire her - she's such a together person.
4 I put two and two together and saw that I wasn't welcome.
5 I wanted to go to Nepal but I just didn't get it together.

U a C o m p le te th e s e q u e s tio n s w it h a v e r b + to g e th e r.
1 W ho is m a r r ie d in y o u r fa m ily ? H ow long have th e y ?
2 Have e v e r had to a r e p o r t o r a p ro p o s a l f o r v o u r w o r k ?
W h a t w a s it about?
3 W hen you go on holiday, h o w long does it ta ke you to th e th in g s
you need to take?
A Why do you t h in k c o u n tr ie s find it so hard to to fig h t g lo b a l
w a rm in g ?
5 Look at th e photos. Do you th i n k th e c o lo u rs ?
W hy / W h y not?

b A s k and a n s w e r th e q u e s tio n s .

102
 EKPLOREWriting
Goals
1 a L o o k a t t h is c a m p a ig n p o s te r f o r S h e lt e r, a UK c h arity . © describe an organisation

H o w d oes th e im a g e t r a n s m i t its m e s s a g e ? © present som ething in the best possible lig h t

Shelter
Shelter is a charity that works to alleviate the distress
caused by homelessness and bad housing.
We do this by giving advice, information and advocacy to
people in housing need, and by campaigning for lasting
political change to end the housing crisis for good.

Shelter cannot house you, but we can give confidential

help to people with all kinds of housing problems.

Shelter tackles the root causes of bad housing by

lobbying government and local authorities for new laws
and policies, and more investment, to improve the lives of
homeless and badly housed people.
Our influential campaigns bring aspects of bad housing
to the attention of the media and the public, who help us
fight for solutions.
As a leading expert on housing in Britain, we develop
practical solutions to address the housing crisis.

We’re proud to join forces with like-minded organisations,

to share our ideas, and develop creative ways of tackling
b W h a t do you t h i n k th e c h a r ity fig h ts fo r,
housing need.
a p a r t f r o m c o m b a t in g h o m e le s s n e s s ?

2 a Read th e e x tr a c t f r o m th e S h e lt e r w e b s ite .
H o w d oes it a n s w e r 1 b?
b The w e b p a g e w a s w r i t t e n to cast th e o rg a n is a tio n
b Add th e s e s u b h e a d in g s to th e gaps. in th e best p o s s ib le lig h t. H ow is t h is do n e? T h in k
a b o u t:
F ig h tin g f o r ch a n g e A b o u t us Help and advice
I n f o rm in g p ro fe s s io n a ls • th e g e n e ra l co nte n t.
• th e la n g u a g e ite m s chosen.
c W h a t do you t h i n k is th e best o v e r a ll h e a d in g fo r c Find v e rb s in th e w e b s it e e x tr a c t w h ic h t a l k
t h is e x tr a c t? a b o u t:

O ur va lue s W ho w e are E qu a lity and div ersity 1 h e lp in g and solvin g p ro b le m s .

H ow w e m a ke a d iffe re n ce 2 fig h tin g s o m e th in g .

d W h y do you t h i n k t h e r e a re so m a n y of th e s e
a H ow d oes th e w e b p a g e e x p re s s th e s e ideas?
v e rb s ? W h ic h o t h e r v e r b s do you t h i n k c o u ld be
W h y? C o n s id e r in d iv id u a l w o r d s / e x p re s s io n s
used in te x t s of th is type?
as w e l l as v e rb fo r m s .

1 H o m e le s s people are help ed by Shelter. W r i t e a "Who w e a re ' d e s c r ip tio n of th e c h a r ity

2 C o n fid e n tia l help is given to th o s e people w ith o rg a n is a tio n you c ho s e on p 100.
ho u sing p ro b le m s .
3 We fig h t th e m a in causes of bad housing.
4 The m ed ia and th e p u b lic find o u t a b o u t us
t h r o u g h o u r c a m p a ig n s .
5 The hou sing c ris is is d e a lt w it h using p ra c tic a l
s o lu tio n s .

103
 Look again O
Grammar
Inversion U a No w a y is common in conversations. W hat do you
think it m eans here? W hat are the people talking
1 a Look at this exam ple from the unit. about?

Not only h a d you escaped from the clanking a No w a y w i l l U n ited w in th e league.

machinery of this lesser life, but you had
escaped w i t h most of your mates and n e i g h b o u r s .
T hey h a v e n 't got a chance.
v --------------------
1 The sen te n c e s ta r ts w it h an a d v e rb ia l phrase.
H ow does th is a ffe ct th e w o rd o rd e r? No w a y did he w r it e th a t h im s e lf.
2 You c ould also say: He copied it f r o m th e In te rn e t.
You h a d n 't only e s c a p e d ... b u t ... v ---------------------------------------------------
H o w w o u ld th a t cha n g e th e m e a n in g ?
It's g rea t f o r a holiday, bu t no
b Here are some more adverbial phrases that can
w a y w o u ld I w a n t to live th ere .
start a clause or sentence.
Which word s in A can combine with words in B?

b ♦ Listen and m a rk the words w h e re the

A B
emphasis is placed in each sentence.
not way
v e ry u n til
a W rite tru e sentences beginning with an adverbial
at no r a r e ly
phrase about:
in no now
only r e c e n tly • s o m e t h in g th a t ra re ly o r n e v e r ha ppens.
once • s o m e th in g th a t only h a p pe n e d recently.
tim e • s o m e t h in g you b e lie v e rs im p o s s ib le o r a
rid ic u lo u s idea.
2 a C o m p le te th e gaps w it h e x p re s s io n s f r o m 1 b.
b Listen to each other's sentences and ask
1 I s h o u ld add t h a t have I, o r anyone on questions to find out more.
m y behalf, received a c o m p la in t.
2 _ . does th e c ris is th r e a te n t h e i r business. a W h a t do these pictures show? W rite a brief
3 Seven y e a rs I've k n o w n h im and has he caption for each with no way.
let m e down. b Com pare your captions.
4 U s u a lly you a u d itio n f o r th in g s so m a n y tim e s .
_ do you get th e d re a m call.
5 have w e discovered w h a t th e re a l
p r o b le m was.

b W h ic h a re f o r m a l and w h ic h a re i n f o r m a l in
r e g is te r ?

c W h ic h w o r d s w o u ld you s tr e s s f o r e m p h a s is ?

d * I T O L is te n to ch e ck.

R e w rite th e s e s e n te n c e s w it h a d v e r b ia l p h ra s e s .

1 The bu s in es s s ta r te d slowly, but n o w we are

m a k in g a profit.
O n ly ... G ram m ar referen ce, p 1 4 4
2 He d id n 't pick up th e phone to see h ow I w as.
A t...
3 It h a rd ly e ver ra in s here in July.
V e ry ...
4 I d id n 't re alise m y bag w a s gone u n til w e w e re
leaving th e bar.
N o t ...
5 It's p o u rin g w it h rain, and it's also fre e zin g!
N o t...

104
Vocabulary
C ollective nouns fo r people C ollective ad jectives

7 a How many different kinds of groups can you 1 0 a We can use adjectives as nouns to ta lk about
re m e m b e r from the unit? certain groups of people:

b Sentences a - g talk about o th e r groups of people.

1 W ho do you th i n k is ta lk in g in each sentence,

and a b o u t w h a t?
2 W h ich of th e h ig h lig h te d no un s d e s c rib e s a
s m a l l g ro u p ? W h ic h d e s c rib e s a large gro u p?
3 W h ich have a negative c o n n o ta tio n ? W h ich
• h o m e le s s people —> th e h o m e le s s .
could be both negative o r n e u tr a l?
• e ld e rly p e o p l e - > th e e ld e rly .
4 W h a t o t h e r w o rd s c ould rep la ce th e
h ig h lig h te d nouns?
a .Well, the hordes of admirers are difficult to
put u p w i t h sometimes,
b The suspect's court hearing today will be on
a live video link from prison, so police do
not have to confront an angry mob.
c While you were just "hanging out with the gang"
I was wondering if you were alive or dead!
d T h e H u n t i n g P a r t y - a camera crew (Gere,
Howard, Eisenberg) goes looking for a Bosnian Com plete these sentences with th e and an
warlord in this darkly comic thriller,
adjective from the box.
e They've h a d to learn to adjust to a high
school where, if you're not in a clique,
ric h p o o r e ld e rly h o m e le s s
y o u 're n o b o d y .
f All of a sudden, they became a top-40-type needy disable d
group appealing to the younger crowd,
1 He k n o w s th a t it's w ro n g to p a rk in spaces fo r
g Aberdeen's top scorer, Stavrum, has been
linked w i t h a move to German team St Pauli.
2 The g o al is to p r e v e n t f r o m dying of
8 a Which nouns in 7b can also be used with the ones exposure.
in the box? Make as many collocations as you can. 3 The gap b e t w e e n and __ is s te a d ily
Use these patterns: in c re as in g .
\ • A The r is k of in fe c tio n is g re a t e r in
1 no u n + noun, m ob ru le 5 It's r a t h e r th a n th e g re e d y th a t have to
2 noun + of + noun, h o rd e s o f c h ild re n be p rote cte d .

to u r is t s v io len c e m e m b e r ru le b How do you express the ideas in your language?

fl i g h t ca p acity c h ild re n le a d e r C Talk to g e th e r.

b Make these sentences more precise by replacing 1 H ow are th e s e g ro u p s of people ta lk e d a b o u t

g ro u p with an alternative. in y o u r society?
2 Do you t h in k a ttitu d e s to w a rd s th e m have
1 He w a s ha n g in g out w it h th e w ro n g g ro u p .
ch a ng e d o ver th e las t 50 ye ars? If so, how?
2 They w e re a p ro fe s s io n a l g ro u p and s o rte d out
o u r p r o b le m s easily.
3 These are th e to w n s w h e r e th e y can r e c r u it Self-assessm ent
n e w g ro u p m e m b e r s .
Can you do th e s e th in g s in English?(^ ir c le)a n u m b e r
A If you go to th e beach r e s o r ts in th e s u m m e r
on each lin e . 1 = I can’t do th is, 5 = I can do th is w e ll.
y o u 'll find g r o u p s of to u r is ts .
® describe groups and membership
5 I w a s ill on th e flig h t but th e cabin g ro u p w e re
v e ry h e lp fu l. ® describe feelings about belonging

6 G ro up vio le n ce is a cause of in n e r - c i t y c rim e . © give opinions emphatically

® explore strategies for analysing authentic
9 Writing game. texts

1 W rite a s e n te n c e th a t could be p a rt of a story,

® persuade others to take action WKMMMM
in c lu d in g a c o lle ctive noun fo r people. Pass © describe an organisation

y o u r s e n te n c e to a n o t h e r pair. © present something in the best possible light EKHH

2 C on tin u e th e s to ry w ith a n o th e r sentence.
• For Wordcards, reference and saving your work -» e-Portfolio
Pass y o u r se n te n c e s to a n o th e r pair. C o n tin u e • For more practice -> Self-study Pack, Unit 10
w it h fo u r o r five m o r e s entences.
3 Read o u t y o u r story.

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.

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?

LANGUAGE 2 a 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.

FOCUS
carbon dioxide global warming CD
C lim a te change
1billion tonnes
«, humQns 5 a5

o
■a
climate cha.nge Cc/5L
S 90% O
Richard Branson CD six degrees E
CL century
United Nations CD
greenhouse gases
billionaire LO
CN

1 W h ich are d ire c tly c o nn e cte d w it h c lim a t e change?

2 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.
3 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 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 .

SPEAKING 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
m ig h t save us from disaster by actually putting th e greenhouse e ffect into reverse.
n
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 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
FOCUS 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.
A ctive and
passive 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.
in fin itive s 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 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

1 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 ...
2 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 ...
3 P um ping sea w a te r: th is w o u ld ... The su n 's rays w o u ld ...
A 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 Do you th i n k it is lik e ly to w o rk ?
2 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 ?
3 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

READING 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?

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 th e G ree n la n d ice sh e et. 3 a ir te m p e r a tu r e s .

2 Gordon H a m ilto n . 4 'd y n a m ic effects'.

108
LANGUAGE A a The verbs in the box all describe processes. How could you use th e m to a n s w e r
FOCUS these questions?
P rocesses 1 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?
2 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 a n s m it

tr ig g e r a c c e le ra te m a rc h m a in ta in va n ish

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:
• 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 .
3 i Q D Read and listen to the
second part of the poem.
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.

1 H ow m a n y re fe re n c e s It’s slow, of course. The children want to burn

to P h a e th o n can you fin d ? anything that burns. They say we stole
2 Find e x p re s s io n s th a t the magic brand, and scraped the sun’s wheel
re fe r to 'fire '. to spark it, so shut up: it’s their turn
3 W ho are th e 'u n fo rtu n a te ' to hit the gas, light out, ignore the brakes,
on e s in th is case? as children should. Just let us be children
they wail from blazing consoles. And we tell them,
LIS TEN IN G and A a*d ) Listen to someone or try to, what it was to drive that borrowed
SPEAKING commenting on the poem. chariot, rocketing, spiralling with its florid
W hat does he say is its main machinery in a thunder of gold tyres
message? Do you agree? down, down the yellowing sky-waste. Oh infelix
b Which parts of the poem Phaethon, earth grew nothing, then, but fires.
talk about: 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 © talk about climate change
© describe an ongoing process

TASK LISTENING 1 a You are going to listen to part of a radio say if actions are justified

discussion about the book The Vanishing ® conduct a debate

Face o f Gaia by scientist Jam es Lovelock.

1 W h a t do you th in k th is title m e a n s?
2 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.
2 W hy do you th in k M o ira la u g h s?

TASK 2 a Which sentences best match J am e s Lovelock's point of view?

LANGUAGE
S aying if a c tio n s
are ju s tifie d
1 G lo b a l w a rm in g is n ow in e v ita b le .
2 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.
3 U sing lo w -e n e rg y lig h t b u lb s is p o in tle s s .
U 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.
5 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 .
6 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 it has no p u rp o s e ?
b it's p o s s ib le to do it?
c th e re 's no good re a so n to do it?
d w e re a lly m u s t do it?
e it's c e rta in to h a ppen?
f 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 d iffe re n c e sense w o rth

p o in t n o th in g 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 3 a Which view is closer to your own?

PREPARATION

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 ow n w a te r ow n w a s te d is p o s a l

3 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 ff-

g 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 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 ?
2 H ow w o u ld you d e s c rib e U n p lu g g in g fr o m th e grid
P erez's to n e a t the
s ta r t and th e end of the " I haven't paid an electricity bill since 1970," says Richard Perez
a rtic le ? Do you see a 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
c o n tra d ic tio n in liv in g
supplies th a t most of us rely on. He generates his own electricity,
'o ff- g r id ', b u t having a
sources his own w ater and manages his own waste disposal - and
215t-c e n tu ry life s ty le ?
prefers it th a t way. "There are tim es when the grid blacks out," he
3 W hy do you th in k it is says. " I like the security of having my own electricity company."
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 ' Perez is not alone. Once the preserve of mavericks, hippies
and survivalists, there are now approximately 200,000 off-grid
liv in g co u ld becom e
households in the US, a figure th a t Perez says has been increasing
p o p u la r w h e re you live?
by a third every year fo r the past decade. For people who live off-
W hy / W hy not?
grid, self-sufficiency means guilt-free energy consumption and
U T h in k a b o u t th re e peace of mind. " I t feels brilliant to use clean, free energy that's not
d iffe re n t re g io n s of th e from fossil fuels," says Suzanne Galant, a w rite r who lives off-grid in
w o rld . H ow easy w o u ld rural Wales. "And if something goes wrong, we can fix it ourselves."
'o ff- g r id ' liv in g be in Now even urbanites are seeing the appeal of generating some if not
each of th e m ? Give all of th e ir own power needs. So is energy freedom an eco pipe-
rea son s. dream 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 s im ila r to w h e re a s ra th e r th a n

2 a 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 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.

2 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.
3 ____ 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 .
U 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.
5 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 .
6 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 .

b Add inform ation with lik e or u n lik e to these sentences to expand the meaning.

1 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 E co -co la is m ade o n ly fro m n a tu ra l in g re d ie n ts .
3 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.
I* 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.

3 a 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 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...

2 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...
3 One e u ro is no w e q u iv a le n t....
U 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 ...
5 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 ...
6 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...
7 I'd p re fe r to cycle to w o rk , as o p p o se d ...
8 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 Listen to check.

U a 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 ® report a point of view

reacting to J a m es Lovelock's ideas about global ® react to a point of view

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?
2 W h a t is each s p e a k e r's view ?
P ila r
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.

What he’s really saying is that global warming is already 3 a Listen to four people expressing opinions.
happening. We can't stop it, so there’s no point in doing 1 W h a t is each p e rs o n ta lk in g a b o u t? M atch
anything. 11 (agree), I think things aren't nearly as bad th e m w ith th e photos.
as he says they are. 12 (exaggerating) a bit. 2 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 Choose one of the opinions you heard and prepare

When he says it’s too late, I think what he really means is to com m ent on it. Note down expressions you
that we’d have to do something quite drastic, like - oh, I don’t could use.
know - invent new technology to deal with it. Something like
1 T h in k o f w ays to re p o rt th e o p in io n .
that. I think ‘ (spot on), . (right)
• 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 ...
b Read w h a t the people said. W hat expressions do • One e x a m p le she g iv e s is ...
you think go in the gaps? 2 T h in k of w ays to agre e , p a rtly a g re e o r
d isa g re e .
c Listen again to check.
• 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 ...
a Com pare these two ways to give the sam e
• I th in k s h e 's s p o t on ...
inform ation. How do the expressions in B change
3 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
the meaning?
th e to p ic.
A • It s e e m s to m e ...
B
1 He says th a t 1 W h a t h e 's re a lly • I th in k it's t e r r ib le th e w a y ...
g lo b a l w a rm in g s a yin g is th a t g lo b a l • I d o n 't a p p ro v e o f ...
is a lre a d y w a rm in g is a lre a d y d Talk about the opinion you chose. Do other people
h a p p e n in g . h a p p e n in g . agree with you?

2 He says th a t 2 H is p o in t re a lly is
p o litic ia n s are th a t p o litic ia n s are
n e ve r go ing to n e v e r going to say
say how bad h ow bad th in g s
th in g s re a lly are. re a lly are.
 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 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 ),
b 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).
Look at these examples. Which use do they show?
Which uses the passive?
1 Climate change is being experienced
2
everywhere in the world.
One scientist is p roposing to put a huge
glass sunshade into space.
3 Richard Branson is offering $25 million.
4 Experts from around the w o rld are landing
on the ice s h e e t .
5 Arctic temperatures are warming more
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 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 ...
2 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 ...
3 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 ...
A 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 ...
5 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
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
C le ft sentences
U a 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?
The p la ce I'd re a lly lik e to
liv e is V ancouver, C anada.
-----------
/ \
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.
^
b How could you emphasise and focus on the
underlined parts of these sentences?
1 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 .
2 I th in k sh e 's try in g to g e t a tte n tio n .
3 I h ate ru d e sh o p a s s is ta n ts .
A 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.
c Listen and compare your answers. Did the
speakers add other words or expressions? Which
word s did they emphasise?
5 a Look at these examples. The speakers divide
th e ir message into two parts to add emphasis.
1 W h a t is th e p e rs o n ta lk in g a b o u t in each case?
2 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?
a 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 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 .
c 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,
d 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 .
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.
— V
G ra m m a r re fe re n c e , p 1 4 5
Vocabulary
A dverb / ad jective collocations 9 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
6 a L o o k a t th is s e n te n c e fro m th e u n it. 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 a d re a m ?
2 a fa s h io n m o d e l?
3 a ro m a n tic song?
4 a 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 h id e o u s ly
s tiflin g ly w ild ly

1 h o t w e a th e r
2 a cold w in d
3 u g ly a p a rtm e n t b lo c k s
4 an in te llig e n t p e rso n
b L is te n to th e s e d e s c rip tio n s . H ow s im ila r
5 a d a n g e ro u s road
w e re th e y to y o u rs ?
6 a happy co u p le
7 a s u c c e s s fu l book
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
Match each pair of adverbs with a sentence. How w h ic h d e s c rib e e x p e rie n c e s you have had.
do th e two adverbs in each pair differ in meaning?
b W o rk w ith a p a rtn e r. L is te n to each o th e r ’s
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 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 .
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
Self-assessm ent
re s o lu te ly / irre p re s s ib ly 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
h o s p ita l. ® talk about climate change l » » 1
2 In s p ite o f a ll h e r p ro b le m s , she re m a in e d ® describe inventions and how they work D D D E E I
c h e e rfu l. ® discuss proposals
3 He r e m a in e d s ile n t th ro u g h o u t the ® describe an ongoing process 1— M l
m e e tin g . ® understand imagery in a poem K— T— 1
4 We w e re d r iv in g c lo se to th e edge o f th e
® say if actions are justified M i l
road.
©conduct a debate E— I— a
5 I h e a rd fa m ilia r voices in th e ne xt ro o m .
® report a point of view W W
6 The riv e r lo o k s easy to cross.
® react to a point of view
7 The c ro s s w o rd w a s d iffic u lt to solve.
8 The s tre e ts w e r e q u ie t.
• 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 W hy do you th in k th e m is ta k e happened?
2 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 W h a t do you th in k it re p re s e n ts ?
2 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 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?
3 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 s to ry of T h o th ?
A 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 ?

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 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?

LANGUAGE A a C o ve r th e a rtic le .
_____________ FOCUS
1 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 ?
T a lkin g a b o u t
va lu e lo o k up fin d o u t c o m m it (to m e m o ry )
in fo rm a tio n and
know a c q u ire p ic k up a b s o rb
kn o w le d g e
2 W h ich v e rb s have a s im ila r m e a n in g ?
3 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 ?
A 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 key in c lic k on o u ts o u rc e boost

b Read th e a r tic le a g a in to ch e ck.

LIS TEN IN G and 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

SPEAKING 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 T e ch n o lo g y m a ke s go in g o u t m o re in te re s tin g .
2 It saves you tim e w h e n tra v e llin g .
3 It saves you having to m e m o ris e u s e le ss in fo rm a tio n .
A It h e lp s you 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 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?
2 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 ® describe technological advances
© ta lk about how th in g s develop

LISTEN IN G 1 a 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
b e h a v io u r?
2 H ow do th e c h ild re n le a rn to use th e c o m p u te rs ?
3 W h a t is in s ta lle d on th e c o m p u te rs ?
A 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 The children are falling
over th em se lv e s to look
a t som eth in g new.
99
ii ... w hich w ould go on to in spire
the hit m ovie Slumdog Millionaire
99
ii H e's been com in g h ere from the start,
learn in g b y w atch in g others.
99
ii g iv in g the children a c c e s s
to a w hole n ew w orld an d
valu ab le life skills
99

READING a T a lk to g e th e r.

1 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?

2 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 ?
3 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
 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
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?
P
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 .
2____________________________________________ ?
I d o n ’t see th e H ole in the Wall as a purely Indian
ph enom enon. C hildren are th e sam e all across
th e w orld . If it can hold tru e in India, it can
w o rk as w ell anyw here in th e w o rld . C a m bodia,
E thiopia and th e P hilippines have all show n
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
b o o k in th e ir hands. W ith o u t kn o w in g it, children
are going to sites like to u rs and travels, reading
new s, o r m aking a tte m p ts to d o so. A t th e end
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 than th e y w o u ld have d o n e in a classroom .
5 ?

interest in th is project.
3 ?
There w as a s tu d y don e by a p ro fe sso r
tea ch in g in Delhi U n iversity e ntitled C o m p u te r
E n vironm e nt a n d C ognitive D evelopm ent. She
J u s t a b o u t everything. H ow in tu itive ly these
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
p ic k up skills. T heir q u e st fo r in fo rm a tio n is the
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 A a Do the h ig h lig h te d verbs mean: become popular or successful? improve? increase?
FOCUS
1 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
D e ve lo p m e n ts 2 The idea has c a u g h t on a c ro ss th e w o rld .
and advances 3 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.
U 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 .
5 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.
6 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.
7 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 '.
8 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.
9 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.
10 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. It's s o a rin g rig h t
Can other people guess w h a t it is about? now. It's n e a rly 10%
v r'
SPEAKING Talk together.

1 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?
2 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 ?
3 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 'W Search now!

how to g e t rich
how to find love
how to re p a ir yo u r m o to rb ik e
how to m a k e th e p e rfe c t cup of c o ffee
how to g e t th e jo b of yo u r d rea m s
how to play ch ess like a g ra n d m a s te r

TASK a Demand Media is an online company which aim s to a n s w e r the g ene ral public's
PREPARATION most burning questions on th e ir websites. W hat kind of questions do you think
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 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 ?

2 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 ?
3 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 a We definitely think th at it’s

w hole n ew form of content.
99 c au sin g p eo p le to rethink
th eir b u sin e ss m odels.
a
... w e w ith su rety can tell th rough the scien ce 99
an d algorithm s, is g o in g to b e su c c e ssfu l.
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 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.
2 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.
3 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 Take tu r n s to e x p la in y o u r m essage.
2 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.

120
 EXPLORE
Across cultures Technology
1 a Look at the images. Discuss these questions.

1 W ha t do you th in k th e y show ?
2 W h ere w e re th e p h o to s ta k e n ?
3 W hy have th e y been p la ce d to g e th e r?
U 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

Ham ar, Norw ay
in te rp re ta tio n o f th e tw o im a g e s?
Com puter nerds of the w orld unite!
.2 W h at do you th in k th e re p o rt w ill go on to say
The w orld's largest convention of com puter enthusiasts is
. a b o u t m o b ile phone usage in th e W est and in
called, simply, 'The Gathering'. Over 5,000 young people
th e d e ve lop in g w o rld ? come together each spring, some travelling long distances,
b Listen to the full report. Discuss these each carrying th e ir own com puter equipm ent to the massive
questions. Vikingship sports hall in the city of Hamar. Many hardly see
daylight or taste fresh a ir for the entire five days as they
1 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 compete with th e ir fellow geeks fo r cash prizes and the
fro m ? H ow do you know ? honour of being the best com puter programmer.
2 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 ?
3 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 "?
k W h at uses can m o b ile p h o n e s have in:
• India?
• Kenya?
• M oldova?
5 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 ?
6 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 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?
2 W h a t do peop le use th e ir m o b ile p h o n e s fo r?
3 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 doubt h e s ita tio n 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

2 a 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 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 ...

2 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 ...
3 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 ...
4 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 ...
5 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 ...

b L is te n to ch e ck.

3 a 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 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?

2 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 .
3 You’ re jo k in g w ith m e!
4 It's n e ve r happe n e d befo re , th o u g h .
5 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?

U 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 It's c e rta in ly g o ing to be s u c c e s s fu l.

2 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
a 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.
bear get w rite be tr y choose b ore
o o
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.
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 from
them. They are only trying to help you.
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
and to n e .
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
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 ?
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...
3 a 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 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.
2 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 .
3 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.
4 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 .
5 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..
6 you fin d o u t w h a t y o u 're good at, s tic k
w ith it!
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 ?
Goals
® give w ritte n advice
® w rite steps in a process
® describe how to do som ething
use le a rn add
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.
_ 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
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.
U W rite y o u r o w n 'H o w to . . . ' a rtic le .
1 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.
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 .
2 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.
5 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.
123
 Look again O
Grammar
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?
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
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.
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?
1 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 .
2 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.
3 "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.
4 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 .
5 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 .
3 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
124
b W ork in pairs. Writing game.
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.
2 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
3a. Pass it to a n o th e r pair.
3 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 .
He left without saying goodbye...
a Join these sentences using participle clauses.
Then w rite a single paragraph from all four
sentences.
1 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 .
2 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.
3 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 !
4 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 y e a rs, I ...
2 W hen a sked w h y , I u s u a lly ...
3 H aving b e e n fo r , I ...
4 T h in k in g back o ve r m y life , I ...
5 L o o k in g to th e fu tu re , I th in k ...
b C om pare 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
Vocabulary
C o m p u ter icons and collocations know ledge and inform ation

6 a Look at these icons, commonly used in computers 7 a Which of these words can collocate with
and mobile phones. k n o w le d g e o r in fo rm a tio n ?

1 H ow m a n y are fa m ilia r to you? ne w p r io r f u r t h e r / a d d it io n a l

2 Can you g uess w h a t th e o th e rs m ean? b a c k g ro u n d re le v a n t / u s e fu l com m on
3 W h ich ones n o w lo o k o u t o f date? W hy? c o n fid e n tia l 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 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
to in th e ir lives.
2 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.
3 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.
4 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 ...
5 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.
6 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 .
7 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 .
8 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 .

c D iscu ss th e s e q u e s tio n s .

b Make collocations about computing.
a file a s y ste m th e net
an im a g e a p ro g ra m
1 H ow m u c h in fo rm a tio n do you ta k e in on a
d a ily basis?
2 H ow w o u ld you d e s c rib e it?
3 W h e re do you a ccess it?
th e c u rs o r 4 H ow m u ch of it do you re m e m b e r th e next day?

1 b ro w s e
2 o p e n __
3 c o n tr o l.
4 r u n ___
5 d o w n lo a d / u p lo a d ______
6 c ra s h ______
Self-assessm ent
C D iscu ss th e s e q u e s tio n s .
Can you do th e s e th in g s in English?(0 ir c le )a n u m b e r
1 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 on each lin e . 1 = I can 't do th is, 5 = I can do th is w e ll.
c ra s h be used?
I © talk about knowledge and technology
2 W h a t do th e s e w o rd s m e a n in re la tio n to
® discuss how to access information
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 ?
® describe technological advances
• m o use
• bug ® talk about how things develop

• v iru s © explain an idea

• co okie ® deliver a positive message
• b o o k m a rk ® give written advice
• sp am © write steps in a process
• d e s k to p i ® describe how to do something
• hom e
3 Do you k n o w any te c h n o lo g y -re la te d b ra n d • For Wordcards, reference and saving your work -» e-Portfolio
na m e s th a t have b ecom e everyday w o rd s ? • For more practice -» Self-study Pack, Unit 12

google, p h o to s h o p ...

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. 4 Think about the student.

o What w as it called? o What is her name?
o What street w as it in? o When w as the card valid?
o What w as your first teacher’s name? o What is her card number?
2 Think about last Saturday. 5 What kind of hair has the student got?
o What time did you get up? 6 What kind of university is Athabasca?
o What colour clothes did you wear? 7 What images can you remember from the sign on the road?
o Did you go to a shop? If so, what did you 8 What kind of trousers is the woman wearing?
buy? How much w as it? 9 What time of year is it? How do you know?
3 Think about the children on page 6. Which 10 What colour is the pram? What about the wheels?
seven countries did they come from?

Unit 2, p20, 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 . Are these statem ents true for you? Rank them
1 I s ta rte d le a rn in g E n g lis h ... 1 -1 0 (1 0 = very true / im portant).
2 I use E n g lish [w he n ? w h e re ? ) ... □ I need to socialise more with English speakers.
3 I need E n g lish fo r ... D I want to become familiar with different
4 E n g lish is h e lp fu l w h e n ... world ‘Englishes’.
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 □ English rem ains just another ‘subject’ that I
a b ilitie s in E n g lis h . study.
□ I’d like to immerse m yself in an English-
1 I have no / little / so m e / p le n ty o f o p p o rtu n ity
speaking environment.
to use E n g lish o u ts id e class.
□ Reading more in English is how I can best
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
pick up new vocabulary.
w h e n s p e a k in g in p u b lic .
□ A knowledge of colloquial / informal
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 .
expressions is what I need right now.
lo n g e r an issue fo r me.
□ I get a lot of benefit from classroom work.
4 I fe e l I have a lim ite d / e xte n sive active
□ I still tend to translate from my mother tongue
v o ca bulary.
- I need to learn how to think in English.
5 Of th e fo u r s k ills , w rjtin g /.lis te n in g / re a d in g /
□ Learning another language may help me with
s p e a k in g re m a in s m y w e a k p o in t.
my English.
6 I am o n ly s lig h tly / q u ite / n ig h ty m o tiv a te d to
□ I have a set way of saying things - I need to
im p ro v e m y E n g lish level.
vary that and move on.
7 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.

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 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.

2 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?
3 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
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.

1 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 ?

2 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 Student B
You work in the town council. You are a landscape architect.
Your priority is that the traffic flow should not be blocked on the Your main contribution is to suggest
three access roads leading to the square. The square should be creative ideas for using the space. You
attractive to pedestrians, but also consider the needs of drivers, would like to create an attractive area
buses and cyclists. There is money available, but you should not that will be used by people, including
agree to any solution which would involve unnecessary expense. children and old people.

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 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.
BUS
• 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 , ST A T IO N
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 ...).

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 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 ?
2 H ow m u ch o f th e ir food is:
• fre s h ?
• p rocessed ?
• pa ckaged ?
3 Do you th in k th e y have a h e a lth y d ie t?
U 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 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.
2 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.
3 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 .
U 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.
5 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.

130
 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 .

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 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?
2 W hat q u a litie s do you th in k th e y p ro m o te ?
W h a t do th e p e o p le re p re s e n t?
3 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 —
•nti (Wti « » • too ui.tr,9ri i n * M
th
tgInrtbrtj*w IHrtl
W o rk w ith s tu d e n ts fr o m th e o th e r g ro u p s . Lo o k
a t a ll th e a d v e rts to g e th e r.

1 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 ?
2 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: A N D B E G F O R

M O R E
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?
o
W hat does th is say abo u t how th e p re se n ta tio n Lipsm ackinthirst
of w o m e n in a d v e rtis in g has changed? quenchinacetast
inm otivatingood
W h ich a d v e rt do you th in k is m o s t e ffe ctive ? buzzincooltalkin
W hy? highwalkinfastliv
inevergivin r ~ .
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 . c o o lf iz z in L v J
Can you g u e ss w h ic h one and w hy?

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.

132
 Unit 10, p100, Target activity ib
o
This annual, internatio n a l
e In cities around France, homeless
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 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?

2 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 la

L o g in/create a c co u n t
Article Discussion

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).

133
 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 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 ?
2 W hy does he th in k th is w ill happen?
3 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 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 ?
2 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?
5 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 ?

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!

135
 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 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 ?
2 H ow m u ch o f th e ir food is:
• p rocessed ?
• packa ged?
• fre s h ?
3 Do you th in k th e y have a h e a lth y d ie t?
4 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 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 .
2 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 ?
3 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 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.
2 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 Burj At Arab
Mandela 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 day-
to-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 W h e re is th e c lo c k and w h a t is its p u rp o se ?
2 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 ?
3 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

139
 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
O th er uses of would
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.
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.
4 to make requests:
Would you help me with these bags?
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')
140
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.
Past p e rfe c t progressive: had been + -ing
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*!
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.
We often use the above tenses in:
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.
 Adverbs Talking about change
We can use adverbs to modify: Tim e comparison structures
Most people eat more meat than they used to.
1 a verb:
Problems associated with obesity are more widespread than they
She sang beautifully.
were a generation ago.
I enjoyed the performance immensely.
Fifty years ago, most people in Europe had a much more
2 an adjective: restricted diet than they do today.
He seems reasonably happy with his progress.
In comparison structures, auxiliaries are usually repeated
It's extremely difficult to follow what he’s saying.
(are... than they were). Main verbs are omitted or replaced by a
3 a noun or prepositional phrase: form of do le a f... than they used to-, had... than they do).
It's really a form of baseball.
g e t / becom e + adjective
The car was completely out of control.
The differences between rich and poor have got bigger over the
4 another adverb: last few decades.
We've read your proposal extremely carefully. Access to information has become more freely available to
everyone.
Common adverb / adjective collocations
O ther verbs
highly competitive
increase decrease improve
effective
evolve develop rise
intelligent
collapse improve decline
unlikely
deteriorate fall spread
significant
questionable Other expressions
perfectly acceptable undergo a Irapid, gradual1 transformation
clear make a (rapidl transition
norm al undergo a (complete] revolution
go into Igradual, rapid, terminalI decline
fully aware (of)
show a Imarked, noticeable) improvement
booked
inform ed (of) Cause / effect expressions
deeply disturbed
shocked A causes B
moved give rise to
lead to
Common adverb / verb collocations re su lt in
deeply / profoundly regret trig g e r
vividly/clearly remember bring about
strongly support
B is caused by A
highly / strongly recommend
re su lt from
thoroughly enjoy
be a (direct) consequence of
entirely/ totally agree
stem from
fully recognise
have its o rig in ls) in
strongly/ firmly believe
originate from
Short responses
A influences B
We often use adverbs as single-word responses in have an effect on
conversation: have an influence on
A I think she did the right thing, don't you? have an im pact on
B Absolutely. affect
A Are the classes worth going to? have consequences for
B Oh yes, definitely.

Adverbs that can be used in this way:

absolutely definitely precisely probably
completely certainly exactly possibly
totally not really hardly

141
 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.
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

2 Passive verb + fo + infinitive To refer to activities or feelings that started in the past and are
Pasta is generally believed to have originated in China. s till going on:
Better street lighting has been shown to reduce crime. I ’ve been trying to contact her for days, but I don't know where
The number of teachers retiring early is reported to have risen she is. (= I'm s till trying).
dramatically. I've been meaning to email you, but I never seem to find the time.
(= I s till intend to write)
Infinitives afte r passive reporting verbs
We also use it to refer to activities that have been continuing
Passive reporting verbs can be followed by: up to now, but have now stopped.
1 the simple infinitive: Where have you been? I ’ve been trying to contact you for days.
(= now I've succeeded in contacting you)
Better street lighting has been shown to reduce crime.
Look - it's been raining. (= now it has stopped, but the ground
(= it reduces crime)
is wet)
2 the continuous infinitive:
’S tate’ verbs
They are supposed to be living in the Bahamas.
(= they are living) Some verbs are not norm ally used in the progressive form.
These include:
3 the past simple infinitive:
More than 50 people are reported to have been killed in the blaze. • verbs describing m ental states and feelings: think, believe,
know; love, respect, admire; need, want
(= they were killed)
• verbs describing perm anent qualities and states: consist,
4 the past progressive infinitive: contain, include, involve, be, have 1= possess!, own.
They are believed to have been conducting informal negotiations.
With these verbs, we use the present perfect simple instead of
(= they have been conducting)
the progressive:
Common passive reporting verbs Fashion photography has always involved manipulating images.
say calculate th in k We’ve had this sofa for years.
consider suppose reckon
Some verbs can be used in the simple or progressive with no
acknowledge show estim ate
difference in meaning:
understand report feel
They've lived / They've been living in London ever since the war.
believe know presume

142
 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.
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)
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.
143
 Modifying a sentence Inversion
We can use adverbs and expressions to modify a complete A d v e rb ia l phrases
sentence. They can come at the beginning o r the end of the
Certain adverbial phrases can be moved to the beginning of a
sentence, or as a parenthesis w ithin the sentence (usually with
sentence to give special emphasis. A fter these phrases, the
a comma before and after].
subject and verb change position ('inversion').
She didn't get into Oxford, unfortunately.
Naturally, we’re very disappointed with the result. Compare:
We are, of course, delighted to hear that the family are safe and He not only evaded tax, but he then lied about it.
well. Not only did he evade tax, but he then lied about it.
I didn't realise my wallet was missing until I got home.
Signalling attitude
Not until I got home did I realise that my wallet was missing.
Sentence adverbs and expressions are often used to comment
The following adverbial phrases can be used in this way:
on the sentence or signal the speaker's attitude.
not only
1 = it's understood: only rarely
naturally, of course, obviously at no time
very rarely
2 positive comm ent:
in no way
fortunately, luckily, I'm glad to say
only recently
3 negative comment: not once
unfortunately, sadly, I'm sorry to say not until Inowl

U expressing surprise: These phrases can be used with different tenses:

surprisingly, astonishingly, incredibly, amazingly, oddly, Not once did they get in touch to ask how I was.
strangely Ienough1 At no time have I claimed money from the company for personal
expenses.
5 expressing tim e or duration:
Only very rarely was / consulted about managerial decisions.
suddenly, gradually, eventually, in the end
The main sentence stress shifts onto the adverb phrase:
6 expressing contrast: • •
however, nevertheless, all the same Not only did he evade tax, but he then lied about it.
• •
Not once did they get in touch to ask how I was.
Softening
Only very rarely was I consulted about managerial decisions.
They can be used to 'soften' what we are saying or make it less
definite. The expression no way is common in conversation, meaning 'in
maybe 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
presumably
I think want to do it]
probably We also use inversion after tim e expressions: no sooner,
perhaps hardly, scarcely. These are usually followed by the past perfect.
sort of No sooner had we taken off than the plane started shaking.
possibly Hardly had I started reading when Jane came in and started
in a way telling me about her homework.
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

144
 Cleft sentences Participle clauses
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 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... + -ing]
( fo r m : v e r b
C o m p a re : We lay on the beach, gazing up at the night sky.
W e need a new car. When shopping for clothes, always check the label.
—> What we need is a new car.
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
I'd really like to give up my job.
w it h a n a c t iv e v e r b :
—» What I ’d really like to do is give up my job.
We lay on the beach and gazed 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 —> W e lay on the beach, gazing up at the night sky.
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)
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 :
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...
r e f e r r in g to t im e , p la c e , r e a s o n , e tc .: before going to bed...
the thing without saying anything...
the time on hearing the news (= w h e n I h e a r d )
the person / people while walking through the park...
the place
the way Past p a rtic ip le clauses
the reason + -ed]
( fo r m : v e r b

What / The thing I need now is some money. Although badly wounded, I managed to crawl back into the
building.
The time I like best is just before sunset.
If asked his opinion, he usually remained silent.
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. 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
The people I really admire are traffic wardens. a p a s s iv e v e r b :
Although I was badly wounded,...
C left sen ten ces w ith I t ... Although badly wounded,...
It
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
f o llo w e d b y a
who o r that. C o m p a r e :
c la u s e w it h P e rfe c t p a rtic ip le clauses
My aunt first got me interested in politics. ( fo r m : having + v e r b + -ed)
—> It was my aunt who first got me interested in politics. Having lived in London all my life, I couldn't imagine moving.
We only heard he was ill yesterday. Having finished the shopping, we went to a cafe for lunch.
—> It was only yesterday that we heard he was ill.
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
S t a r t in g w it h a c la u s e w it h It ... g iv e s a d d e d e m p h a s is to th e tw o e v e n t s :
f ir s t p a r t o f th e s e n t e n c e [my aunt, yesterday]. W e finished the shopping. Then we went to a cafe.
—» Having finished the shopping, we went to a cafe.
It ... to c o r r e c t p e o p le :
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
It w a s actually London that I flew to, not Manchester. 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
It wasn 't my husband you spoke to, it was my brother. c la u s e . S o w e c a n s a y :
After going online, type a word into Google.
B u t n o t:
After going online, Google will appear on the screen.

145
 Unit 1 but th e n I fo rg o t th e m a ll, so I had to b ro th e rs and it w as such good fun to go
use a d iffe re n t strategy. I had to jo t down th e re and have a picnic ... there
»c o
th e m a ll down in an ad d re ss book as w e re n 't any cars at th e tim e. We w e n t
1 sarah Yeah, I found it really d iffic u lt
rem ind ers. So, I d o n 't fo rg e t th e m ! down w ith horses. And looking back
at firs t because I d id n 't speak the
A uri As I got o ld e r, m y ... my m em ory now on th is occasion re m in d s m e of how
language very w e ll, but it was pretty
started to fade a bit, but one th in g b e a u tifu l th e villa g e childhood was.
easy to fit in a fte r a w h ile because
I can, I can alw ays re m e m b e r are ben Yes, I guess if I th in k about it, I do have
people are very friendly. I also was
n u m b e rs - p eople's n u m b e rs, a very e arly m e m o ry fro m m y childhood.
lu cky to m eet a lot of expats here. I
te le p ho n e n u m b e rs but fro m years I w as at school, I th in k I'd ju s t started
rea lly m iss m y frie n d s at home but the
ago, and b irth d a ys ... I've no pro b le m p rim a ry school. I m ust have been about
people that I've m et here are really,
w ith re m e m b e rin g pin n u m b e rs, fo u r years old. And in m y class, w e ll
really nice. I've also made a rea l e ffo rt
bank account n u m b e rs, lo tte ry th e re w ere a lot of o th e r kids as you
to learn the language, but to be honest
n u m b e rs, th a t kind of th in g . can im agine, but the thing I re m e m b e r
m ost of the expats th a t I've m et here
5 tina I can re m e m b e r a ll kin d s of w hich m ade me feel very unhappy at the
speak English, so it's easier ju s t to ta lk
th in g s, b u t I'm re a lly hopeless w ith tim e was th a t I d id n 't have a partner. So
in English to them . And yeah, I feel
p eople's nam es and faces. I know th e re w ere 28 o th e r kids, 1A p artners,
th a t I've adapted to the country and
t h e ir faces look fa m ilia r b u t I c a n 't w hatever, and I d id n 't have one and so
I'm enjoying it and I probably w ill stay
re m e m b e r w h e re I kn o w th e m fro m , I had to w o rk and play w ith the teacher.
here fo ra long tim e.
th a t s o rt of th in g . I'm OK w ith nam es So, it was kind of em b a rra ssin g , o r I
2 d a n ie l W hen I firs t a rrive d here
of th in g s and o b je cts and place th in k it was kind of sad fo r a fo u r-y e a r-
everyone was rea lly w elco m in g, even
nam es, b u t w h e n I see so m e o n e I old boy. So one day, I re m e m b e r the
th o ug h I d id n 't speak the language,
fin d it re a lly hard to kn o w w h e re I te a ch e r said to m e: "Your p a rtn e r has
I d id n 't speak a w ord. I found th a t
re m e m b e r th e m fro m . And I get into arrived, th e re 's a new boy w ho's com e to
hard to get used to, not living in an
a re a l panic, my mind goes blank school and he's going to be yo u r partner."
E n g lish -sp e akin g country. There
and I kn o w it's re a lly easy to offend And I re m e m b e r the excitem ent, the
w ere lots of th in g s I m issed from
people w h e n you do th a t, so I have expectation of seeing w ho th is was going
back hom e - food, pubs, m y frie n d s.
to p retend to kn o w th e ir nam e. And to be. I was th in kin g I'm not going to be
And a lth o ug h I fe lt accepted and
s o m e tim e s th e nam e's on the tip of on m y own any m ore. Anyway, his name
w elcom ed at the beginning, th e m ore
my tongue but I ju s t c a n 't re m e m b e r w as Noah and he became m y p a rtn e r
I le a rn about the cu ltu re here, the
it. It ’s very e m b a rra s s in g . w hen I was fo u r years old and the
m ore I fe e l like an outsider. I th in k I'll
incredible thing is th a t nearly AO years
never be accepted re a lly u n til I can •O
la te r, w e 're s till rea lly close friends.
speak the language flu e n tly. Yeah, I'll andrew I re m e m b e r w hen I was little , when Isn 't th a t incredible? So, I guess th a t's
always fe e l like an o u tsid er, really. I w as young. I p a rtic u la rly re m e m b e r you know, a happy m em o ry of m eeting
w hen I was about five o r six, th a t kind of som eone at the, kind of, very e a rlie s t
•o
period, going to the beach and w e'd stay tim e you could do.
1 l ia m I th in k I do have a good v isu a l
in a cottage in the New Forest and w e'd
m e m o ry and a good s p a tia l m em ory.
pack a ll o u r th in g s up and set off fo r the i o
I, I th in k I've a m e m o ry fo r places,
beach and the excitem ent of th a t journey, 1 a A m I OK w ith him on m y own?
fo r th in g s th a t I’ve seen, e rm , as
of the preparation, w ith the buckets and b Oh yes, he's u s u a lly fin e w ith
long as I'm paying a tte n tio n . If
the spades and checking everybody was s tra n g e rs , once he's got used to you.
I'm going back to a place th a t I've
ready and getting in the car, but the m ost He does have a te n d e n cy to get a bit
been to before, w h e n I get th e re ,
... the thing I rea lly re m e m b e r is th a t excited if he th in k s y o u 're a fra id of
I 'll see s o m e th in g t h a t 'll jog my
as we w ould drive tow ards the coast, h im , m in d. B ut you sh o u ld be OK.
m em ory. I t 'll m ake m e re c a ll w h e re
the tree s - we w ere staying in a kind of J u s t keep ca lm , d o n 't le t him see
s o m e th in g e lse w a s in th e scene,
forested area - and as we got to w a rd s the yo u 're a fra id . I 'll be back in a b o ut 10
even if I c o u ld n 't have visu a lise d the
coast, th e tree s w ould th in out and you'd m in u te s anyway, so d o n 't w o rry.
place before going back th e re . W hen
get g lim p se s of the sea as you arrived 2 a You need to be ve ry c a re fu l on th is
I get th e re , it a ll comes back to me.
and w hen we firs t got the little glim pse bit. It's lia b le to get re a lly s lip p e ry
2 jan e I'm rea lly bad, I, I can't, I ju s t
of the w a te r refle ctin g in the distance w h e n it's been raining .
alw ays leave the house and fo rg e t at
w e'd a ll open the w in d o w s and see if we b Oh, se e m s to be OK.
least s o m e th in g w h e th e r it's like my
could s m e ll th a t p a rtic u la r s m e ll of the a W ell, e sp e cia lly on th e bends. I'd
phone or, e rm , m y bank card o r my
beach. So, by th e tim e we arrived at the s lo w dow n a bit.
keys. It's u su a lly m y keys. I’ve got a
beach, we w ere at such a high level of b I'm only doing 70, sh o u ld be a ll rig h t
m ental block about keys. I th in k I'm
excitem ent, we'd a ll spin out and s ta rt ... S o rry!
going to have to s ta rt w ritin g notes
digging sandcastles and stuff. But I ju s t a See w h a t I m ean?
and leaving th e m on the fro n t d o o r to
re m e m b e r loving that, the firs t glim pse, 3 a Anyway look, you need to keep saving
rem ind me to pick th e m up. But yeah,
the firs t refle ctio n of lig h t on th e horizon th e data, because it te n d s to crash
now I've given, e rm , lots of frie n d s
- th a t the beach was nearby - and the suddenly, ju s t fo r no reason. I th in k
w ho live nearby, they a ll have sets of
firs t s m e ll of the rottin g seaweed was it's the p ro g ra m , it ’s got a bug in it.
keys now so I tend not to get stu ck
ju s t som e th in g th a t's stayed w ith me b OK, w e ll I 'll ju s t keep pre ssin g 'save'.
o utside in the cold any m ore.
forever, really. a Good lu ck. J u s t sh o u t if you've got a
3 o lga I don’t have a very good m em ory,
j u l ia One of m y e a rlie s t m e m o rie s is the p ro b le m .
e s p e c ia lly fo r n u m b e rs. So, I used to
day th a t we w e n t to w ash m y aunt's A a Anyone else?
have one passw ord fo r e ve ryth in g .
w ool. She w as g e tting m a rrie d and b Then th e re 's Amy. She's ve ry b rig h t
Quite an easy one as w e ll, and then
beforehand, she had to do th is preparing and te n d s to kn o w a ll th e an sw e rs.
a frie n d to ld m e th a t's not w h a t a
of th e m attre sse s fo r h e r fu tu re wedding. And she's alw ays p u ttin g h e r hand up
passw ord is about. So, I got d iffe re n t
So, a ll the fa m ily got to g eth e r, we w ent and c a llin g out th e an sw e rs, I th in k it
p assw ords fo r o n lin e b anking, e rm ,
down to a s m a ll riv e r nearby w here re a lly annoys the o th e rs so m e tim e s .
fo r Facebook, fo r w o rk ... a ll the
we live, n e a r the villa g e . And it w as a ll a I 'll w a tch o u t fo r th a t, then.
d iffe re n t ones. And at the tim e I
the fa m ily to g eth e r, a ll the cousins, my b Yeah, I m ean, d o n 't d isco u ra g e her,
th o u g h t of som e a sso cia tio n s th a t
gra n d p a re n ts, m y m um , m y siste rs, my th o u g h . She's a nice kid.
w o u ld re m in d m e of th o se w ords,

146
*D
ben 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
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?
• • • ch ild ren now and e rm , life is centred
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 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.
3 ana So, w h a t w e re you m e a n t to do
today?
w il l e m Eh? S orry, I'm not w ith you.
ana W ille m , you've got a m e m o ry like a
sieve, you rea lly have! Really, I ...
w il l e m Oh, yes. You're rig h t, the
m o rtg a g e . I alw ays fo rg e t to do
an ything relate d to paying money.
4 sa lesm a n And th e re 's th is one.
cu sto m er W ell, th is is a lo t m ore
expensive.
salesm an T ha t's because th is m od e l
has p le n ty of m em ory. 150 GB.
5 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
m em ory. R ight here goes. U n it 13
fo cu ses on fa m ily la w ...
6 o f f ic e r 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.
"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 gain. I th in k so, yeah.
♦C D
1 You m issed the show, th a t's ju s t too bad!
2 Oh, it's ju s t so you - you sh o u ld buy it!
3 H ello, it's ju s t so nice to be back hom e!
4 A rriv in g on tim e ? I guess th a t's ju s t too
m uch to expect!
Unit 2
*Q D
norman Probably w h a t defines me m ost
is th e background w h e re I grew up.
I grew up in the so u th -w e st c o rn e r
of G erm any and I spent m ost of my
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
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
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.
I th in k th a t says a lot about my id e n tity at
the m om ent.
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
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,
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
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
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.
ja n e 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
frie n d s. I see m yse lf as a happy person,
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 13 w o rk 1 4 're having
15 cam e 16 w o u ld have m et
I n n
A amanda 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?
uri 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
been out of w o rk fo r a w h ile now and
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
a
in te re ste d in w o rk in g w ith us?
B m ic h a e l So, Ms Faber, it's nice to m eet
you at la st!
sa n d y 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
co u ld n 't im a gine w h a t you ...
m Yes, th a t's rig h t, it's alw ays good put
a face to a nam e,
s 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.
m 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.
C amanda M rs Santos, it's re a lly nice to
have you back here w ith us.
carm elo T ha n ks a lo t. It's g re a t to be
back. And you are?
a A m anda Woods.
c Oh yes, I re m e m b e r. So I suppose the
o t h e r ... ca n d id ate s are here. Should
I go th ro u g h ?
a 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?
b You know , I fo rg o t m y pen. The
nerves ...
a Of course, no p ro b le m . F ollow me.
•■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.
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.
* w o u ld help me, so, e rm yeah, and I
a 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.
b A m azing.
a W ell, w hen I say private, it's kind of
private, I mean, not lite ra lly private,
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 B ut s till, an a p a rtm e n t rig h t by th e sea.
T ha t's w o n d e rfu l.
a W ell, to be honest, it's not s tric tly
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 ...
Unit 3
presenter 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
us about a book th a t changed his life.
ia n 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.
p And w h a t is th e book about?
i 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
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
kayak to reach the N o rth Pole. He was
accom panied by one o th e r crew m em ber.
They w ere eventually forced to head
back, but they got c lo se r to the pole than
anyone had done previously,
p 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?
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
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
idea th a t I'd like to go on exp e dition s
and d isco ve r th in g s ,
p 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.
i 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
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
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 .
p Did you ever m anage to read th e book
again la te r on in life?
i Yeah. I re -re a d Farthest N o rth as an
a d u lt, a condensed ve rsion th a t was
ab o ut a th ird as long,
p 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
teenager. But secondly and sadly, I was
depressed by how b o ring it was. Maybe
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.
* the language, because I d o n 't th in k it
Lia m 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
E n glish get to th is level?
norman T hank you. I th in k m ost of m y
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
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
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
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 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
English. Erm , w hy do you th in k th a t is?
n 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
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 So w hy do you th in k , I m ean, w h y are
people expected to speak English?
n 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
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.
» th a t are used in th e se c o u n trie s . For
jan e 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?
p il a r 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
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
by, I fe lt th a t people helped me get to
g rip s w ith the language quite a bit, they
w ere, if I got s tu ck w ith a w ord they
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,
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,
j 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
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.
1 get to g rip s w ith ; get by 2 exposure to
3 express m y s e lf 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
s y b il l e 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
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
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
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 > if I w rite the w ord m ountain in Chinese
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
place. I've never seen an ything like it.
2 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 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.
4 The sto ck m a rk e t's c e rta in ly w o rth yo u r
w h ile if y o u 're in vesting over a long
p e riod - 10 years o r m ore.
»
in t e r v ie w e r You read Chinese-English
D ictionary fo r Lovers as a Chinese
person livin g in B rita in . How did the
novel s trik e you?
sze 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,
e ve ryth in g w as ve ry new, ve ry exciting
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.
i 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?
s 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,
fo r exam ple, by using - ing. because in
Chinese we d o n 't have te n se s lik e in
E nglish, so e ve ryth in g is spoken in the
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
I th in k th a t's a d iffic u lt jo b to do ... and
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
story. So, fo r me, it's w o n d e rfu l to
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.
i 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
Chinese a lp h a be t, th e c h a ra c te rs are
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
in th e m se lve s, but w e a sse m b le th e m
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?
s So, yes, th e w r ite r said w hen she w rite s w e a lth . O bviously th a t's because it
a Chinese c h a ra c te r, she ... a ctu ally, d id n 't have developed technology. But
she m ake s an im age of th a t w o rd . For th a t d o e sn 't n e ce ssa rily m ean th a t they
exam ple, if I w rite a b o ut th e m o u n ta in , 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
w e re p robably ve ry w e ll off, th o u g h not
- it's shan - I can see th e m ou n ta in .
a fflu e n t in a m a te ria l sense.
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
W ell, I th in k one very sig n ifica n t thing that
... if I tr y to say so m e th in g in E nglish, I
happened to B rita in w as jo in in g Europe,
need to be very c le a r to fin d th e w o rds
jo in in g the European Union in the 1970s,
to give th e e m o tio n I w a n t to ... to
and e rm , I th in k th is had a ll kinds of
convey. So, I th in k th a t's th e d iffic u lty
consequences fo r the way people live, som e
w ith a new language, e sp e cia lly E nglish.
of th e m very fa r-re a ch in g , fo r exam ple food,
I do fin d it's a co m p le te d iffe re n t way
people's a ttitu d e to food. I re m e m b e r before
of th in k in g , and in a way I need to kind
B rita in jo in e d Europe, th in g s like olive o il o r
of ta ke o u t th e Chinese w ay of th in k in g
French cheese o r Italian pasta w ere lu xu ry
and ... rep la ce it w ith E nglish way.
goods - they w ere quite d iffic u lt to get hold
of. And then a fte r we joined Europe you
1 I c o u ld n 't fo llo w th e p re se n ta tio n very could buy anything fro m France o r G erm any
w e ll, th e sp e a ke r kept beating about the o r Italy. And I th in k th is had an im p act on
people's a ttitu d e to food and to cooking.
bush. We w ere to ld to alw ays s tic k to
And th is gave rise to a w hole new style of
th e p o in t w hen you do th e se th in g s.
B ritis h cooking w h ich was based m ore on
2 My advice is to g e t on and m ake yo u r
M ed ite rra n e a n food. So B ritis h food becam e
p o in t as q u ic k ly as you can, speak
rea lly co sm o p o lita n , and th is led to a new
c le a rly and slo w ly and, above a ll,
wave of TV chefs and cookery w rite rs ,
co n fid en tly. The e le c to ra te d o n 't like
people like Ja m ie Oliver, w hose books are
p o litic ia n s w ho d o n 't seem to have a
now b e s t-s e lle rs even in o th e r co u n trie s.
c lu e w h a t th e y 're ta lk in g about.
So it was like a renaissance re a lly of B ritis h
3 It w as m y tu rn to say s o m e th in g b u t the
food, very d iffe re n t fro m th e stereotype
sa le sm a n ju s t w o u ld n 't s h u t up. T hat's
of bad B ritis h food th a t fo re ig n e rs used
th e ir te ch n iq u e - they d o n 't you le t you
to have. So I'd see th is as a rea lly positive
get a w o rd in edgew ays.
developm ent - people eating w e ll,
4 In th e o ra l p a rt, I got re a lly to n g u e -tie d .
eating m uch be tter, and th is w as a direct
At one point, it w as ju s t nerves. I ju s t
consequence of jo in in g the EU, I th in k .
c o u ld n 't s trin g a se n ten ce to g e th e r
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
1 T his had a ll kin d s of consequences fo r
d rie d up as w e ll!
th e way people live.
Unit 4 2 T his had an im p a ct on people's a ttitu d e
to food.
«1E>
a W ell, one th in g th a t is a p p are n t fro m 3 T his gave rise to a w h o le new style of
th e se m aps is how little has a c tu a lly B ritis h cooking.
changed. I m ean th e balance betw een 4 T his led to a new wave of TV chefs.
rich and p o o r c o u n trie s has p re tty m uch 5 T his w a s a d ire c t consequence of jo in in g
stayed th e sam e. You can see even in the EU.
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
1 Low pressure w ill b uild up on th e coast
am ong th e ric h e s t c o u n trie s . And th e n
and it w ill get m ore h um id as the day
Europe stayed w e a lth y, in fa ct it got
goes on. T om orrow , fresh e a sterly w in d s
w e a lth ie r te c h n ic a lly at th e expense
w ill cool th in g s rig h t down.
of o th e r c o u n trie s . Maybe th a t's ju s t
2 T hat's lo o kin g nasty ... now m ake sure
beg in ning to change now. And you can
you change th e dre ssin g o r it w ill get
see if you look at A frica , th o se c o u n trie s
in fe cted , at least tw ice o r even th re e
w e re n 't w e a lth y in 1500, and th a t's
tim e s a day fo r a w eek.
stayed the sam e. In fa ct as the m aps
3 D on't w o rry about this, y o u 'll learn it on
show, the d iffe re n ce betw een rich and
the job. Please ask if you have any serious
p o o r has got big g e r, not sm a lle r.
doubts. But take it easy ... it's easy to get
b I'm a c tu a lly not re a lly su re w h a t the
overw helm ed on yo u r firs t day.
sig n ifica n ce of th e m aps is. W hat do
4 The th in g is, he ju s t tim e d it w ro ng ,
th e y re a lly in d ica te about w e a lth ? I
d id n 't he? He m ade a break too e a rly
suppose th e y 're based on th e GDP
and he got le ft behind on th e la s t lap
of c o u n trie s , so it te lls us how m uch
th e re ... so o u r chances of a m e d a l have
co u n trie s produced, but it d o e sn 't
gone, o r so it lo o ks ...
reveal m uch about say, life style , o r
5 a How do you ju s tify yo u r actio n s, M r
q u a lity of life. So if you, if you lo o k at
Rossi?
th e m ap of 1500, N o rth A m e rica is
b Erm , I got ca rrie d away in the
show n ve ry s m a ll. So I suppose th is
excitem ent of it all. Erm , I d id n 't m ean
m eans th a t it w a s n 't pro d u cin g m uch
to do anyone any harm , you know ...
149
 *J O
1 a How w as A thens?
b 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
in photos ...
2 a S till enjoying u n ive rsity?
b Oh yes. M ind you, I have to w o rk
q u ite hard fo r exam s th is year. So I
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.
3 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.
Unit 5
•D
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
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
jane 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
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
W hat th e y 're re a lly th e re fo r is so the
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
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
w h e n th e y fir s t cam e out. I'd be at the
s u p e rm a rk e t buying loads of th in g s
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
behind me. It w as re a lly e m b a rra ssin g .
•1 9 th e activities. T his p la tfo rm in clu d e s the
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
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
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
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
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 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
needs to be enabled fo r q u ick shoppers,
because people o b vio u sly w a n t to stop,
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
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.
♦C J
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
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
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
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
flo w s around th is peninsula. We also put
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
w h e re they can easily go fro m shop to
shop, fro m side to side. And we le ft these
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
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
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
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
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
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
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
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 ?
d 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
to do, you know, so m e th in g p ra ctica l w ith
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
was, you know, stayed w ith my parents
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
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,
and it's such a, s o rt of, c u ltu re shock in
reverse, really.
»0
1 re o rg a n is in g 2 a new concept
3 to be reduced
*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.
3 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.
4 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.
*ID
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
like and w h a t it's like to stay there. I 'll ta lk
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 h ich is ju s t here, in the Eastern C aribbean,
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
G eorge's ... w hich you can see here, th is is
the h a rb o u r, th is is a g e n e ra l view of the
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
th is is also w here th e bus station is, if you
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
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
show s you roughly w h a t it looks like. So
if you look at th is p ictu re you can see th a t
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
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
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 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
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,
re a lly peaceful - and of course w h a t you
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
got a s m a ll re sta u ra n t - and they go out
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
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 .
•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
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 ...
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
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
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 .
3 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
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
to be agreed on by a ll th e co u n trie s
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
b o rd e r co n tro ls. B u t ...
Unit 6
»m i
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
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
the eyes also they've been w hitened. Erm ,
the face has been thinned down a bit, and
the spots around the m outh they've been
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
i n t e r v ie w e r 1
fake, we have th e ple a su re of ta lk in g to
a rtis t John M yatt today. W elcom e John.
j o h n m y a ttT hank you.
So, I re a lly th in k th a t th is is
in t e r v ie w e r 2
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
20th ce n tury, so I th in k th e best place
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.
jm 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
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
the o th e r cu sto m e rs really, and he kept
com ing back fo r m ore paintings, over a
tw o -ye a r period he probably had about 14
o r 15 paintings off me. And I, I got to know
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,
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
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,
w hich is probably about 40,000 d ollars.
n 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
a c tu a lly existed at one point, o r w as th is
th e ...?
jm 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
th e help of som e d ra w in g s I'd seen in
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 ...
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
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
a im in g to leave at 5.15 at th e la te st.
2 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.
3 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.
4 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
re la tio n s betw een th e tw o co u n trie s.
5 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
good tim e and spend lots of money.
1 "W o u ld n ’t it be w o n d e rfu l to ju s t fly
away so m e w h e re ? " said Edward.
“ 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 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
d im ly th ro u g h th e fog.
3 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
th e c le rk.
4 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.
5 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.
• n r>
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
w o rld , because of o v e r-fis h in g .
3 I enclose m y CV along w ith the cover
letter. Please let me know if there are any
vacancies at the present tim e.
4 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 .
5 Can you e n la rg e th e p ictu re a bit? It's
im p o rta n t th a t people can see the
p re se n ta tio n clearly.
6 He trie d to so fte n th e b lo w w ith the
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?
Unit 7
l ir a
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
side by side in a long glass case. Each
length contains over 14,000 pills, tablets,
lozenges and capsules, the e stim ated
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
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
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
of th e case, accom panying the length of
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
m an stands p roudly by his m oto rb ike . A
young w om an in c h ild b irth breathes deeply
fro m an entenox gas and a ir m ask. An
em aciated m an crad le s a sleeping baby.
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.
♦<xn
announcer P ro fe ssor Irving K irsch devised
his own e xp e rim e n t to see w h e th e r
m ere ly believing you have had so m e th in g
can have the sam e effe ct as a ctu ally
having it. He showed th a t th is could
s ig n ific a n tly affect people's co -o rd in a tio n
s k ills . We talked to D octor Thom as
H assler about his experience of w o rkin g
w ith P ro fe ssor K irsch on th e project.
in t e r v ie w e r So how did P ro fe sso r K irsch
devise th is te st, one th a t could prove
th a t w h a t people believed could re a lly
a ffe ct th e ir bodies?
h assler W ell, th e firs t th in g he w anted was
to take an exam ple fro m daily life. And
one of the th in g s th a t people do is they
d rin k coffee o r tea, th a t has caffeine in
it. People re p o rt a ll kinds of effects: they
get jitte ry , th e y're able to concentrate
be tter, they becom e m ore a le rt, and
som e of these e ffe cts are c le a rly effects
of caffeine, but perhaps som e of them
are also effects of th in k in g th a t you've
taken caffeine, th in k in g th a t you've had a
caffeinated beverage. So, th e e xp e rim e n t
involved te stin g peo ple ’s responses
before and a fte r d rin k in g . W hat w ould
happen to people's a b ility to respond
quickly, to concentrate, if they w ere given
decaffeinated coffee w ith o u t th e m being
aw are of it?
a So, th e idea w as to te s t w h e th e r having
d e ca ffe in a te d coffee w o u ld have the
sam e e ffe ct on people's c o -o rd in a tio n
as re a l caffeine. T h e ir p e rfo rm a n ce
w o u ld be assessed before and a fte r
they'd been given a c a ffe in e -fre e d rin k ,
i So, w h e n a v o lu n te e r tu rn e d up to do
th e tria l, w h a t w o u ld th e y experience?
h The fir s t th in g we did w a s w e gave
people som e te s ts of co g n itive a b ilitie s
and m o to r s k ills ,
i And th e n w hat?
h We asked people w h a t th e y th o u g h t
w o u ld happen to th e ir a b ility to do these
te sts.
i So, it's kind of lo o kin g at th e ir
e xp e cta tio n s of w h a t th e co ffe e ’s going
to do?
h T hat's exactly w h a t it is. We w e n t
th ro u g h th e w h o le r itu a l o f bre w ing the
coffee, and we used a ve ry p ro fe ssio n a l
lo o kin g m a ch in e to m ake espresso
s tre n g th coffee, th o u g h w h a t w as re a lly
in it, th e y d id n 't know, w a s deca ffe in a te d
coffee - placebo coffee, if you w ill. We
had ju s t e m p tie d o u t th e bag of coffee
and put in deca ffe in a te d coffee,
i And p re s u m a b ly you used coffee w ith a
g re a t a ro m a , so it w as re a lly convincing,
th a t th a t w a s re a lly w h a t th e y w ere
g e ttin g .
h Yes, w e used a w e ll-k n o w n brand. It
w as ve ry im p o rta n t to be co m p le te ly
co nvincing. We brew ed th e coffee,
poured th e m a cup, had th e m d rin k it,
and th e n w e w a ite d fo r a p e riod of tim e,
a b o ut 15 m in u te s , to le t th e coffee go
th ro u g h th e ir system , let th e caffeine
(w hich d id n 't exist) take effect, and
th e n re -m e a s u re d th e ir p e rfo rm a n ce
on th e se va rio u s ta sks. These a c tivitie s
te ste d th e v o lu n te e rs ' c o -o rd in a tio n .
That in clu d e d th e a b ility to co n ce ntra te ,
re m e m b e r s trin g s of n u m b e rs, to
fo llo w w ith th e ir hand a m oving ta rg e t,
th e a b ility to rea ct ve ry q u ic k ly w hen a
p a rtic u la r s tim u lu s w o u ld be show n,
you know, th a t kind of th in g ,
i So a kind of co n ce n tra tio n te st, an
accu ra cy te s t and a speed test.
h T ha t's rig h t.
a But did it re a lly w o rk ? Did d rin k in g
so m e th in g w ith a b s o lu te ly no caffeine
have th e sam e e ffe ct as d rin k in g the
re a l th in g ? W ell, in cre d ib ly, th e a n s w e r
w a s yes.
h In m ore te ch n ica l te rm s th e re w as a
c o rre la tio n , a sig n ifica n t co rre la tio n ,
betw een w h a t people believed th e effects
of coffee w o u ld be and w h a t the e ffect of
(unknow ingly) decaffeinated coffee was
on th e ir behaviour,
i So, ju s t believing th a t so m e th in g 's going
to m ake you b e tte r can m ake you b e tter,
re g a rd le ss of w h e th e r you a c tu a lly have
any of th e th in g ?
h T ha t's exactly w h a t P ro fe sso r K irsch 's
data suggested, yes.
in t e r v ie w e r So, how d a n ge ro u s is m a la ria ?
d a n ie l W e ll, th e fir s t th in g to say is th a t
m a la ria is a very d a n ge ro u s disease,
a lth o u g h it d o e sn 't k ill as m any as it
once did. It's also not as da n ge ro u s as
E uropeans th in k it is. W hen people in
A frica get it th e y tre a t it like a cold o r
flu - so it's not as if you get m a la ria and
y o u 'll die.
i B it it is one of th e w o rld 's k ille r
diseases, is n 't it?
d Yes, ve ry m uch so, it is a k ille r disease.
It's also very d a n ge ro u s to vu ln e ra b le
g ro u p s of people - such as babies,
s m a ll c h ild re n , p o o r people. A lso people
w ith no access to h e a lth ca re , people
w h o live in villa g e s, o r a long w ay fro m
th e n e a re st h o sp ital. These people
g e n e ra lly use tr a d itio n a l tre a tm e n ts ,
c o m p rise d of h e rb a l re m e d ie s w h ich
d o n 't g e n e ra lly help. A n o th e r fa c to r in
th is is th e la ck of ava ila b le m edicines,
th e y ’re too expensive so th e y 're beyond
th e reach of p o o r people. So, because of
th is , m a la ria is p a rtly a h e a lth issue but
it's a lso p a rtly an eco n om ic one.
i So, w h a t's th e s o lu tio n ? Erm , how can
m a la ria be prevented?
0 W ell, m a la ria is in fact preventable but
not by ta kin g expensive a n ti-m a la ria l
d ru g s - these ca n 't be taken fo r th e rest
of y o u r life anyway. B ut by providing good
m osq u ito nets. This has trie d in certain
co u n trie s and has proved to sig n ifica n tly
reduce m a la ria cases there.
1 So, w hy h a s n 't th is been done on a
la rg e r scale?
d W ell, it ’s p a rtly a q u e stio n of providing
education, g e ttin g people to change
th e ir h abits. People in villa g e s d o n 't
n e ce ssa rily kn o w how m a la ria is
caused. It's also got a lo t to do w ith
pro vid in g in fra s tru c tu re . How do you
m a n u fa c tu re m o sq u ito nets? How do
you d is trib u te th e m ? How do you m ake
su re th e y 're used p ro p e rly? C o rru p tio n
is a big issue, so th is is also an issue
w h e n it com es to fu n d in g ; w h e re does
the fu n d in g a c tu a lly go? It's re a lly not as
s im p le as you m ig h t th in k .
i So, w h a t about a n ti-m a la ria l d ru g s?
d Yes, th is is a n o th e r so lu tio n . F irstly, you
need to d ra s tic a lly reduce costs to m ake
th e m ava ila b le fo r developing na tio ns.
T his is re a lly im p o rta n t but th is is n 't
re a lly a lo n g -te rm so lu tio n . The m ain
p ro b le m is the p ro b le m of resistance.
N ew s tra in s of m a la ria keep evolving
th a t are re s is ta n t to the new d rugs,
so it's ju s t a vicio u s circle . The only
lo n g -te rm so lu tio n involves developing
a vaccine. W o rk is being done on it, but
fa r m ore m oney needs to be put into
rese a rch . If the sam e fu n d in g w as put
in to research on m a la ria th a t, say is
put into h e a rt disease, w h ich is only
a p ro b le m fo r ric h na tio ns, p rogress
w o u ld p ro b a b ly be m ade m uch m ore
q u ickly, in my view. So it's a p a rtly a
p o litic a l issue as w e ll, b u t th e re are
sig n s th a t a ttitu d e s are changing.
*r n
1 fa c to r in th is
2 a h e a lth issue
3 a q u estion of
4 d o n 't nece ssarily
5 a lo t to do w ith
6 a big issue
7 The m ain p ro b le m
8 The on ly lo n g -te rm so lu tio n
9 a ttitu d e s are changing
*
percy A ve ry com m on way of fig h tin g
m a la ria is to sleep in m osq u ito nets. The
average hom es, w h ich have a h ig h e r
chance of m osq u ito e s being present,
w o u ld have poor ve n tila tio n . M osquito
nets are quite hot to sleep in, and so
they w ill co m p ro m ise on enough a ir
and th e re fo re , not sleep in th e ir nets.
So th a t's w here a ttitu d e com es in.
Because th e re are a lot of p ro g ra m m e s
w h ich W orld Health sponsors and, you
know, m osquito nets are d istrib u te d in
the villa g e s, in th e ru ra l se t-u p s, but
people d o n 't sleep in these, o r people
d o n 't set th e m up properly. People ju s t
leave th e m hanging loosely, and then
th e m osq u ito e s can ju s t fly under, so
now you have s m a lle r e nclosure w ith
m ore m osq u ito e s to feed on you, w hich
defeats the w hole purpose. The, the new
te ch niqu e people are using is a to ta l
house n etting. We are looking at a w hole
room w ith a net, a p e rm a n e n t net. So
th is net is a p e rm a n e n t net covering a ll
the w a lls , a ll the holes, a ll the nooks,
crannies, every point of entry, so that
you d o n 't have to set it up every night.
153
 And then w ith th is th e re 's m ore a ir space
and so you get b e tte r ve n tila tio n and a ir
c ircu la tio n .
in t e r v ie w e r So you can open th e w indow s?
So it's like a te n t inside the room in fact.
p Yes, th a t's th e best way. So th e re 's a
p e rm a n e n t te n t, w h ich is a m o sq u ito net
in th e room .
«f* > j
1 The m a jo rity of people w ho attend m o to r
racing events are m ale. This is sta rtin g
to irk the car com panies th a t organise
th e m , as w om en co m p rise n early half
the driving po p ulatio n and th e re fo re h a lf
of th e ir p o te n tia l cu sto m e rs.
2 For decades, tra v e l betw een A m e rica
and Europe involved w e e ks o r m o n th s of
sa ilin g . Nowadays, b re a kfa st in London,
lu n ch in New York is e n tire ly possible.
3 N ear the centre of Old Havana lies the
Casa de los Arabes, a M oo rish -style 17th-
ce n tury building th a t now co m p rise s a
bazaar piled high w ith carpets, robes and
pottery, Havana's only place of w o rship
fo r M uslim s, and a lovely resta u ra nt
tucked away in the courtyard.
4 M in n e a p o lis -S t.P a u l In te rn a tio n a l
A irp o rt w as in th e m id s t of a
c o n s tru c tio n p ro g ra m th a t in clu d e s a
new runw ay, new te rm in a l and o th e r
im p ro v e m e n ts . B ut a irp o rt o ffic ia ls have
se n t 2,000 c o n s tru c tio n w o rk e rs hom e
in an a tte m p t to keep its debt in line
w ith fa llin g revenue.
5 For B rito n s try in g to e n te r th e US, the
s itu a tio n is a b o ut to get w o rse . From
th e end of O ctober, a ll B ritis h su b je cts
w ilt need a visa o r a p a ssp o rt co n taining
b io m e tric data: fin g e rp rin ts and a
d ig ita lly -e n h a n c e d p ictu re .
*fSD
2 The United Kingdom co m p rise s England,
Scotland, Wales, and N o rth e rn Ireland.
3 A re tu rn flig h t fro m N ew York to P a ris
costs $695. T his in c lu d e s in -flig h t
m ea ls, in su ra n ce and a irp o rt taxes.
4 There are m any th re a ts to w ild life in the
Danube D elta. They in clu d e drainage,
new b u ild in g pro je cts, and a ir and w a te r
p o llu tio n .
5 My jo b w ith the PR com pany involves
sending out press releases, organising
events and contacting jo u rn a lis ts .
6 The 'Placebo e ffe c t' e xp e rim e n t
consisted of giving coffee to vo lu n te e rs
w hich contained no caffeine, and then
conducting co -o rd in a tio n tests.
7 The gam e of chess involves tw o players,
and c o m p ris e s a 6 4 -sq u a re board and
16 pieces. These c o n sist of a king, a
queen, tw o bishops, tw o rooks, tw o
k n ig h ts , and e ig h t pawns.
I T O
1 B ut hang on a m in u te , hang on.
2 Yeah, yeah qu ite . You're a b so lu te ly rig h t.
3 I th in k y o u 're exa g ge ra tin g .
4 I th in k Tina has got a point
5 Yeah, but th a t's not re a lly w h a t it's a ll
about.
154
6 I d o n 't see th a t at a ll.
7 Yeah, but it's not as sim p le as th a t.
8 Yes exactly. I th in k th a t's th e p ro b le m .
1 The a tm o sp h e re at th e MTV o ffice s
is e xtre m e ly casual. Everyone looks
a b o ut 23 ye a rs old, m u sic p o ste rs are
p la ste re d e ve ryw here and CDs are
stacked a g a in st th e w a lls .
2 It was a g irl's room , a schoolgirl's.
Rather sm all, w ith conventional flow ered
curtains, a w h ite spread fo r the bed, a
desk w ith schoolbooks laid tidily, a school
tim eta b le pinned on a w h ite cupboard.
3 W hen I cam e back to th e car, I found a
p a rkin g tic k e t s tu c k on th e w in d scre e n .
The w a rde n w a s s t ill th e re , a few cars
fu rth e r down.
4 Today, Bagni di Lucca reta in s its
elegance and p re tty s u rro u n d in g s and
the a tm o sp h e re is fa irly subdued. If you
w a n t to spend a day o r two soaking in the
sa lty o r s u lp h u ro u s w a te rs, th e re are a
dozen hotels spread out along the valley
- m ost of th e m reasonably priced.
« in t e r v ie w e r B ut it's not real, is it? I mean,
1 a P a in k ille rs and even p re s c rip tio n
d ru g s d o n 't n o rm a lly w o rk . In fact,
it's ve ry d iffic u lt fo r d o cto rs to tre a t.
W hen I fe e l it com ing on, I ju s t have
to lie down in a closed room , in to ta l
d a rkn e ss.
b F or how long?
a W ell, it depends how severe the attack
is, the pain can last fo r a long tim e.
b Is it often relate d to stress?
a I d o n 't know, b u t I fin d if I lie down
and stay re a lly s till, it c a lm s my
nerves and th a t helps.
2 a He has a re a lly high te m p e ra tu re , I
suppose th e best th in g is a s p irin o r
p a ra ce ta m o l. W hat do you th in k?
b W h a t o th e r sym p to m s did he have?
a The usual, a sore thro a t, a cough. But
th a t's gone, his body aches, he says. I
th in k he's on the road to recovery.
b How long has it been going on?
a A b o u t te n days.
b Oh, th a t's a long tim e . And you d id n 't
th in k of a n tib io tics?
a You c a n 't get th e m over th e c o u n te r
and I d id n 't th in k it w as w o rth going
to th e doctor.
b M m , I alw ays ta ke a double dose
of v ita m in s to p revent th is s tu ff
happening. It se e m s to w o rk - I
haven't been ill in a w h ile .
3 a I'd had th is s o rt of th in g before,
but th is tim e I c o u ld n 't move. I was
lite ra lly p ro s tra te on th e flo o r, w hen
it w ent.
b So w h a t happened?
a I m anaged to drag m y s e lf over to the
phone and c a ll a d o cto r, it w as agony.
b And then?
a It w as a case of staying in bed, you
know , convalescence. R eally boring,
bu t w h a t can you do?
b And now, how are you going to
prevent th a t fro m happening again?
a W ell, th e re is no tre a tm e n t as such,
you ju s t have to lo o k a fte r y o u rs e lf,
you know. P o stu re's re a lly im p o rta n t,
of course, being aw are of th a t a ll the
tim e , doing s tre tc h in g , th a t kind of
th in g - keeping y o u rs e lf s tra ig h t, you
know.
Unit 8
«t i J
l y d ia B rands are really im p o rta n t because
I th in k, brands are fo r me - they carry
inform ation, they say som ething about
the person w ho's w earing them , and
also they are a sym bol of style. If I say,
fo r exam ple 'N ike', I know th a t th a t is
som ething really sporty, th a t people are
fast who w e a r them , and they w ill give me
a feeling 'Yes, I'm fit' if I w e a r Nike. Or if I
w e a r som ething like a top d esigner label,
then I belong to a sm a lt club of people
who can say yes I can afford it, you know,
so it is really really im p orta n t. And people
also recognise w h a t you wear, so they w ill
put you into a kind of category as w e ll. It
defines you as belonging to a group.
if I w e a r a Boss su it, it d o e s n 't m ake any
d iffe re n ce to m y p e rso n a lity. It d o e sn 't
change me.
l Yes, but it w ill m ake people see you
in a d iffe re n t way. F irst of all, the
cu t is im p o rta n t, they enhance yo u r
appearance, because brands of course
are also very c a re fu lly made, and they
are m ade to a ce rta in style. So if you
w e a r a Boss suit, firs t of a ll it w ill be
very w e ll cut, but they w ill also m ake
people see you in a d iffe re n t way, so
yo u r appearance w ill be enhanced by the
cut of the g a rm e n t, and also people w ill
recognise you as a person who can afford
it as w e ll, because these th in g s are not
very cheap as w e ll. So you d e fin ite ly
have m ore a tte ntio n , o r th a t people w ill
d e fin ite ly see you in a very positive way if
you do that. But brands define also your
a ttitu d e to w a rd s life, and yo u r a ttitu d e s
to w a rd s ce rta in things.
i B ut you see it as a positive in flu e n c e on
people, do you? You th in k it's a b s o lu te ly
fine?
l I th in k, I th in k it is fine, because I like
w earing brands, yeah. I th in k clothes and
identifying w ith the label gives you this,
kind of, w o n d e rfu l feeling of being part
of a group. You are individual because
they have so very d iffe re n t things, like,
you know, they have d iffe re n t colours and
d iffe re n t cu ts and so on and so fo rth , so
you can have yo u r individual style w ith in
the brand, and by w earing the brand you
belong to a large fam ily, a large group of
people who a ll w e a r the sam e brand. So
you are p a rt of it but you are also allowed
to be individual. And I th in k th a t is a good
fe e lin g ju s t to be ... And you fe e l accepted
as w e ll, I th in k. And you see yourself, like,
it is very im p o rta n t - you put som ething
on, and you feel 'Aha, I feel good w ith
th is.' And so, you have m uch m ore s e lf­
 assurance if you w e a r som ething th a t you
feel positive in as w e ll. You know, if you
have som e th in g th a t has a positive effect
on you, then yo u r w h o le p e rso n a lity is, is
m ore positive, so you have a m uch m ore
positive effect on people, and it gives you
som ething th a t you, you gain from .
i So w h a t w ould you say to som ebody who
says 'W e ll I'm not influenced by brands at
alt, I d o n 't care about th e m .'?
l Ah, I w o u ld a d m ire him , I w o u ld look
at him and I w o u ld d e fin ite ly see how
in d iv id u a l his style is o r h e r style is, th is
person as w e lt. Because not w e a rin g
b ra n d s is a lso a brand. I m ean, it is also
d e fined by s o m e th in g , is n 't it? I m ean,
th e th in g s th e y put on, th e y are also a
brand, w h ic h are p robably not a w e ll-
know n brand, but th e re is n 't a nything in
th e w o rld th a t's not a brand.
i So you m ean th e y also have th e ir own
im age?
l I th in k th a t people w ho negate brands,
they also fo rm th e ir own ca te go ry of
b rands.
*t i j
1 m ake any d iffe re n ce
2 m ake people
3 be enhanced
4 define
5 has a positive effe ct
6 n o t in flu e n ce d
A ja n e 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,
because th e y're quite trendy, erm ,
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,
e rm , yeah.
B klara 1th in k the firs t th in g they m ake
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,
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
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
th e re w as a new ve rsio n of th e m ,
cam e in a few years ago. And th e y're
p re tty speedy and p o w e rfu l ca rs as
w e ll, so good on m oto rw a ys.
«f r a
This is a re a lly stra n g e v ira l ad cam paign.
It w as never a c tu a lly p lanned, e ith e r by
the C oca-C ola C om pany n o r by M entos,
you kn o w th o se p e p p e rm in t sw eets. It
sta rte d o u t as an e x p e rim e n t on a w e b site
called Eepybird. It's a video sh o w in g tw o
m en adding M entos to a b o ttle of Diet
Coke. It a ll fizzes up and sh o o ts o u t like a
geyser. And th e n th e y m ade m ore videos,
w ith m ore b o ttle s of Coke, so it w as like
a fire w o rk display, w ith Coke sh o o ting
o ut of b o ttle s. It's hard to kn o w how m any
people view ed it, but it w a s p robably
m ore th a n 50 m illio n g lo b a lly in to ta l,
in clu d in g both th e o rig in a l and a ll those
u se r-g e n e ra te d videos. So th is w as a very
u n o ffic ia l ca m paign but it g e n era te d loads
of PR. T housands of people co n trib u te d
th e ir own e ru p tio n videos, w ith g ro u p s of
b o ttle s to g e th e r, o r people ru n n in g about,
o r on bikes o r w h a te v e r ... A lot of th e hype
a ro u n d it w a s caused by d iscu ssio n s of
w h e th e r it w o u ld be dangerous, o r even
le th a l, to a c tu a lly d rin k a Diet Coke and eat
M entos at th e sam e tim e . So both Coca-
Cola and M entos got p le n ty of p u b lic ity
fro m it, it w as ve ry ve ry su cce ssful.
e £ *3 >
1 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.
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 .
4 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 .
« he's o ffe rin g it o r th e o th e r one's pushing
1 M aintaining a balance sheet is essential,
w h a te ve r business yo u're in.
2 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.
4 a W hat w o u ld you lik e to d rin k ?
b Oh, w hatever.
5 a Com e on! You kn o w I'm rig h t...!
bOh, a ll rig h t th e n . W h a te ver you say
6 Web 2.0, w h a te v e r th a t is, w as
m e n tio n e d a lot.
» »-*«»
1 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
else.
2 The h otel fo rg o t to give me my w a ke -u p
ca ll so m y siesta lasted three hours.
3 M eanw hile, tra ffic on th e p e e r-to -p e e r
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.
4 A fte r fu rth e r questions, she added: ''Few
of us in the W hite House have had hands-
on experience w ith a c risis like th is."
Unit 9
♦o
pat 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.
So as you look at the painting, w h a t's
anybody's im p re ssio n s of it?
uri The obvious e le m e n t is the apple. A
ve ry s ym b o lic fr u it.
jan e 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.
pat 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
m in d, Book o f Genesis.
ja n e 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 ,
death and of course, sin.
uri 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
p a in te r intended. W hat stands out fo r me
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.
uri They could be b ro th e rs , th e y have the
sam e red hair.
pat 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
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 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.
pat W hat else have we got? I m ean look,
we've got tw o birds. W hat do they mean?
p il a r 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
black's sh o u ld ers. I th in k it's a bit creepy.
pat So w hat's it supposed to m ean then?
uri 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 .
p il a r 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
sym b o ls of death.
 uri 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
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 2 d iffic u lt to know
3 sta n d s o u t fo r 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
«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
crea te d by th e a rtis t Shepherd Fairey w ho
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
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
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,
he fe lt th a t he sh o u ld m ake so m e th in g th a t
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
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 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
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 .
»C D
t in a I like th is one, I th in k it's a very, very
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.
jan e 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
156
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
im age of som eone w h o 's going to be
re m e m b e re d fo r so m e th in g else, e rm ,
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 ...
uri 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.
pat I d o n 't know. Obama w a s a gre a t
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
tim e . I th in k it's va lid . As you say Tina, it
ca p ture d p e o ple ’s im a g in a tio n .
t 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?
u Yeah, I agree w ith, I agree w ith Tina and
P atrick. I'm quite happy to go along w ith
that. Can you live w ith that, Jane?
j Yeah, yeah I can. I agree.
i C D
norman The way G erm ans use English
w o rds has increased a lot in recent years
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
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
m eaning but are used in a d iffe re n t
context in G erm an. For exam ple the
w ord 'handy' is used fo r a m ob ile phone
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
olga
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 th e n as a reaction, the last 20 years,
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
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
done in C y rillic as w e ll as in English, so
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,
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
th e re is a p e rfe ctly good Russian w ord
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
a balance - the language its e lf should
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.
♦* * r*
1 a 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 ?
b 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.
a Bash th e m ?
b Yeah, w ith a b o ttle o r so m e th in g .
2 a Ah, g r e a t... Yes ... Lovely ...
b C a refu l, Chloe, yo u 're a bit close.
C om e back in th e car.
a No, it's fin e , d o n 't w o rry. J u s t one
m ore ...
b C om e on, su p p osing it su d d en ly
ch a rg e s at you? Com e on, y o u 're
provoking it.
a OK, got i t ... L e t's go.
3 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 .
a 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.
b No, y o u 're rig h t - OK, le t's go and get
a d rin k . We can alw ays try to m o rro w
m o rn in g .
A a Bye, m um .
b Ju st a m in u te .
a W hat?
b I suppose you c o u ld n 't ta ke the
ru b b ish out, could you?
a I ca n 't, I'm late. I 'll do it later.
b No, do it now please. It w o n 't take
you a m in u te .
5 a Hi. Good flig h t?
b Yes, it w a s fine.
a W h a t's th a t?
b 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?
b 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.
a So w h a t did you w ish ?
b 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
in t e r v ie w e r
being in th e a rm y and belo n ging to th is
o rg a n isa tio n ?
grover I w as in th e a rm y fo r fo u r years and
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
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
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
sense of fam ily, you develop a sense of
loyalty to these people,
i H ow did th a t a ffe c t you pe rso n a lly?
g Erm , I've always th o u g h t of m yself as
an open, honest, and loyal person, I ju s t
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
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
som ebody who is an only kid and now
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
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
m o re o r less fo r m e but m ore o r less fo r
those persons w ho w a s n 't quite used to
sh a rin g , o r belonging to a la rg e r group,
i W hat do you th in k are th e good th in g s
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
avxd J’.w wnrt.b ip.iog .harp,,
i Did you m iss th e a rm y a fte r you le ft?
g I w ill be honest. I m issed m y frie n d s.
B ecause I lived w ith th e sam e people
fo r fo u r years, day in and day out, I ate
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
th e la st fo u rs o f years of m y life, so
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,
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
s o rt, of hard to leave,
i 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?
g It is because you d o n 't th in k , you d o n 't
t h i n k ...
i Because e ve ryth in g is a rra n g e d fo r you?
g 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.
•U | th o u g h t of as being fro m the u p p er
1 p a rt of a la rg e r group 2 a sense of
lo ya lty 3 b e longing to A get te r r ito r ia l
5 bonded w ith
•E O
1 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
w as rea lly keen on independence fo r
Scotland. Seem s fu n ny to th in k of it now.
2 W e ll I tea m e d up w ith a few co lle a g u es
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,
com . It a ll w e n t fin e u n til th e tech
bubble b u rs t in th e 90s.
3 W e ll, I signed up fo r one of th e ir tra in in g
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
evenings, so I e n ro lle d in th is d ra w ing
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
new people.
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,
erm , I had som e free, erm , afternoons, so
erm , so I th o u g h t yeah great, I can, I can
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
w hen som ebody new joins, to show them
the ropes and, you know, ju s t help them
get started. And fo r exam ple th is w eek
I'm looking a fte r an e ld e rly couple, they,
th e y're s till in th e ir house and they w ant
to be independent, fo r exam ple, the lady's
in a w h e e lch a ir and they need assistance
ju s t a few tim e s a week. So I go over and I
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
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
old people can m eet up and they can get to
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,
socialising and ju s t getting out of the house,
it really m akes a difference to th e ir lives and
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
• • • Fenerbahce. It's a unique riv a lry because
1 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
m ate s and n e ig h bo u rs.
2 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.
3 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 .
A 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.
» —HI-»
presenter 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
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
w h a t to lo o k o u t fo r th is season. Could
you te ll us David, w h y th e se riv a lrie s are
s till so im p o rta n t today?
d a v id One reason th e se riv a lrie s provide
such h ig h -p ro file m atch e s is because
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,
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.
p You've chosen th re e riv a lrie s fo r us
today?
d 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
moved to a w e a lth ie r d is tric t in 1925.
Since then, Boca Ju n io rs has been
known as the club of A rgentina's w o rkin g
class, o r the people's club, w ith m any
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-
class su p p ort base. Superclasico m atches
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 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 ,
w h e re a s AC M ila n w a s th e w o rk in g -
class team .
p And th e g re a te st of th e m a ll fo r you?
d 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
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
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
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,
o r a n y o n e on m y b e h a lf, r e c e iv e d a
c o m p la in t.
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
b u s in e s 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
tim e h a s h e le t m e d o w n .
* • • •
A 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
t im e s . V e ry r a r e ly d o y o u g e t th e dre*am
c a ll.
• • • •
5 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
th e r e a l p r o b le m w a s .
•C D
• • • •
1 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 N o way did he write that himself. H e
copied it from the Internet.
3 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
I w a n t to liv e th e re .
Unit 11
%m n
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
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
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 W ith f o r m e r v ic e p r e s id e n t A l G o re
le n d in g h is s u p p o rt, R ic h a rd B ra n s o n
s a y s he w ill a w a rd $ 2 5 m illio n to a n yo n e
w h o ca n d e v e lo p th e te c h n o lo g y to
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
to n n e s p e r year. H is s ta te m e n t c o m e s
ju s t a w e e k a fte r th e U n ite d N a tio n s
p a n e l on c lim a te c h a n g e s a id 'G lo b a l
w a r m in g is m o re th a n 90% lik e ly to have
b e e n c a u s e d by h u m a n s , a n d p red icted
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
d e g r e e s by th e e n d o f th e c e n tu ry '.
♦ 1
Yes, w e ll this is a p o e m a b o u t s o c ie t y in
th e fu tu r e an d it's c a lle d 2084, w h ic h is
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
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
s o c ie ty in th e fu tu re . $o, t h is is a p o e m
a b o u t s o c ie t y in th e future, a n d w h a t 's
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
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 .
$o , th e s e a re th e s u rv iv o r s , a n d th is is a
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
in, a n d p ro b a b ly v e ry r e lig io u s - it s a y s
it's 's c r ip tu r e s a fe '. A n d it's a ls o lik e a
s m a ll fa rm in g c o m m u n ity - th e p o e m
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
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
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 r it's c o n tro lle d - s o th e y 're a llo w e d ju s t
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
any m o re , they use w in d m ills , th e r e 's an
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
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 .
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
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
to lig h t fire s , th e y w a n t to be c h ild r e n , b ut
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
p a r e n ts fo r c re a tin g th is s itu a tio n - th ey
s a y w e s to le th e m a g ic b ra n d , w e s to le
fire , in o th e r w o rd s , w e m is u s e d th e s u n 's
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
o f P h a e th o n - h o w he b o rro w e d th e su n
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 .
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
d o in g r ig h t now , in fa ct. $ o re a lly , th is p o e m
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
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 -
w h a t th e y w ill s a y to us.
•m
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
The Vanishing F a ce o fG aia in w h ic h he
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
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
th e e n d of th e c e n tu ry c lim a te c h a n g e
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
fo r h u m a n s , an d th a t it's a lr e a d y too la te
to do a n y th in g a b o u t it. W e t a lk to M o ira
M c C a n n , w h o re a d th e boo k. M o ira , is
th is b o o k a v e ry d e p r e s s in g re a d ?
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
a v e ry d is tu rb in g boo k. If h e 's rig h t, th e 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,
an d not o n ly that, b ut it's u s th a t c a u s e d it.
1 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 h a n g e , a c c o rd in g to th is b o o k ?
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
it, it's lik e s o m e b o d y w a lk in g in a fo re s t
s o m e w h e re an d th e y p ic k up a g un ,
a n d th e y a c c id e n ta lly p u ll th e tr ig g e r
a n d it g o e s off. T h e y d id n 't in te n d to do
th a t, th e y k in d of p u lle d th e tr ig g e r by
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:
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 ,
a n d n o w w e c a n 't s to p th e p ro c e s s .
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 ,
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 ?
m E x a c tly .
1 S o is it r e v e r s ib le ?
m N o, it is n 't, no t a c c o rd in g to J a m e s
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
book. That a Jet of people r o u n d th e
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
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 ,
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
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
b a c k to w h e r e it w a s . (t w o n 't. O n ce it's
s ta r te d m o v in g , you c a n 't sto p it.
1 C a n w e s lo w it d o w n ?
m W e ll he d o e s n 't s a y w e c a n 't, b u t he
d o e s n 't t h in k w e ca n , no.
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
o u r s e lv e s ?
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
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
got a chance.
•i T O
1 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
in m a n y w a y s . F o r e x a m p le , th e y h a ve
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
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.
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 .
4 T r a d itio n s r u n d e e p . On s p e c ia l
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
fo lk s o n g s , ju s t a s t h e ir p a r e n ts an d
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
in s tit u t io n s w h ic h h ave a r e s p o n s ib ility
to s o c ie ty , s u c h a s g o v e rn m e n t
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 a s g u ilty .
7 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 .
1 d o n 't r e a lly a g r e e 2 t h in k h e 's
e x a g g e r a t in g 3 I p a r tly a g r e e A d o n 't
r e a lly s e e th a t, th o u g h 5 t h in k h e 's g o t a
p o in t 6 th in k th a t 's a v a lid p o in t 7 th in k
w h a t he s a y s is s p o t on 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
c a n 't s to p i t ...
2 H is p o in t r e a lly is th a t p o lit ic ia n s a re
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
a re ...
*JJ3 *
jane 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 )
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
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
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).
t in a I ju s t c a n 't b e a r th in k in g a b o u t it II
mean, the way they trea t fa rm anim als.
You s e e t h o se b a tte ry c h ic k e n s a ll
c o o p e d up a n d they lo o k s o distre sse d ). It
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
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 ,
you w o u ld n e v e r tr e a t h u m a n b e in g 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
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
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
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,
it's n o t lik e I'm g o in g in to a s h o p a n d you
k n o w s te a lin g s o m e th in g , p u ttin g it in m y
p o c k e t ... A r t is t s a re no t g o in g to sta rve ,
th e y g e t p le n ty of m o n e y fr o m t h e ir
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
a t th e re c o rd la b e ls g e t a lo t o f m oney.
$ o , ju s t lis t e n in g to it, ju s t lis te n in g to it
in m y h o u se , it s e e m s O K to m e.
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 .
*
1 I th in k one c o lo u r th a t w o rk s re a lly w e ll
fo r a bedroom is lig h t green.
2 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 .
3 The people I hate m ore th a n anyone
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.
*p n
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.
2 I d id n 't kn o w w h e re th is w as but
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
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 .
3 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
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
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.
Unit 12
* jtijj
So do you th in k th a t m od e rn
l ia m
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
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
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,
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
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 ,
l of content w hich no one know s if it's
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
lo o k at it and th in k 'oh great, it's going w h ich w o u ld go on to in spire the hit movie,
to be su n n y on Tuesday', Slum dog M illionaire - began w hen a Delhi
j T ha t's so tru e . s c ie n tist decided to in s ta ll a c o m p u te r in a
o So you th in k te ch n o lo g y so m e tim e s w a ll in a p o o r p a rt of the city and see w hat
rep la ce s y o u r own kno w le d g e o r y o u r happened. C hildren w o u ld be able to use
own in itia tiv e to in ve stig a te and fin d out it unsupervised. Before long, the ch ild ren
th in g s? sta rte d to le a rn th in g s they w o u ld n 't
j It b rin g s o u t th e lazy side, I th in k n o rm a lly le a rn in a cla ssroo m . In sh o rt, the
probably. c h ild re n w ere teaching them selves.
0 A t th e sam e tim e , it's a new th in g th a t T his 1 2 -ye a r-o ld has no c o m p u te r at hom e.
people have less tim e and w a n t th in g s H e’s been com ing here fro m th e s ta rt,
q u icke r, th e y w a n t to live th e ir lives le a rn in g by w a tch in g o th e rs. Before long,
q u icke r, and th e y get m ore and m ore he had le a rn e d h o w to o p e ra te a com puter.
value, in a way, in a ce rta in tim e , in the
The Hole in the W all project has spread
very lim ite d tim e th e y have now.
like w ild fire . There are now 48 com puters
j T ha t's tru e . One good th in g is th in g s tike
installed thro u g h o u t the Indian capital.
tra n s p o rt. If you, e rm , c o m m u te to w o rk
The idea has caught on and is spreading
or, e rm , w h a te ver, th e n you can alw ays
internationally. And ju s t like Slumdog
lo o k up on, say yo u r phone o r y o u r
M illionaire, som e of these disadvantaged kids
c o m p u te r before you leave fo r w o rk, and
are learning m ore than the adults - th e ir
fin d o u t if th e re 's any, like ra il c lo su re s
parents o r th e ir parents' frien d s - giving a
o r any tr a ffic p ro b le m s, and th a t's
trem e n d ou s boost to th e ir confidence.
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 Each co m p u te r has educational softw are,
advance if you are going to be late. w o rd-p roce ssin g softw are and so on,
1 T here are c le a r p ra c tic a l b e n e fits to installed. The project aim s to connect the
th a t kin d o f th in g , d e fin ite ly yeah. The co m p u te rs to the In te rn e t at som e point,
a rtic le su g g e sts th a t people th e se days giving the ch ild ren access to a w hole new
d o n 't va lu e g e n e ra l kn o w le d g e as m uch w o rld and valuable life s k ills . For these slu m
as people used to, e rm , because of, you kids, it's not ju s t fate th a t is shaping th e ir
kn o w because it's so easy to access, to lives - it's also the hard w o rk of a h a ndful
a c q u ir e ... of good people w ho know w h a t ch ild ren are
j I th in k th a t c e rta in ly th a t it's so easy capable of.
to find the a n sw e r th a t th e y're looking
•m
for, th a t they d o n 't a ctu a lly have to, in
You se t o u t to tu rn tra d itio n a l
in t e r v i e w e r
inverted com m as s o rt of, go on this
m edia on its head back in 2006 w hen
so rt of le a rn in g jo u rn e y to get to th e ir
you s ta rte d D em and S tudios. Three and
answer. They d o n 't have to go th ro u g h
h a lf ye a rs la te r, how have you redefined
a process, th e re b y also ge tting m ore
m edia?
in fo rm a tio n about so m e th in g to find th e ir
r ic h a r o T hank you fo r th a t. We actu ally
answer. They ju s t find it and th a t's that.
d id n 't set out to tu rn it on its head. We
0 I q u ite agree w ith th a t but I th in k it's
set out to create a w hole new fo rm of
new tim e , new technology. People d o n 't
content, it may o r m ay not tu rn tra d itio n a l
need a ll th is, kin d of, dead kn o w ledge.
m edia on its head, we de fin itely th in k th a t
Erm , th e y have th is ea sily a va ilable
it's causing people in tra d itio n a l m edia to
in fo rm a tio n , and th e y can extend th e ir
re th in k th e ir business m odels. W hat we
kno w le d g e w h e n th e y need it and w h e re
did w as we added a science to the a rt of
th e y need it, e rm , opposed to w h a t w as
creating content. So the idea fo re ve r was
before, th a t som ebody w o u ld be an
le t's m ake a piece of content and w e 'll
e xp e rt in one fie ld but not in th e o th e rs.
see if it w o rks. W hat w e 're doing instead
1 Right. I d o n 't kn o w if th is is a p ro b le m
is w e ’re using, you know, search, social
nece ssarily, but I th in k th a t th e
m edia and d irect navigation - people
in fo rm a tio n th a t people get w h e n they
typing d ire ctly in w h a t they w a n t - to
ju s t lo o k up, say fo r exam ple, an event
fig u re out w h a t type of people ... w hat
in h is to ry in a search engine, y o u 'll get
type of content people w ant, m atch it w ith
a ve ry concise vie w of th e key po in ts
a d ve rtise m e nts and then only m ake the
of th a t event in h isto ry, but you w o n 't
content th a t people w a n t th a t's profitable.
n e ce ssa rily fin d o u t a b o ut the co n text of
So, im agine going fro m big, huge budgets
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
going to w o rk to sm a ll, m icro pieces of
of kno w le d g e and in fo rm a tio n .
content w h ich w e w ith surety, can te ll
o T ha t's a very fa ir point.
th ro u g h a ll the science and a lg o rith m s , is
« going to be successful.
The ch ild re n are fa llin g over them selves
*$53
to look at so m e th in g new. It's a com puter.
1 We se t o u t to crea te a w h o le new fo rm
There are som e c h ild re n in India w ho have
of co n ten t.
never used one before, let alone seen
2 We d e fin ite ly th in k th a t it's causing
one. This n in e -ye a r-o ld g irl com es every
people to re th in k th e ir b u siness m od e ls.
day to use it, playing w ith the educational
3 ... w e can te ll w ith s u re ty th ro u g h a ll the
gam es. This, the Hole in th e W all p ro je ct -
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
th e screens, m o n ito rs w h ich e ve n tu a lly and c rim in a l ba ckg ro u n d s. A ll th is
go on to fo rm m o u n ta in s of ru b b is h in the su g g e sts an innovation gap betw een the
s tre e ts of th e developing w o rld . The tw o ric h e s t so cie tie s and th e poo re st - not
im ages are p o ig n an t and sh o ckin g but in how fancy o r expensive yo u r phone is,
m ay w e ll give a d is to rte d im p re ssio n of but in how you use it. And w ill th e United
c o m p u te r te c h n o lo g y in th e w o rld today. Of S tates, w h ich gained so m uch fro m the
course, th e in e q u a lity co n tin u e s and every In te rn e t re vo lu tio n , be able to p ro fit fro m
te c h n o lo g ic a l innovation th a t a p p ea rs in th e b illio n s of m ob ile u se rs in developing
th e developed w o rld m ay w e ll end up a c o u n trie s - a m assive w o rld w id e m id dle
decade la te r on a ru b b ish d u m p th o u sa n d s class w ith a sim p le m ob ile and a le s s -is -
of m ile s away. B ut th a t's o n ly h a lf th e story. m ore se n s ib ility ? W ill d o m e stic dem and
Is th e d ig ita l divide as a p p a re n t as these fo r sle e ke r, fa ste r, m ore e le g a n t devices
tw o im ages su g g est? Is the developing m ake it h a rd e r fo r th e US to innovate fo r
w o rld re a lly losing th e in fo rm a tio n th e huge developing w o rld o u tsid e, s till
re vo lu tio n ? Sarah V ernes re p o rts on the d o m in a te d by everyday needs?
s u b je c t of m o b ile phones ... «
• 1 It w a s a s u re sign th a t w e 'd h it the
From Spain to B razil, Poland to A u stra lia , 'te r r ib le tw o s' w h e n m y d a u g h te r
people are w o rk in g via text message, s ta rte d cryin g a lot.
view ing th e ir bank accounts on th e ir 2 It is a su re bet th a t no c la s s ic a l m usic
m obiles, using th e ir phones as video o r release th is season o ffe rs b e tte r value
m usic players. In India, handsets s e ll fo r money.
fo r u n d er $25. w ith o n e -c e n t-a -m in u te 3 W hat w as once a su re th in g su d d en ly
phone c a lls across India and o n e -ce n t becam e m uch m ore co m p e titive . Hong
text m essages and no m o n th ly charge. Kong now faces co m p e titio n fro m
In the US, on the o th e r hand, co n su m e rs m a in la n d China.
pay a relative fo rtu n e ju s t to own the A Being E nglish, she th o u g h t th a t a sure
la te st gadget. The USA and o th e r p a rts of w ay of g re e tin g h e r new frie n d s w o u ld
the w o rld seem to be m oving in d iffe re n t be to shake hands.
directio n s. A m e rican com panies are 5 Ahead 7 -6 , 2 -1 , M au re sm o looked
co n ce ntra tin g on fancier, m ore expensive lik e a su re w in n e r, b u t she lo st h e r
devices w hich give th e ir cu sto m e rs status. c o n c e n tra tio n in th e th ird set.
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
English Advanced
Coursebook with e-Portfolio DVD-ROM

Unlimited 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 Building Meeting

every step of the way global relationships flexible needs
• With practical CEF goals at the • Across Cultures sections • Encouraging learner autonomy,
core of the course, every part develop learners' intercultural the e-Portfolio DVD-ROM
of every unit contributes to competence as a ‘fifth skill’, enables learners to build a
achieving purposeful, real life leading to more sensitive and portfolio of their work, creating
objectives. more effective communication. a real 'can do' record of their
progress. It also features
• Includes language that's • Ideal for mixed and single
an interactive wordlist and
natural, dependable and that nationality groups, with
vocabulary testing tool, fully
meets the needs of Advanced topics and activities to inspire
customisable by the learner.
learners - guaranteed by learners worldwide.
the Cambridge International • The e-Portfolio combines with
• Explore sections provide the
Corpus. the Self-study Pack DVD-ROM,
extra ingredients for enhancing
integrating interactive practice,
• Authentic audio throughout communicative ability - with
pronunciation support, audio
builds learners' ability to additional speaking and writing
and video.
understand the natural English skills sections based on real-
of international speakers. world communication. • The Advanced Coursebook
provides 80 to 90 core
teaching hours, extendable to
120 hours using the range of
extra material in the Teacher's
Pack with DVD-ROM.

f _______________________
A1 Starter
System requirem ents
A2 Elementary
• Windows XP, Vista or Windows 7
B1 Pre-intermediate (1 GHz processor or better)
• Mac OSX 10.4,10.5 or 10.6
B1+ Intermediate
(1 GHz G4 processor or better for
B2 Upper Intermediate PowerPC, 1.83 GHz processor or
better for Intel)
(J ® ; C1 Advanced )
V -al
• minimum 512 MB RAM
(1 GB recommended)

Cambridge English p i C a m b r id g e
Advanced Vocabulary in
Learner's i f p p UNIVERSITY PRESS
Dictionary www.cambridge.org

MMMVJn)

9780521144452
M ichael McCarthy
Felicity 0 Dell

ISBN: 978 0 521 71266 8 ISBN: 978 0 521 67746 2

REAL ENGL I SH G U A R A N T E E