NATIONAL ...

HEINLE
GEOGRAPHIC ~
I t1t CENGAGE Learning·
LEARNING

life Upper Intermediate Student's Book
Paul Dummett
John Hughes
Helen St ephenson
Publisher: jason Mann
Commissioning Editor: Alistair Ba xter
Editorial Project Manager: Karen Spiller
Development Editor: jennifer Nunan
Project Editor: Amy Smith
Production Controller: Tom Relf
Senior Marketing Manager: Ruth McAieavey
National Geographic Liaison: Leila Hishmeh
Art Director: Natasa Arsenidou
Cover Designers: Sofia Fourtouni
and Vasiliki Christoforidou
Text Designer: Keith Shaw
Compositor: eMC Design Ltd.
Audio: Prolingua Productions
Contributing Writers: Mike Downie, David Gray
(video lessons) and David A. Hill (grammar
reference)
Contributing Editors: Liz Driscoll,
Clare Nielsen-Marsh, jessica Rackham
The Publishers would like to thank the following
for their advisory roles in the preparation of the
material: Lobat Asadi (Middle East) and
John Evans (Teacher, UK language school)
© 2013 National Geographic Learning, a part of (engage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced, transmitted, stored or used in any form
or by any means graphic, electronic, or mechanical, including but not
limited to photocopying, recording, scanning, digitialising, taping, Web
distribution, information networks, or information storage and retrieval
systems, except as permitted under Section 107 or 108 of the 1976
United States Copyright Act, or applicable copyright law of another
jurisdiction, without the prior written permission of the publisher.
For permission to use material from this text or product, submit all
requests online at cengage.com/permissions.
Further permissions questions can be emailed to
permi ssionrequest@cengage.com.
ISBN: 978-1-133-31572-8
National Geographic learning
Cheriton House, North Way, Andover, Hampshire
SPlO 5BE United Kingdom
(engage Learning is a leading provider of customised learning
solutions with office locations around the globe, including Singapore,
the United Kingdom, Australia, Mexico, Brazil and japan. Locate our
local office at international.cengage.com/region
Cengage Learning products are represented in Canada by Nelson
Education Ltd.
Visit National Geographic Learning on line at elt. heinle.com
Visit our corporate website at cengage.com

CREDITS
Although every effort has been made to contact copyright holders before publication, this has not always been possible.
If notified, the publisher wi ll undertake to rectify any errors or omissions at the earl iest opportunity.

Phot os
The publishers would like to thank the following sources for permission to reproduce their copyright protected photographs:
Cover: Paul Cheung/My Shot/National Geographic Image Collection
Inside: pp 6 (tr) (Image Source/Aiamy), 6 (er) (Patrick Aventurier/Getty Images), 6 (cl) (Barcroft Media/Getty Images), 6 (bl)
(Tim La man/National Geographic Image Collection), 6 (br) (Michael Nichols/National Geographic Image Collection), 7 (bl)
(lnsadco Photography/Aiamy), 7 (br) (Aurora Photos/Ala my), 8 (tl) (Shivji joshi), 8 (tc) (Dario Mitidieri/Hulton Archive/Getty
Images), 8 (tr) (Shutterstock), 8 (tcl) (Emanuele Picchirallo/National Geographic My Shot), 8 (tee) (George Steinmetz/National
Geographic Image Collection), 8 (tcr) (Hemis/Aiamy), 8 (bel) (David Doubilet/National Geographic Image Collection), 8 (bee)
(Reuters/Stringer China), 8 (bcr) (Robert Harding Travei/Photolibrary), 8 (bl) (Nigel Swinn/National Geographic My Shot),
8 (be) (George Steinmetz/National Geographic Image Collection), 8 (br) (jodi Cobb/Nationa l Geographic Image Collection),
9 (Shivji joshi), 10 (Stevi Calandra/National Geographic Channel), 13 (Randy Olson/National Geographic Image Collection),
15 (Paul Thompson/National Geographic Image Collection), 16 (Corbis RF/Aiamy), 17 (hadynyah/iStockphoto), 18 (Edwin Levick/
Hulton Archive/Getty Images), 20 (joel Sartore/National Geographic Image Collection), 21 (Dario Mitidieri/Hulton Archive/
Getty Images), 22 (Adam Woolfitt/Corbis), 24 (Steve Winter/National Geographic Image Collection), 27 (Joel Sartore/National
Geographic Image Collection), 28 (Oote Boe Photography/Aiamy), 29 (Shutterstock), 30 (John Springer Collection/Corbis),
32 (Beverly joubert/National Geographic Image Collection), 33 (Shutterstock), 34 (Randy Olson/National Geographic Image
Collection), 36 (Oiiver Uberti/National Geographic Image Collection), 38 (bl) (Renee Comet/National Geographic Image
Collection), 38 (bel) (Renee Comet/National Geographic Image Collection), 38 (bcr) (Renee Comet/National Geographic
Image Collection), 38 (br) (Renee Comet/National Geographic Image Collection), 39 (Kenneth Garrett/National Geographic
Image Collection), 44 (Amy White & AI Petteway/National Geographic Image Collection), 45 (Emanuele Picchirallo/National
Geographic My Shot), 46 (Annie Griffiths/National Geographic Image Collection), 48 (Aiexandre Orion), 51 (David Alan Harvey/
National Geographic Image Collection), 52 (Stephen Morrison/epa/Corbis), 53 (Justin Kase zfivez/Aiamy), 54 (Patrick Aventurier/

Printed in China by RR Donnelley

1 2 3 4 56 7 8 9 10- 16 15 14 13 12
- Contents
Unit Grammar Vocabulary Real life (functions) Pronunciation
present tenses review friends : nouns and meeting people you weak forms in

1
Relationships
the passive phrasal verbs
wordbui lding : forming
adjectives from nouns
word focus: get
know passive verbs
expressive
intonation

pages 9-20

VIDEO: Immigration page 18 11> REVIEW page 20

past simp le and present books and films reacting to stories the letter I

2
Storytelling
perfect simple
past tenses review:
past continuous, past
simple, past perfect
wordbui lding: synonyms
word focus: keep
contracted
negative forms
linking and
assimilation
simple, past perfect
pages 21-32 continuous

VIDEO: History of film page 30 11> REVIEW page 32

future forms review: wordbuilding : prefixes asking for and offering /r/ and /t/ in

3
Science and
will, going to,
about to, present
continuous, present
simp le
wordbui lding: compound
nouns (noun + noun)
usefu l devices
word focus: out of
technical help American English
stress in two-
syllable verbs

future continuous and

technology future perfect simp le
pages 33-44

VIDEO: Augmen ted reality page 42 11> REVIEW page 44

expressions of quantity wordbuilding: suffixes describing likes and weak form of

4
Art and
determiners word focus: coo/ dislikes disappearing
sounds

creativity
pages 45-56

VIDEO: Urban art page 54 11> REVIEW page 56

verb + infinitive or -ing features of a city reaching decisions rhyming words

5
Development
verbs with -ing and to
+ infinitive
redevelopment
wordbuilding : adverb +
adjective
re- verbs
wordbu ilding : prefix re-
pages 57-68
with verbs and nouns
word focus: pick

VIDEO: Aquarium on Wheels page 66 11> REVIEW page 68

not phrasal ve rbs with in getting around intonation in

6
Alternative
negative and tag
questions
and out
wordbu ilding : phrasal
verbs with in and out
word focus: mind
questions
intonation in
sentences with
two clauses

travel
pages 69-80

VIDEO: East Timor page 78 11> REVIEW page 80

2
 I

dation Listening Reading Critical thinking Speaking Writing _j

rms in three people talking about an article about identifying the main your friends text type: an
• verbs important relationships in changing attitudes in aspect the generation gap informal email (1 )
te their lives China family influences writing skill :
:ion a radio extract about animal an article about greetings and
friendships immigrant families in endings
New York

,,
r
a conversation about a true story about close reading the film of the book text type: a story
J
?d different accounts of dangerous animals a famous writer or writing skill : using
e forms Ayrton Senna's life an article about the filmmaker descriptive words
1d an interview with a film brothers Grimm narrow escapes
1tion critic storytelling

I
J
t in three people making an article about balancing arguments global problems text type : short
m English predictions about the augmented reality overpopulation email requests
:wo- future an article about information age writing skill being
verbs a presentation about appropriate predictions polite
overpopulation technology technological
solutions

I I
n of a conversation about two an article about analysing contrasts participation in the text type: an online
·ing people who do artistic unusual street art arts review
things in their free time an article about the an art competition writing skill:
an extract from a radio origins of rap music and va lues personalising your
programme about what's writing
on in Melbourne
an artist's opinion about
what art is

11
~
__j
vords three speakers talking an article about urban fad or opinion changes in your town text type: an
about different types of development in a happy society opinion essay
development Dubai sensitive writing skill : lin king
someone talking about an article about a development words
redevelopment in their city hydropower dam evaluating a
an interview with a project in Laos development
journalist talking about project
socia l development in
southern India

in someone describing their a blog about holidays claims and local knowledge text type : a letter of
s stay at an ice hotel at home justifications planning a staycation complaint
in an interview about volunteer an extract from a opinions about travel writing skill : formal
s with vacations travel magazine ideas for an unusual language
;es about historical hotel
hotels

1
I"'
 Unit Grammar Vocabulary Real life (functions) Pronunciation Li
mixed conditional conservation making your point contractions in ar

7
Natural
sentences
wish, would rather and
if only
oil
wordbui ldi ng: collocations
related to one word
strong feelings
conditionals
sentence stress
fo
I

word focus : better

resources
pages 81 - 92

VIDEO: Galapagos energy page 90 .,.. REVIEW page 92

reporting verbs photography reporting what you weak forms in a

8
The news
passive reporting verbs the feel-good factor
wordbui lding : forming
adjedives from verbs
word focus: word
heard verbs
the schwa
te

pages 93- 104

VIDEO: Moun t Fuji page 102 11> REVIEW page 104

articles: the or zero careers describing skills, ta lents linking vowels /w/,

9
Talented
article?
relative clauses
reduced relative clauses
wordbuilding : verb(+
preposition) + noun
collocations
word focus : long
and experience /j/ and /r/
difficult words

ar
people
pages 105-11 6

VIDEO: Queen of Egypt page 114 11> REVIEW page 116

habitual actions : raising children: verbs describing traditions /u:/ and /ju:/ a

10
Customs and
present tenses, will
used to, usually, be
used to and get used
to
food and eating habits
word focus: common
wedd ings
wordbui ld ing: word pairs
the letters

behaviour
pages 117-128

VIDEO: Eating insects page 126 11> REVIEW page 128

could, was able to, learning getting clarification contrastive a

11
Knowledge
manage to and
succeed in
future in the past
wordbuilding: idiomatic
expressions
word focus: learn
sentence stress
linking in question
forms a

and learning
pages 129-140

VIDEO: Paraguay shaman page 138 11> REVIEW page 140

focus adverbs only, just, money negotiating the sounds If /, ltfl,

12
€
even domestic help /3/ and /d:J/
focus adverbs too, as wordbuilding : the+ sentence stress in
well, also adjedive idiomatic phrases
The economy causative have and get getting th ings done
word focus: hard
pages 141 - 152

VIDEO: Japan page 150 .,.. REVIEW page 152

COMMUNICATION ACTIVITIES page 153 11> GRAMMAR REFERENCE page 156 11> AUDIOSCRIPTS page 174

4
Listening
an ecologist describing how
we can avoid wasting
natural resources
four people talking about
saving water
a radio news report about
the parents of Chinese
university freshmen
television news report of
four good news stories
a description of a mahout's
job
two friends discussing an
astronaut's extraordinary
career
an interview about
Emerging Explorers
an anthropologist's
explanation of the quote
'manners maketh man'
an extract from a radio
programme about a tribe
with an unusual diet
a psychologist describing a
situation in which you have
to use your intuition
a talk by a psychologist on
memory
extract from a radio
programme with an
economist giving
definitions of poverty and
wealth
an interview with the author
of The Servant Economy
Reading Critical thinking Speaking Writing
an article about emotive language how we use water text type: a letter to
Ecuador's plan to conservation the press
protect resources wishes writing skill : giving
an article about vivid examples
Madagascar's unique
ecology
an article about an different perspectives the ethics of taking text type: minutes
iconic image photographs from a meeting
an article about the good news stories writing skill :
power of the press reputations impersonal
language
an article about an weighing the a career path text type: an online
extraordinary career evidence personal qualities profile
an article about a women at work writing skill : writing
woman who was in note form
king
an article about sources typical behaviour text type: an
the tiger mother food and eating informal email (2)
approach to habits writing skill : elision
parenting customs in your in informal writing
an article about body country
language wedding traditions
an article about an reinforcing ideas acquiring knowledge text type: an
ethnobotanist memory tests email about a
an article about a why you forgot misunderstanding
parrot types of learner writing skill : linking
contrasting ideas
an article about signposts to key the economy in your text type: a report
Norway's riches information country writing skill : sub-
an article about an getting things done headings and
alternative economic gift giving and bullet points
model exchange
5
 Unit 1 Relationships

FEATURES 1 Work in pairs. Look at the photo and the caption. Choose the
phrase you think best describes the photo.
10 Unlikely friends
a faithful companion blood relatives
Two animals that enjoy each a pass ing acqua intance mutual respect a strong bond
other's company true friends an odd couple

12 A confused
2 Look at these English sayings about relationships. What do
generation they mean? Do you have a similar saying in your language?
Changing attitudes among
1 Blood is thicker than water
China's young generation
2 A friend in need is a friend indeed
14 Bloodlines 3 Like father, like son
4 No man is an island
Two accounts of how family
has shaped people's lives 3 t. 1.1 Listen to three people talking about important
relationships in their lives. Put the number of the speaker
18 Immigration (1, 2 or 3) next to the person they are talking about.
A video about how a husband a fiance a colleague
immigrants have helped an old friend a brother a grandparent
build America
4 Think of a person a) you have been meaning to contact for
ages; and b) you have shared a travel experience with. Tell
your partner about these people.

YOUR FRIENDS THE GENERATION GAP FAMILY INFLUENCES MEETING PEOPLE YOU KNOW 9
AN INFORMAL EMAIL
 listening animal friendships • grammar present tenses review • vocabulary friends: nouns and phrasal verbs •
speaking your friends

5
1a Unlikely friends

j
Listening 4 Do you believe animals can have
friendships? Or do they form
1 Work in pairs. Look at the photo. Discuss the questions. relationships only for practical
1 What are the two animals in the photo? reasons? Do you know other
2 Are they normally working animals, pets, wild animals or examples of sociable animals?
something else? Discuss.
3 What does the photo suggest about these animals' characters?

2 4J 1.2 Now listen to an extract from a radio programme about an

Grammar present
unlikely friendship between these two animals. What things do tenses review
they do together to enjoy each other's company?
.... PRESENT TENSES REVIEW
3 'i 1.2 Listen again and choose the right word to complete each Present simple
statement. Suriya lives with his keepers.

1 Co-operation between animals of different species is not Present continuous

The two animals are fulfilling a basic
a natural b easy c usual social need in each other.
2 Dogs are usually . . . ·······m··· .. apes. Present perfect simple
a suspicious of b frightened of c aggressive towards Suriya has understood that the hound
3 This particular dog and orang-utan behave like .mm . • dog is very hungry.
a old friends b children c people Present perfect continuous
4 Their behaviour has attracted the interest of a lot of They have been doing this every day
a TV viewers b scientists c psychologists since they first met.
5 Orang-utans are very . creatures.
a physical b naughty c kind For further information and practice,
see page 156.
6 Their relationship is based on a need in both animals to

a share new experiences b hunt together c be sociable

10
 Unit 1 Relationships

5 Look at the grammar box. Match the tenses (1--4) with their
uses (a-d).
1 present simple
2 present
a highlights a recent activity
b describes a situation in progress
Vocabulary friends:
nouns and phrasal verbs
8 Work in pairs. What type of friend or
-
continuous or happening around now person is each person talking about in
3 present perfect c describes a permanent I usual Exercise 7? Match each sentence with a
simple situation person from the box.
4 present perfect d highlights the present result of a
continuous recent past action acquaintance fair-weather friend
fellow student flatmate girlfriend
6 Choose the correct tense to complete this passage about mutual friend old friend
animal friendships. travel companion true friend
workmate
A number of recent videos on YouTube showing unlikely
animal friends 1 have started I have been starting a debate
about animal friendships. Lately many people 2 have
9 Find the following phrasal verbs in the
sentences in Exercise 7. Which ones
discussed I have been discussing a particularly moving film
contain two prepositions, rather than
which shows a dog making friends with an elephant.
one? Discuss what each verb means.
Elephants often 3 show I are showing concern for their
social group, but there is one extraordinary scene where • 1 verb with get
the elephant becomes distressed when the dog gets • 1 verb with stand
injured. The dog 4 has recovered I has been recovering now • 2 verbs with hang
and the two animals have been inseparable. The question • 2 verbs with round
scientists 5 ask I are asking is: is such behaviour normal, • 3 verbs with up
or do we just want it to be? Some say it happens when
animals 6 have lived I have been living close to humans. 1 0 Choose the correct phrasal verbs to
No one 7 has provided I has been providing a definite complete these sentences.
answer, but it seems some animals are just naturally 1 We come from different backgrow1ds
sociable. Others, like giant pandas, 8 live I are living more but we . . . . really well.
m--m-

independent and solitary lives. 2 We don ' t have to do anything

special, like going to a show. It
7 Work in pairs. Explain to each other the use of the verb would just be nice to . .
ave each other for a bit.
forms in bold in sentences 1-10 using a-d from Exercise 5.
3 I made a lot of really good friends at
tl 1 We're not close friends- we're just studying French at wuversity, but I haven' t m

the same evening class. with many of them.

This sentence describes a situation in progress. 4 Why don't you . . ....................... to my
2 I live with Sarah, but each of us has our own group of house for supper tonight?
friends that we hang out with. 5 Some friends are great just to have a
3 Olivia and I went on a trip to Peru together ten years ago good time with, but real friends are
and we've kept up with each other ever since. the ones who ·····-··-m·-·-··-·m-•••• you when
4 I wouldn't say we were friends really. We've met a couple you're in trouble.
of times at parties. 6 I'm busy at six o'clock but we could
5 Oh, do you know Tom? He's a good friend of mine too. later, if you like. Say,
m

We should all meet up some time. eight thirty?

6 Jacob always hangs around when he's bored, but he
never comes round when he's got some thing better to do.
asic 7 Kate has always stood by me in times of difficulty. If ever Speaking
I'm in trouble, I know I can rely on her for help. 11 Work in pairs. Think about three of your
8 Colin and I have been teaching at the same school for friends. What kind of friend are they?
)Und years. We get on very well, even though we never really Choose from the types in Exercise 8.
see each other socially. I think I've been round to his Think also about how often you see
house once. these people and what things you do
9 Barney and I have known each other since we were at together. Discuss if your friendships are
flay
school. It doesn't matter if we haven't seen each other similar in any way.
for a while; we just seem to pick up where we left off.
.ice, 10 Jessica and I are going to go for a medieval-style wedding .
Themed weddings are becoming very fashionable.

U!!i-!:fe!lii ~ fie!ii;l@;!@t~j THE GENERATION GAP FAMILY INFLUENCES MEETING PEOPLE YOU KNOW 11
mlJiil AN INFORMAL EMAIL
 reading changing attitudes in China • grammar the passive •
pronunciation weak forms in passive verbs • speaking the generation gap

1b A confused generation
Reading
1 Work in pairs. Look at the ph oto accompanying
the article below. Discuss the questions.
1 What does it show?
2 Wha t d o you think the matter is with the
young girl?
3 Is this situation familiar to you?
2 Discuss what effects you think China's recent
economic boom has had on the attitudes of the
younger generation and the older genera tion .
3 Read the article and compare your answers.
4 Look back at the article and find examp les of
the following to sh ow how attitudes are ch anging
in China.
• language use
• caring for the old
• the relationship between parents and children
• shopping
• knowledge of the world
5 Do Bella's parents seem to accept the ch anges that
are happening in China or not? Do you think the
changes are difficult for Bella too? Why? I Why not?
Grammar the passive
6 Work in pairs. Look at the examples of passive verbs
from the passage (1-6) . Then look at uses of the
passive (a-d). Which are true and which are false?
1 Bella is the name that she has been given by
her English teacher.
2 But at the same time these new val ues are also
being questioned.
3 'Have our lives been made richer by all our
new possessions?'
4 Is Chinese culture being supplanted?
5 When they go shopping Bella makes sure that
the 'right' western brands are selected.
6 'Our advice is not listened to and it is not
wanted,' her mother says.
a The person doing the action - the agent - is not
the main foc us of the sentence.
b We use from to introduce the agent in a passive
sentence.
c The agent is often unimportant or unknown -it
is the action that interests us.
d The passive is often used because we want
to start a sentence with something that has
already been mentioned .

Change brings problems. Sella lives with her parents in a brand new apartment
in Shanghai. Her real name is Zhou Jiaying - 'Bell a' is the name that she has
been given by her English teacher. Her parents are representative of a confused
generation in a confused time. In modern Chinese society different ideologies
are fighting against each other. Enormous material benefits have been brought
by China's economic boom, but the debate is not about these; it's about family
life and values. Old values- the respect of family and the older generations- are
being replaced by new ones which place money as the critical measurement of
one's position in society. But at the same time these new values are also being
questioned. Have our lives been made richer by all our new possessions? Is
Chinese culture being supplanted? As in all changing societies people are trying
to find the right balance between the 'new' and 'old:
Recently, Sella's family put their grandfather into a nursing home. lt was a
painful decision. In traditional China, caring for aged parents has always been an
unavoidable duty, but times are changing. Sella's ambition? 'I want one day to put
my parents in the best nursing home'- the best that money can buy, she means.
'When she told us that' Bell a's father says, 'I thought- is it selfish to think she will
be a dutiful and caring daughter and look after us? We don't want to be a burden
on her when we get old. This is something my daughter has taught us. Once it
was parents who taught children, but now we learn from them: The family can
buy many more things these days, and when they go shopping, Bell a makes sure
that the 'right' western brands are selected. (Pizza Hut is her favourite restaurant.)
She also teaches her parents the latest slang.
Her parents want to be supportive, but they no longer help with Sella's
homework; in spoken English she has surpassed them. She has already learnt
much more about the world outside than them. 'Our advice is not listened to
and it is not wanted; her mother says. 'When she was little, she agreed with all
my opinions. Now she sits there without saying anything, but I know she doesn't
agree with me: Bella glares, but says nothing. 'I suppose our child-raising has been
a failure: In China there is no concept of the rebellious teenager.

12

.... THE PASSIVE
Present simple passive
I am given, you/we/they are given, he/she/it is given
Present continuous passive
I am being given, you/we/they are being given, he/she/it
is being given
erbs
Present perfect simple passive
~? //you/we/they have been given, he/she/it has been given
For further information and practice, see page 157.
7 ') 1.3 Look at the grammar b ox. Which of the
)
verbs in bold in 1-6 b elow also sound n a tural in
the passive? Tran sform the sentences fro m active
to p assive. Listen and ch eck.
There are many children li ke Bella in China . They
1
admire western brands. Thei r parents 2 have
spoiled them a little perhaps. Often these children
3
receive a better education than their parents. Thei r
parents 4 send them to private schools and they
5
encourage them to go to university. In China the
new economy 6 is raising everyone's hopes.
e
.... WORDBUILDING forming adjectives from nouns
it
There are various endings in English : -ful, -ish, -ent,
-ious, -ive, used to form adjectives from nouns.
support --+ supportive, rebel -> rebellious
For further information and practice, see Workbook
page 11 .
UU:i·!:(tiiii YOUR FRIENDS .... THE GENERATION GAP
I!!Dil AN INFORMAL EMAIL
Unit 1 Relationships
8 Pronunciation weak forms in passive verbs
a 'i 1.3 Work in pairs. Listen again to the passive
verbs used in Exercise 7. Which p arts of the verb
are stressed ? Which are no t stressed ?
b Practise saying these sentences, putting stress on
the m ain verbs and un-stressing the auxiliary verbs.
1 A lo t of ch anges have been introduced in China.
2 As a result, the average Chinese p erson has
been given a be tter standard of living.
3 Couples are only allowed to h ave on e child.
4 A lo t of m on ey is invested in each child's future.
5 But ch anges in this p olicy are being discussed.
6 The government has been concerned by the
growing number of p eople over 60.
9 Comple te the senten ces by p utting the verb in the
correct tense, active or p assive.
1 'Children . m (grow) up much too
quickly today. Girls of twelve m
(d ress) as if they are eighteen .'
2 'We ---------·-- . . . . . (leave) behind b y all the new
technology they use. '
3 Our grandparents (probably I work)
m ••••••••••• • • m m
hard er than us, but they m (not I have)
•
so much fun. '
4 'Th ey • (live) longer and lon ger and
m
we ·····--·---· (expect) to look after them. It's
no t fair.'
5 'Our p arents aren ' t so different to us: they
-·------- (listen ) to the same music, for
example.'
6 'In recent years respect for wisd om and
knowled ge . . .. . . . . . . . .... . (replace) b y resp ect for
m oney.'
7 'I rebelled against m y p arents. My children feel
tha t they _(exp ect) to rebel, but in
fac t they h ave n o thing to com p lain ab out or
rebel against. '
8 'We (often I criticise) for being
m
selfish and having n o moral values, but tha t's
o ur p arents' fa ult: we ___ __ (sp oil) by
them.'
Speaking
1 0 Work in groups. Discu ss w h ether it was a young
p erson or an older person that said each of the
item s in Exercise 9. Which of the sta tem ents d o you
agree w ith ?
11 Do you think the 'gap ' b etween your generation
and your p arents' generation is grea ter than the one
b etween your gen era tion and the n ext gen era tion ?
FAMILY INFLUENCES MEETING PEOPLE YOU KNOW 13
 reading immigrant families • critical thinking identifying the main aspect • speaking family influences
1c Bloodlines
Reading
1 Work in pairs. Why do you think people
emigra te? What difficulties do you think
they face w hen they settle in a new country?
Compare your ideas with another pair.
2 Read the article about immigrants in New
York. Answer the questions. Then compare
your answers with your p artner.
1 What is special about the area of Queens in
New York?
2 What do Richard and Tanja 's families h ave
in common ?
3 What are the differences between Richard's
and Tanja 's stories as immigrants?
3 Are the sentences true (T) or false (F) according
to the article?
1 Immigrants in Queens feel attached to their
new country.
2 People are much more interested in
learning about distant ancestors than recent
genera tions.
3 Some years after immigrating to America,
Tomas met his brother in New York by
accident.
4 Richard's grandmother has kept the family
history alive.
5 Tanja's mother wasn' t able to balance work
with looking after her children's education.
6 Tanja and her sister have chosen to have
similar careers to their p arents.
4 Look at the article and choose the correct
explanation of each phrase.
1 a melting pot (para 1)
a a place of conflict
b a place w here all mix together
c a place which attracts
2 their ancestral roots (para 2)
a where their family came from originally
b how they got to America
c their parents' character
3 one recurring theme (para 3)
a sad fact
b common story
c unusual quality
4 seeking his for tune (para 4)
a hoping to get lucky
b looking for the right job
c looking for a way to get rich
5 a must (para 5)
a a good thing
b a right
c a necessity
14
Critical thinking identifying the
main aspect
5 Work in pairs. This article deals with different aspects
of emigra tion. Identify the aspects in each of the first
three p aragraphs. Compare your answers with another
pair to check you have identified the same themes.
6 Read the p ersonal accounts of the immigrants again.
Which of th e aspects do their stories pick up on?
Which aspects are not really mentioned again?
7 Discuss what the main aspect, or message, is of this
article. Then ask other pairs if they have reached the
same conclusion .
Speaking
8 Look at these phrases from the p assage describing
family characteristics or traits and discuss what they
mean.
'He w as clearly something of a free spi rit:
'My parents have a st ro ng work ethic:
'We've both in herited t hat desire to get ahead :
9 Look at the questions below and note down your
answers. Then ask your partner about their answers. Does
family have a similarly strong influence in your lives?
HOW DOES FAMILY SHAPE YOU?
Would you say you are a close famil y?
H ow much tim e do yo u spend wi th fami ly:
out of a sense of duty?
because you choose to?
Is family a consideration for you in choosing where to Li ve?
H ow conscious are you of your famil y's history?
Is there a strong famil y trait? H ave you inherited it?
Is there a ' head of the family'? H ow important is it to ha ve
this person's approval?
Is there someone in the family you particularly admire? Why?
Has your fami ly influenced the career path that you have
chosen ?
Wh en seekin g advice, are you more likely to turn to fri ends
o r family?
How important is it to you that your family approves of your
partn er?
Would you say your family members have the same attitude to:
money?
bringing up children 7
:ts
;t
her
l.
America itself is well-known for being a
Does
melting pot of different ethnic groups and
~s?
cultures, but nowhere is this diversity more
pronounced than in Queens, New York.
Here, second-generation Puerto Ricans live
? announcement in a newspaper that was read by immigrants. it was from
alongside third-generation Greeks and first-
generation Koreans, all united by a common
feeling of pride in their American identity.
However, they are also proud and curious
about their ancestral roots. National
Geographic's Genographic Pmject, known also
as the Human Family Tree, set out to trace the
origins and common ancestry of the various
immigrants in this community by examining
their genetic makeup using a simple DNA
test. The study was well supported by
local residents, but often what was of more
immediate interest to people was something
which intrigues us all: the history of our
recent ancestry. In other words, how their
grandparents and great-grandparents arrived
in America, and what brought them there in
the first place.
One recurring theme among immigrants
seems to be the hard work and sacrifices that
went in to building a new life and how their
o: descendants now feel a duty to honour their
efforts by working hard too. Here are two
Queens residents' stories.
YOUR FRIENDS TH E GENERATION GAP
Richard, 38
My great-grandfatherTomas came to America from Poland when he was
fifteen . His mother had become il l and died, and his father remarried to be
able to take care of his seven children. Tomas didn't like his stepmother, so
he ran away to Belgium, where he boarded a ship to America - without a
ticket. He was clearly something of a free spirit. Arriving in America with
nothing, he got a job on the rail roads in California. Then one day he saw an
his brother in New York who was also seeking his fortune in America and
was looking for him. Tomas got in touch and they had an emotional reunion
in New York, where Tomas subsequently settled. This is the story that my
grandmother has passed down to us, to my parents and all my aunts and
uncles. She is an amazing woman and the head of the family, I suppose; the
one who holds us all together. She's actually quite forgetful now, but she
never forgets fami ly details. What that has meant is that all of us - brothers,
aunts, cousins - have a strong family bond and a strong sense of belonging
to a group that has struggled and fought together to succeed here.
Ta nja, 29
I'm a first generation American. Both my parents came here from Jamaica,
where getting a good education is a must. My mother always says that
people may take everything away from you, but they can never take away
your education. My father was a nurse in Jamaica, but he had an ambition
to be a doctor in the US; when he first came here, he studied during the day
and went to work at night. My parents have a strong work ethic. My mum
has always worked as a nurse, but at the same time has always been very
involved in our lives also, helping with our studies and following our careers
with interest. Both my sister and I have followed them into the medical
profession and now I'm working as a doctor at the Mount Sinai hospital in
Queens. I don't know if that kind of dedication is genetic or just something
that you learn from your parents, but that desire to get ahead .. . we've
certainly both inherited it. The great thing about America is that it gives you
the opportunity to live those dreams too.
liJ> FAMILY INFLUENCES MEETING PEOPLE YOU KNOW 15
 real life meeting people you know • pronunciation expressive intonation writ

1d A face from the past 1

Real life meeting people you
know
1 Work in pairs. Discuss the questions.
1 When was the last time you bumped into
someone that you hadn't seen for ages?
2 What did you talk about?
3 Had they changed a lot?
2 'j 1.4 Listen to a conversation between two
people, Tim and Creta, who meet by accident in
the street. Answer the questions.
1 What have they been doing since they last met?
2 What future arrangement do they make?
3 t. 1.4 Listen again and tick the expressions in the
box the speakers use.
4 Find the ticked expression that matches sentences
1-6.
1 how Creta expresses her surprise at meeting
Tirn
2 how Creta asks Tim for his news
3 what Tirn says about Creta's appearance
4 how Creta describes her business
5 what Creta says about Amanda, their other
friend
6 how Creta says she can't carry on the
conversation
5 Pronunciation expressive intonation W1
a 'i 1.5 Emotion (surprise, excitement, etc.) is often 1 I
conveyed by expressive or exaggerated intonation. f
Flat intonation often suggests a lack of emotion
or interest. Listen to these phrases and say if the
intonation is expressive (E) or flat (F). 2 F
I
E F I
1 Hello. Fancy seeing you here. t
2 Oh, busy as ever.
3 How's it all going?
4 Sorry, I'm in a bit of a hurry.
5 Do you see much of Amanda?
6 You're looking well.
b Work in groups. Choose a phrase from the box and
say it either with expressive intonation or with
flat intonation. Ask the others in the group to say
which intonation you used.
6 Imagine you are in a large shopping cen tre during
your lunch break from work. Walk around and
'bump into' other people that you have met
before. Find out wha t each person has been
doing, and make a future arrangement. Then
move on until you bump into someone else. Use
the box to help you.

Fancy meeting I bumping into I seeing you here!

What a (nice) surprise!

How are things?

What have you been up to?
How's it all going?

Busy as ever.
I've been completely snowed under. 3
it has its ups and downs.

You're looking well.

it obviously suits you.

Do you see much of Amanda ?

How's Amanda getting on?
She was asking after you the other day.

Do give her my regards.

Say hello to her from me.

Well, I should probably go and .. .

Sorry, I've got to rush. /I 'm in a bit of a hurry.
I don't mean to be rude, but I need to ...
it was really nice to see you. I Great to see you.
Good luck with ...

16 ifii!(fJ:(e}iii YOUR FRIENDS THE GENERATION GAP FAMILY INFLUENCES Ill> MEETING PEOPLE YOU KNOW
l!!1iiJ AN INFORMAL EMAIL
 writing an informal email • writing skill greetings and endings • word focus get
1e News from home
Writing an informal email
often 1 How often do you send n ews to friends and
ation. family? Do you communica te b y le tter, email,
)n
text message?
:he
2 Read the email b elow from Ben to his friend,
Fergus. Where is Ben and wha t is h e doing there?
How would you summa rise the co ntents of each of
the three p aragraphs?
Dear Fergus
I hope all's wel l with you . I've been meaning to
write for ages, but my journal takes up a lot of my
time. Please don 't thin k it's because I haven 't been
th inking about you all - I have and I'm getting
quite homesick . But I have to remi nd myself of why
:and
I am here, which is to try and get established as a
freelance journalist and photog rapher.
.ay
I'm now in Sri Lanka visiting some tea plantations
and talking to people about how their lives have
ring changed in the last 20 years or so. The cou ntryside
l here is amazing . At the moment I'm in the hills just
outside Kandy wh ich are so lush and green , you
wou ldn 't believe it. I'm trying to get an interview
with one of the plantation owners that I can make
into a featu re for a magazine . Fingers crossed !
So, my plan is to stay here unti l the end of
September and then get a plane back to the UK to
see if I can find someone who will publish some of
th is stuff. lt wou ld be great to get together with you
then. How is the fami ly? Is Sa rah sti ll working for
that horrible estate agent? Do give them all my love.
I'll write again soon .
Al l the best,
Ben
3 Wha t fea tures of the language in this le tter tell you
that it is in an informal s tyle?
Unit 1 Relationships
4 Writing skill greetings and endings
Which of these other phrases for g ree ting and
ending w ould b e appropria te in an informal email
to a friend or rela tive?
All my love Best w ishes Dea r Mr Franks
Dea r Sir o r Mada m Hello Hi John
Kind regards Love Rega rds Warm rega rds
Yo urs Yours fa ithfully Yours sincerely
5 Word focus get
a The verb get is used often in spoken or informal
w ritten English . Find five phrases I sentences in
the le tter w here it is u sed . What does it m ean in
each case? Think of a synony m for get in each case.
b Read the sentences. M a tch the u ses of get to a w ord
with a similar m eaning in the b ox .
be (in passive sentences) catch do I ma nage
persuade reach receive
1 Did you get m y last le tter?
2 How h ave you b een getting on in your n ew job ?
3 I got a virus w hich kep t m e in b ed for two
week s.
4 We g o t d elayed for four hours at the border.
5 I'm going to try to get him to come w ith m e.
6 I'll call you w hen I get to London.
C Write three sentences of your own with get giving
recent n ew s about yourself. Work in small groups
and read them to each other.
6 Imagine you have b een away from h ome for some
time. Write an email (200 words) to a friend or
family member to ask them for n ew s from home
and to give them y our n ew s. Try to u se the verb get
at least twice.
7 Work in pairs. Exchange letters. Check for the
following:
• Is the u se of ten ses correct?
• Is the s tyle not too formal?
• Did they use the correct greeting and ending?
 Be
1f Immigration 1

w
3 '

4 '

l=~ing economic and political

hardships, many millions left their
elands in Europe and Asia in
search of a better life.

CO
dil
i
di1
fiE
he:
 Unit 1 Relationships

Before you watch 5 Watch the second part of the video (02.31 to the
end). Answer these questions.
1 Work in groups. Look at the photo and discuss the
1 How many legal immigrants arrive in the US
questions.
each year?
1 Where are the people in the photo?
2 What do you think they are doing? 2 What particular challenge is there along the
3 What does the caption tell us about the people? US-Mexico border?
2 Work in pairs. Write down five images you think 3 What have foreign-born citizens brought with
you will see in the video. them to the US?
6:_/}_i!IY!lig!l]_t.ig_IJ off.jc:e._tt:;hl!.C:~i.t!g t./Je. r:/..QC:LIJf.le.l!l$ pfg_
f!f!:§Qr.!C.U:If{)_il}gji}J/Je.JJ$ .Qy lzgqt, 4 How is the US economy affected by immigration?

5 What do immigrants usually share with people

Wh ile you watch already living in the US?
3 Watch the video and check your ideas from
Exercise 2. 6 How does this help the immigrants?

4 Watch the first part of the video (to 02.30). Find

and underline eleven errors. Write the correct
information below the text.
After you watch
Large numbers of immigrants have come to 6 Roleplay arriving at Ellis Island
the United States since the early 17th century.
Work in pairs.
Europeans settled mainly in the western half of the
country. Immigrants from Asia and from Mexico Student A: Imagine you are an immigrant to the
settled mostly in the east and the northwest. US arriving at Ellis Island. Read the information
Between 1892 and 1954, Ellis Island in Los Angeles below and make notes.
Harbour admitted seventeen million immigrants.
Student B: Imagine you are an immigration
In 1907, as many as eleven thousand people a
officer at Ellis Island. Sh1dent A wants to enter the
week were processed. And today, four out of
country as an immigrant. Read the information
every five Americans can trace part of their family
below and prepare questions to ask the immigrant.
history directly back to Ellis Island. Many of these
immigrants settled on the Upper East side of • where you come from
Manhattan. The Tenement Museum shows how • your journey
harsh their living conditions could be. Families • why you want to come to the US
of eleven people lived in small apartments with Act out the interview, then change roles and act
just two rooms. On the other side of the country, out the interview again.
families arrived at Devil's Island in California,
where conditions were more relaxed for Asians. 7 Lavinia Limon says, 'We're in a much better
1 position because we have maintained our
2 immigration flows. ' What do you think she means?
3 Do you agree with her?
4 8 Work in groups and discuss these questions.
5
6 1 What kind of problems do you think
7 immigrants faced when they arrived in the
8 United States in the 1920s?
9 2 Do you think immigrants face similar problems
10 today?
11 3 Do you think immigrants should try to keep the
customs and values of their home countries, or
adopt those of their new country?

contend with (v) /bn'tend w1o/ dea l w ith a difficult sit uation harsh (adj) /ho:f/ unpleasant and difficult to live in
discrimination (n) /d1sknm 1'ne1f;m / treating a group of people leap (n) /li :p/ jump
in an unfair way partition (v) /po:'t 1 f~n/ divide
diverse (adj) /da1'v3:s/ varied shore (n) /f-:J:/ coast
flee (v) /f li :/ escape from tenement (n) /'ten;;>m;;>nt/ a large bui lding divided into
hardship (n) / 'ho:dfip/ something that makes life difficult apartments in a poor area of a city

19
 UNIT 1 REVIEW
Grammar
1 Read the article below abou t families.
Answer the questions.
1 What is the difference between a
nuclear and an extended family?
2 What are the benefits of an extended
family?
2 Underline the right present tense form
to complete the text. Then check your
answers with your partner.
3 Work in pairs. Make a list of other
advantages and disadvantages of living in
an extended family. Then compare your
answers with another pair.
When talking about family, a distinction 1 is
making I is made between extended family and
nuclear family. The nuclear family is the basic
family unit of parents and children. The extended
family is all the other members who 2 are related
I have been related by blood and by marriage:
aunts, uncles, grandparents, nieces, nephews, in-
laws, etc. In the West, the importance of extended
family 3 has decreased I has been decreased greatly
in the last 50 years. But the extended family has
many economic benefits. Grandparents 4 help I are
helped with childcare and in turn they 5 are looked
after I have been looked after when they are old
by younger members of the family. Also, when
houses and domestic chores 6 are sharing I are
being shared by many, living costs are naturally
lower. But in recent years more and more young
people 7 are choosing I have been choosing to
live in nuclear families and so the economics
8 I CAN
have changed I have been changing. The older
generation say that traditional family values
9
are losing I are being lost; but the more serious
economic issue is that everyone's network of
support 10 has been taking I has been taken away.
I CAN
use present tenses
talk about events in present time using
active and passive forms
20
Vocabulary
4 Read each definition and then put in the correct word.
1 Someone who is also studying, like you=
a ·-·· . . . . . . . . . student
2 Someone you go on a trip with = a -·-· ·--·· companion
3 Someone who you can really depend on= a ---·-·-·
friend
4 Someone you and another friend both know =
a --····-. friend
5 Someone you share an apartment with = a ____ _
6 Someone you know but is not really a friend =
an
7 Someone you are rela ted to by birth= a relative
5 Work in pairs. Give details abo ut one of the people in
Exercise 4:
• who you hang out with regularly
• who you haven't kept up with
• whose house you go round to regularly
I CAN
describe different types of friends and acquaintances
use phrasal verbs that describe relationships
Real life
6 Put the sentences below into the right order to complete
the conversation between Karen (K) and Jim G).
K: Hello Jim. Fancy bumping into you here. 1
K: Great. Well, I should probably go. I'm in a bit of a
hurry to get to the bank.
K: Of course I will. We should get together some time.
K: You know- busy as ever. He's working for BP now in
London.
K: You too. Good luck with the work in New York.
K: Not bad, thanks. What have you been up to?
K: Have you ? That's sounds exciting. You're looking well.
J: Thanks. You too. How's David getting on these days?
J: Well, do give him my regards.
J: Yes, that would be nice. I'll get in touch when I'm back
next month.
J: Well, it was great to see you.
J: I've been working in New York for the past month.
J: Oh hello, Karen. What a nice surprise! How are things?
7 Work in pairs. Imagine you meet each other in the street
by accident. Act out a similar conversation.
have a conversation with someone I haven't seen for some
time
Speaking
8 Work in pairs. Tell each other about a rela tionship with a
family member or friend that is important in your life.
 Unit 2 Storytelling
ect word.

W=

ople in

Jmplete

of a

time. FEATURES 1 ., 1.6 Work in pairs. Look at the photo and the caption. What
'now in do you know about this man? Listen to a conversation about
22 The film of the book different accounts of his life. Answer the questions.
k. When is a good book also a 1 What facts about his life do the speakers mention?
good film? 2 How are the film and book different?
ing well.
~ days? 24 A close shave 2 ~ 1.6 What are the opposites of these adjectives? Which ones
did the speakers use to describe the documentary and the
Two reporters have a scary
' m back biography about Senna? Listen again and check.
encounter
accurate biased fair objective partial sympathetic
26 Once upon a time ... truthful
nth.
things? The brothers Grimm:
master storytellers 3 Match the adjectives (1-5) with the genres (a-e).
street
30 History of film 1 sentimental, touching a thriller
2 creepy, scary b historical drama
A video about how film- science fiction
3 fast-moving, gripping c
making has developed romantic comedy
4 original, thought-provoking d
5 powerful, authentic e horror

4 Describe to your partner a book or film you have enjoyed

recently. Would you like to see the film or read the book your
·ith a partner has described?
fe.

A FAMOUS WRITER OR FILMMAKER NARROW ESCAPES STORYTELLING YOUR REACTIONS TO STORIES 21

A STORY
 vocabulary books and films • speaking and listening the film of the book • grammar past simple and present perfect
simple • pronunciation the letter I • writing and speaking a famous writer or filmmaker

6 ~
- 2a The film of the book c
1

Vocabulary books and films ~ WORDBUILDING synonyms 2

There are often words which are close in meaning but not
1 Work in pairs. Look at the photo below. exactly t he same. Or they have the same meaning but differ 3
What kind of film do you think this was in use.
a location for? author and screenwriter 4
2 Do the words in the box relate to books, films For further information and practice, see Workbook page 19.
or both? Put them into three categories. 5

audience author best-seller Speaking and listening 6

blockbuster box office cast chapter
characters director location plot 4 Work in pairs. Ask each other the questions. 7
portrayal producer publisher readers 1 Do you like to see film adaptations of books you
scene screenwriter script setting have read?
storyline theme trilogy 7 \A
2 Do you sometimes read a book because you ha ve
seen the film? 1
3 Match words from the books list and the
films list to make pairs of words that are 5 ~ 1. 7 What do you think is the secret of making a good 2
related. What is the difference between the film adaptation of a book? Tell your partner if you agree 3
words in each pair? Compare your list with with a, b or c. Then listen to an interview with a film
another pair. critic and say which answer he gives.
Example: a to remain completely faithful to the details of the Gn
story and the characters in the book
author and screemuriter- the author is the writer
b to remain faithful to the spirit and main themes of prE
of a book, a screenwriter writes the script of a film
the book 8 \A
c to create a story that works on film, even if it is not li
faithful to the book si
1

4
5

e
 Unit 2 Storytelling

6 ~ 1. 7 Answer the questions. Then listen again and
check.
1 What do people generally think are the
ingredients for a box office success?
2 What does the critic say abou t the success of film
adap ta tions of books?
3 What are Sense and Sensibility and The Shining
examples of, according to the critic?
4 What does the critic compare making a good
film from a book to?
5 What is the central theme of The Lord of the
Rings?
6 Why was it difficult to reproduce the world
J.R.R. Tolkien crea ted?
7 How did director Peter Jackson compensa te for
leaving out elements of the story in the book?
7 Work in groups. Discuss the questions.
1 Have you seen any good film adap tations of
books? And any bad ones?
2 What made them good and bad?
3 Were the reasons similar to the ones described
by the critic?
Grammar past simple and
present perfect simple
8 Work in pairs. Match each sentence from the
... PAST SIMPLE and PRESENT PERFEG SIMPLE
Past simple
I visited I He visited ...
I didn 't visit .. .
Did you visit ... ?
Present perfect simple
I have visited I She has visited ...
I have not visited .. .
Have you visited ... ?
For further information and practice, see page 158.
9 Look a t the grammar box. Then put each verb in
these pairs of sentences into the correct form, past
simple or present perfect simple.
I first .... ---·-m·· . m .. (read) The Hobbit when I
was twelve years old . What about you?
No, I _ .m.. mm. (never I read) The Hobbit,
but I know a guy who --m· ----·- (read) it 24
times. He never gets tired of it.
2 There --------·- (be) a lot of film adaptations
of Stephen King books over the years.
Yes, I know. There ··m··--··-·m (be) a great
adaptation of The Green Mile a few years ago.
3 •m••········· ...... you ever ... •••m••··-·· ·-··-··· (write) a
play or a screenplay?
No, but my great grandfather ........ ....... ..m
(write) a play for radio .
4 ··-·············-···---· you . (see)
m

listening text (1-5) to one of the uses of the past 2007: A Space Odyssey on TV last night?
simple (a-e).

'
No, but I ---m--m·---- (see) it before. lt's
1 Some film adap tations have worked, others amazing, isn't it?
have flopped.
2 'What is the secret?' That was the question I put 10 Pronunciation the letter I
earlier to Mark Mow lam.
3 He has followed the progress of many book-to- a "" 1.8 Listen to three words which contain the
film ad aptations in his time. letter I. Notice howl is pronounced in three ways.
4 The author, Tolkien, created a magical world. Listen again and repeat.
5 It has become one of the most successful films of 1 as a clear l before a vowel sound location
all time. 2 a dark l before a consonant sound film
3 silent l would
a When the action is clearly linked to a specific
time in the past we use the past simple. b 'i 1.9 Listen to these words and say which I
b When the experien ce is more important than sound you hear (1, 2 or 3). Compare your answers
the time and the time is not sta ted we use the with your partner. Then practise saying each word.
present perfect.
c We use the present perfect to talk about people's best-seller calm child details faithful to
life experiences. felt half loyal plot screenplay
d If the person is dead we must use the past should told trilogy walk
simple to talk about their lives.
e When we talk about a period of time tha t is not
finished we use the present perfect (e.g. over the Writing and speaking
past few weeks, this year) even if the action itself
is finished . 11 Think about a living writer or filmmaker. Make
notes about their life and work. Then describe
this person's work to your partner. Ask questions.

A FAMOUS WRITER OR FILMMAKER NARROW ESCAPES STORYTELLING YOUR REACTIONS TO STORIES 23

reading a true story • grammar past tenses review • pronunciation contracted negative forms •
speaking narrow escapes

c:
2b A close shave 6

Reading 3 Read the story below about three encounters

1 Work in pairs. Discuss how you would react if faced
with the following dangerous situations. Wha t do you
think would be the right thing to do?
• a snake showing its teeth at you
• a shark swimming near you
• a bear approaching when you are eating a picnic
2 Have you had any 'close shaves' with dangerous
animals? What happened? Tell the class.
two National Geographic reporters had with
rhinos on the same day. What did the rhinos do
in each case and how did the people react?
4 Look at the eight highlighted verbs in the
article and guess their meaning from the
context. Then check in a dictionary to see if
you were right.
5 What effect does the use of these verbs have on
the story?

National Park in India is home to two of the world's most endangered

species: the tiger and the single-horned rhino. Photographer Steve Winter and writer
Douglas Chadwick had only been working there a few days when they had a rather
frightening close shave with some rhinos.
They were driving into the park to start filming, when their guide stopped the jeep to
move a turtle from the middle of the road just ahead of them . Winter, Chadwick and
their guard got out to stretch their legs and watch . But when Chadwick turned to look
up the road, he saw something terrible.
About 50 metres away, a rhino was charging at them. Rhinos can sprint at more than
40 kilometres an hour, so there was no time to leap back in the car. Instinctively, the
guard fired a shot into the ground just in front of the rhino. The crack of the rifle and the
dirt that the bullet kicked up was enough to distract their attacker and he veered off into
the grass seconds before reaching them.
Shaken, but relieved the incident had not been worse, they drove on. As they were
entering the forest area on a raised section of road, three young rhinos climbed onto
the road in front of them. The jeep stopped hurriedly, but this time the animals seemed
uninterested and disappeared into the forest. Just then, however, the
mother of the three, who had been keeping an eye on her
young, came crashing through the trees from their 7
left. No time to shoot this time. The female rhino
slammed into the side of the jeep and started to
wrestle it off the road. Indian rhinos don't use
their horns in a fight; instead they bite and
this female's teeth were gouging deep into
the side of the jeep.
The guide had laid down a rule for his
guests at Kaziranga - 'No one is allowed to
be scared.' But his guests were breaking the
rule, praying the driver could get them out
With the engine screaming, at last
skidded free. Even then the rhino
and it was only 150 metres
gave up the chase.

a
 Unit 2 Storytelling

Grammar past tenses review b .. 1.11 Work in p airs. Read these other phrases
to each other. Say how many syllables each
6 Look at the grammar box. Match the tenses (1-4) contracted negative form has. Listen and check.
with their uses (a-d) . Then find other examples of
1 I haven't been to India. 5 I hadn't noticed.
~r s the tenses in the ar ticle.
2 It isn't far. 6 They weren't late.
\
1 past continuous 3 You aren't allowed . 7 She hasn't called .
os d o 2 past simple 4 It doesn't matter. 8 We didn't care.
3 past p erfect simple
4 past p erfect continuous 9 Complete these reports of lucky escap es by
putting each verb in the most appropriate p ast
a to describe the main events in sequence, i.e. one tense. Use contracted forms where possible.
if after another
b to refer to an action that happened earlier i.e.
-ve on
not in the main sequence of events
c to describe a (background) event in progress
THE NEAR MISS
around the time of the m ain event I 1 .... .... m m··- .... (mountain-bike) with a friend
in Wales and we 2 . m (just I finish) a
d to describe an action in progress before or up to
long off-road climb out of the Dysynni Valley.
the main event(s) in the p as t
lt 3 ····m···· (rain) earlier but now the sun
5
~ PAST TENSES REVIEW ·--···-···-···-- .................. (shine) and we ···--··--·····-··--m···-··-·
(feel) quite warm. Since the rest of the route
Past continuous was downhill on tarmac roads, I 6 ······-··-··--m-mm
They were driving into the park to start filming, when (take) off my bike helmet and 7 _____ _
their guide stopped the jeep. (set) off. Suddenly the road 8 m ·--·---

Past simple (become) very steep and the bike 9 -·-··-···--·--·--mm

Winter; Chadwick and their guard got out to stretch their (pick) up speed quickly. There was a turn ahead
legs and watch. in the road and I knew I was going to crash . The
bike 10 ... . . ......... (go) straight into a wall,
Past perfect simple but luckily I ...
Shaken, but relieved the incident had not been worse,
they drove on.
Past perfect continuous
Winter and Chadwick had only been working there a few
THE UNEXPECTED
days when they had a very close shave. Mr Charles Everson and his wife Linda
11
... (drive) home from church
For further information and practice, see page 158.
one Sunday when a COW 12 (fall)
••••m m••·····-

from the sky and 13 . . . (land) on the

m

bonnet of their van . The cow, which

7 Complete the summary of Winter and Chad w ick's 14
. .. mm (escape) from a breeding farm,
story using the p ast tense of the verbs given. Use 15
.. m•••• (graze) too close to the edge of
•

contracted forms w here p ossible. a cliff next to the road and 16 ···-··m·---· -·-···· (slip)
Steve Winter and Douglas Chadwick, who and plunged 200 feet. When the emergency
services 17 .......... (arrive) at the scene
--·-·--·-m-·- ...... (work) in Kaziranga National Park,
they ...
--·-··--·--··- ........... (have) three close encounters with
rhinos all on the same day. Before entering the park,
their guide 3 __ . ..mm. (tell) them not to be 10 'i 1.12 Complete the last sentence of each story.
afraid, so they 4 . . .. mm······ (be I not) especially
Then listen to the stories and check your answers
worried, but clearly the incidents 5 ...
to Exercise 9. Compare your endings w ith what
(shock) them. They 6 (know) that
you hear.
m

filming in the Park was dangerous work, but they

......... mm······-·-·· (not I expect) to meet danger quite so
soon or so frequently. But it 8 .................................... .
(not I stop) them carrying on!
11 Prep are a description of a time that you had a near
8 Pronunciation contracted negative forms
a 4J 1.10 Listen to the summary in Exercise 7 and
circle the verbs where the sp eaker uses contracted
forms. How many syllables does each contracted
form contain?
Speaking
miss or lucky escap e. Choose one of the follow ing
themes. Use each tense at least once. Then tell your
story to your partner. When you come near to the
end, stop and ask your p artner what they think
happened next.
• escaping injury or physical accident
• a scary incident when something unexpected
happened
• getting away with something you did w rong

itU@·i:(e}iii A FAMOUS WRITER OR FILMMAKER ~ NARROW ESCAPES STORYTELLING YOUR REAGIONS TO STORIES 25
l!lmiJ A STORY
 reading the brothers Grimm • critical thinking close reading • word focus keep • writing and speaking storytelling
2c Once upon a time
Reading
1 Work in p airs. Wha t were yow- favo w-ite stories
as a child? Tell yow- p artner w h a t they were about
and wh y you still rem ember them .
2 Look at these titles of fairy tales by the brothers
Grimm. Discu ss the question s.
Cinde rella Littl e Red Rid ing Hood
Slee ping Beauty Snow White
The Elves and t he Shoemake r The Frog Pri nce
1 Which of these fairy tales is d epicted in the
photo on p age 27?
2 Which of them are well known in yow-
country?
3 Wha t is the name for them in yow- langu age? Is
the n ame similar or very d ifferent?
3 Where did the stories in Exercise 2 com e from
originally and w h a t did the brothers Grimm d o to
them ? Read the article and find out.
4 Look back a t the article and find significant (or
surprising) facts about the following:
1 the p opularity of the Grimms' fairy tales n ow
2 the p opularity of the Grimms' fairy tales a t the
time
3 Germany a t the time the brothers were writing
4 the stories of Little Red Riding Hood and Snow
White
5 the a ttitude of parents to the stories
5 The w riter uses various words and exp ressions
associa ted with fairy tales. Find these words and
expressions and match them with the d efinitions
below.
1 a lon g time ago (p ara 1)
2 the opposite of a hero (para 1)
3 clever and knowled geable (para 1)
4 d istant countries (p ara 1)
5 the lesson to be learnt (p ara 5)
6 a wom an (often bad ) w h o d oes m agic (p ara 6)
7 the opposi te of kind (p ara 6)
8 for the rest of time (para 7)
1 0 Work in pairs. Tell each other your story as you
26
•••
Critical thinking close reading
6 What conclusions can you draw about the brothers
Grimm from reading this article? According to the
text, are these sta tem ents tru e (T) or false (F)? Or
is there n ot enou gh informa tion (N) to say if the
sta tem ents are true or false?
1 Th ey were very m otiva ted yotmg men.
2 The brothers h ad an academic interest in these
stories. WO
3 Th eir aim was to w rite d own stories tha t h ad to
previously b een told orally.
4 Th ey were interested in the stories them selves, T
n ot the social m essage behind them . the
5 Wilhelm disliked the cruelty and violen ce in pul
the stories. be
6 In the end the stories reached the m ass In
audience tha t the brothers h ad wished them to. pu
Tn
7 Work in pairs. Summarise the brothers Grimms' in
achievem ent, according to the writer. m
Jap,
Word focus keep tal
la
8 Work in pairs. Find three p hrases with the word
keep in the p assage. Discuss wh a t each one means.
s
D
Th en d o the sam e w ith the phrases in these
in
senten ces.
at
1 Please keep an eye on the time. We m ustn' t fo
leave any la ter than ten thirty.
2 Try to keep your chin up . I know you m ust be
fru stra ted w ith the lack of progress, but I'm
sure things w ill get better.
3 I wouldn' t tell him your n ews just yet, if I were
you . H e's n ot very good a t keeping a secret.
4 Technology is m oving so fas t these d ays. It's
difficult to keep track of all the ch an ges.
5 Sorry, I d on ' t want to keep you. I just need to
ask you a quick question.
6 I always think it's a good idea to keep a diary
w h en you are travelling- to look back on la ter.
Writing and speaking
9 Think of a trad ition al story or fairy tale you know
well. Make n otes on the main elements of the
story. Use a dictionary if n ecessary.
0
rem ember it, or tell the same story but in a modern
setting. When you h ave each other's stories,
ch ange p artner and tell your n ew p artner the story
you were told.
I
ll
telling Unit 2 Storytelling

Once
g
others Once upon a time there lived in Germ any two brothers re told stories to her that th ey th emse lves had read in a
:o the who loved a good story- one with magic and danger, collection written by Ch arles Perrault in 1697, Tales of
'Or royalty and villains. At sch ool th ey me t a wise man My Mother Goose.
the who led them to a treasure - a library of old books wi th
Although th e brothers implied that they were just
tales more enchanting than any they had ever heard .
keepmg records of tales, Willlelm continued to polish
Inspired, the brothers began collecting their own stories,
and reshape the stories up to th e firlal edition of 1857.
listening to the folktales people told th em . Soon they
hese In an effort to make them more acceptable to children
produced th eir own treasure- a book of fairy tales tha t
and their parents, he stressed the moral of each tale, and
would charm millions in faraway lands for gen era tions
1ad emphasised gender roles. Accordin g to the Grimms, the
to come.
coll ection served as 'a manual of manners.' To this day,
~lves, The brothers Grirnm, Jacob and Wilhelm, named parents read them to their children because ~h ey app:ove
their story collection Children's and Household Tales and of the lessons m the stories: keep your prorruses, don t
in published it m Germany in 1812. The collection has talk to strangers, work hard, obey your parents.
been translated into more than 160 languages, from
Yet despite all Wllhelm's additions, the core of
Inupiat in the Arctic to Swahili in Africa. As a world
these stories was left untouched, in all th eir medieval
~m to. publishirlg ph en omenon it competes with the Bible.
coarseness. The cruel treatment of child ren (the children
The stories and their characters continue to fea ture
ns' H ansel an d Gretel are put m a cage by a witch and th en
in virtually every media: theatre, opera, comic books,
fatten ed ready for eatin g), th e violent pwushments
movies, paintmgs, rock music, advertising, fashion . Th e
handed out to th e stories' villains (m the original Snow
Japanese have built two theme parks devoted to the
Wlute th e evil stepmother is fo rced to dance m red-hot
tales. In the United States th e Grimms' collection helped
iron shoes until sh e falls down dead), are too much for
launch Disney as a media giant.
)fd some parents.
Such fame would have shocked the humble Grirnms.
eans. So wha t accounts for their popularity? Some have
During th eir life times th e coll ection sold few copies
suggested it is because the characters are alway~ s~~ng
in Germany. Th e early editions were not even aimed
for happmess. But th e tru th probably lies m theu ongm .
at children. Th ey had no illustra tions, and scholarly
Grimms tales were born out of a storytellin g tradition
t' t foo tn otes took up almost as mu ch space as the
with out boundaries of age or culture. The broth ers' skill
tales themselves. Jacob a nd Wuh elm Grimm viewed
was to translate these mto a universal style of writing
st be themselves as patriotic stud ents of folklore. Th ey
tha t seems to mirror whatever moods
m bega n th eir work at a tim e whe n Germany had been
or mterests we bring to our
occupied by the French under Napoleon. The new
rea din g of them . And so it
were rulers suppressed local culture. As yo un g sc holars, th e
was that th e Grimms' fairy
·et. broth ers Grirnm began work on the fairy tale collec tion
tales lived happily ever after.
t's in order to save the endan gered oral storytellmg
tradition of Germany.
:i to
Long before the Grim ms' tim e, storytelling thrived m
inns, barns and the homes of peasant women. During
iary
win ter nights, as they sa t spinning wool, women ke pt
later.
each other company and entertain ed themselves wi.th
tales of adventure, romance and magic. Altoge th er, 40
such storytellers deli vered tales to the Grirnms, many
of them commg to their h ouse in Kassel. One of them,
:now 'Marie', was credited with n arra ting man y of the most
famous tales: Little Red Riding Hood, Snow White and
Sleeping Beauty. But these we re not fro m the German
)U
oral tradition. Marie had had French nannies who
odern
coarseness (n) /'b :.sn:>s/ being roug h and down-to-ea rth; a
story lack of sophistication or refinement
folklore (n) / 'f::~uk,b:r/ the traditional songs, stories, proverbs,
legends of a societ y
nanny (n) /'meni/ a woman pa id t o look after young children
spin (v) /span/ to make natu ral fi bre (li ke woo l) into thread

A FAMOUS WRITER OR FILMMAKER NARROW ESCAPES ~ Jiiehfei#ll@l YOUR REAGIONS TO STORIES 27

 real life reacting to stories • pronunciation linking and assimilat ion writing

2d What a disaster! 2e
Real life reacting to stories 4 Pronunciation linking and assim ilation Writi
1 Work in pairs. What kind of things do you a .. 1.14 Listen to these short responses. Notice how 1 Reac
find often go wrong day-to-day: computers, the underlined sounds are either linked as in been ab m:
transport, things in the house, forgetting things? a or assimilated as in what did, where the t of what rain
disappears and is replaced by the d of did. Repeat
2 " 1
1.13 Look at these extracts from six personal
accounts of things that went wrong. Discuss
each phrase.
That must have been a relief.
2 n"'
fe
what you think happened next. Then listen and
check. So whatj.id you do?
2 Worl
1 The bus broke down on the motorway, so we b 't 1.15 Work in pairs. Underline the sounds in these inth
were all left stranded until help could arrive. sentences that you think are linked or assimilated.
2 My trousers got caught on the door handle Then listen and check. Practise saying the sentences. ' I Cl
and as I walked away they tore. Lv.. !
3 I bent th e key trying to force it into the door Linked Assimilated
~~
lock and when I tried to straigh ten th e key it 1 What a nightmare! 5 That was good thinking. beet
snapped. 2 Oh, that's awful. 6 A similar thing Cl V\.!
4 The lift got stuck between floors 25 storeys Poor you ! happened to me. La si
up and two of the occupants were completely 3 How embarrassing! tr
panic-stricken . 4 Really? That's odd. ~ee
5 The tyres on my bicycle were badly worn 5 Work in a groups. Choose one of the following c{a~

and when I hit a bump in the road one of topics each and prepare to tell a short story abou t wLt
them burst. something that happened to you. Those listening to for
6 My computer froze without any reason while the story should react. JUS"
I was working. e
• a time you were lost or stranded
W~l
3 "' 1.13 Look at the responses below. Can you • something embarrassing that happened to you
free
remember which ones were used in each of the • a minor acciden t you had
see
conversations in Exercise 2? Tell your partner. • a computer problem
RDI
Then listen again and check your answers. • a situation w hen someone you were with
cLC!I
panicked
.... REACTING TO STORIES • a situation where something broke or got stuck
Sympathising when something bad has happened
Oh, that's awful.
How embarrassing!
What a disaster!
Oh, that's really awkwa rd .
Poor you!
What a nightmare!
Rea lly? That's od d.
Rea lly? How strange!

Commenting on a good outcome

to a bad situation
Ph ew!
That must have been a re lief.
That was clever.
That was good t hinki ng .
That was lucky.
That was a stroke of luck.

Talking about similar experiences

I can sym pathi se with t hat.
Yea h, I t hink I woul d have done the same th ing.
Yea h, a simi la r thi ng happened to me o nce.
Yea h, I once had t he same experience ...

28 A FAMOUS WRITER OR FILMMAK ER NARROW ESCAPES STORYTELLI NG IJ>- YOUR REACTIONS TO STORIES
A STORY
 writing a story • writing skill using descriptive words Unit 2 Storytelling

2e A real-life drama
Writing a story b Look at the words in bold in these sentences. Try to
work out their meaning from the context. Then check in
how 1 Read the opening paragraph from a story a dictionary to see if you were right.
!en about two men walking in the Amazon
~a t Speaking
rain forest in Peru. Answer the questions.
!at 1 'Help', she screamed, 'that man, running away. He's
1 What happened to Rowan? just stolen my wallet.'
2 How are the two characters in the story 2 They continued on their way, but Jake could tell
feeling? that Jess was unhappy, because she kept muttering
tmder her breath.
2 Work in pairs. Identify the events and actions 3 He mumb led something about it being unfair, but I
these in the story. Put them in chronological order. couldn't catch his exact words.
ed. 4 'Ok. Let's try your way then', she said w earily. She
nces. 'I CCIII\,'t VVI.OVe,' cru:cl RoW/All\,, 'VVI.i:j foot's CC!I,{gVit had lost the energy to argue.
~If\, soVVtetVi~~ - ~t's rwlli:j -pC!~If\,fl,{l.' CV!r~s 5 'I'll go first,' he said b ravely, but she could see that
iz~W VJC!t RoW/All\, WC!S S lli . He VJC!vl
nking. he was scared.
beelf\, V\1.QCIII\,~ C!ll v\C!i:j C!bol,{t Vi~s sore feet
/AII\,vl tViei:j V!Civl olf\,li:j coverevl Cl !z~loVVtetre ~If\, tV\e Moving
lC!st V!C!lf /All\, Viol,{r. CV!r~s wC!s t~recl too froVVI. 6 We edged our way along the narrow path, conscious
clg_J- tVirol,{gVi tVie tVi~clzjl,{~le, bl,{ wC!s of the steep drop to our left.
!zeelf\, to get bC!clz to tVie cCIVVI."fl before ~t got 7 When he heard the car arrive, he leapt to his feet
dC!rlz. 1Vlei:j werelf\,'t CC!rri:j~~ VVI.CIII\,i:j sl,{-p-pl~es and ran to the door.
ut w~tVi tV!eVVt /AII\,vl 11\,e~tVier V!Cid eiAtelf\, /Aif\,i:jtVi~~ 8 She stumb led on a rock and almost fell, but then
.g to for Clt lwst tViree Viol,{rs . 'it's -probC!bli:j regained her balance.
just Cl tV!orlf\, busVi or soVVtetVi~~,' Vie sC!L 9 We walked b riskly for the next hour but then
elf\,C_oJM.CI@J-VI.@ 1:1, Cl ~""@ 0C!c slowli:j to see reverted to a more usual pace.
wV!C!t Vie -probleVVt wC!s . 'ReC!cVi clowlf\, /AII\,vl tr1:1 to 10 She turned apprehensively towards the door,
JU
free 1:1our foo .'lSut C!S Vie got 11\,e/Arer, Vie coulv\ wondering whether she should enter.
see tV!C!t ~t WC!Sif\,'t Cl busVi tV!C! V!C!cl wugVit
C Do you know any other verbs that describe a particular
RoW/All\, but Cl VVtetCil /AII\,~VVI.C!l trC!-p wVi~cVi V!C!cl
way of speaking or moving? Tell the class.
clCIVVt"flecl ~tself f-rVVI.li:j to Vi~s r~gVit /AII\,Izle .
.ck 5 Write the ending of the story (at least five sentences) .
3 Why does the writer choose to start the story Try to use some descriptive verbs and adverbs, but
at the point when Rowan cries out? don't overuse them!

6 Exchange your ending with your partner. Use these

4 Writing skill using descriptive words questions to check your partner 's story.
a Look at the highlighted expressions in the • Have they used the different past tenses correctly?
story. Which describe movement and which a • Have they included some descriptive verbs and
way of speaking? Discuss the exact meaning adverbs?
of each expression.
7 Then read other students' stories. Decide which ending
you like best.
Bef
1 We
qu
1

2
3

2 Yo
of
wi

Wh
3 Wl
E
ili

4 w
ili
a
b
c

d
e

5 V\
er

2

Before you watch
1 Work in groups. Look at the photo and discuss the
questions.
1 What do you think the man in the photo is
doing?
2 When do you think the photo was taken?
3 Why do you think the photo is made up of
several images?
2 You are going to wa tch a video about the history
of film. Tick the things and people you think you
will see in the video.
actors arriving at an awards ceremony
the Arctic Charlie Chaplin
a documentary filmmaker an earthquake
an old film projector an Oscar statue
a scene from an animated film
a scene from a melodrama
While you watch
3 Watch the video and check your answers from
Exercise 2. Which other early ac tor is mentioned in
the video?
4 Watch the first part of the video (to 01.36). Number
the events in the order they happened.
a The projector was developed.
b People wa tched films in arcades.
c Hollywood became the centre of the studio
system.
d Melodramas became popular.
e Actors became part of a new Am erican
aristocracy.
Edison and Dickson invented the kinetoscope.
5 Watch the second part of the video (01.37 to the
end). Answer the questions.
1 What has film allowed us to do outside of
Hollywood?
2 Name four events that the video shows being
covered by early newsm en.
3 Name two unusual activities you see as
examples of how documentary filmmakers
have used the camera in new ways.
4 How ha ve studio blockbusters influenced
documentaries?
Unit 2 Storytelling
6 Watch the video again. Complete the phrases with
the missing time expressions.
1 ···m··· .... m.. , film has captured the
imagination of audiences all over the world.
2 m• inventors realised they could
• m I
create the illusion of motion by presenting a
quick succession of pictures.
3 m projection allowed large
··-······ I
audiences to view the spectacle at the local
cinema or nickelodeon.
4 m-·--·-m··-·-· the emerging film studio system 1
was centred in Hollywood, California.
5 m newsmen carried cameras
......................................... 1
looking for real spectacles and history in the
m aking.
6 ..... .. ... ..... documentcu:y filmmakers have
1
m .......
learned to borrow from the studio blockbusters.
After you watch
7 Roleplay an interview with an actor or
actress
Work in pairs.
Student A: Imagine you are a famous Hollywood
actor or actress. Choose who you want to be. Read
the information below and make notes.
Student B: You are going to interview a famous
Hollywood actor or actress. Read the information
below and p rep are questions.
• background
• career to date (films and oth er work)
• h ow Hollywood has changed over the years
Act out the interview, then change roles and act
out the interview again. Student B should choose a
different actor or actress.
8 Work in groups and discuss these questions.
1 What kind of films do you prefer watching?
2 Do you enjoy watching documentaries?
Why? I Why not?
3 How important is the film industry in your
country?
arcade (n) /o:'keid/ a passage with a roof and shops on
both sides
entrancing (adj) /m 'tro: nsii)i fascinating
flickering (adj) /'fhk;:>niJ/ quick-moving and not very clear
landmark (n) /'lre ndmo:k/ an important historical moment
loop (n) /lu :p/ a circle
melodrama (n) /'mei ;Jdro:m;:>/ an old style of drama that has
exaggerated emotion and action
nickelodeon (n) /ni b l';:>udj;:>n/ an old type of cinema
peep (v) /pi:p/ look at something with difficulty
projection (n) /pr;:>'cJ.3ekf;:>n/ showing film on a screen
tinseltown (n) /'tm s;:>ltaun/ another name for Hollywood
train (v) /trem/ point a camera lens at something
vaudeville (n) / 'v::>:d;:>v i V a type of variety show
31
 UNIT 2 REVIEW
Grammar
1 Complete the story below about a narrow
escape told by wildlife photographer Neil
Brompton. Put each verb into the correct
tense: present perfect simple, past simple,
past continuous, past perfect simple or
past perfect continuous.
I 1 ···--·- .. - (film) lions a lot- ever since I was
25 years old -and I 2 -·- .. ·--·····-· (never I have) serious
problems with them. Strangely, I 3 ··--·--- -·· (feel)
most at danger when lions 4 ......................... (want) to
play. I remember an expedition a few years ago
in Tanzania. I 5 ····--·--··---· (sit) in my tent reading
just after sunset. One of our guides 6 ··--- _ (call)
out 'Lion!' That 7 . ______ (not I be) particularly
unusual, so I 8 ______ (not I take) much notice. But
when the guide 9 _______ (call) out again I looked
out and saw that two lions 10 ----···-····--·· (slowly I
approach) our camp.
We 11 ... (park) our car some distance away
and it was too far to reach. So 112 .......... ··- (run)
back to the tent and quickly 13 ... (zip) it up.
I could hear a lot of noise coming from the
kitchen, so I 14 ---·- (assume) the guides
15
-----··--- (go) back there to make a noise to scare
the lions off. I 16 ·------· (wait) ten minutes and
when the noise 17-------····- (die) down a bit, I
18
-·--··---· (look) out again. The two guides
19
-·--·-----· (lock) themselves in the car. The lions
themselves were gone but where they 20...... .
(play) in the kitchen, there was an incredible mess
of pots and pans and spilled food .
2 Work in pairs. Answer these questions.
1 Where did Neil hide from the lions?
2 What did Neil think the guides had
done to save the situation?
3 What had actually happened?
I CAN
talk about past experience (present perfect
and past simple)
use narrative tenses to tell a story or give
an account of events
32
lJ
Vocabulary
3 Choose the correct words.
1 A documentary should be biased I impartial and factually
accurate I authentic.
2 The author I publisher of a book must make sure the
characters I cast are believable.
3 I'm reading a thriller. The script / plot is very gripping I
touching.
4 The film gives the audience I cast a very realistic scene I
portrayal of life in nineteenth-century England.
5 The film was a best-seller I blockbuster based on a
science fiction book with some very thought-provoking I
sympathetic ideas.
4 Work in pairs. Describe a film of a book you have read. Was
it a successful adaptation? How faithful was it to the book?
I CAN
describe films and books
talk about the different elements of a film or book
Real life
5 Match the piece of news (1-6) with a response (a-f).
1 My pen leaked and ink went all over my jacket and my
shirt, but it came out in the wash.
2 The garden was OK because we had asked a neighbour
to wa ter it while we were away.
3 When I got home at midnight all the lights in the house
were on, but no one was there.
4 I went all the way to London to get m y new passport,
only to find the office is closed on Mondays.
5 He asked me for my honest opinion, so I gave it.
6 I picked up the phone and started reading the messages
and then I realised it was my boss's phone.
a Poor you!
b Yes, I think I would have done the same thing.
c Really? That's odd .
d That must have been a relief.
e How embarrassing!
f That was good thinking.
6 Work in pairs. Tell each other about something bad
(embarrassing, annoying, a narrow escape, etc.) which
happened to you recently.
I CAN
react to stories in a natural way
Speaking
7 Work in small groups. Use the first and last lines below
to make your own fairy tale. When you are ready each
person should tell the story to a member of another group.
There were once two neighbours, one very lazy and the other
very hard-working .. .
... And so it was that these two, who had been enemies for so
long, became the greatest of friends .
 Unit 3 Science and technology
Uy

vas
k?

.y

rr

;e

FEATURES 1 How much do you depend on technology in your day-to-day

life and work? How affected are you if you lose your phone or
34 Is technology the if your computer crashes?
answer? 2 Work in pairs. Look at the photo and read the caption.
Solving the problem of Now look at the words below. In which of the areas is the
overpopulation technological breakthrough in the photo? In which area do
you think the main breakthrough of the next 50 years will
36 Revealed world come?
The smart technology of the
artificial intelligence commun ications energy use
future
medicine space exploration transport

38 One size doesn't

fit all 3 'i 1.16 You are going to listen to three people making
predictions about the future. Read their predictions. What
The use of technology in the justification do you think they will make for their prediction?
developing world Listen and check.

42 Augmented reality 1 I expect that most of my generation will live to be around

100 years old .
A video about future 2 I think in future people will be interacting with intelligent
ow applications for 3G machines even more than they do now.
technology 3 I don' t think global warming is going to be the problem
p. that everyone says it is.
er
4 Which of the predictions do you think will come true?
Tell your partner.
so

OVERPOPULATION PREDICTIONS TECHNOLOGICAL SOLUTIONS TECHINCAL HELP 33

 Speaking 4 -:, 1.17 Listen again. Are the sentences true (T) or false (F)?

1 Work in groups. Look at the photo. 1 The speaker has some ideas for action which can
immediately solve the problem of overpopulation.
Which of these following problems
does it illustrate? 2 Paul Ehrlich thought that we should control the number of
babies being born.
congestion epidemic 3 There will be seven billion people in the world by the middle
overpopulation pollution of the century.
poverty starvation 4 Nanotechnology has saved the world from mass starvation.
5 There is not enough space on the Earth for nine billion
people.
2 Which of these problems could have 6 The growth in the 'global middle class' will put big pressure
a technological solution?
on resources.
7 According to the speaker, people are basically lazy. They will
listening only act when they have to.

3 -:, 1.17 Read the opinions (1-4).
Then listen to the presentation about
overpopulation. Match the opinion
with the people (a-c).
1 Whenever the population is
too big, a disaster happens and
reduces it.
2 Many people will die because
there is not enough food for the
growing population.
3 Science and technology will
find a solution to the problem of
overpopulation.
a the speaker
b Thomas Malthus
c Paul Ehrlich
5 What is the meaning of each underlined prefix in these words
from the passage? Match the prefix (1-6) to the meaning (a-f).
1 biofuels a very small
2 nanotechnology b very big
3 megacities c extremely
4 microphone d of life or living things
5 semi-retired e half
6 ultra-cautious f x10 -9
..... WORDBUILDING prefixes
There are many prefixes in English taken from Latin and Greek, each of
which have a particular meaning .
microphone, megacity
For further information and practice, see Workbook page 27.
6 Do you share the speaker 's faith in science and technology?
Why? I Why not?

34
 Unit 3 Science and technology

7 Pronunciation /r/ and /t/ in American
English
a • 1.18 The sp eaker of the p assage is American.
Listen to these w ords from the p assage. What
can you say about h ow she pronatmces the
letter r? And the letter t?
answer better birth eating
heart megacities part rate
b lj 1.19 Now listen to these phrases said by an
American sp eaker. Write in the missing words.
How do you think a British sp eaker w ould
pronounce /r/ and /t/ in these phrases?
9 Underline the correct fu ture forms in this
presentation . Sometimes there is more than
one p ossibility.
I think 1 we wait I we 'll wait a few moments until
everyone 2 arrives I will arrive .. . OK, 3 I am beginning I
I'll begin now. Hello everyone and thank you for
coming to hear my presentation about appropriate
technology. I am 4 about to I going to speak for about
first 30 minutes and then I 5 will take I am taking your
world questions. If there 6 is I is going to be anything that
you don't understand, please ask me then rather than
during the presentation. My colleague, Liesel Babel,
7
talks I is talking this afternoon in the green seminar
room, if people would like to learn more about
appropriate technology. I think her session
8 starts I is starting at two o'clock. She 9 is speaking I

1 . m etres
2 an ·---·-···-····-········- site
3 a bar
C 't 1.20 Listen and check.
Grammar future forms review
... FUTURE FORMS REVIEW
4 a letter will speak about her experience in the field, working
5 a --·-m--m·----· birthday on various development projects in Africa . OK 10 I am
6 a ___, ________. beater going to show I I'll show you a short film now, so could
someone at the back please turn the lights down?
10 -:- 1.21 Complete the radio news headlines about
overpopulation using an appropriate future form .
Then listen and check.
1 World leaders m- (mee t) in Geneva

will tom orrow to discuss the issue of overpop ulation.

One moment, I'll just adjust my microphone. 2 In the next few weeks, the government
it will be a bad thing for the planet if all those people m • -·-- mo (introduce) a fee for each child that
start eating meat and driving big cars. couples have after their firs t two children.
The population will probably peak at around 9 billion 3 Scientists say tha t space colonies _________ _
by the middle of the century. (be) the only solution for overp op ulation in the
going to medium term.
I'm not going to speak for too long. 4 Doctors have said that in fu ture they
Those of you who have come here looking for answers __________ . . . . . (not I sp end) so much effort
ile are going to be disappointed.
keeping the old alive.
about to
l. Science is about to step in again with nanotechnology 5 Th e government ----··-··-· . m-- ..·--· (launch) a n ew
solutions. education programme later today to encourage
Present continuous w omen to have fewer children .
:e I'm speaking to a government committee tomorrow. 6 People ----· m.(have to) ch ange their
Present simple lifestyles if they ______ m (want) the world's
___ m

ill Oh, by the way, one more thing: the necessity train resources to support the growing population in
arrives in half an hour. the coming years.
For further information and practice, see page 159.
11 Work in p airs. Underline all the time expressions in
the sentences in Exercise 10. Then p ut them in order
8 Look at the grammar box. Match the verb forms of the nearest to the most dis tant future. Compare
(1-5) with their uses (a-i). Some verb form s have your answers w ith another p air.
m ore than one use.
1 will 4 present continuous Speaking
2 going to 5 present simple
3 about to 12 Work in groups. Decide which of the ideas in
Exercise 10, or one of your own, are the best course
a a scheduled or timetabled event of action for dealing with overpopulation . Then
b a future event in an if or when clause explain your plan and the reasons for it to the rest of
c a pred iction the class.
d a confident prediction based on present
inform ation
e a decision made at the time of sp eaking
f an intention or previously m ade decision
g a formal arrangement
h a simple statem ent of fact
an event in the immediate future

OVERPOPUlATION PREDICTIONS TECHNOLOGICAl SOlUTIONS TECHINCAl HElP 35

speaking information age • reading augmented reality •
grammar future continuous and future perfect simple • speaking predictions

3b Revealed world
Speaking
1 Work in pairs. What information
(news, travel advice, maps, a
grammar rule, etc.) do you get
through printed media and w hat
through digital media?
Reading
2 Work in pairs. Look at the picture and the labels. Which information
would you find useful or interesting if you were a visitor in
Washington D.C.? What other information might you want?
3 Read the article about augmented reality and complete the table.

~ WORDBUILDING compound Other terms for augmented reality: AR

nouns (noun + noun) 2 .
We can use two nouns together to Examples of augmented reality 3 m••••mm•• m•••••mm•••mm••••• m•••

mean one thing . already in use:

information overload, computer graphics The kind of information we will be
For further information and practice, able to access: 5
see Workbook page 27. Devices we will use to see the 6 ••••• m••••••m• •••••mm•••mmmoom•••

augmented reality word : 7

Future applications for augmented 8 m •••••••• J.:Q...r~pq:(r_ii'J?.l!Yf.t.iQ!l.§...
L E D reality technology: 9

W 0 R L D By Tim Folger
The regular world presented to us by our five senses- you
could call it reality 1.0- is not always the most user-friendly of
places. We get lost in unfamiliar cities; we meet people whose
language we don't understand. So why not try the improved
version: augmented reality (AR) or reality 2.0? AR technology
superimposes computer-generated images on the real world,
via a mobile phone camera or special video glasses.
Early forms of AR are already here. With the right down loads,
smart phones can deliver information about nearby ATMs and
restaurants and other points of interest. But that's just the
beginning. A few years from now the quantity of information
available will have increased enormously. You will not only see
that there's a Chinese restaurant on the next block, you will be
able to see the menu and prices, read reviews of it and even find
out how busy it is at the time.
This is where the next revolution in computing will take place:
not in ever-more sophisticated games that exist in a virtual
reality world, but rather in the interface between the real world
and the information brought to us via the Internet. Imagine
bubbles floating before your eyes, filled with cool information
-
about anything and everything that you see in front of you.
Information overload? Perhaps not.
Let's jump ahead to ten years from now. A person trying to fix
their car won't be looking at a repair manual online or a book
with illustrations; they will be wearing a device that projects
animated 3-D computer graphics onto the equipment under
repair, labelling parts and giving step-by-step guidance. Such
technology is already being used by trainee mechanics in the US
marines.
The window onto the AR world can be a smart phone or special
video glasses that look like wraparound sunglasses. But in ten
years time these will have been replaced by contact lenses
etched with tiny LEDs, which display text and images at a
readable distance in front of the eye. So a deaf person wearing
these inconspicuous lenses will be able to see a real-time
transcript of what people are saying as they speak.
The question is: while we are all absorbed in our new
augmented reality worlds, how will we be interacting with
each other?

4 Discuss the questions. Then tell the class what you
think.
1 Which of the AR applications described in the
article do you think will be really useful?
2 Can you think of any other possible
ion applications?
3 What do you think is the answer to the
author's final question?
Grammar future continuous
and future perfect simple
5 Look at the sentences (a-e) from the article and the
verbs in bold. Answer the questions.
1 Which sentences describe an action in progress
at a certain time in the future?
2 Which sentences describe an action completed
before a certain point of time in the future?
a A few years from now the quantity of
information available will have increased
enormously.
b Ten years from now a person trying to fix their
car won't be looking a t a repair manual.
c They will be wearing a device that projects
animated 3-D computer graphics onto the
equipment under repair.
d In ten years time this device will have been
replaced by contact lenses etched with LEDs.
e But in our new augmented reality worlds, how
will we be interacting with each other?
..... FUTURE CONTINUOUS and FUTURE PERFECT
SIMPLE
Future continuous
We will be using ...
We won't (will not) be using ...
Will we be using ... ?
Future perfect simple
We will have used ...
We won't (will not) ha ve used ...
Will we have used ... ?
For further information and practice, see page 160.
Unit 3 Science and technology
6 Look at the grammar box. Complete predictions
(1-10) for mobile technology made by various
industry experts by putting the verb in the future
continuous or future perfect simple.
Ten years from now ...
1 ... very few people in the developed world
(use) credit cards because mobile
m
phone payment ··-m···· -----· (replace) them.
2 ... it is predicted that people (sit)
mm _ _ _ _ _ _ _ _ _
in front of traditional computers much less than
they do now.
3 .. . data security - m-·- (become) a huge
issue because mobile devices will store so much
personal information.
4 ... advertisers . . . .. (put) their ad verts
m
on mobile devices ra ther than on traditional
media like TV, magazines etc.
5 ... we . _ _ __ _ (get) accustomed to
advertisements which target us directly with
personalised messages.
6 ... body sensors connected to our mobile
devices mm (provide) us with
real-time information about our health.
7 ... the problem of short battery life in phones
m (disappear) because phones
and mobile devices m -···-····-- (use) more
sophisticated power sources, like kinetic energy.
8 ... mobile phones will m••m••• (become)
mm••••
very sophistica ted, so that as well as being
your diary, address book and music player,
you ____ -·--- (also I use) them as your
secretary, accountant and lawyer.
9 ... everyone -----·--··m (use) universal
translators in their mobile phones, which will
make language learning less necessary.
10 ... it is tmli.kely that we . . (find) a
m
way to use teclmology to know exactly where
people are, because legally it is so difficult.
Speaking
7 Work in groups. Discuss the predictions for mobile
technology in Exercise 6 and decide which ones
you think will come true and which not. Then
make two more predictions of your own.
 reading appropriate technology • critical thinking balancing arguments • vocabulary useful devices •
speaking technological solutions

3c One size doesn't fit all

Reading Vocabulary useful devices
1 What does the term 'one size fits all' mean w hen 8 Look a t the expressions in bold in definitions 1-7.
used to describe a product? What products could Complete the definitions with these adjectives.
it be applied to?
appropriate easy efficient long-term old
2 Read the article once quickly. Are the fac ts about renewable useful
appropria te technology true (T) or false (F)?
1 It's a very neat solution: both clever and
1 It's simple technology.
2 It's used in developing countries. -- t:I_P.Pt2PJ:if!t.?.. .___ .
2 It's a time-consuming process. We need to find
3 It improves people's lives.
a solution that's more .
3 Find a phrase in the article that defines wha t 3 We don't just want a quick fix; we want a
'appropriate technology' means these days. What _ _ __ _ __ ·- __ -_______ solution.
does the author say about this? 4 It's a handy gadget, much more _ _________
than an average penknife.
4 Work in pairs. Discuss what each of these devices 5 It's not cutting-edge technology, but often the
is. Read the article again. What does the author _______,_____ ways are the best.
use each as an example of? 6 It's essentially a labour-saving device; it makes
cutting up wood very __________ .
a central heating system a water purifier 7 It's an environmentally-friendly product
a device for shelling corn an efficient cooking because it's made from , ..........-·-----·- . . . . . . . materials.
a sewing machine stove
a solar-powered lamp 9 Work in pairs. Tell your partner about your
favouri te device or gadget in the home. Use one of
5 Look at these phrases in bold from the article. the expressions in Exercise 8.
Then choose the correct definition of the sentence.
1 in a way that empowered them (para 1) Speaking
gave them more energ~J I control
2 intermediate technology solutions (para 2)
1 0 Work in pairs. Complete the sentences (1-8)
using these phrases. Discuss wha t you think each
temporary / not too complicated solutions
product is.
3 has its place in the developed world (para 3)
can also be useful I be found in 6 hours 6 people light and a little heat
4 a way to harness the energy (para 4) only £1.90 only 2 kilos
a way to convert I make use of the energy put up in a few minutes solar power
5 they valued the time (para 5) strong nylon
they appreciated I calculated the time
6 gas-guzzling cars (para 6) Product 1 Product 2
cars that consume a lot of petrol I little petrol 1 It can hold up to .. . 5 It runs on ...
2 It's made of ... 6 It lasts up to ...
Critical thinking balancing 3 It can be .. . 7 It costs ...
4 It weighs .. . 8 It provides ...
arguments
6 What are the potential risks and benefits 11 Work in groups. You are going to take part in a
associated with appropria te technology? Find the comp etition: 'Best appropriate technology product
arguments in the article and make notes. of the year'. Your group will
7 Work in pairs. Compare your answers. Is the have to present one of the
author in favour of appropriate technology or not? products shown below. Look
at the instructions on page 153.

/"_.,c> : ·~·.
:~
,.
•
.'
.... ·.·•,. ...
I
.
. •
..' .
.
'
.

[ {
'. -~-J.·.;.:;
38
 •
one SIZe does
Even if the term 'appropriate technology' is a
relatively new one, the concept certainly isn't. In the
1930s Mahatma Gandhi claimed that the advanced
technology used by western industrialised nations
did not represent the right route to progress for his
homeland, India. His favourite machines were the
sewing machine, a device invented 'out of love', he
said, and the bicycle, a means of transport that he
used all his life. He wanted the poor villagers of India
:! to use technology in a way that empowered them
and helped them to become self-reliant.
This was also the philosophy promoted by E.F.
Schumacher in his famous book Small is Beautiful,
published in the 1970s, which called for 'intermediate
technology' solutions. Do not start with technology
and see what it can do for people, he argued.
Instead, 'find out what people are doing and then
help them to do it better' . According to Schumacher,
it did not matter whether the technological answers
to people's needs were simple or sophisticated . What
was important was that solutions were long -term,
practical and above all firmly in the hands of the
people who used them .
More recently the term 'appropriate technology' has
come to mean not just technology which is suited to
the needs and capabilities of the user, but technology
that takes particular account of environmental,
ethical and cultural considerations . That is clearly
a much more difficult thing to achieve. Often it is
found in rural communities in developing or less
industrialised countries. For example, solar-powered
lamps that bring light to areas with no electricity
and water purifiers that work simply by the action
of sucking through a straw. But the principle of
appropriate technology does not only apply to
developing countries. lt also has its place in the
developed world.
I
fit
For example, a Swedish state-owned company,
Jernhuset, has found a way to harness the energy
produced by the 250,000 bodies rushing through
Stockholm's central train station each day. The body
heat is absorbed by the building's ventilation system,
then used to warm up water that is pumped through
pipes over to the new office building nearby. it's old
technology- a system of pipes, water and pumps -
but used in a new way. lt is expected to bring down
central heating costs in the building by up to twenty
per cent .
Wherever it is deployed, there is no guarantee,
however, that so-called 'appropriate technology' will
in fact be appropriate. After some vis iting engineers
observed how labour-intensive and slow it was for
the women of a Guatemalan village to shell corn by
hand, they designed a simple mechanical device to
do the job more quickly. The new device certainly
saved time, but after a few weeks the women
returned to the old manual method . Why? Because
they valued the time they spent hand-shelling : it
enabled them to chat and exchange news with each
other.
In another case, in Malawi, a local entrepreneur was
encouraged to manufacture super-efficient wood-
burning stoves under licence to sell to local villagers.
Burning wood in a traditional open fire, which is a
common method of cooking food in the developing
world, is responsible for 10-20% of all global C0 2
emissions, so this seemed to be an excellent scheme.
However the local entrepreneur was so successful
that he went out and bought himself a whole fleet
of gas-guzzling cars . 'We haven't worked out the C0 2
implications of that yet,' said a spokesman from the
organisation that promoted the scheme.
 real life asking for and offering technical help • pronunciation stress in two syllable verbs

3d Computer problems
Real life asking for and offering 5 Pronunciation stress in two
syllable verbs
technical help
a .. 1.23 Work in pairs. Listen to
1 Work in pairs. Ask and answer the questions. these phrases and note how the
1 How are your computer skills? stress in the two syllable verbs
2 Do you feel confident that you can use the following applications falls on the second syllable.
proficiently? Then practise saying them with
your partner.
• a search engine (e.g. Google)
• spreadsheets (e.g. Excel) What do you suggest?
• a presentation slide show (e.g. PowerPoint) What does that involve?
• photo editing (e.g. Photoshop) lt won't allow me to copy it.
• word processing (e.g. Microsoft Word) First select the picture, .. .
What are you trying to achieve?
2 Where do you turn for help if you can't do something on the What solution do you propose?
computer? Do people turn to you for help? Did you attach the document?
3 .. 1.22 Listen to a conversation about a computer problem. What is b Think of two more two-syllable
Ben trying to do? What two possible solutions does Sophie propose? verbs. Put them into a phrase or
sentence. Then tell another pair
\ "~ \ your words.
-~
l k .... ...

.....-•
.,..,... 6 Choose one of the tasks below
or think of a technical problem
I I I that you have had. Then
.......
roleplay a conversation similar
to the one in Exercise 4. Use the
box to help you. Begin like this:

Can you help me? I'm

trying to edit this photo?

4 . 1.22 Listen again and complete sentences 1-10. I'll try. What do you
want to do exactly?
.... ASKING FOR AND OFFERING TECHNICAL HELP
Person in need of help Helper • editing a photo (of a person
Can you give me a hand? I'm having to leave only the head and
trouble 1 shoulders)
Ok. What do you want to do exactly? • sorting a list of names
2
I'm trying to (members of a club you
3
You could just .........• ······--···-···-····--····
are the secretary of)
The trouble is • ..............................
alphabetically from A-Z
Let me have a look .
What shall I do then?
• adding your comments to
There are two possibilities. You can someone else's document
either 5 or ... (a report written by
What does that involve? a colleague)
I'll show you. Just 6..... . • making your presentation
That should do the trick. slides more interesting (they
7
I see, but ··························-···-·-···-·-· . What else are just plain text at the
do you suggest? moment)
8
Have you tried ····-·····-- ·················-··-···-··· ? • searching the Internet to get
If you do a search, you might
the right information (e.g.
up to date news about smart
OK I'll give that a try.
10 technology)
Feel free to --·-····-······················-····-···

40 OVERPOPULATION PREDICTIONS TECHNOLOGICAL SOLUTIONS Ill>- TECHINCAL HELP

 writing short email requests • writing skill being polite • word focus out of
3e A technical problem
Writing short email requests
1 Match the emails (1-4) with the correct reply (A-D)
below. Answer the questions.
1 What is the relationship between the
correspondents in each case?
2 What help is offered in response to each request?
2 Writing skill being polite
a How polite you are depends on your relationship
to your correspondent and on what you are asking
for. Underline the phrases used to make polite
requests in emails 1-4 and the polite forms used to
apologise in emails A-D.
b Now answer the questions.
1 What word is used often for requests in the more
formal relationships?
2 What is the difference between can you ... and
could you ... ?
3 Is would you mind -ing more or less direct than
could you please?
4 What is a more formal way of saying I'm sony?
5 What auxiliary verb is used to mean please?
3 Word focus out of
a Work in pairs. Underline the expressions with out of
in the emails and discuss wha t you think they mean.
Then compare your answers with another pair.
Three months ago I bought one of your X3000 digital
cameras from a shop in Oxford, which has since gone out
of business. The camera is fine but I cannot find the user
manual. Could you please tell me where I can find one? I've
\.. looked on the Internet, but without success. Than k you .
~
I bought a printer at your store only five weeks ago and
he pages are coming out very feint. I am very disappointed
nd would like to return it and get a new one. Please can
you advise me how to go about this?
D Thanks a lot for the advice with the car, Jim. I changed
the air filter and it's going much better now. Just out of
interest, do you happen to know what kind of evo-chip I'd
need to improve its performance? If so, do drop me a line
to let me know.
Would you mind popping over and having a look at my
r:
ike some time? it's making a strange noise . I'd be really
t rateful. Please don't go out of your way though . Anytime
in the next week is fine .
OVERPOPULATION PREDICTIONS TECHNOLOGICAL SOLUTIONS
EMAIL REQUESTS
Unit 3 Science and technology
b Complete these o ther expressions with out of
using the words given.
blue date hands luck order time
1 I've done all I can to get them to change their
decision. It's out of my . hands ----- now.
2 She is still in shock after losing her job; the
news came out of the
3 I'm afraid that printer is out of .............-...... -
you'll h ave to use the one in the next office.
4 This information is out of .... . .... -it's got
last year's figures on it, not this year's.
5 I'm sorry we are out of................................. · Let's carry
on the discussion tomorrow.
6 You're out of ..... -............... there, I'm afraid.
We sold the las t one an hour ago.
4 Look a t the following situation and write a short
email requesting help .
You bought two cartridges for your printer online,
but when they arrive you notice that the best
before date on them has already passed. Write
and ask for replacements to be sent.
5 Exchange emails with your partner. Use these
questions to check your partner's email. Then
write a reply.
• Is the situation and the action demanded
clear?
• Is the email in the right register (formal or
informal) and polite in its requ est?
rJ Sorry, I'd love to help, but I'm going on holiday
~
morrow for three weeks. Why not take it to Cycle
urgery on the High Street? They're not expensive and
ey know their stuff.
I am sorry, but an exchange is out of the question.
lt is too long after the original purchase date. However,
from what you say, my guess is that it is just out of ink.
Please check the ink cartridges. If that does not work,
contact our technical team for further advice.
I'm afraid I'm a bit out of my depth there . Try: ]
looking at the discussions boards for your particular
l
model on the Internet. I'm sure someone'll know.
' 1cegcet to say that we ooly '"PPIY osec ma""''' with
the equipment at the time of purchase. However, you
can down load one by following the lin k below.
TECHINCAL HELP 41
 Unit 3 Science and technology

Before you watch After you watch

1 Work in groups. Look at the picture and discuss 6 Roleplay an interview with Professor
the questions.
Feiner
1 What do you know about augmented reality?
Work in pairs.
2 Where do you think the man in the picture is?
3 What is he wearing? Why? Student A: Imagine you are a journalist from the
4 What do you think the caption means? Columbia University newspaper. Look at the
information below and prepare a list of questions
2 How do you think a headset like this could be to ask Professor Feiner.
used? Work in pairs and write down three things
you think you could use it for. Student B: Imagine you are Professor Feiner. You
are going to be interviewed for the Columbia
University newspaper. Look at the information
While you watch below and think about what you are going to say
3 Watch the video and check your ideas from to the journalist.
Exercise 2. Which three groups of people does the • when you started the project
video say could benefit from this technology? • how many students work with you
• what the technology could be used for
4 Watch the video again and correct these sentences. • what you have to do in the laboratory
1 Professor Feiner is working with a group of • why you decided to do research on augmented
biology students. reality
• how you think the technology could be taken
2 The team wants to develop a virtual world that further in the future
is separate from the physical world. Act out the interview, then change roles and act
out the interview again.
3 The virtual world can provide extra
information about what you feel. 7 Work in pairs and discuss these questions.
1 Have you ever seen or used any of the
4 A global positioning system allows the team to
following devices?
use the equipment in the laboratory.
• simula tors for learning to drive
5 The system wouldn't be very useful for people • night vision glasses for seeing in the dark
to find their way around places they don't know • billboard advertisements that speak to
well. pedestrians
• Wii ™ games
6 Visitors to the campus can use the system to • t-shirts with moving images
find the university restaurant.
2 How useful do you think they are?
3 What are the advantages and disadvantages of
7 Professor Feiner developed the technology
augmented reality technology?
because he has a bad sense of smell.
asylum (n) /;:~'sa J I;;nn/ a ki nd of hospital for people w ith
5 Watch the video again and answer the questions. ment al illnesses
blueprints (n) /'blu:pn nts/ plans
1 What is the Columbia University programme cockpit (n) /'kokpn/ pla ce in an aeroplane where the pilot sits
trying to do? handheld (adj) /'hrendheld/ carried in t he hand
obscure (v) hb'skju;:~/ hide
overlay (v) /;:~uv;:~' l e• / show on t op of
2 How could these people use this technology? prototype (n) / 'p r;:~ut;:~ta J p/ an experiment al w orki ng model
a firefighters ----····---·----·-·----------·---· superimpose (v) /su:p;:~nm'p;:~uz/ put one image on top of
b pilots ___ -------------·---------·--------- another
c tourists ··---···-·-···-···-····-····-····-····-··-·--·-·----·---·--·-········ surroundings (n) /s;:~'raund J I]zl t he area around somet hing or
someone
3 What do you think a 'situated documentary' is?

4 What would visitors to the campus 'see' as well

as the library?

43
 UNIT 3 REVIEW
Grammar
1 Work in pairs. Can you remember at least
three of the global p roblems mentioned in
the unit?
2 Look at the photo. What global p roblems
could these windmills be the answer to?
3 Read the text and answer the questions.
1 What is the problem the author m entions?
2 What should be our target if we want to
solve the problem?
3 H ow can we achieve this target?
4 Why are windmills n ot a solution ?
4 Ch oose the correct option.
Of all the problems facing the world, finding
a technological solution to the problem of C0 2
emissions is perhaps the biggest. If we 1 won 't
reduce I don 't reduce our emissions to almost
zero, global temperatures 2 will continue I
are continuing to rise. At the current rate,
temperatures 3 will be increasing I will have
increased by three or four degrees by 2050.
C0 2 emissions 4 will come I are about to come
down if one of three things 5 happens I will
happen. Firstly, if we change our lifestyles and
stop using electricity; secondly, if the gadgets
we use don't need energy; or thirdly, if we
find a way to generate electricity that doesn 't
produce C0 2 • Well, it is clear that people 6 are not
stopping I are not going to stop using electricity.
If anything, in 30 years' time, they 7 will be
using I will have used more. Perhaps in the
future gadgets 8 will consume I will be consuming
less energy, but certainly not zero energy.
That leaves only one possibility. Scientists 9 are
having I will have to find a way to generate
large amounts of C0 2-free electricity. Wind and
solar are only intermittent energy sources. What
miracle invention 10 will be generating I will have
generated our electricity in 2050? No one knows,
but the miracle will need to happen soon.
I CAN
talk about future events, intentions and
arrangements using a va r iety of future forms
make predictions using the future continuous
and future perfect simple
44
Vocabulary
5 Read the definitions. Complete the words. The firs t letter
has been given for you.
1 too much information = information o .
2 a big advance in science = a technological b_
3 technology suited to its context = a ___ technology
4 a clever answer to a problem = a n ·---·--·· solution
5 a useful device = a h---·····-·· gadget
6 a fast, easy solution to a problem = a quick f__
6 Work in small groups and answer these questions.
1 Which of these problems do you think we will find
technological solutions to? Why?
epidemics overpopulation pollution starvation
2 In what area w ill new technology most ch ange
people's lives in the next 50 years?
I CAN
talk about global problems and solutions
talk about new technology: devices and gadgets
Real life
7 Ma tch each statement or question (1- 5) with the correct
response (a-e).
1 Can you give me a hand ?
2 What d o you want to do exactly?
3 If you restart the computer, that should do the trick.
4 What else do you su ggest?
5 The trouble is the computer won 't allow me to copy it.
a Have you tried looking for another type of map?
b Thanks. I'll give that a try.
c Sure. I'll be with you in a second.
d Let me have a look.
e I'm trying to paste this map into a document.
8 Work in p airs. Act out a conversation asking for help
with a computer problem.
I CAN
ask for and give technical help
talk about computing tasks
Speaking
9 Work in p airs. Tell each other your p redictions for your
life (education, job, w here you live, travel, relationships,
transport, etc.). Use the future con tinuous and future
perfect simple with transport:
• a year from now
• three years from now
• ten years from n ow
1 0 Change partners and tell each other your original
partner's p redictions.
 Unit 4 Art and creativity
r

FEATURES 1 Work in pairs. Match the type of artist or performer with what
and where they perform. How many combinations can you
46 All about Melbourne make?
Art and culture in Example:
Australia's second city a dance company+ a performance+ a theatre
Who: a band, a comedian, a dance company, a circus act,
48 Reverse graffiti a drama company, an orchestra, an artist
Art that carries a message What: a gig, a show, an exhibition, a classical concert, a play,
a musical, a performance
50 Hip-hop planet
Where: a concert hall, a live music venue, a theatre, a gallery,
Music and values a club, the street

54 Urban art 2 Look at the photo and caption. Which words from Exercise 1
A video about innovative art can describe what is happening? Have you seen anything like
forms in Washington D.C. this in your country?

3 4J 1.24 Listen to a conversation about two people who do

artistic things in their free time. Answer the questions.
1 What does each person do as a day job?
2 Wha t is each person's creative outlet?

4 Have you ever been surprised to find out how someone you
know expresses themselves creatively? Tell your partner.

PARTICIPATION IN THE ARTS AN ART COMPETITION MUSIC AND VALUES LIKES AND DISLIKES 45
AN ONLINE REVIEW
 Listening
1 Work in pairs. Ask and answer the questions.
1 What art forms are popular in your city or
country: theatre, dance, music, cinema, art
(painting, sculpture etc.)?
2 Which of the arts have you practised yourself?
3 Which of the arts do you particularly like to
follow?
4 Can you describe an exhibition or performance
that you've enjoyed recently?
2 Discuss what type of activities and opportunities
Australia offers visitors and tourists.
3 lj 1.25 Listen to an extract from The Travel Show,
a weekly radio programme, about Melbourne and
answer the questions.
1 What is the essential difference between
Melbourne and Sydney?
2 What does Melbourne offer visitors?
3 What does it offer local people? What do they
enjoy in their free time?
46
4 lj 1.25 Listen again and say if the statements
about Melbourne are true (T) or false (F).
1 Melbourne has great weather and many places
of natural beauty.
2 It is known as the architectural capital of
Australia.
3 The arts are enjoyed by a small number of art
lovers.
4 The summer is a good time for festivals in
Melbourne.
5 Melbourne's Formula One motor race and
tennis tournament are world famous.
6 Not many visitors know about the local sports.
5 Would you like to visit Melbourne after hearing
this guide? What would you do there?
Grammar expressions of
quantity
6 Turn to the audioscript on page 176. Find the
examples of the items below. Make a note of
which expressions have of after them and which
don't. Then compare your list with your partner.
• 5 expressions in the script that mean 'many
or much'
• 3 expressions that mean 'not many or much'
• 3 expressions that mean 'some'

.... EXPRESSIONS OF QUANTITY
+ plural countable noun
(not) many, (a) few, a (small) number of, se veral
+ uncountable noun
(no t) much, (a) little, a bit of, an (large) amount of
+ plural countable or uncountable noun
a lot of, lots of, plenty of, loads o f, la ck o f,
(almost) no, (not/hardly) any, some, enough
For furth er info rmation and practice, see pag e 161.
7 Look at the grammar box. Then read the pairs of
sentences and answer the questions.
1 Which expression means 'some' and which
means 'only a small number of'?
a Few people will be familiar with the sports
the Melburnians follow.
b Melbourne may have a few grey days.
2 Can you use the same expression in both
sentences?
a In fact there are hardly any forms of artistic
expression tha t are not represented.
b In fact there are almost no forms of artistic
expression that are not represented.
3 Which expression is used more often in
affirmative sentences?
a Lots of people around the world know the
Australian Formula One Grand Prix.
b But there aren't many people who know
Australian Rules football.
4 Which expression is used with countable
nouns?
a Australian Rules foo tball and cricket enjoy
an enormous amount of support.
b There are a huge number of smaller art
spaces and venues.
5 Which expression is used in negative sentences?
a There is a lot of information on what to do in
Melbourne on the website.
b There isn 't much information about where to
eat on the website.
8 Choose the correct option to complete each
sentence.
1 A visit to the opera can cost much I a lot of money.
2 A reasonable number I amount of the winter
festivals are free.
3 There is almost no I any rain in Melbourne at
Christmas time.
4 There are few I a few tickets for the Australian
Open Tennis available at the gate for those who
haven't booked in advance.
5 We saw several I some interesting street art at
the Sweet Streets fes tival.
6 Almost I Hardly anyone attended the afternoon
performance.
7 Visitors show a little I little interest in AR
football.
8 There aren' t as many I much differences between
Melbourne and Sydney as people say.
PARTICIPATION IN THE ARTS AN ART COMPETITION
Unit 4 Art and creativity
9 Pronunciation weak form of
a " 1.26 Listen and note how of is pronounced in
these phrases.
a bit of relaxation time a lot of information
a huge amount of support lots of people
a huge number of galleries
a lack of natural attractions
b Work in pairs. Practise saying these phrases where
of is a weak form.
as a matter of fact just the two of us
first of all most of the time
in spite of that of course
instead of me that's kind of you
10 Work in pairs. Look at the charts on page 153
showing the results of a survey on Australians'
participation in the arts. Complete the sentences
describing what they show. Use one word in each
space.
1 Overall quite a . . . . . M. . . ._of Australians take an
interest in the arts, but only a _participate
creatively.
2 It seems that ............. of Australians read
literature and a surprising mm-·-·· of them also
write creatively.
3 There is certainly ___ m__ lack of interest in the
visual arts, with half of the population being
involved in some way.
4 -···-··--····-·-· Australians attend concerts or musicals
and _________ anyone said they did not listen to
music at all.
5 The main reason for no t participating is not
h aving ··m--m···· time. But the ·-·----·--- of
money it costs to be involved and a ···-····----····· of
opportunities are also important fac tors.
Speaking
11 Work in groups. Research your classmates'
participation in the arts and then report your
findings. Follow these steps:
• Each group m ust research ONE of the
following: visual arts and crafts, theatre and
dance, reading and writing, music.
• Make a list of four or five questions to find
out how people participate (creatively or
receptively) and reasons for non-participation.
• Circulate around the class asking and
answering questions.
• Come back together, pool your results and
make conclusions, using expressions of
quantity.
• Present your findings to the class.
MUSIC AND VALUES LIKES AND DISLIKES 47
listening works of art • reading unusual street art • grammar determiners •
speaking an art competition
4b Reverse graffiti
Listening
1 'i 1.27 Look at the statements about art. Do you
agree with any of them? Listen to an artist's opinion
and write down what he says about each one.
1 Art should be pleasing to the viewer.
2 Art should involve effort on the part of the artist.
3 Art should involve technical skill.
4 Art should have a social message or make a
political point.
2 't 1.27 Listen again. What are the roles of an artist
and a viewer according to the speaker?
R E V E R s E
When is cleaning walls a crime? When you're doing it to
create art, obviously. A number of street artists around the
world have started expressing themselves through a practice
known as reverse graffiti. Inspired by the 'clean me' messages
that you see written on the back of some trucks, they find
dirty surfaces and inscribe them with images or messages
using cleaning brushes or pressure hoses. Either way, it's the
same principle: the image is made by cleaning away the dirt.
Each artist has their own individual style but all artists
share a common aim: to draw attention to the pollution
in our cities. The UK's Paul Curtis, better known as
Moose, operates around Leeds and London and has been
commissioned by a number of companies to make reverse
graffiti advertisements.
Brazilian artist, Alexandre Orion, turned one of Sao Paulo's
transport tunnels into an amazing mural in 2006 by scraping
away the dirt. Made up of a series of white skulls, the muraJ
reminds drivers of the effect their pollution is having on the
planet. 'Every motorist sits in the comfort of their car, but
they don't give any consideration to the price their comfort
has for the environment and consequently for themselves;
says Orion.
3 Work in pairs. Discuss w hat each of these
types of artwork is.
graffiti installation landscape sculpture
sketch
.... WORDBUILDING suffixes
Some noun suffixes have no clear meaning (-ment,
-tion etc.). Others like -scape have a particular
meaning .
cityscape, landscape, seascape, moonscape
For further information and practice, see Workbook
page 35.
G R A F F T
The anti-pollution message of the reverse graffiti artists
confuses city authorities since the main argument against
graffiti is that it spoils the appearance of both types of
property: public and private. This was what Leeds City
Council said about Moose's work: 'Leeds residents want to
live in clean and attractive neighbourhoods. We view this
kind of advertising as environmentaJ damage and will take
strong action against any advertisers carrying out such
campaigns: It seems that no action was taken against the
advertisers - no fines nor any other punishment - but
Moose himself was ordered to 'clean up his ad How was he
supposed to do this: by making all property he had cleaned
dirty again?
As for the Brazilian artist's work, the authorities were
annoyed but could find nothing to charge him with. They
had no other option but to clean the tunnel - but only the
parts Alexandre had aJready cleaned. The artist merely
continued his campaign on the other side. The city officiaJs
then decided to take drastic action. They not only cleaned
the whole tunnel but aJso every tunnel in Sao Paulo.

Reading
4 What do you think about graffiti in cities? Do yo u
think it im proves or sp oils the appearance of the
urban landscape?
5 What do you think reverse graffiti is? Read the
article and check.
6 Use the informa tion in the article to complete these
sentences. Use one w ord p er sp ace.
I 1 Reverse graffiti works by cleaning away the
....._. ._................... on walls.
2 The aim of the reverse graffiti artists is to
illghlight the problem of _ ........
3 Some reverse graffiti artis ts are p aid to m ake
images that act as . . . . .
4 Orion made ills message for ·······-····-·····-··---· as they
passed through a transp ort tunnel in Sao Pa ulo.
5 The local authorities in Leeds were . .
by this new type of graffiti .
6 In Sao Paulo the response of the authorities was
to . . . ........ -·-··· every tunnel.
7 Work in p airs. Discuss the questions.
1 Do you like tills kind of graffiti?
2 If you were a city authority, how would you
deal w ith reverse graffiti in your city?
Grammar determiners
8 Work in pairs. Look at the illghlighted words in
the article and decide if the nouns that come after
each are singular, plural or uncountable.
..... DETERMINERS
each, every, either, the whole + singular noun
all, both+ plu ra l noun
any, no + singu lar or plural noun
all, any, no + uncountable noun
For f urther inf ormation and practice, see page 161 .
9 Look at the grammar box. Answer the questions.
1 Which determiner emphasises the individual?
a Every artist h as their own individual style.
b Each artist has their own individual style.
c All artists have their own individual style.
2 Which determiner(s) talk about two things?
a Every way: it's the same principle.
b Either way: it's the same principle.
c Both ways: it's the same principle.
3 Which sentence(s) about the action taken
against ad vertisers are negative?
a They took no action against them .
b They didn' t take any action against them .
c Did they take an y action against them?
U!!IM·ilil PARTICIPATION IN THE ARTS ... AN ART COMPETITION
mmJI AN ONLINE REVIEW
Unit 4 Art and creat ivity
1 0 Choose the correct option. Sometimes there is
m ore than one p ossibility.
ven; I all I each d uJ d is an ar tist. The problem is how to
re a in an ar tist once he grows up.' Pablo Picasso, artist
'Every I all I each art is an imi tation of na ture.' Seneca,
philosopher and writer
'Drawing is the honesty of the ar t. There is
any I no possibility of chea ting. It is either good or bad.'
Salvador Dali, artist
'As an ar tis t yo u want it both I either I every ways. Yo u wan t
it to have an immediate im pact, and yo u wan t it to have
d eep meanings as well. ' Damien Hirst, artist
'Some days I produce som ething, other days nothing. Each
I Every I Either way, I feel it's time spent well.' Anonymous,
artist
'Science and ar t belong to all I the whole I every world, and
before them vanish the ba rriers of nationality.' Goethe, writer
'Let each I every I all man exercise the ar t he knows.'
Aristophanes, dramatist
'Do no t fear mistakes; there aren ' t no I any.' Miles DaVIS,
musician
11 Discuss the quotations. H ow do they fit with the
definitions of art that you discussed earlier?
12 Complete the rules for the Turner Art Prize, held
in Britain each year, with a determiner.
1 ........................-.. candidates are ch osen for an
exhibition they have given in the last year.
2 Candidates are n ominated by the public or by
the Turner Prize jury. .. . . way, the jury
h as the final say in the four w ho are shortlisted.
3 The aim of the prize is to celebra te _________
innova tion and young talent.
4 ·-·--·-·---- candida te is invited to display
examples of their work at the Turner sh ow.
5 . . . . . . . artist over 50 years can enter.
6 The artists can u se ....................._ medium they like;
p ainting, sculp ture, film, etc.
7 The w inner receives £25,000. -·------- other
shortlisted candida tes get £5,000.
Speaking
13 Your city would like to commission an artwork
tha t would a) imp rove the appearance of an area
in the city cenh·e; b) be fun; and c) attract visitors.
Work in small gro ups and:
• discuss wh at kind of thing you would like to
have and wh o you would like to make it
• make a list of criteria or rules for the
competition
14 Exch ange your rules w ith another group. Then
submit an idea fo r an artwork to them fo r
evalua tion.
MUSIC AND VALU ES LIKES AND DISLIKES 49
 reading the origins of rap • critical thinking analysing contrasts • word focus cool • speaking music and values
4c Hip-hop planet
Reading
1 Work in pairs. Look at the different
music genres in the box. Discuss
the questions.
1 How often do you listen to ea ch
type of music?
2 When you listen, do you p ay
much attention to the lyrics?
3 Do you identify strongly with
this type of music?
bl ues classical count ry
hip-hop jazz pop reggae
rock soul t raditional I folk
2 Discuss w hat themes or attitudes
you associa te with hip-hop and rap
music. Who do you think listen s to
this music? Then read the article
and compare your answers with
what the author says.
3 Read the article again quickly.
Answer the questions.
1 What was the them e of the firs t
rap song the author heard?
2 Ap art from music, wh at are the
other artistic exp ressions of hip-
hop culture?
3 What do the DJs do to crea te
hip-hop 's individual sound?
4 What is the appeal of hip-hop to
middle-class children ?
5 Why does Assane say that rap
belongs to his country?
6 What does the author not like
about hip-hop music?
4 Explain these p hrases from the
article.
1 It so unded like a broken record
(para 1)
2 the way you step over a crack in
the p avement (p ara 2)
3 life on the other side of the
tracks (para 4)
4 its mach o p ose (p ara 6)
5 the empty m oral cupboard tha t
we have left for our children
(p ara 7)
so
Critical thinking analysing contrasts
5 This article is all about wh at hip-hop is and isn ' t. Find and
underline sentences that tell you:
1 a w ha t the author thought of rap music 26 years ago
b what he thinks now
2 a the environment in which rap mu sic originated
b w here it thrives now
3 a the message conveyed by the early rappers
b the m essage conveyed by successful hip-hop artists now
4 a that hip-hop culture can seem selfish
b that this selfishness in young p eople is not their fault
6 Work in pairs. Compare your answers and discuss if you feel
more positively about hip-hop after rea ding this article. Now
write a short summary of the values of hip-hop culture, according
to the author.
Word focus cool
7 Cool h as three basic meanings in English : 1) not warm; 2) stylish
and fa shionable; 3) calm. Which meaning does it have in the
article (p ara 5) and in sentences 1--6?
1 I d on' t know wh at I've done to offend Liz. She was really cool
w ith me when I sp oke to her earlier.
2 It's not cool to arrive early to a party like that.
3 Jam es lost h is cool completely w hen his boss told him he had
to work at the weekend as well.
4 That's a really cool jacket. Where did you get it?
5 I think she did very well to keep her cool with tha t customer. I
would have go t very an gry w ith them .
6 Wait for the frying pan to cool down before you add more oil.
Speaking
8 Work in pairs. Look a t the lyrics below from a country song and
a rock song. What themes and attitudes to life can you identify in
eacl1 genre?
Country song Rock song
Wh en you ain 't got a frie nd to lean on Ooh, be true to yourself
There are folks you ca n depend on Don't let anyone put you down
Home, that's where you turn to If you feel you're getting tied
Family won't turn their back on you Then ride rig ht on out of town
Yeah, it's all right there in your own Don't be nobody's slave
backyard
Live your life - that's what I say
They'll be waitin ' when times are hard
9 Look at the genres in Exercise 1 and discuss the questions.
1 What values does each genre p roject?
2 Do you h ave to believe these values to like the music?

I first heard rap at a party in Harlem in 1980. lt sounded
like a broken record. lt was a version of an old hit record
called Good Times, the same four bars looped over and
over. And on top of this loop, a kid chanted a rhyme
about how he was the best disc jockey in the world. lt
was called Rapper's Delight. I thought it was the most
ridiculous thing I'd ever heard.
For the next 26 years, I avoided rap music the way you step
over a crack in the pavement. I heard it
booming out of cars and alleyways from
Paris to Abidjan, but I never listened. In
HIP-
doing so, I missed the most important
cultural event in my lifetime. No
American music has exploded across the
world with such force since swing jazz in
the 1930s. This defiant culture of song,
graffiti and dance, collectively known
as hip-hop, has permeated almost every
society.
Hip-hop began in the mid-1970s, in an
almost bankrupt New York City. The
bored kids of the South Bronx and Harlem
came up with a new entertainment. This BY JAMES MCBRJDE
is how it worked: one guy, the DJ, played
records on two turntables. Another guy- or girl -served
as master of ceremonies, or MC. The DJs learnt to move
the record back and forth under the needle to create a
scratch, or to drop the needle on the record and play a
break over and over to keep people dancing. The MCs
rapped over the music to keep the party going. One MC
sought to out-chat the other. Dance styles were created.
Graffiti artists also emphasised the I because the music
was all about identity: I am the best.
Initially hip-hop artists produced socially-conscious songs
that described life on the other side of the tracks, where
people are denied the same opportunities as the rich . The
lyrics of Grandmaster Flash's 1982 hit The Message are a
perfect example.
Unit 4 Art and creativity
They describe a child who is born and grows up in the
ghetto, hating the world for his situation and all the
things that he cannot have.
These days most commercial rappers in America brag
about their lives of crime and the things that fame and
money have brought them, among which women seem to
be just another material possession. For those from poor
backgrounds the life of a successful rapper has become an
aspiration, for richer suburban kids it
is a symbol of something cool.
In poor urban communities around
the globe, rap music is a universal
expression of outrage at the injustice
of the distribution of wealth. Its
macho pose has been borrowed
from commercial hip-hop in the US,
but for most the music represents an
old dream: a better life. 'We want
money to help our parents,' Assane,
a nineteen-year-old budding DJ from
Dakar in Senegal tells me. 'We watch
our mothers boil water to cook and
have nothing to put in the pot. Rap
doesn't belong to American culture,'
he says. 'lt belongs here. lt has always existed here,
because of our pain and our hardships and our suffering.'
That is why, after 26 years, I have come to embrace
this music I tried so hard to ignore. Much of hip-hop,
particularly the commercial side, I hate. Yet I love the
good of it. Even if some of it embraces violence, hip-hop
is a music that exposes the empty moral cupboard that we
have left for our children . They can hear it and understand
it. The question is: can we?
brag (v) /brreg/ speak proudly about your achievements
defiant (adj) /d•'fa1;,nt/ challenging or opposing another's
authority
looped (adj) /lu:pt/ repeated without a break
out-chat (v) /,aut '!fret / chat longer or better than another
 Real life describing likes and 4 Pronunciation disappearing sounds
dislikes a 't 1.29 Listen to these words from the
conversation. Cross out the disappearing sound,
1 Do you like musicals? Which ones have you seen? the part of the word that is not pronounced.
Did you see them live or on film? Tell your partner.
different everyone generally
2 .. 1.28 Listen to a conversation in which Tom and
his friend Jake talk about the musical, The Lion King.
For each item below put a tick next to it if one of b .. 1.30 Cross out the disappearing sound in
them likes it and a cross if one of them dislikes it. each of these words and then say them aloud.
Listen and check if you were right.
cost of tickets for the music in musicals
beautifully chocolate comfortable
musicals the visual effects
interesting medicine ordinary secretary
Disney comic characters this production of
Elton John The Lion King
musicals in general 5 Work in pairs. Look at these sentences and say
which words most naturally go in each space.
3 .. 1.28 Look at the box. Tell your partner which 1 I'm not . . . . . keen on romantic
of the phrases Tom used to express each like and comedies.
dislike. Then listen again and check. 2 I get . . tired of reality TV shows.
0000

3 I never feel . 00
inspired by science
...

.... DESCRIBING LIKES AND DISLIKES fiction books.

Likes Dislikes 4 I'm not a fan of musicals.
00000

I love 000 I can't bear 00.

5 Jazz music doesn't . . .. . . . . . . . . . . . .... . .. do anything
I'm a big fan of 00. I'm not generally a fan of 000
for me.
I'm really into 000 I'm not very keen on 00 .
6 I'm afraid opera gets on my nerves
lt is very inspiring doesn 't really do
000

lt sounds right up my street. anything for me

I have a lot of time for ...
I could watch I read /listen
6 Now work in groups. Each person think of a
I never feel particularly
musical, play, film, concert, TV programme or
inspired by
exhibition they have enjoyed recently. Describe
00.

to all day. lt doesn't really sound like

00 0

your choice to the group and compare and

my kind of thing
discuss your likes and dislikes. Use the box to
gets on my nerves
help you.
I get a bit tired of 00 .

52 i fi1! i ·!:!eiiii PARTICIPATION IN THE ARTS AN ART COMPETITION MUSIC AND VALUES ... LIKES AND DISLIKES
mmJI AN ONLINE REVIEW
writing an on line review • writing skill personalising your writing Unit 4 Art and creativity

4e You've got to see this

Writing an online 00
.
rev1ew 88 http://www.travelreviews.com

1 Read the online review of an

exhlbition by a recent visitor to
London. Would you follow their
recommendation? Why? I Why
not?

2 Answer the questions. Then

compare your answers in pairs.
1 How are the following themes
organised in the review? Put
them in order (1-5).
• the author's
recommendation
• an introduction
• the content of the exhlbition
• the occasion of the visit
• the details of where and
when it is on
2 What information about the
event does she include?
3 Would you describe the tone
of the review as personal or I find that it's always worth checking out the parks when you visit a
impersonal? foreign city: as well as providing a welcome break, they can contain some
very interesting surprises. Last week, absolutely exhausted from visiting
3 Writing skill personalising two museums and too tired even to think about shopping anymore, my
boyfriend and I took a walk in Kensington Gardens. I was so glad we did,
your writing
because otherwise we'd have missed Anish Kapoor's mirror sculptures.
a Work in pairs. Look at the There are four of them and rather than look out of place as so many
following features of personal and modern sculptures can do, they really complemented their surroundings.
impersonal writing. Then find The sky mirror, as its name suggests, is placed at an angle to reflect the
examples of the personal forms in changing sky. Another, Red Mirror, is also directed at the sky, so that you
the review. see the sky's reflection, but this time with a red tint. The one I liked best
was the C-curve, a convex mirror that makes you see everything upside
Personal tone down . lt was so funny to watch dogs and children approach it, trying to
• use pronouns work out what they were looking at.
• use active verbs The secret of this exhibition's success is that it makes you appreciate what
• use contracted forms is already a really delightful park even more. lt will be on until 30th March
• use phrasal verbs and, if you are in London, I'd definitely recommend taking the time to go
• add personal details and see it for yourself. And by the way, it's free!
• use conversational linking
phrases
(e.g. what's more) 4 Write a brief personalised review of something you have seen and
• share your feelings enjoyed for a What's on website. Then exchange your review with
another person in the class.
Impersonal tone
• use pronouns 5 Read your partner's review. Check the points below. Then
• use passive verbs feedback to the reviewer.
• use uncontracted forms
• use formal verbs • Does the review make you want to go and see this event?
• avoid personal information • Does the review include all the items described in Exercise 2 in
• use formal linking phrases their correct order?
(e.g. furthermore)
• Does it feel like a friendly and personal recommendation?
• be objective in your judgements • What features has the writer used from Exercise 3 to give this
impression?

PARTICIPATION IN THE ARTS AN ART COMPETITION MUSIC AND VALUES LIKES AND DISLIKES 53
AN ONLINE REVIEW
 Unit 4 Art and creativity

Before you watch 7 Watch the last part of the video again (03.20 to
03.36). Use these words and phrases to complete
1 Work in groups. Look at the photo and discuss the what Don Kimes says about urban art.
questions.
authentic boundaries come from
1 Where are the people? emerge envelope one more step
2 What is unusual about the exhibition? to the edge
3 What do you know about graffiti?

2 Apart from graffiti, what other kinds of urban art can It's about sort of taking wha t it is that you
1 2
........................•.•.... ,what you .•..•....•........................•.••...••. from,
you think of? What kinds of art do you think you are 3
going to see in this video? what's • __ for you and pushing it
4
-·········-· of its 5 _________ .__ , to the edge
of its 6 ........................... .. ...... , its limits and taking
While you watch
3 Watch the video and check your answers from
Exercise 2. After you watch
4 Wa tch the video again and put these things in the 8 Roleplay interviewing an urban artist
order you first see them.
Work in pairs.
a a painting of a Japanese woman
b a train Student A: Imagine you are an urban artist.
c an art gallery Choose a medium (visual or sound). Invent
d a CD cover information about the following:
e a shopping trolley • your life (for example, where you grew up,
f paint cans what your parents do, where you live now)
g a trumpet • your art (for example, what you do, why
you do it, wha t your inspiration is)
5 Complete the table with the correct information (a-h).
• your aspirations (for example, what you
Nick Posada Jafar Barron would like to happen, where you see your
work in five years' time)
Student B: Imagine you are a local journalist.
Interview the urban artist about his or her life,
art and aspirations.
a He is a trumpeter. Act out the interview, then change roles and act
b He is a graffiti artist. out the conversation again. Student B should
c He grew up in a neighbourhood north of choose a different medium.
Philadelphia.
d He has a record deal. 9 Work in groups and discuss these questions.
e He grew up in Washington D.C. 1 What type of art do you like?
f His parents are jazz musicians. 2 Does the type of art you like differ from art
g His first exhibition was in Georgetown. in your parents' generation? In what ways?
h He plays in clubs where he grew up. 3 Is innovation in art a good thing?
6 Answer the questions.
authentic (adj) l:l:'9entllc/ genuine, real
1 In what ways is urban art about innovation? Give caution (v) /'k:J:f;m/ warn someone about a problem or
three examples. danger
collector (n) /b'lekta/ a person who buys art
2 Why is Nick Posada disappointed when he visits exposure (n) !Iks'pau3a/ giving someone a particular
the wall of fame? experience
highlight (v) /'haJiaJt/ draw people's attention to
3 What does Nick think real graffiti artists know? something
innovative (adj) /'maveJtJv/ new and original
4 Why does Chris Murray like graffiti art? inventive (adj) /m'vent1v/ creative
uninhibited (adj) IAnm'h•b•t•d/ saying and doing anything
you want
5 What is Jafar Barren's music a mix of?
vilify (v) /'v1hfaJ/ say bad things about someone or
something
6 What does Jafar think are his influences?

55
 UNIT 4 REVIEW
Grammar Vocabulary
1 Work in pairs. What arts festivals are famous in 4 Put these words into three categories: music, art
your country? What happens at them? and theatre (four words per category).

2 Read the article. Wha t is the Edinburgh Fringe a band a gig a musical a play a show
Festival famo us for?
a sketch an installation drama company
3 Choose the correct option to complete the article. folk landscape lyrics sculpture
Sometimes more than one option is correct.
5 Work in small groups. Answer the questions.
1 Do you have a favouri te work of art? What
art or copies of art (e.g. prints, posters) do you
have at home? Describe them and w hy you
chose them.
2 What was the most memorable concert you
ever saw?
3 How often do you go to theatre? What is the
best thing you have seen there?
I CAN
describe different art forms, performers and venues
talk about different kinds of art

Real life
6 Put these phrases (a-f) into two groups: like and
dislike.
The Edinburgh Fringe Festival is the world's largest a I can't bear .. .
arts festival. lt takes place 1 a// I every I each year in b I'm no t very keen on ...
August and for the 2 a// I every I whole month the city c ... don' t really do anything for me.
is taken over by actors, street performers, comedians,
d I'm a big fan of ...
artists, musicians, etc. There is 3 some I little I enough
e ... get on my nerves.
variety to please everyone. The festival attracts a
f I have a lot of time for ...
huge 4 number I amount I lack of visitors from all over
the world . There are over 2,000 different shows and 7 Work in groups. Use the phrases in Exercise 6 to
during the festival up to two million tickets are sold. tell each other about the kind of TV programmes
The tickets don't cost 5 a lot I much I plenty- £10 or that you like and dislike.
£15 typically- but since most people try to see 6 a lot I
I CAN
many I plenty of shows over three or four days, the
costs can add up. describe my own personal tastes in music, art, film
7 and theatre
Few I Little I A few artists just come to perform
for the fun of it, but in 8 many I enough I plenty
cases they are young performers hoping that this Speaking
will be their chance to be noticed by the critics and
producers. The Edinburgh Fringe Festival is perhaps 8 Work in groups. Tell each other about the arts in
best known for its comedy and has launched the your city or country:
careers of 9 some I several I any notable British • how many people do what
comedians, including John Cleese of Fawlty Towers • how expensive each activity is (e.g. there's no
fame . But the festival is 10 no I any I not any respecter charge for visiting museums)
of reputations. 11 All I both I either unknown and well- • how the government views the arts
known artists compete for attention and 12 a// I each I
every have an equal chance of success or failure .

I CAN
use expressions of quantity
use determiners

56
 Unit 5 Development
minimalist beach chalet

F EATURES 1 Work in pairs. Look at the photo and the six types of
development in the box. What kind of development is
58 From reality to represented here?
fantasy economic personal product social sustainable
The building of Dubai urban

60 The Kerala model 2 'i 1.31 Match the examples of development below with the
Social development in types of development in Exercise 1. Then listen to the three
sou them India speakers and say which one each is talking about.

62 Sustainable a new housing project a new university

development?
A hydropower dam project
in Laos
66 Aquarium on wheels
A video about an unusual
educational programme in
Baltimore
a new railway line a zero energy house
a new smart phone learning a language
3 '§. 1.31 Listen again. What advantages does each speaker
mention? Compare your answers with your partner.
4 Describe examples of two types of development from your
own experience. Were they positive developments?
I went on a public speaking course. I don't really need it
for my work, but I just thought it would be good for my
own personal development. lt was a really interesting
experience: it made me feel much more confident.

CHANGES IN YOUR TOWN A HAPPY SOCIETY SENSITIVE DEVELOPMENT REACHING A DECISION 57

reading urban development • grammar verb + infinitive or -ing • listening and vocabulary redevelopment •
speaking changes in your town
Sa From reality to fantasy
Reading
1 Work in p airs. The ph oto was taken in Dubai.
Discuss the questions.
1 Where was it taken from ?
2 What can you see below?
3 What do you know about Dubai? For example,
where it is, its famous landmarks, w ho goes
there?
FROM
TO
There once was a sheikh with big dreams. His land was
a sleepy village occupied by pearl divers, fishermen and
traders who docked their boats along a small creek through
the town. lt was here that Sheikh Rashid bin Saeed al
Maktoum imagined creating a gateway to the world. lt was a
dream he could not afford to realise. So in 1959 he asked a
neighbour to lend him many millions of dollars. He made the
creek wider, built roads, schools and homes. With his young
son, Mohammed, by his side, he walked along the empty
waterfront and painted his dream with words. And some
years later, it was as he had said. He built it, and they came.
Then it was his son's turn to carry on developing his
father's vision. Sheikh Mohammed bin Rashid al Maktoum
2 Read the article and answer the questions.
1 What was Dubai like 50 years ago and how has
it changed?
2 According to the author, what are the
attractions for visitors and residents?
3 Wha t do other countries feel about this ch ange?
3 Would you like to visit Dubai? Why? I Why not?
transformed Dubai into an air-conditioned fantasy world of
1.5 million people. No project seemed to be too ambitious for
him. He built the world's tallest high-rise building , the
828 metre Burj Khalifa, the world's biggest shopping mall
and the world 's largest motorway intersection. He helped
Little Dubai become the shopping capital of the Middle East.
In the last five years, it has attracted more tourists than India.
Its most famous landmark, the Palm Jumeirah, an artificial
island built in the shape of a palm tree, provides holiday villas
for the rich and famous.
But the financial crisis in 2008 made people think again and
Dubai failed to sell many of its new luxury apartments. Up
to then property in Dubai had been increasing in value and it
had been easy to get people to invest. These days, investors
risk losing money.
The rest of the world looks on with a mixture of wonder
and suspicion . Is this a capitalist model that people want
to copy or do they feel that Dubai has decided to abandon
its true heritage and become instead the Las Vegas of the
Middle East?
creek (n) /kTi:k/ a small stream that flows into a river (often
they dry up in summer)
dock (v) /dok/ to 'park' a boat in a harbour or at a sea port
pearl (n) /p3:V a round white jewel found in the sea (in
oyster shells)
 Unit 5 Development

Grammar verb + infinitive Listening and vocabulary

or -tng 7 Work in pairs. Make urban features by combining
words in A and B.
4 Complete the sentences from the article.
1 Sheikh Rashid imagined .. ...................... a green high-rise le isure luxury
gateway to the world . motorway pedestrianised shopping
2 It was a dream Sheikh Rashid could not afford waterfront

3 In 1959 he asked .... him some money.

4 He helped -·---------. the shopping capital
of the world.
5 Read the article again quickly and find:
1 two more verbs followed by the -ing form
2 four more verbs followed by to + infinitive
3 one more verb followed by somebody+
to + infinitive
4 one more verb followed by the infinitive
without to
.... VERB + INFINITIVE VERB + -ING
Verb + to + infinitive Verb+ -ing
He couldn 't afford to build a new He imagined
harbour. building an
Verb + someone + to + infinitive amazing city.
He asked a friend t o lend him some
money.
Verb + someone + infinitive
He helped Duba i become a great city.
For furt he r informat ion a nd practice, see page 162.
6 Look at the grammar box. Then put the verbs in
the right form.
1 The population of Dubai grew from half a
million in 1990 to 1.5 million in 2008 and has
kep t on ---------· (grow) to this day.
2 Sheikh al Maktoum decided --·------·----·
(make) Dubai the region's most important
financial centre.
3 Attracting foreign banks and companies
involved ......... (reduce) taxes for
companies and individuals.
4 The expansion of the airport allowed
.... ·-·-····----·-- (Dubai I become) the fourth
busiest international airport in the world.
5 If you enjoy ___________ -· (shop), Dubai has
over 70 shopping malls to choose from.
6 By planting 10,000 trees each year for the past
four years, the city planners have managed
. . ·-------- (create) many green spaces.
7 The banking crisis made _ ......... __ _
(construction I slow) down.
8 But it seems that Dubai can' t help . .
(build) more property and tourist attractions.
apartment building centre
development intersection mall spaces
zone
8 'i 1.32 Listen to someone describing a
redevelopmen t that took place in their own
city in the 1960s. Answer the questions.
1 What was redeveloped and why?
2 Was it successful?
9 'i 1.32 Work in pairs. Complete the sentences
with the missing verbs. Then listen again and
check your answers.
1 In the 1960s the local authority decided to
...................................... . . . . . . . . . the area as a sh opping district.
2 This involved .. all the houses and
making way for huge car parks.
3 Even the residents seemed to accept that the
area had to be --····-··-····---····--·--···-···-·
4 If you proposed ... --·--··-··-····-···- houses into shops
on such a big scale today, I don't think you
would be allowed to do it.
5 The result was that they ···--·····-·-······-··- . . . . . . . . . . the
character of the city centre.
6 Now 50 years later the local authority wants to
.......................... ................... it into a mixed area again.
10 Replace the underlined words in the questions
(1-6) with words from Exercise 9 that mean the
same thing.
1 Have any old factories been turned into flats
or houses?
2 Is there an area of the town that has been
ch anged completely in your lifetime?
3 Is there an area of the town that has been
damaged by new development?
4 Do you have a transport system that needs
to be brou ght up to da te?
5 What buildings were you sorry to see knocked
down?
6 Is there a run-down area of the city tha t you
would like to see rebuilt? How?
Speaking
11 Work in pairs. Ask and answer the questions in
Exercise 10 for your own town or city centre.

CHANGES IN YOUR TOWN A HAPPY SOCIETY SENSITIVE DEVELOPMENT IIJo- REACHING A DECISION 59
ml1iiJ AN OPINION ESSAY
 listening social development in southern India • pronunciation rhyming words •
grammar verbs with -ing and to+ infinitive • speaking a happy society

Sb The Kerala model

Listening .... WORDBUILDING adverb + adjective

Adverbs and adjectives can be combined to describe
1 Look at the two photos taken in the Indian state of people and things.
Kerala. Which of these adjectives could you use to politically engaged, highly cultured
describe each place shown?
For further information and practice, see Workbook
exotic fertile gorgeous hectic page 43.
prosperous remarkable tranquil
5 Work in pairs. Answer the questions.
2 t. 1.33 Listen to an interview with a journalist
1 What do you think is the main reason for
who has recently been in Kerala. What is surprising
about the level of social development in Kerala? Kerala's success as a society?
2 Could this kind of society work anywhere?
3 • 1.33 Listen again. Are the sentences true (T) or
false (F)? 6 Pronunciation: rhyming words
1 The journalist went to Kerala to write an article. a t. 1.34 Work in pairs. Words that rhyme end
2 The state of Kerala has a lot of people in a small with the same sound. Match the words from the
area. listening (1-9) with the word that rhymes (a-i).
3 One of the signs of Kerala's social development Listen and check. Then practise saying them.
is people's high level of education.
4 Women have a superior social position to men. 1 state a faced
5 People in Trivandrum are too busy to be 2 poor b plane
3 low c opt
8
involved in politics.
6 One of the secrets of Kerala's success is the 4 head d though
open-minded attitude of its people. 5 course e weight
6 main f force
4 Convert these definitions to adjectives. Check your 7 stopped g fun
answers in the audioscript on page 177. 8 none h law
9 waste said
Having .. .
1 a good rate of literacy = Jit?mt? b Look at these words. Can you think of a word that
2 a good standard of living = . . rhymes with each but has a different spelling?

3 a good education= . . break foot height signed walk word

4 good health = ..
5 a high level of culture = . .
6 strong interest in politics = ...

7 tolerance of differences = . . .......... ···-··

60

Grammar: verbs with -ing and to
+ infinitive
7 Ma tch each verb in bold to the correct meaning (a or b).
1 Have you tried visiting India?
2 I'm trying to show how remarkable Kerala is.
a attempting something
b experimenting with something
3 I was intending to go on to tour other parts.
4 The students went on protesting for four days.
a continuing an action
b a change of situation
5 It was meant to be a holiday.
6 Usually that would mean people having a fairly
poor quality of life.
a describing intentions
b describing what is involved
7 I don' t regret changing my plans.
8 No land is wasted, which I regret to say is not always
the case in some developing countries.
I a apologising for what you are about to say
b saying you are sorry about a past event
9 I remember going there in the 1990s.
10 Please remember to send me a copy.
a describing memories
b talking about things that need to be done
11 We stopped to visit an Indian journalist I know.
12 Keralites never stop debating.
a ending something
b the reason for stopping
... VERBS WITH -ING AND TO+ INFINITIVE
Verbs with two meanings
remember, go on, stop, mean, try, regret+ -ing and to
+ infinitive
Verbs with no change in meaning
pre fer, continue, hate, like, love, start+ -ing and to + infinitive
For f urther informat ion and practice, see page 163.
8 Look at the grammar box. Then choose the correct form
in these other sentences.
1 No one knows how long Kerala will be able to go on
to maintain I maintaining this model society.
2 This is the journalist's impression of Kerala. You
would have to try to live I living there yourself to see
if it was the reality.
3 I regret to tell I telling you that getting there by plane
is quite expensive.
4 If you stopped to see I seeing some other places in
India on the way, it would make it more worthwhile.
5 But tha t would also mean to plan I planning your trip
more carefully.
6 The other man remembers to visit I visiting beautiful
beaches and lagoons.
CHANGES IN YOUR TOWN .... A HAPPY SOCIETY
Unit 5 Development
9 Complete this interview with a sociologist
about the Kerala model of society. Use the
correct form of the verbs in brackets.
Interview
WHAT I TERESTED YOU I KERALA IN
THE FIRST PLA CE?
Well, I remember 1 ... . ................... (read) an
interesting article about it about fifteen years
ago and I meant 2 ......................................................... (visit) and see
for myself, but I only man aged to do that last
yea r.
AND WHAT D I D YO FIND? WAS IT THE
PERFE CT MODEL TH ;\T MANY PEO PL E
HAVE SA I D IT I ?
I think what they have ach ieved is amazing.
The government implem ented a number of
measures to try 3 ........................................... (improve)
people's quality of life and on the whole these
have succeeded.
FO R EXAMPLE?
The most important is land reforms. In the
1960s they stopped 4 ............ ___ (a llow)
landlords to cha rge rent to tenant fa rmers. Th is
meant 5 _ ............................. (give) the land back to
the people, mostly peasa nts, who worked on it.
0 POO R PEO PLE BENEF ITTED?
Certainly. At the same time, the government
also started 6 ...................... (invest) heavily
in the education systems, so poo r people not
only became better off, they also became better
educated.
A D WHAT ARE THE EGAT IVE EFFECTS
O f ALL TI-ll S? THERE MU T BE SOME.
No system is perfect, I reg ret 7 ......._________ _ __ _
(say). The problem in Kerala is that the
economy is still largely based on agriculture.
And someone who leaves school with a good
education probably doesn't want to go on
8
... ........ ........................... (work) in the fi elds. So even
though they prefer 9 ....................................... (live)
in Kerala, they often move to another more
industrially developed state in India or even
abroad to get a decent job.
Speaking
1 0 Work in pairs. Ask and answer the questions
on page 155 to find out how happy your
society is. Then compare your answer with
another pair. Were people's answers very
different? If so, why?
SENSITIVE DEVELOPMENT REACHING A DECISION 61
 reading a hydropower dam project in Laos • vocabulary re - verbs • critical thinking fact or opinion •
word focus pick • speaking sensitive development
Se Sustainable development?
Reading
1 Work in pairs. Look at the photo on page 63 of the
Mekong River in Laos before a hydroelectric dam
project. How do you think the dam affected the
lives of the people living near the river?
2 Read the article quickly and check your answers
from Exercise 1. In what other ways did the dam
affect peoples' lives?
3 Read the article again more carefully and answer
the questions.
1 Who helped to finance the project?
2 Why was this surprising?
3 How much electricity will it generate?
4 Who will use the electricity?
5 How many local people are affected?
6 What will happen to the local people?
7 Who says life is better for local people after the
dam?
8 Why do environmentalists think life for local
people could be worse?
4 Find words in the article to complete these
statements.
1 The dam flooded a big area and created a huge
------------·- . (para 1)
2 The World Bank would like the project to be a
______________ that everyone can admire. (para 2)
3 The people from the flooded area should have
better . . _ in future. (para 5)
4 Because their farmland has disappeared, locals
will have to find new ways to a
(para 5)
5 The people now have ···---------- that they
didn' t have before, like electricity, sanitation
and clean water. (para 8)
6 Changing the environment so dramatically has
a big effect on the local ________________ and
(para 10)
Vocabulary re-
5 Underline all the words in the article beginning
with re-. Then circle the verbs that mean
'to do something again'. Form the nouns from
these words.
.... WORDBUILDING prefix re- with verbs and
nouns
verb: redevelop
nou n: redevelopment
For f urther information and practice, see Workbook
pa ge 43.
62
Critical thinking fact or opinion
6 Work in pairs. This article contains a mixture of
facts and opinions about the benefits of the Nam
Theun 2 hydropower project. List the facts and
opinions about the projects:
• economic benefits
• effects on local people
• effects on the environment
7 Look back at the article. What told you when an
opinion was being given rather than a fact? Tell
your partner.
8 Compare your answers with another pair. Do you
think that the dam has brought more benefits than
disadvantages to Laos?
Word focus pick
9 Work in pairs. Find three phrases in the article
using the word pick and discuss what they mean.
Then do the same for the phrases in bold below.
1 I think it's easy to pick h oles in the World
Bank plan, but at least they are trying to do
the right thing.
2 Can I pick your brains for a moment? I'm
writing something about Laos and I'm not sure
my facts are right.
3 Sales of electricity to Thailand were slow at first
but they're picking up now.
4 He feels that he is b ein g picked on. The
choice of location wasn't only his; it was the
responsibility of the whole team.
5 I asked him to p ick me up from the airport
because taxis into the centre are so expensive.
6 We have a range of services- from basic
banking to business advice. You can pick and
choose which you want.
Speaking
10 Work in pairs. What is the impact on people and
the environment in the following development
projects? How do you deal with this sensitively?
Discuss and make lists.
• helping a city damaged by a hurricane
• building a high-speed railway line between
two cities
• moving people from a poor and depressed area
in a city to a new town

ai Kensavaong will never again walk along
K
the muddy lanes of Sop On, the village in
southern Laos where she was born. Her old
home now lies at the bottom of a reservoir of
brown water created to feed a hydroelectric
power plant, the first to be funded by the
World Bank for over twenty years. TU never forget that
place,' says the 41-year-old villager. 'It was my home. I
picked my first bamboo stalks there.'
The World Bank stopped financing hydroelectric darn
projects in developing countries twenty years ago because of
criticism that such projects were harming local communities
and the environment. But Nam Theun 2- a 39-metre
high dam on the Mekong River that generates over 1,000
megawatts of electricity- is the showpiece for the bank's
new policy of supporting sustainab le hydropower projects.
For Laos it is part of a longer-term strategy to revitalise the
economy and become the battery of South-East Asia.
The bank says that lessons have been learnt from the projects
of the sixties and seventies when people were forced to
resettle and whole areas of forest or agricultural land were
flooded. When it comes to clean sources of energy, the bank
thinks hydropower is the pick of the bunch, offering the best
solution in a world where 1.5 billion people have no access
to electricity.
ln 2010 the darn brought $5.6 million in sales of electricity
and it is estimated that during the next 25 years Nam Theun
2 wiH generate around $2 billion in revenue to Laos, one of
Asia's poorest countries, since most of the electricity will
be exported to its power-hungry neighbour, Thailand. The
government has promised that this money will be spent on
reducing poverty and both renewing and improving the
country's infrastructure.
Seventeen villages in the flooded area have now been rebuilt
and the 6,200 people- mostly farmers- who lived in them
have been retrained to make a living from the reservoir.
·s t
DEVELOPMENT?
Unit 5 Development
The power company has promised to double their living
standards within five years. According to the World Bank,
87 per cent of those resettled believe We is much better than
before as they now have electricity, sanitation, clean water,
new roads and greater access to schools and health care.
'In the old village things just weren't convenient,' said Tiea,
25, one of the relocated villagers. 'It wasn't a pretty place,
the houses weren't very nice and we didn't have power. In
the new village we have electricity, we can see better.'
But the old criticisms have not gone away. Environmental
and human rights groups warn that the darn will have a
negative impact on water quality and fish and that the local
people who were relocated after the area was flooded may
not be able to support themselves economically in future.
'People are happy with these new amenities, but the
real problem is how to restore sustainable livelihoods for
communities who used to rely on the natural resources-
forests, fish and grazing lands for their animals- now that
they've lost these,' says lkuko Matsumoto, programme
director for the environmental group, International Rivers.
As well as the 6,200 villagers already rehoused, activists
also point out that there are over 110,000 people in riverside
villages downstream from the dam whose lives will have
to change because of the new river ecosystem . They claim
that these people will have to deal with issues like flooding,
decline of the fish population and poor water quality. How
quickly they will pick up new skills is Lmcertain.
But the World Bank says it is responsive to these problems.
A 4,100-square kilometre protected area has been established
around the dam to safeguard flora and fauna. It admits
though that rebuilding the lives of the villagers is not a
short-term process and everyone is trying to learn and
readjust as they go along.
-
real life reaching decisions • speaking evaluating a development project

Sd Evaluating a project
Real life reaching decisions 4 'i 1.35 Complete the sentences in the box with
the phrases the speakers use to give their opinions
1 Work in pairs. What kind of development would and to agree and disagree. Then listen and check.
most improve your town? Choose three items and
number them (1-3) in order of importance. .... REACHING DECISIONS
What do you think we should do?
a new arts centre (theatre, music, film, fine art)
What's your view?
a new leisure centre
If you 1 ............................ , that's completely wrong.
a new shopping mall
Personally, I think that's absurd .
better local shops
I don 't think we 2 ............................. give them another
better public transport penny.
fewer cars (pedestrianised zones, cycle tracks)
I find it amazing I ridiculous that he said that.
more (affordable) housing
I think we should I we ought to give them the benefit of
more green spaces the doubt.
..........._ be too hasty. I We shouldn 't be too
2 'fl 1.35 The National Development Bank gives hasty.
loans to local businesses and public authorities We need 4 .....- . - -..··-·--.......- .. whether they are in the spirit
for projects that will improve towns and help the of the original aims of the project.
local economy. Listen to a meeting of some bank That really 5 -····-·-·--..- -................... the opinion of the local
residents.
employees who are discussing a project they have
The 6 ...................... see it, it's probably a good thing .
funded and complete the n otes.
I'd 7 ............... w ith that.
That's right.
1 Amount of The bank lent the local authority
I agree.
loan £ m

Is everyone OK I happy with that?

2 Purpose of To help redevelop a Exactly.
loan ___ m in the city.
______ m __
Are we all 8 ___ ---· ________ that?
That • ·--·-....--·--·-····- to me.
3 Aims of To give local residents a nicer
project park and some ····-·····---·····-···-·······-··-······--··
facilities. Speaking
4 Progress so They have cleaned the area up,
far planted ...... . , laid new
5 Work in pairs. Read the report on page 153 about
another project which the bank is financing and
They have also
consider these points.
•••••••••••••••••••••••• m . . . . . . . . . . . . . . . . . . . . . . . . •

built the and the .m • • ••••••••••

children 's • name of project

5 Other work They have built a ..........·--··----...-..
• date started
and bought a sculpture for • original aims
£ __,.,,__,,_,_,,,___,,__,,_, • action taken and money spent
• results (positive and negative)
6 Needs A new loan of £250,000 to
• next steps and money needed
complete the
courts and ............................ .... golf Then decide together if you think the bank should
course. lend more money for this project. Discuss your
decision with another pair and try to come to an
3 'f1 1.35 Listen again. What do the bank employees agreement with them.
decide to do about the new loan? Do they all
agree?

li
a
writing an opinion essay • writing skill linking words Unit 5 Development

Se Big cities, big problems

Writing an opinion essay 4 Does this opinion essay follow the standard
form at?
1 Work in pairs. Why do you think people want to Introduction - • Arguments for --> Arguments
live in big cities? Make a list of the reasons. Do you
against --> Conclusion
think their lives are better there?
5 The introduction can take different forms . Which
2 The chart sh ows the percentage of the world's of these does the writer choose?
popula tion living in cities. What problems do you
think this creates? • giving a dram atic example of the p roblem
• telling a story about the problem from the
3 Look at the title of tl1e opin ion essay and then read writer's own experience
the answer. What is the opinion of the writer? • giving some statistics that illustra te the
seriousness of the problem
• quoting w hat someone famous h as said about
% of world population living in cit ies this p roblem

80 -- 6 Writing skill linking words

60 1--· - a Look at the linking phrases below. Then underline
40
20 f - - -
0 ri 1= E -
-
-
other examples of each type in the essay. Comp are
your answers w ith your partner.

1800 1900 1950 2008 2050? Adding an Introducing a Expla ining the
argument contrasting fact consequences
Our cities have become too big. The problems Fu rthe rm o re, Then agai n, Consequ ent ly,
they create outweigh the benefits. Discuss. As w ell as t his,

In 1800 only two per cent of the world 's popul ation
lived in cities. Over the last twenty years more and
more people have moved to cities looking fo r work
and a better life. As a result, more than half the world's
population now li ve in cities and that number is
expected to grow. Cities are monuments to the amazing
organising abili ties of human beings . However, in
some cases, they also have many soc ial, economic
and environmental problems. The questi on is: do the
problems they create outweigh their benefi ts?
Cities ex.ist because they are more conveni ent places
to live. Jobs, schools, hospitals are all close to people's
homes. There is a wide choice of people to socialj e
wi th and good possibilities for ente rtainment and
leisure.
On the other hand, there also seems to be more crime,
more poverty and more poll uti on and often these
problems are found in a particul ar area of a tow n,
making them seem even worse. But thi s is not so
surprising, if you think about it. The same problems
ex ist in the countryside or in smaller tow ns, but they are
not so concentrated. Because of this, they are noticed
less.
As long as the population of cities does oot grow more
quickly than the services available fo r it, citie can
solve a lot of our problems. They stop the popu lati on
spreading into areas of the countryside. In addition,
they prov ide jobs and a more interesting life. The
problem with cities is not how big they are, but how
well managed they are.
b Choose an appropria te linking phrase to complete
the senten ces.
1 Certain cities in the world have become
esp ecially p opular. _ ............ , we h ave seen
the em ergence of wh at are called m egacities:
cities with over ten million inhabitants.
2 A lot of people find a better standard of living
in big cities. __ . . . . ,you can also find
very p oor people living in them .
3 _ _ being very convenient for the
residents, cities are also very convenient for
business.
7 Write an opinion essay about the statement below.
Then compare your answer with your p artner. Did
you use the same arguments?
In our modern urban lifestyles, we have lost our sense
of community. We need to return to a simpler way of
life. Discuss.
8 Read your partner's essay and cl1eck the
following:
• Do yo u find the arguments convincing?
• Is it organised in clear paragraphs?
• Does it follow the form at suggested in
Exercise 4?
• Does it use one of the introduction tecluu ques
suggested in Exercise 5?

CHANGES IN YOUR TOWN A HAPPY SOCIETY SENSITIVE DEVElOPMENT REACHING A DECISION 65

AN OPINION ESSAY

Before you watch
1 Work in groups. Look at the title of this video and
the photo and discuss the questions.
1 Why do you think the video is called 'Aquarium
on Wheels'?
2 Do you think aquariums can teach children
about more than just fish in the sea?
3 What might the programme teach young people?
2 Work in pairs. Tick the things you think you will
see in the video.
a boy dressed as a monkey a computer
a crocodile a d iver a fish tank a frog
a necklace seashells a tiger a toy snake
While you watch
3 Watch the video and check your answers from
Exercise 2.
4 Watch the first part of the video (to 02.17). Choose
the correct option to complete the sentences.
1 The students in the video are:
a employees of the Aquarium on Wheels
programme.
b visitors to the National Aquarium.
2 The students want to help tl1eir audience to
understand:
a recycling. b conservation.
3 The students perform a play about:
a snakes. b monkeys.
4 The children laugh because the actor says that:
a fighting is going to make his hair look untidy.
b he doesn't have any leaves to eat.
5 Aquarium administrators want to give students:
a training in marine biology.
b lessons for life.
5 Watch the second part of the video (02.18 to the
end). Answer the questions.
1 What kind of skills do the students need?
2 What do these students want to do that other
people in their family haven' t done?
3 What does DejaNe Jones say is the most
important thing the programme has taught her?
4 What did the students learn from performing
the play?
5 What does George Faulk want to be?
6 Why is the programme personally important for
Martha Schaum?
Unit 5 Development
After you watch
6 Roleplay an interview with Martha Schaum
Work in pairs.
Student A: Imagine you work for a local
newspaper. Use the information below to prepare
questions to ask Martha Schaum about the
Aquarium on Wheels programme.
Student B: Imagine you are Martha Schaum.
A reporter from a local newspaper is going to
interview you about the Aquarium on Wheels
programme. Look at the information below and
think about what you are going to say to the
reporter.
• the overall objectives of the Aquarium on
Wheels programme
• who is involved with the programme
• what the student employees have been doing
this year
• what the programme gives the student
employees
• what Martha gets out of the programme
personally
Act out the interview, then change roles and act
out the interview again.
7 At the end of the video, the narrator says: 'The
Aquarium on Wheels programme is having
a powerful impact on more than just tl1e rain
forests.' What does he mean? Why do you think
the programme is so successful?
8 Work in groups and discuss these questions.
1 What kind of education about the environment
do young children in your country receive? Is it
effective?
2 The overall goal of tl1e Aquarium on Wheels
programme is to entertain and educate. Do
you think these two aims are compatible? Can
you think of examples that meet both aims
successfully?
advantageous (adj) /aedv;m'te 1 d.3;~s/ having a good effect
camouflage (n) / 'krem;~flo:3/ something an animal uses to
make it difficult to see
major (v) /'me1d.3::l/ take a university degree in
mess up (v) /mes 'Ap/ make something look untidy
overall (adj) /;~ov::l'r:>:l/ general
poison dart (n) /p:>1zn 'do:t / a small arrow covered with
poison at one end which is fired from a long tube
by blowing
67
 UNIT 5 REVIEW
Grammar 5 Work in pairs. Use a different verb in each space to
complete these statements.
1 Work in pairs. What is the main industry in your
1 Green spaces can really a built-up part
town or city? How has this affected the character
m.

of a city.
of the city?
2 In the 1970s and 1980s there was a fashion
2 Read the interview with a resident of Berlin. for . . . .. . . older buildings in city centres and
Answer the questions. replacing them with high-rise buildings.
3 It's a good idea to mm•• the city centre into a
1 What is the main new industry of Berlin? pedestrianised zone.
2 How does this resident feel about it? 4 People complain that the character of many
3 Complete the interview with the correct form of the famous cities like London, New York and Paris
verb: -ing, to + infinitive or infinitive without to. has been ····-m······ By -···--m them with luxury
apartments and expensive shops, developers
I= Interviewer; R =Resident have forced out ordinary working people.
I: So, are you enjoying 1 m (live) here again
after a fifteen-year absence? Has Berlin changed 6 Discuss with your partner if any of the items in
a lot since you were last here? Exercise 5 are features of your city. Do you agree
R: Of course. There has been a huge amount with the statements? Why? I Why not?
of development. They have kept on 2 .... I CAN
(build) and 3 ........................... (redevelop) since the early
talk about the different features of a city
nineties. And in many ways that is great for the
city, but I regret 4 _ _ . (say) that its character describe changes in a city
has changed ... and not for the better.
I: What do you mean by that? Real life
R: Well, there are so many tourists here now-
people say as many as nine million a year. It's 7 Work in pairs. Put a verb in each space to complete
as if the city authorities have decided s. _ these sentences expressing opinions.
(turn) Berlin into a tourist park. 1 What do you .. m of the idea to restore the
I: But surely tourists are a good thing? If they city centre to how it was 200 years ago?
stopped 6 ................... (come), the city would lose a 2 I mm it amazing that no one has thought of
lot of jobs and income. I heard that tourism will doing it before.
help 7 m (create) 50,000 new jobs here in the 3 If you m • me, it's not a good idea.
next few years. 4 No, that doesn't m- right to me either. You
R: I'm not anti-tourist. I understand that tourism have to look forwards not backwards.
means 8 ... (earn) useful income, but a lot of
5 The way I . m it, if it's good for the local
this money goes straight to private companies. economy, then it's a good thing.
I think the city should ask tourists and tourism 6 I think it ·m on whether local people
companies 9 __ (pay) a tax for visiting actually want it to be restored.
Berlin. Then this money could be invested in 7 Yes, I'd . . . . . . . . . . . . . . . along with that.
real jobs for Berliners.
I CAN
8 Work in small groups. Decide if it is better to
restore old buildings or to knock them down and
use verbs which take the gerund and infinitve after
them
start again.
use verbs which take both the gerund and infinitive I CAN
after them, but with different meanings reach a decision by expressing opinions and agreeing
or disagreeing

Vocabulary
Speaking
4 Match the words (1-6) with their meaning (a-f).
1 convert a bring up to date
9 Work in pairs. Tell each other about a large
2 spoil development project you know about (transport,
b change completely
regeneration of an area, new town, sports or
3 modernise c rebuild
leisure complex, etc.). Cover these points:
4 demolish d damage
5 transform e turn into • the benefits that the development brings I will
6 redevelop f knock down bring
• whether it is sustainable or not
• who supports the project; who opposes it
• your opinion

68
 Unit 6 Alternative travel
· to

t Hotel de Glace, Que~ :Qinada;

the only ice hotel in North America.
Photograph by Ralph Lee u,.,,,,;,.. ~

·is

~ te

FEATURES 1 Look at the photo. Wha t do you think there is to do in this

hotel? Would you like to stay here? Why? I Why not?
70 Staycations
2 'fl 1.36 Listen to someone describing her stay there. What did
People who holiday at she like about her stay? What didn't she like as much?
home
3 Work in pairs. Choose the correct option. Then ask each other
72 Voluntourism the questions.
Working holidays around 1 How much holiday I days off do you get from work each
the world year?
2 Do you like to stay in hotels or do you prefer self-catering I
74 Unusual places to self-service accommodation?
stay 3 When you book into a hotel, do you usually ask for a room
with a sight I view?
Hotels with a difference
4 Do you generally take a lot of suitcase I luggage when you
travel or do you prefer to travel light?
78 East Timor
5 What is your favourite kind of scenery I countryside: the
A video about tourism in coast, forest, mountains or desert?
one of the world's richest 6 Do you generally enjoy the travel I journey as much as
diving areas actually getting there?
7 Which aeroplane I airline do you prefer to fly with?
8 When you last went on holiday, how long did it take I last to
get to your destination?

PLANNING A STAYCATION TRAVEL AN UNUSUAL HOTEL GETTING AROUND 69

A LETTER OF COMPLAINT
 speaking local knowledge • reading holidays at home • vocabulary phrasal verbs with in and out • grammar not •
speaking planning a staycation

6a Staycations
Speaking
1 Work in pairs. How well do you know your own
capital city and its attractions? Ask each other
these questions to find out.
1 Can you name five important tourist
attractions in your capital city?
2 How many of these have you visited?
3 Have you ever been on a bus tour or walking
tour of the city?
4 Have you ever been to a famous street market
in the city?
5 How often do you visi t the city's main
museums or galleries?
6 Do you know the name of a good, reasonably-
priced hotel in the city?
2 Are there parts of yo ur local area that you
haven' t ever visited or feel that you don' t know?
Would you consider taking a holiday there?
Why? I Why not?
Reading
3 Read the blog. Are the sentences true (T) or false (F)?
1 Staycationers always sleep at home. F
2 Staycationers go out and do different activities
during their staycation. T
3 Staycations have all the stresses of normal travel.
4 Staycations simulate traditional holidays. T
4 Now use the information in the blog to complete
the statements.
1 People first started ha ving s taycations because
of ... FINANCIAL CRISIS OF 2008
2 Staycations are good for the local economy
because ...
PEOPLE CAN SPEND MONEY LOCALLY
3 Some people think that visiting local attractions
isn't as exciting as ...
4 Without leaving New York, Karen Ash was able
COMPLETE JAPANESE VACATION
to have a ...

0 N S
You probably don't like the term 'staycation'. Me neither. But you
mustn't be put off. As a concept, it is quite attractive. Perhaps
you've already had one, but weren't aware that's what it was called.
Staycations don't just mean staying in doing things around the
house or just relaxing at home. They involve getting out more by
taking day trips from your home to see local sights. If you don't
want to stay at home, you can holiday locally- for example, camping at
a local campsite.
Staycations originally became popular after the financial crisis of 2008,
when people were looking for ways to cut back on their spending. Apart
from the savings, let's not ignore the other benefits: you don't have any of
the problems associated with travel, such as packing, long drives, delays
at airports and so on; and you bring money to the local economy, by
eating out, for example. The only people who hope this kind of holiday
won't catch on are the holiday companies themselves.
Some staycationers who base themselves at home like to follow a set of
rules, such as setting a start and end date, planning their activities ahead
of time and avoiding routine. You don't have to do these things, but it
helps to create the feel of a traditional vacation. Others, aware that an
extra barbecue and a visit to the local zoo may not match the thrill of
foreign travel, take it a step further. A recent example was Karen Ash,
whose story appeared in the Wall Street Journal.
A resident of New York, Karen Ash decided not to go to Japan, as she
had originally planned, but instead took a weeklong Japanese vacation
in her own city. This included buying postcards and souvenirs at a
Japanese market, admiring bonsai plants, eating ramen (and even
speaking Japanese when ordering), all without leaving New York. Her
itinerary also involved joining in at a traditional Japanese tea ceremony,
attending a taiko drumming concert and watching Japanese soap
operas on DVD. I don't think many people would want to take this
much trouble to create their staycation, but you get the idea!
70
t •
Vocabulary phrasal verbs with
in and out
5 Work in pairs. Find two phrasal verbs in the article
with in and two with out. Discuss what they mean.
')? 6 Complete the sentences using in and out.
1 I'd like to try . . . . . . . . . . . . . . . that new restaurant in the
centre of town. I've heard it's excellent.
2 Shall we eat mm tonight? We've got loads of
el. food.
3 Can you drop ......... at the supermarket on
m.
your way home and pick up some milk?
4 All I seem to do is work and sleep these days.
I need to get more.
5 My daughter stayed m until 3 a.m. last
night. I was really worried.
6 Can you just fill ......................... this form with your
name, address and passport number?
1i11- WORDBUILDING phrasal verbs with in and out
Some verbs can be used with both in and out. Sometimes
they give opposite meanings and sometimes they give
different meanings. Other verbs may only be used with
either in or out.
eat in, eat out; drop in, drop out; join in, j6ifl-6tJt
For further information and practice, see Workbook
page 51 .
7 Ask each other the following questions
1 Do you feel you get out enough? If not, what
would you like to do more of?
2 How often do you eat out?
3 What do you u sually do in the evenings, if you
are staying in?
4 If you saw some people in the park playing
volleyball, would you watch or join in?
5 How late were you allowed to stay out w hen
you were fifteen years old?
6 Do you like to try out new types of food?
Grammar not
8 Underline these examples in the article and
comment on the position of not in
each case:
1 a negative infinitive (para 4)
2 a negative sentence using want (para 1)
3 the negative form of must (para 1)
4 the opposite of must (para 3)
5 a negative sentence using hope (para 2)
6 a negative sentence using think (para 4)
7 a negative sentence using let (para 2)
~ PLANNING A STAYCATION TRAVEL
A LETIER OF COMPLAINT
Unit 6 Alternative travel
liii- NOT
Negative infinitive
it's cheaper not to go abroad.
They advised us not to stay at that hotel.
want
I didn't want to stay in ... I ~•aflted not to stay in ...
mustn't and don't have to
You mustn't book a holiday without comparing prices first.
You don't have to spend a lot of money to enjoy your
holiday. \'otJ mu5tn'tspend a lot ofmone) ...
hope and think
I hope it doesn't rain. I don't hope it rain5.
I don't think that's right. I think tfiat'5 not, ight.
let's
Let's stay at home this year. Let's not go abroad.
For further information and practice, see page 163.
9 Look at the grammar box. Then make each
sentence express the opposite idea u sing negatives.
1 Let's spend a lot of money on a foreign holiday.
2 I want to stay in a big modern hotel.
3 I think staycations can replace foreign holidays.
4 I hope the accommodation is all booked up.
5 I told them to wait until the last moment before
booking their h oliday.
6 We must go swimming- if you want to, that is.
10 Look at these tips from a travel magazine. Choose
the correct option.
Let's 1 don't forget I not forget that the main reason for
choosing a staycation is to save money. So you really 2 mustn't
spend I don't have to spend the same amount as you would
have if you had gone abroad. For example, if you 3 don't want
to spend I want not to spend a lot on eating out, just take a
picnic with you when you go on a day trip. lt 4 mustn't be I
doesn't have to be a cheap picnic- you can still treat yourself to
a few luxuries.
Try 5 to not choose I not to choose only activities that cost
money. One idea is to plan a two or three day walk and take a
tent with you. If you 6 don't think you'll enjoy I think you won't
enjoy camping, then look up some youth hostels you could
stay in instead.
The most important thing is to be adventurous. The fun of any
holiday is discovering new places and there is no reason why
a staycation should be any different. 17 hope it isn't I don't hope
it's a disappointment!
Speaking
11 Work in small groups. Plan a five-day staycation in
your own area or the area you are studying in. Try
to give the staycation a them e, as in the article. e.g.
a sporting theme, or a foreign theme. Make a short
itinerary of at least five activities.
12 Work with another group. Compare your
staycation ideas. Have a class vote on which
staycation sounds the most fun and practical.
AN UNUSUAL HOTEL GETIING AROUND 71
 listening volunteer vacations • grammar negative and tag questions • pronunciation intonation in

-
questions • speaking travel

6b Voluntourism
Listening
1 Work in pairs. What do you think the English
saying below means? Do you have a similar saying
in your language? Do you think it's true?
A change is as good as a rest.
2 1.37 Voluntourism is when people travel to
a foreign location to work for free. Look at the
photo. What sort of volunteering do you think
people do here? Listen to the interview and check
if you were right.
3 Which of the statements best summarises Katie
Samuel's opinion of what a good volunteer
vacation should be?
a a working holiday where you learn practical
and useful skills
b a cultural experience where both the visitor and
the host benefit
c an enjoyable way to help others less fortunate
than yourself
4 1.37 Listen again and complete these sentences
with one word per space. Then discuss what each
expression means.
1 You probably thought that sort of vacation was
for eighteen year olds on their -----·- year.
2 For most of us, who only get a few weeks
. . . . . . ... . a year, wouldn't they prefer a more
relaxing option?
3 This should be a ................................ travel experience,
not just a work .
4 In return the locals take them for ----..·--·--..
walks, which are like mini-safaris.
5 They have to pay for their flight, their
·----·----..·-- expenses and something to cover the
organisation costs.
6 The CRTP helps to restore cultural ........ - ..... .
sites around the world.
5 Work in groups. Discuss the questions. Then tell
the class.
1 What do you think of this type of vacation?
2 Is it right that people have to pay to be a
volunteer?
3 What other ways can you think of to get close
to local people on a vacation?
Grammar negative and tag
questions
6 There are various ways of phrasing a question.
Look at these examples (1-4) from the interview
and match each one to the answer the speaker
wants (a-c).
1 Have you ever thought of doing a bit of
building work during your holidays?
2 You probably thought that sort of vacation was
for eighteen-year-olds, didn't you?
3 Wouldn't most people prefer a more relaxing
option?
4 It's not really a holiday as we know it, is it?
a Doesn't expect a particular answer (yes or no)
b Wants the answer to be yes
c Wants the answer to be no
7 Work in pairs. Find four more examples of
questions that expect a particular answer in the
audioscript on page 177.
9
a

b
 Unit 6 Alternat ive travel

' .. NEGATIVE and TAG QUESTIONS

Open quest ions (no confirmation of opinion demanded)
Do you like visiting new places?
Yes, now and again.

Negative questions
Don't you like visiting new p laces?
No, not at all.

Tag questions
Yo u like visiting new p laces, don't you?
Yes, /lo ve it.
You don't like visiting new p laces, do y ou?
No, you 're right. I don't.
10 'fj, 1.40 The Great Continental Divide is a cycling
For f urther information and practice, see page 164. and hiking trail tha t crosses North America
from Mexico to Canada. Read this telephone
8 Look at the grammar box. Convert these open con versation between Mike (M), a volunteer, and
questions into nega tive or tag questions that fit the Jeff G), from the Great Continental Divide Alliance.
answer given . Convert the sentences in bold into either nega tive
or tag questions. Then listen and ch eck your
1 Do you like the idea of volunteer vaca tions? answers.
(tag question )
M: Hi, I'm interested in helping out on the Great
Continental Divide this summer. My friend did
Yes, that's right ... very much
lS four days last summer. 1 · - - - - - - · - - - (I I can I
2 Do you think it's an interesting idea? (nega tive work I for I just a few days)
question) J: Absolutely. Anything from two days to two
m onths.
No, I don 't. M: That's great. I h ave about a week in Jtme. How
3 Have you been on a volunteer vacation? (tag much does it cost to take p art?
question) J: It's free.
M: Sorry? 2 •. (I I have to I p ay I for I my

Yes, two years ago. accommodation)

J: No, it's completely free. You just have to register
4 Did it seem strange to pay money in order to
by filling out a form and sending it to u s.
work? (nega tive question) M: 3 ..... (I I can I do I that I onlin e)
J: Sure, you can. It's on our website.
No, not really. 4
. . . _ (you I have I visited I our

5 Will you be going again this year? (tag web site)

question) M: Yes, I've had a quick look. And where on the
trail can I work?
No. We're having a stayca tion this year. J: N ew Mexico, Montana, Wyoming ...
M: 5 ··-------- .. --- .... _ (you I h ave I got I something I in
Colorado) Th at's where I live.
9 Pronunciation intonation in questions
J: Yes, we do. We h ave sp aces in Winfield and a
a 'fl 1.38Look at the grammar box. Lis ten to the few in Mount Elbert.
sentences and answer the questions. M: 6 .. __ (and I you I give I train in g I firs t)

J: It's on the job training, unless it's a very specific.

1 Does the speaker 's intonation rise or fall at the
We're looking for a chef at the m oment.
end of an open question? 7 ___ _ _______ (you I want I to be I a chef)
2 Does the speaker's intonation rise or fall at the
M: No. I just want to help build som e trails ...
end of a negative question ?
3 Does the speaker 's inton ation rise or fall at the
end of each tag question? Speaking
b tf 1.39 Work in pairs. Practise saying the 11 Ask nega tive or tag questions to try to p ersuade
sentences in Exercise 8 with the correct intona tion . others of your op inions ab out these asp ects of
Then listen and ch eck your pronuncia tion . travel. Speak to as m any people as p ossible.
• beach holidays • trying out local food
• experien cing local • volunteer vaca tions
culture • working abroad
• travelling alone

PLANNING A STAYCATION Ill> 1@\f)ii AN UNUSUAL HOTEL GETIING AROUND 73

A LETIER OF COMPLAINT
 reading historical hotels • critical thinking claims and j ustifications • word focus mind •
speaking and writing an unusual hotel

6c Unusual places to stay

Reading Critical thinking claims and
1 Work in pairs. Make a list of what you look justifications
for in a place to stay on holiday (comfort,
a beautiful setting, modern facilities, etc.).
6 Each of these hotels claims to offer an authentic
experience. For each hotel say what the experience is,
Then compare your list with another pair.
which facts support this claim, and which facts, if any,
2 Read the extract from a travel magazine's don't support it.
guide to unusual places. Answer the
Hotel Claims to Supporting Contrad ictory
questions.
be ... facts f acts
1 Which seem like comfortable places to
stay?
2 Which seem to have the most
disadvantages?
7 Work in pairs. Discuss the questions.
1 Does it matter that some of the claims the hotels
3 Read the article again. Choose the correct make are not always justified?
option to complete the sentences. 2 Does it make you less likely to trust them?
1 Karosta's own description of its hotel: 3 Does it make you less likely to stay there?
a is surprising. b is not truthful.
2 The writer thinks the cost of a night in Word focus mind
prison:
a is too high. b is about right. 8 Work in pairs. In each paragraph there is an expression
3 For a long time after the gold rush with the word mind. Discuss if it is a noun or a verb,
Virginia City: and what it means. Then work out what these other
a was uninhabited. expressions with mind mean.
b was a rich town.
1 I am in two minds about whether to stay at a hotel or
4 The cabins at the Nevada City Hotel are:
drive back home that night.
a all newly built.
2 Mind how you go in the city. It can get dangerous
b a mix of old and new.
there at night.
5 The caves of Sassi di Matera have always
3 If you ch ange your mind about coming with me, let
been:
me know before Friday.
a lived in. b used to store things.
4 I'm sure you can think of a solution if you put your
6 The new owners have tried to keep the
mind to it.
original:
5 Sorry I haven't got back to you about the weekend.
a furniture. b feel of the caves.
I've had a lot on my mind lately.
7 In a lot of art hotels the art is not:
6 Sorry, I know I've heard his name before but my
a very good. b very prominent.
mind's gone b lank.
8 The different rooms at the Propeller
Island City Lodge are decorated: 9 Write three sentences with different phrases with mind,
a in a dramatic way. but leave a blank where the phrase should be. Exchange
b in a similar way. sentences with another pair and fill in the blanks.
4 All these words describe parts of a building.
Find them in the article and discuss their Speaking and writing
meaning with your partner. Use a dictionary
if necessary. 1 0 Work in small groups. Create your own idea for an
unusual place to stay. Discuss:
balcony balustra de corrido r • where the hotel is
earth roofs saloon vaulted cei lings • how your hotel is different
• whether it should be luxurious or basic
5 Which of these places would you prefer to • what facilities you can offer that fit with the theme
stay in? What are your reasons? Tell your
partner. 11 Write a short description of it. Then present your idea to
the class. Vote for which one sounds the most interesting.

74
 Unit 6 Alternative travel

PRISON HOTELS Built in 1905, Karosta naval jail in Latvia

was originally home to mutinous Russian sailors. In the 1970s it housed
political prisoners. According to their website this is 'an opportunity to stay
overnight on real prisoners' benches and mattresses: In direct contrast to
most hotel publicity, the website goes on to describe Karosta proudly as
'unfriendly, unheated and uncomfortable: They are not lying. This is more
a reality jail experience than a hotel. 'Reception' is a dark corridor where
a former prison guard explains the rules to you (no luggage except a
toothbrush, no attempts to escape), and then fires his gun in the air to show
you he is serious. After a meal of bread and sweet Russian tea, 'guests' are
given five minutes to wash before making up their own bed from a wooden

l bench and thin mattress. Sound unpleasant? it is. Mind you, for $12 per
night, what do you expect?

PERIOD HOTELS Would you like to experience life in America's

Wild West 150 years ago? Virginia City in Montana, a former gold-rush town,
was a ghost town until it began to be restored in the 1950s for tourism.
Owned largely by the state government, the town operates now as a large
open-air museum. Nearby is the Nevada City Hotel and cabins where you
can hang up your Stetson hat and enjoy life as a cowboy. The rooms feature
period Victorian furniture and downstairs the saloon has a true Wild West
feel. The cabins look extremely rustic and basic from the outside - two even
have their original earth roofs - but inside they have large double beds and
private bathrooms. Bear in mind that if you book in the week, you might
be disappointed because the city only comes to life at weekends, when
actors walk around in period costumes, such as sheriffs, cowboys and gold
prospectors.
r
I' I I

CAVE HOTELS If you had more primitive accommodation in mind,

why not try the caves of Sassi di Matera on the toe of Italy, which have been
inhabited since the Bronze Age? During the Renaissance they developed
into more sophisticated rooms with stone walls, vaulted ceilings and
balustrades. But in recent history they are best known as the poor homes of
the peasants who lived there with their animals until as late as 1952. Now,
however, they have been renovated to provide hospitality in a historical
setting. Although visitors to Le Grotte Del la Civita must do without
television or fridges, the rooms are comfortably furnished with antique
furniture and period terracotta tiles. The owners wanted the caves to still
feel as authentic as possible, so they have built the furniture into the walls
of the caves and left in place the iron rings where peasants tied up their
animals. Prices start at $300 per night.

ART HOTELS A modern art gallery is a place where you can lose
yourself in an artist's vision of the world. A hotel is essentially a place where
you can spend the night, in either more or less comfort according to your
budget. As its advertising promises, Propeller Island City Lodge in Berlin
manages to combine the two. Housed in a former apartment block, the
hotel is a collection of individually designed rooms- the upside-down
room, the all-orange room, the mirror-filled room- which are often so
extreme that you have no choice except to get into the spirit of it. In some
art hotels, you could forget the art and simply enjoy the comfort of your
surroundings. That's not the case with Propeller Island. However, the rooms
can be small and claustrophobic (although some have balconies) and often
you have to share a bathroom with other guests. But if you don't mind that,
it may be the next best thing to spending the night in a gallery.

PLANNING A STAYCATION TRAVEL ~ AN UNUSUAL HOTEL GETTING AROUND 75

A LETTER OF COMPLAINT
 real life getting around • pronunciation intonation in sentences with two clauses

6d Couch surfing
Real life getting around 5 Pronunciation intonation in sentences
with two clauses
1 Work in pairs. Take one minute to read this
description of couch surfing. Then discuss how a Listen to these two sentences with but. Notice how
couchsurfing works. Is it something you would the speaker's intonation rises at the end of the
do? Why? I Why not? first clause, indicating that they have not finished
speaking.
2 You are going to listen to a conversation between a
couch surfer and a host. Look at the box. Who do I wanted to pick you up, but my car's at the
you think says each expression? garage that day.
You could just get a taxi, but it's about eleven
3 .. 1.41 Listen to the conversation. Check your kilometres from the centre.
answers from Exercise 2.
b Practise saying these sentences using the same
4 lj 1.41 Listen again. Complete the expressions. intonation.

~ GETTING AROUND
1 I'll try to get home by six, but I can't promise
I will.
1
I'm coming in by ···-··············· 2 Normally it's a ten-minute drive, but the road
I wanted to pick you up, but 2 .......................................... works have made it longer.
That's 3 .................. , but I can make my own way.
3 I can't make it today, but I'll pop over
How do I get to • ........... ..?
tomorrow.
You could just get 5 ....................................................... .
4 It's kind of you to offer, but we can make our
Alternatively, you can hop on 6 ........................................... .
Look out for the 7 .................... on your right.
own way.
it's only a twenty-minute 8 ....... 5 The bus is cheap, but the train is much quicker.
The easiest thing is to 9
I'll come out and 10 ....................................................... •
6 Work in pairs. Take turns to play the roles of
If I get held up, 1'11 11 ... ..... • But otherwise,
couch surfer and host. As the guest, imagine you
expect a call around six thirty. come from another country and are touring the
host's country. Telephone your host and ask
about the best way to get to his / her home from
another city.

Originally the idea of a New

Hampshire student who emailed
1,500 students at the University
of Iceland asking if he could steep
the night on their couches, couch
surfing is now an established
worldwide practice. This is how
it works. When you have made
your travel plans, you contact
people on the couch surfing
network by email, to find out if
they can offer you a bed for the
night in the places you are going
to visit. There's no fee. The only
obligation on your part is to be 3
able to offer a place to stay at
your home when someone asks
in the future. Apart from being
free, the benefit is t hat you meet
people with local knowledge. If
you're lucky, some might even
become long-term friends.

76 TRAVEL AN UNUSUAL HOTEL ~ GETIING AROUND

 writing a letter of complaint • writing skill formal language
6e A disappointed customer
Writing a letter of complaint
1 Have you ever had a bad experience on holiday
>W that caused you to complain? What happened and
what was the outcome?
::l
2 Read this complaint from a guest about a stay in a
hotel and answer the questions .
1 Why is the customer unhappy?
2 What does she want the hotel to do about it?
3 Does her complaint seem justified?
44 Ascot Street
Oxford
OX4 1 EP
Sweet Hotel Group
54 Pembroke Road
London
W86NX
Dear Sir I Madam
I am writing to express my dissatisfaction with my
stay at the Victoria Arms Hotel on 12th April. I made
r. a reservation through another website which was
offering one night for two people with an evening
meal and breakfast for £:110. However, when we
arrived at 5.30 p.m. we were informed that there was
no table available in the restaurant and that we could
either dine at 6.00 p.m. or find another restaurant in
the town .
We had the strong impression that because it was a
discounted offer, we did not receive the same level of
hospitality as regular, fu ll-paying guests. The situation
was both embarrassing and inconvenient. After
some discussion with the staff, we opted to dine in
the restaurant, but much later than we wished - at
9.30 p.m. No one apologised for this.
Given the circumstances, compensation is not
my principal concern. Rather, I would ask you to
investigate the matter thoroughly to ensure this does
not arise in future with other guests.
Yours faithfully
7(}~
Ann Dunhill
3 Work in pairs. Formal letters follow certain
conventions. Answer the questions.
1 What is the correct position for each address?
2 When do we write Yours faithfully and when do
we write Yours sincerely?
3 Where is the reason for writing mentioned?
4 Where is the request to the recipient of the
letter for action?
PLANNING A STAYCATION TRAVEL AN UNUSUAL HOTEL
A LETTER OF COMPLAINT
Unit 6 Alternative t ravel
4 Writing skill formal language
a Find the formal words or phrases in the letter that
say the following:
1 say I was unhappy 7 wanted
2 we were told 8 what worries me
3 a cheap deal most
4 get 9 look into
5 after we talked to 10 make sure
6 chose to eat
b Convert the phrases in bold in these sentences into
more formal language. Use the letter to help you.
1 We w ant to tell you how u nhappy w e w ere
with the standard of the food on the cruise ship
Golden Dawn.
Example:
We wish to express our dissatisfaction with the
standard of tlze food on the cruise ship Golden
Dawn.
2 I told the receptionist that I h ad booked the
room for two nights, not one.
3 After I'd talk ed to the manager, she said
s he w as sorry and promised to look into the
problem with the shower. But no action was
taken.
4 I would h ave expected that the safety of the
guests was what the staff were mos t w orried
about.
5 Given the trouble this caused us, we expected
to get some m on ey b ack.
6 The manager said no other rooms were fre e,
but if the opportunity came up, she'd move us.
5 Read the situation and then write a letter of
complaint to the hotel.
You recently stayed at a small hotel in the centre of
Oxford in the UK . Du ring the night yo u were wo ke n
up by some noisy people trying t o climb a wall into
the hotel courtyard . You went down to reception
to tell a member of the hotel staff but no one was
there . You are angry and upset t hat no staff were on
duty during the night.
6 Exchange letters and read your partner's letter.
Use these questions to check their letter.
• Does it begin with the reason for writing?
• Does it end with what action is expected?
• Does it use rhetorical or other types of question
to be persuasive?
GETTING AROUND 77
6f East Timor

\1
3

East Timor ... for the intrepid few, an

emerging tourism destination with
unspoiled natural beauty.

5
 Unit 6 Alternative travel

you 'Na\.m
ln \:ne on:\ei you neaT \:nem.
1 Work in groups. Look at the photo of East Timor
a The subsequent recovery effort has been
and discuss the questions.
painfully slow.
1 What do you know about East Timor? b Welcome to East Timor, one of the world's
2 Why do you think the caption says that East newest countries.
Timor is 'for the intrepid few'? What does this c It faces an age-old predicament: how to make the
suggest about the country? most of its natural assets without destroying them.
d East Timor is a former war zone.
2 Only two of these scenes appear in the video you e We are still developing policies and regulations.
are going to watch. Tick the two scenes.
a a person sunbathing on a tropical beach After you watch
b builders renovating a damaged building
c a group of people pulling in fishing nets from 7 Roleplay talking about a new project
the sea
d tourists having drinks in a hotel bar Work in pairs.
Student A: Imagine you are an expatriate, living
While you watch on East Timor. You want to build a small beach
hotel. Look at the ideas below. Think about what
3 Watch the video and check your answers from you are going to say to a government official.
Exercise 2.
• what you hope to do
4 Watch the first part of the video (to 00.45). • how you will ensure the environment is
Complete the conversation between a journalist (J) protected
and Ann Turner (A). • how your hotel will benefit the local economy
J: Hi Ann, where do you work? Student B: Imagine you are an East Timor
A: 1 ----······---·-····-·······--···--·····-·---·······-...···-···-·--··-······--··-····-·-··-·····--------····---··--·-- government official. Look at the information
}: Why did you first come to East Timor? below. Think about what you are going to say to
A: 2 ----·····-·····-···-·--····-···-···--··-···--·----···-·-·------··--··- an expatriate business person.
}: And when did you decide that you wanted to • You are interested in attracting tourism to
stay? your country but you also want to protect the
A: 3 ··-·-·····-···-·-·····-··--····-···----···-···---···----···--··-·····--·-····-·····--·----····--···-··--···- environment.
}: What four things would you say impressed • Find out how the beach hotel project will do both.
you most?
A: 4 ··········--····...···-··-·· Act out the conversation. Then change roles
J: How many fish species are there? and act out the conversation again with a new
A: s -·····-·-····-----·····---··-·········-··-·········-·-·...··-······-·-··--··-·--····-··--···········-·----···--···--··--······ business. Decide whether the business is a good
J: Why is there such a huge diversity of fish idea or not.
species here?
8 Work in groups and discuss these questions.
A: 6 ----·-----·---····--··--·····-·--...---··----...-··-····-··----····----·····-
1 Which areas of your country attract tourists?
5 Watch the second part of the video (00.46 to the 2 How does tourism contribute to the economy
end). Answer the questions. of your country?
1 What is the main problem on East Timor? 3 What impact does it have on natural assets?
4 Do you think the government does enough to
2 How long has East Timor been independent? protect the natural assets of your country?

3 What happened after people in East Timor asset (n) /'reset/ a valuable possession
voted for independence? emerging (adj) II' m3:d.311J/ in the process of being formed
expatriate (n) /eks'pretri ~t / someone who lives in a foreign
4 What is the government worried about? country
infrastructure (n) / 'mfr~strAk!f~/ basic services that are
necessary for a community to function
5 What policies is the government working on?
intrepid (adj) / m'trep1d/ brave, willing to take risks
meagre (adj) / 'mi:g~/ small
6 What should people who want to start a
militia (n) /m~'hf~/ an armed group
tourism business in East Timor do? rampage (v) /rrem'pe 1d.3/ behave in a wild and violent way
ruin (v) /'ru:m/ destroy
unspoiled (adj) !An' p:J!Id/ in the natural state

79
 UNIT 6 REVIEW
Grammar Vocabulary
1 Work in pairs. Look at the photo. What kind of 5 Put in the correct preposition to complete these
tourist attraction do you think this is? questions about holidays.

2 Read the conversation and see if you were right. 1 Do you prefer to cater for yourself or do you
generally eat ____ ___ when you're on holiday?
3 What is Pauline's idea for her next holiday? Why 2 Do you like to try . . . __ new food when you're
has she decided this? on holiday or do you prefer to play safe?
3 Do you generally join _................. with group
4 Complete the conversation using a phrase with not activities and organised excursions or do you
in each space. prefer to do things alone?
4 If you had two weeks . . ........ work, how far
would you con sider travelling on holiday?
5 Before you can enter the country, you have to
fill _ -· an immigration form. I
6 Try not to stay ········-·-· too late, we have an early •
start tomorrow.

6 Work in pairs. Ask each other the questions in

Exercise 5.
I CAN
use phrasal verbs with in and out
talk about holidays and travel

Real life
7 Work in pairs. Find the correct ending from list B
for each phrase in list A.
A B
I' m coming in in traffic.
The easiest thing is to hop my own way.
M = Marina; P = Pauline
I'll pick you up ride.
M: You're planning to go to Mexico for your
I'll call if I get held up to your house?
holidays, 1 ..... }
Look out for the Hoover building by train.
P: That was the plan, but I've 2 .... (decide I
I can easily make on a bus.
go) now. I thought to myself, 'You're always
It's only a ten-minute on your right.
travelling to exotic places. Why 3 __ -·--- __ (you I
How dol get from the station.
find) out something about your own country
for a change?' 8 Tell your partner how to get to a well-known
M: That's interesting. That's called a staycation, meeting point in your town when they have
4
--··········}You'll certainly save a lot of money. arrived by public transport.
P: Well, I hope so. But I 5 _ . -· (want I stay) at
home. I'm going to travel around the n orth I CAN
of France. Giverny, the garden where Monet describe the best way to get to one place from
painted his water lilies, is one place I'd really another

like to go. I 6 .............. (hope I rain) a lot. ask for directions and travel advice
M: Where are you going to stay? Or have 7 ....
(decide) yet?
Speaking
P: I'll take a tent with me, but I 8 ........................... (think I
I will use) it all the time. Let's 9 ·-························ (be) too 9 Work in pairs. What do you look for when
ambitious! I'll stay in guest houses sometimes. choosing where to go on holiday? Tell each other
M: Well, I think it sounds like a great idea. It which of these things are more important to you
means you 10 (must I worry) about visas and why:
and changing money and vaccinations and all
that sort of thing. • the comfort OR the experience
• the journey OR the destination itself
I CAN • familiarity with the place OR not knowing
use not correctly with hope, think, want, let, must anything about it
and in the infinitive • relaxation OR being active
make negative questions and negative tag questions

80
 Unit 7 Natural resources
FEATURES
82 Water conservation
How conscious are we of
the need to save water?
84 The minister for no oil
Ecuador's plan to protect
natural resources
86 A world of its own
The fight to save
Madagascar's unique
ecology
90 Galapagos energy
A video about controlling
pollution in the Galapagos
Islands
CONSERVATION WISHES
A LETTER TO THE PRESS
1 Work in pairs. Look at the photo. How many natural resources
can you identify?
air an imals fossil fuels (e.g . coal, oil, gas) minerals
plants+ fruits soil sunlight trees water wind
2 Match the words (1-5) to their definitions (a-e). Then discuss
which words apply to the natural resources in Exercise 1.
1 abundant a nature can replace what is used
2 exhaustible b in plentiful supply
3 inexhaustible c can be used up
4 renewable d difficult to find
5 scarce e will never be used up
3 'fl 2.1 You are going to listen to an ecologist describe the
three 'R's approach to saving natural resources. Discuss what
these three words beginning with 'R' could be. Then listen and
check.
4 -:, 2.1 Listen again. What examples does she give for each of
the three 'R's? Do you do any of these things yourself?
STRONG FEEUNGS CUMATE CHANGE 81
speaking how we use water • listening saving water • grammar mixed conditional sentences •
pronunciation contractions in cond itionals • vocabulary and speaking conservation

7a Water conservation
Speaking 4 2.2 Listen again and answer the questions.

1 Work in pairs. Why do people talk about the need Speaker 1

to save water when over 70 per cent of the Earth's 1 How does Liam describe Manchester?
surface is covered by water? Read the article and 2 What does he do when he brushes his teeth?
see if your answer was similar. Speaker 2
3 What is the problem with desalinating water?
4 What is Gemal researching?
Speaker 3
So what if peo ple waste a lot of water- we've got enough, 5 How has the Colorado Delta changed in the
haven't we? Well, we may have a lot of sea water, but we
last 100 years?
are using fres h water faster t han nature can replace it. So
6 What is the river water used for?
instea d we are forced to recycle waste water, clea ning it and
then pipi ng it into people's homes. That process req uires a
Speaker 4
lot of energy- ru nning a tap for five minutes uses t he same 7 What practical wa ter saving measures does
energy as burn ing a 60 watt light bu lb for fourteen hours - Carmen take in the home?
and a lot of money. Also, when underground natural water 8 What does she suggest about other people's
reservoirs (or aquifers) get low on water, they ca n become attitudes to water use?
contaminated with high concentrations of natura l minerals
like arsenic, or man-made chemica ls from the ground. To 5 Are any of the situations the speakers described
prevent th is, we need to keep these reservoirs well-stocked. similar to that of your country?
So conserve water and you will save money and the planet.

A six minute shower 55 litres Grammar mixed conditional

A hamburger 2500 litres* sentences
A serving of goat meat 421itres
A 50g bar of chocolate 1410 litres 6 Work in pairs. Look at the if sentences (1-6).
A serving of chicken 580 litres* Answer the questions (a-c).
A cup of coffee 135 litres a Which sentences describe present situations
Flushing the toilet 81itres and present consequences?
500 sheets of paper 22,500 litres b Which describe past situations and past
A slice of bread 40 litres consequences?
Y2 kilo of clean wool 85,000 litres c Which are a mixture of the two?
in the case of the farm animals only a few litres were drunk by
1 If we had known the facts, we would not have
the animals or used in processing; the majority of the water went
into the grain they were fed during their lives wasted so much water in the past.
Example:
We didn't know the facts, so we wasted a lot of
2 Look at the facts about the water needed for water in the past.
various everyday things. Answer the questions. 2 If I had been brought up in Saharan Africa,
1 Are you surprised by any of the facts? Why? I would be a lot more conscious of water
2 Can you draw any conclusions from them conservation.
about the best ways to save water? 3 If we all used less water, the water companies
wouldn't have to use so much energy treating
water.
listening 4 If desalination methods didn't exist, this
3 2.2 Listen to four people from different country would not have been able to develop
countries (the United Kingdom, United Arab in the way it has.
Emirates, the United States and Mexico) talking 5 If you had visited the area around the old delta
about water. What does each say about: in Mexico 100 years ago, you would be shocked
to see it now.
1 their own attitude to water use? 6 If more people thought and acted like me,
2 what they think will happen if water things would not have come to this point.
is not conserved?

I
I
 Unit 7 Natural Resources

... MIXED CONDITIONAl SENTENCES 9 Look at these facts about the use of natural
First conditional (for present or future situations)
resources around the world. Then make
If+ present simple, ... will+ infinitive (without to) .. .
hypotheses based on them. Use one of the
conditional forms in the grammar box.
Second conditional
If+ present simple, ... would+ infinitive (without to) ...
1 The Aral Sea in central Asia (a huge
Third conditional freshwater lake) is now one-tenth of the size
If+ past perfect, ... would have + past participle it was in the 1960s because water has been
Mixed second and third conditional used by farmers to irrigate their fields.
If+ past simple, ... would have+ past participle 2 As a desert town, Las Vegas has to import a
lot of water. But a lot of it goes on watering
Mixed third and second conditional
If+ past perfect, ... would+ infinitive (without to) ...
green spaces, particularly the 60 golf courses
that have been built around the city.
For further information and practice, see page 165. 3 Sixteen million tourists visit Greece each
year, causing shortages of water on many of
its islands.
7 Look at the grammar box. Then make conditional 4 In the 1970s Britain found a lot of gas in the
sentences based on the information in these North Sea. But rather than use it carefully,
situations. they used it immediately. Now more than 50
1 We bought a cheap dishwasher that wasn't per cent of Britain's gas is imported.
very efficient. As a result, we use a lot more
water than we need to.
2 I don' t use the dishwasher much, because no
one told me that you use more water washing
dishes by hand.
3 You wasted a lot of water in the past because
you washed your car by hand instead of using
a car wash.
4 Automatic carwashes are really expensive. As a
result, I haven't used them very often.
5 Our water use is way above the average
because we built a big swimming pool in the
garden. So much of the water just evaporates
away!
6 We water the garden when the temperature is
cool, so that the water doesn't just evaporate
away.
7 The United States has a shortage of water
because they have tried to cultivate areas with
a desert climate. Vocabulary and speaking
8 We changed our habits after we saw a shocking
10 Work in pairs. Match each verb in A with as many
TV programme about how much water is
nouns in B as you can. Then tell each other if you
wasted.
do any of these actions or support others who do.
8 Pronunciation contractions in conditionals conserve consume preserve protect
run out of save spend waste
a .. 2.3 Listen to the contracted forms in these
sentences and repeat.
ll animals food forests land money
1 If we hadn't built desalination plants, we'd still energy petrol time water
be fetching water from the well.
2 If you'd visited this area twenty years ago,
you' d've seen a very different river.
11 Think about how your country has saved or
wasted resources and write conditional sentences
3 If they don't act now, maybe it'll be too late.
about them. Then mingle with the other students
4 If people' d been more careful, things
and tell each other your ideas. Choose the best
wouldn't've come to this point.
idea and tell the class.
5 If there's no rain, the river'll dry up .

... R·U~14;kl!ii[·UI WISHES STRONG FEELINGS CLIMATE CHANGE 83

A LETTER TO THE PRESS
 e minister for no oil

One thing you do not expect an oil
minister to do is to block the development
of his own country's oil fi elds. But that is
exactly what Alberto Acosta did when
he was appointed Ec uador's O il Minister
in 2007.
For a relatively poo r country whose main
income is fro m oil expo rts, this prop osal
seemed like madness. But ifEc uado r is not
rich by economic standards, in term s of
biodi ve rsity, it is one of the richest places
on Ea rth . When scientists studied trees
in th e Yasuni National Park in Ecuado r's
unspoiled rain forest, th ey fo und over 650
different species of tree in just o ne hecta re
- mo re th an th e total number in all of th e
US and Can ada combined.
Mr Acosta said he would rather the oil
companies d.id not destroy these natural
riches. H is innovative idea was to leave
th e oil rese rves beneath Yasuni Park
untouched, in return fo r compen sation
of half their value. The oil is worth m ore
than $7 billio n, so Ecuado r asked the
international communi ty to pay $3.6
bill.ion not to extract it.
But the plan has met with problems, both
from within Ec uador and from outside.
The state oil company, Petroecuado r,
opposes the scheme and many suspect
th at President Correa now wishes he had
never supported it. At th e sam e time only
a few countri es have shown interest, with
only German y promising $800 million
over th.irteen yea rs.
Ecuador is not the only country trying to
ge t richer nations to pay fo r not exploiting
their fo rests. Both Nigeria and Guatemala
are ho ping tl1ey will be abl e to make
similar deals. A spokesperson for local
environmental groups explained, 'This
is a fantastic initiative. If only people in
developed countries appreciated th at
th ese fores ts absorb a lot of the C0 2 th at
their ind ustri es produ ce. I just wish they
would take a longer-term view of this
problem. If we don't do something to
protect biodiversity and p revent climate
chan ge, we will all be losers - with
co nseq uences I'd rather not even think
about:

Vocabulary oil Reading

1 How many of these expressions do you know? 3 Look at the sentences (a-c). Then read the article
Which is shown in the photo above? and choose the sentence that best summarises
Acosta's idea.
oi l field oil refinery oil reserves oil rig
oil slick oil tanker oil well a for Ecuador to use money from oil exports to
protect its forests
b for Ecuador to be paid not to extract its oil
..... WORDBUILDING collocations related to one word c for Ecu ador to keep the oil underground until
There a re some nouns that have many words t hat collocate it really needs the money
with the m.
oil well, oil tanker; oil field 4 Answer the questions.
Fo r f urther information and practice, see Wo rkbook 1 Why did Acosta's proposal seem like
page 59. madness?
2 In what way was the price Acosta asked other
2 Work in pairs. Discuss the questions. countries to pay a fair one?
3 What has been the reaction of the international
1 How much is a litre of petrol in your country? community to the plan?
2 Are p eople more careful these days about h ow 4 What has been the reaction of local
they conserve oil or petrol? environmental groups?

84
 Unit 7 Natural Resources

7 Look at the grammar box. Look at these

sentences from the article. Then choose the
option that describes the actual situation .
1 Mr Acosta said he would ra ther the oil
companies did not destroy these natural riches.
The oil companies destroy I don't destroy these
natural riches.
2 President Correa now w ishes he had never
supported it.
President Correa supported I didn't support it.
3 If only p eople in developed countries
appreciated that these forests absorb a lot of
the C02 that their industries p roduce.
People in develop ed countries appreciate I
don't appreciate that these forests absorb a lot
of the C02 that their industries produce.
4 I just w ish they would take a longer-term
view of this problem.
They will I won't take a longer-term view of
this problem .

)
5 Complete these statemen ts using words from the
8 Choose the correct form to complete the
sentences below.
article. Use one word per space.
1 I wish p eople stopped I would stop complaining
1 Ecuador 's riches are in its . . mm ... •
about the price of p etrol these days.
2 In Yasuni p ark, Ecu ador h as oil mm·-----·-. worth
2 I wish they didn't cut down I hadn't cut down
$7 billion.
those trees in the p ark to make a playground.
3 The m ain opposition to the plan in Ecuador
3 Would you rather walk I walked or would you
comes from
prefer we go I went in the car?
4 There are other countries who would like to be
4 Most oil companies w ish they had I would have
p aid not to m••·-···-···---··· their na tural resources.
the freedom to ex tract oil from w herever they
5 People in the developed world don ' t . .
wan ted.
the part played by the forests in preventing
5 If only we didn't have I wouldn 't have to rely on
climate change.
our cars so much, but that's the problem with
6 People need to think about wh at w ill h appen in
living in the countryside.
the . ---•mm-
6 If only I could speak I would speak better
6 Work in pairs. What do you think of Acosta's idea? Spanish. Then I might try to get a job in
Is it helpful for Ecuador? Is it unrealistic? Ecuador.
7 Sop hie wishes tha t she had taken I would take a
job with BP when she had the cl1ance. She'd
Grammar wish, would rather much rather work I worked for them than her
and if only present company.
8 I wish p eople woke up I would wake up to the
.... WISH, WOULD RATHER and IF ONLY problems of climate change.
Wish about a present situation
wish + noun/pro no un + past simple
Speaking
Wish about a past situation
wish + noun/pro noun + past perfect 9 Look at these situa tions and make two sentences
Wish for someone to do something about a present for each one w ith wish, if only or would rather.
situation Then read your sentences to your p artner.
wish + noun/pro noun + would
1 Your car is old and uses a lot of petrol. You
NB subject of wish and noun/pronoun cannot be t he sa me
don ' t have enough money to buy a new one.
Strong wishes about a present or past situation
2 You would like to travel more, but the
Use if only in place of I wish
company you w ork for only gives you three
Stating what you would prefer to do weeks holiday a year.
w ould rather+ infin it ive 3 Your journey to work takes you one hour by
Stat ing what you would prefer someone else to do train each day. As a result you never get home
would rather+ object+ past sim pl e before seven in the evening. You never h ave
For f urther informati on and practice, see page 166. time to do any exercise, which you would
love to do.
IGU:I·!:!e!lil CONSERVATION 11> i@@Jj STRONG FEELINGS CLIMATE CHANGE 85
mmJI A LETTER TO THE PRESS
 reading Madagascar's unique ecology • critical thinking emotive language • vocabulary strong feelings

7c A world of its own

Reading Critical thinking emotive
1 Work in pairs. Look at the facts on page 87 about language
the island of Madagascar for two minutes and then
4 Often, when writers feel very strongly about an
cover the page. Get your partner to ask you three
issue, they will use strong or emotive language
questions about these facts. Then get them to cover
to try to make the reader have similar feelings.
their books and ask them three other questions.
Find the key words in bold in sentences 1-6 in the
2 Read the article. Answer the questions. article. Then find the emotive words or phrases
that convey:
1 Which of Madagascar's natural resources is the
author most worried about? 1 how individual Madagascar is (para 1)
2 How is this resource collected and where does 2 how hard the lives of the local people are (para
it go from there? 2 and 5)
3 What examples of sustainable ways of making 3 how strongly ecologists feel about the situation
money from these natural resources are (para 3)
mentioned? 4 how inconsiderate the loggers are (para 4)
5 how impressive and special these hardwood
3 Choose the correct option (a-c) to complete the trees are (para 4)
sentences. 6 how h opeless the situation is (para 7)
1 Madagascar has unusual ____··--···-··-··----··-··· 5 Do you think that by using such language, the
a trees writer helps his argument? Or would it be better
b animals to give a more balanced argument? What facts or
c plants and animals information would you include to do this?
2 The Madagascan people are . . .. . . .. ...... .... .
a very poor
b very anxious Vocabulary strong feelings
c very practical
6 Replace the words in bold with a word from the
3 Cultivating crops meant -·----- article to make these sentences more emotive.
a clearing the forest carefully
b setting fire to forest 1 A lot of efforts are being made to preserve this
c getting government permission individu al place. (para 1)
4 Former President Marc Ravalomanana was 2 You could tell that she was anxious to get the
job. (para 2)
a more ecologically-minded 3 Everyone disapproves of this use of force by
b an inexperienced politician the government against its own people. (para 3)
c popular with the military 4 A number of oil companies now want to take
5 The new government passed a law allowing oil from the Arctic. (para 4)
people to . --·--·-·-- 5 It is a beautiful view, with the tall and elegant
a cut down hardwood trees mountains in the background (para 4)
b export hardwood to China 6 Archaeology is much more physical and tiring
c sell wood from fallen hardwood trees work than most people think. (para 5)
6 For many Madagascans cutting down 7 With no prospect of a job, the future for many
hardwood trees is young people looks h opeless. (para 7)
a an easy way to make money 8 All environmentalists seem very interested in
b necessary to make furniture climate change. (para 7)
c against their beliefs
7 Other types of tree are cut down to 7 Work in pairs. Think of a place that is very special
and should be protected (e.g. a local green space, a
a build boats for Madagascans traditional community). Write a short description
b make medicines of it (100-150 words) using emotive language.
c transport the hardwoods Then read your description to the class. Vote on
8 The forest offers locals other ways to make which description is the most persuasive.
money, such as ....................................................
a developing new medicines
b taking tourists on guided walks
c exporting flowers

86

Madagascar is an island - the wo rld's fo urth largest, at over
225,000 square miles - but an island nevertheless. Although
all islands have their own unique ecosystems, nature has
blessed Madagascar with exceptional riches. Roughly 90 per
cent of its flora and fa una is fo und nowhere else on the planet.
The spectacle of its carrot-shaped baobab trees and ghostly
lemurs make even the most well-travelled visitors wide-eyed
with am azement and delight.
But its rare beauty hides the desperate situation of its people.
The typical Madagascan lives on about a dollar a day, even
though you would not guess
this from the attitude of the
Malagasy, the island's main
ethnic group, who are a
cheerful and optim istic race.
Since the first humans arrived in Madagascar some
3. 2,300 years ago, loggers and developers have destroyed
nearly 90 per cent of the island's original forest habitat,
n harvesting it for timber or burning it down to create
room for crops and, more recently, cattle.
Considering that Madagascar's population is growing
by three per cent a year, this tension between rich land and
poor residents is increasing day by day. Alarmed ecologists
have named Madagascar a biodiversity hot spot, deploring
the practice of slash-and-burn agriculture. In 2002 the
global environmental community rejoiced when green-
friendly Marc Ravalomanana was elected president. But only
seven years later, in the spring of 2009, the military replaced
Ravalomanana with a former radio disc jockey who seemed to
have little interest in protecting the environment.
Needing money, the new government reversed a ban on the
export of precious hardwoods, making it legal to sell wood
from trees which had already been cut down or had fallen
during the cyclones that regularly hit the island. Yet in reality
they did little to control the loggers who continued to rob the
forests of new wood. The main
targets of this environmental
crime are the rosewood tree
and the ebony tree. The wood
Unit 7 Natural Resources
from these majesti c trees is in high demand: in China it is
used to make exotic imperial-style furnitu re for the new
middle class; in Europe and America it is a valued material in
the manufac ture of expensive musica l instruments.
The locals are caught in a trap. Poverty and the high value
of rosewood - at $3,000 per cubi c metre it is ten times as
valuable as oak- have driven them to cut down trees that are
traditionally believed to be sacred. It is da ngerous and back-
breaking work. Using hand axes, in a few hours they bring
down a tree that has stood tall fo r many centuries. Then they
cut the trees into two- metre logs and drag
these several kilometres to the nearest ri ver.
The rare hardwood trees are not the onl y
casualties. In order to transport the heavy
rosewood logs downriver, rafts must be built
from other wood. For each raft the loggers cut
down four or five lighter trees
from near the riverside, causing
the earth to erode and silt up
the ri vers. At the sam e time
animals' natural habitat has been
disturbed, putting their survival at risk.
In this bleak landscape what can bring hope? One man's work
may offer a possible route out of the darkness. Olivier Behra
who first came to Madagascar from France in 1987 believes that
the only solution is to give local people economic alternatives.
Almost single-handedly, he has stopped deforestation in
the Vohimana forest by encouraging the locals instead to
collect medicinal plants, which they never imagined had any
monetary value, and sell them overseas to companies like
Chanel. The village lemur hunter has been retrained to act as a
guide for tourists obsessed with lemurs. The same tourists also
pay to visit the wild orchid conservatory that Behra has set up.
Can small-scale and sensitive initiatives like this compete with
the rosewood mafia of Madagascar? Only time will tell.
4TH LARGEST island in the world
after Greenland, New Guinea and
Borneo
90% of its flora and fauna is found
nowhere else on Earth
Number 1 producer of vanilla in the
world
22 MILLION : population of
Madagascar
70 different species of lemur live
only on Madagascar
18 different ethnic groups of Asian
and African origin
300 YEARS: the time it takes a
rosewood tree to reach maturity
24,560 TONNES of ebony and
rosewood exported in 2009, much
of it illegally
real life making your point • pronunciation sentence stress

7d The climate change debate

Real life making your point 4 2.4 Discuss which of the techniques (a-e) each
speaker used to make their point. Then listen and
1 Work in pairs. Wha t causes climate change? Is check.
it man-made or a n atural p henomenon? Use the
expressions below to help you. a humour
b challenging the question itself
C0 2 emissions natural weather cycle c speaking clearly and slowly
fossil fuels the greenhouse effect d illustrating with examples/stories
global warming e anticipating counter-arguments

5 Which technique did you find most effective? Which

2 2.4 Listen to four people discussing clima te technique do you prefer yourself? Tell your partner.
change and indicate whether each thinks it is
man-made 0 or no t~ . 6 Pronunication sentence stress
Speaker 1: Erika D Speaker 3: Jane D
Speaker 2: Andy D Speaker 4: Ralph D a 2.5 When making their point, each speaker
uses word stress to emphasise the important
3 2.4 Listen again. Complete the expressions in words. Listen to this example.
the box (1-6) that the speakers use to make their I don ' t know and I'm not sure any one knows for
points. sure. (2 words)
.... MAKING YOUR POINT b 2.6 Underline the words which you think are
Giving examples most stressed. Then listen and check.
Take for example
00. , 00.

Let me g ive you an example 00.

1 We don't know that we're causing it, but some
Imagine
1
··----·--·-··-·······-··-.. ·--··--·· hair 000
people say we might be. (2 words)
2 ... scraping ice off the inside of my windows
Stressing a point
rather than the outside. (2 words)
The point is that .. .
3 Regional temperatures may be lower, but
I, for one, 2 ...................... _ .......................... in how I pollute oo ·

Look, there 's no doubt that 4 ...............................................- ...... .

average global temperatures carry on rising.
To be honest with you, 00 .
(2 words)
4 Because it's not just an environmental problem.
Rejecting an argument
It's an economic problem, a social problem,
I don 't accept that.
even an ethical problem. (4 words)
Actually, I used to believe 3 ...............- ................... _ .... ______ , but 000

Yeah, but that's not the point. 7 Work in pairs. Choose one of the solutions to
5
I (don't) believe it simply because ------------------------·---·--------- .
climate change given below. Work out arguments
Challenging the question itself in favour of this solution. Think about the
The whole starting point for this debate is wrong . techniques you will use to make your point and
We ' re approach ing this debate all wrong by saying the examples you could give. Then get together
6
---·-·---------------------· problem . with another pair wh o have chosen a different
solution and have a debate.
The solu tion to climate change is:
• forcing people to use less energy by increasing
the price of fuel
• paying poor countries to protect their fores ts
• finding a technological solu tion to cool the
Earth (e.g. p utting millions of tiny mirrors in
space to reflect the sun's rays)
• trying to get all countries to sign an
international agreement to limit C02 emissions

m
m
 writing a letter to the press • word focus better • writing skill giving vivid examples
7e Waste of energy
1. Writing a letter to the press
l the functions (a-d) to each paragraph. Discuss
1 Do you ever read the letters page of newspapers,
local or national? Do you enjoy reading these?
Have you ever written a letter to the press
yourself?
2 Read the letter. Answer the questions.
1 Who wrote the letter?
.eh 2 Why did they write it?
·r. 3 Do you find it persuasive? Why? I Why not?
Financial News Published: 20 Mar 2012
From Mr V. Dupeyrat.
Sir, James Anderson (Travel section, 15 March)
writes about the waste of energy in hotels:
overheated rooms, lights that are left on all
night, towels that are used once and then sent
to be washed. He is right, but why stop with
hotels? Would it not be better to mention all
the other mindless waste that characterises
modern life?
In the morning I walk down the high street
past shops whose doors are wide open,
blowing hot air into the street. At night I walk
home past fully-lit office buildings, when the
workers have already left; past enormous
flashing screens where advertisers try to go
one better than their competitors. At the
supermarket I take my frozen vegetables from
a cooling cabinet that is completely open . My
children leave their computers on when they
go out and their phone chargers plugged in
with no phone on the other end (though of
course they should know better than that).
All this waste illustrates two simple facts.
Firstly, that energy is too cheap and we had
better increase its price substantially to make
people more energy-conscious. Secondly, that
no one really considers the public interest
anymore.
Just as it is in the public interest that there
are speed limits on our roads- though
some people may not like it- so we would
all be better off if we were forced by our
governments to conserve energy.
V. Dupeyrat
Head of Energy services
DEF energy, London
i @!@i:{eiiii CONSERVATION WISHES STRONG FEELINGS
l!l.mlll ... A LETTER TO THE PRESS
Unit 7 Natural Resources
3 Work in pairs. How is the letter organised? Match
whether these elements could be organised
differently.
a Examples that illustrate the problem
b A recommendation or call to action
c The reason for writing
d A summary of the problem
4 Word focus better
a Underline all the phrases using the word better.
Then match each one with one of the definitions
(a-e) below. Compare your answers with your
partner.
a not be so stupid
b in an improved (often economic) situation
c more useful or desirable
d improve on the effort of another
e really ought to
5 Writing skills giving vivid examples
a What does the writer say about lights and towels
to illustrate his argument?
b Find four more examples of illustrations of energy
waste in the second paragraph.
6 Look at this list of things that annoy people about
modern life. Expand three of them to explain
what is annoying about it, as in the example. Then
compare with your partner.
Example:
magazines that ... are full of news about celebrities
trains which ...
mobile phones that ...
TV shows about ...
supermarket food that ...
computer programs which ...
7 Write a short letter (150 words) to the press,
talking about one of the items in Exercise 6. Make
sure you include the same elements as in the
example letter. Then exchange letters with your
partner. Do they agree with the way you feel?
8 Read your partner's letter. Use these questions
to check their letter. Is it correctly organised and
ending with a summary?
• Does it use enough examples?
• Is it persuasive?
CLIMATE CHANGE 89
 Unit 7 Natural Resources

Before you watch 6 Watch the second part again and answer the
questions.
1 Work in groups. Look at the photo and discuss the
1 What is the goal of the programme that
questions.
international organisations and the
1 What do you know about the Galapagos Ecuadorian government are working on?
Islands? Make notes about:
a their location. c what the islands
2 What four examples of conservation projects
b the population. are famous for.
does the video show?
2 What do you think Darwin meant when he a
called the Galapagos 'a little world within b
itself'? c
d
2 Complete the video summary with words from the
glossary below.
After you watch
The Galapagos Islands are home to many
unique species of plants and animals. However, 7 Roleplay an interview with Leopoldo
recently human beings have invaded this tropical
Bocheri More
1
......... Tourism has 2 .............
m . m and workers
••

3 Work in pairs.
from the . have followed. This has
m

created pollution from vehicle 4 .... .

m•• the
•••• • • 1
Shtdent A: Imagine you are going to interview
energy people use and the rubbish they produce,
Leopoldo Bocheri More. Read the information
which harms the islands. Now, 5 ... m. ,
below and prepare a list of questions.
corporations and the government are working to
minimise human impact. Student B: Imagine you are Leopoldo Bocheri
More. A journalist is going to interview you.
Look at the information below and think about
While you watch what you are going to say the journalist.
3 Watch the video and check your answers from • the problems the Galapagos have
Exercises 1 and 2. • what the government is doing
• what other help is needed
4 Watch the first part of the video (to 02.41) and
answer the questions. Act out the interview. Then change roles and act
out the interview again.
1 Why did the animals on the Galapagos evolve
into unique species? 8 Work in groups and discuss these questions.
2 What do people always say about the 1 Are there any natural areas in your country
Galapagos? that have been adversely affected by human
activity?
3 What do the volcanic eruptions tell scientists? 2 What can be done to protect such places?

4 How long have humans been living on the conservationist (n) /konsa've•JanJst/ a person who works
islands? to preserve nature
contaminant (n) /bn'tremmant/ something that pollutes
5 How much has the human population of the emissions (n) !J'm•Janz/ smoke and gas from machines
Galapagos increased since the 1980s? haven (n) /' heivan/ a place where people or animals can
escape to
leak (n) /li: kl liquid or gas that escapes through a hole
6 What is one positive aspect of tourism?
mainland (n) /'memlrend/ a large area of land that is
not an island
7 What happened after the recent oil spill? oil spill (n) /':JJI sp11/ when oil accidentally escapes from the
place it is stored
old-timer (n) /auld-'ta1ma/ a person or animal who has lived
5 Watch the second part of the video (02.42 to the in a place for a long time
end). Tick the things you see. pristine (adj) /'pnsti:n/ in perfect condition
relic (n) /'re!Jk/ something left over from the past
a bicycle a bird with a blue beak revenue (n) /'rev;,nju:/ money earned
a bird with a red beak black sandals run aground (v) IrAn a'graund/ hit rocks or the bottom of the sea
a blue dress boats a bus a motorbike skyrocket (v) /'ska•rokn/ to go up very quickly
a pink T-shirt a recycling bin a seal a turtle wake-up call (n) /'we1k Ap b:l/ a warning to pay attention

91
 UNIT 7 REVIEW
Grammar
1 Work in pairs. Do you think tha t young people
are more or less aware of the need to conserve
resources than their parents' generation ?
2 Read the extract from a blog discussing young
people's attitude to resources. What kind of
things are they aware of? And not aware of?
3 Choose the correct form of the verbs to
complete the extract.
The funny thing about the younger generation
is that on the one hand they seem very aware of
global problems with natural resources. If you ask
them about the rain forests, for example, they
1
will say I would say. 'Oh, I wish people 2 stopped I
would stop cutting down the rain forests. They
are destroying the planet.'
But on a personal level, they don't seem be so
aware. For example, it seems they would rather
3
leave I left the TV on stand by than 4 switch I
switched it off. If the central heating was on too
high, they 5 would be I would have been more
likely to open a window than turn it down!
We parents are partly to blame for this. If we
6
were I had been stricter with our children when
they were young, they 7 would know I would have
known how to act now. I wish also that they
8
had I had had more energy-saving education
when they were at school. As parents, we'd
all rather schools 9 teach I taught these things
because when we try our children just think we
are nagging!
I CAN
hypothesise about present and past situations
using mixed second and third conditionals
express wishes and preferences about the past
and future with wish, if only, would rather
92
Vocabulary
4 Work in pairs. Find the odd one out in each group of
words. Explain why it doesn' t fit.
1 conserve, waste, save, p reserve
2 natural, abundant, scarce, inexhaustible
3 oil refinery, oil slick, oil rig, oil tanker
4 sunlight, minerals, air, wind
5 majestic, tall, obsessed, despera te
5 Work in small groups. Think of two natural resources
that are scarce. Discuss what we can do to protect these.
I CAN
talk about natural resources
use nouns, verbs and adjectives to do with using and
conserving natural resources
Real life
6 Work in p airs. Which speakers (1-5) agree with this
sentence and which disagree?
We should force developing countries to consume resources
more carefully.
1 'Look, I can' t do anything about h ow people in
developing countries consume resources. I have
enough trouble remembering to switch the light off!'
2 'The point is that the developed nations have used
resources as they wanted to. So why sh ouldn' t
develop ing countries do the same?'
3 'Imagine a rich person in China wants to own fo ur
cars and a mansion; wh o am I to say he can' t?'
4 'I know you 'll say that it's everyone's d uty,
including people in developing countries, not to
waste resources. But I don 't accep t that. '
5 'We're approaching this all wrong. It's no t about
what's fair; it's about wh at's necessary to conserve
resources. We all need to be more careful.'
7 Which technique (a- e) does each speaker use to make
their point?
a humour b challenging the question itself
c using emphasis d using examples/stories
e anticipating counter-arguments
8 Ch oose one of the techniques in Exercise 7 and make
your own point about the need to conserve resources.
I CAN
use different techniques to make my point in a debate
Speaking
9 Work in small groups. Discuss the following issues.
• a regret you have about harming the environment
• a consequence of not protecting natural resources in
your area
• an action to help conserve a na tural resource
 Unit 8 The news

ese.

ff!'
j

r
FEATURES 1 Match the two halves of each sentence to complete these
English sayings about news. What sayings about news do you
94 A life revealed have in your language?
The power of the image 1 Good news .. . . .. is good news.
2 Bad news .. . . .. doesn' t sell.
96 And finally ... 3 No news .. . ... travels fast.
Good news stories 2 1:, 2.7 Work in pairs. Look at the photo and caption. Answer
the questions. Then listen to a radio news report and check your
98 From hero to zero answers.
f The story of pilot Peter
1 Why did these Chinese parents stay overnight at the
Burkill
university?
2 Why did they sleep on the gym floor?
102 Mount Fuji
A video about Japan's most 3 Does this story fall into the category of hard news (serious and
iconic mountain urgent) or soft news (less serious and not urgent)? What about
the following? Discuss.
• a column with celebrity gossip
• a local news story about a new housing development
• an editorial about a political scandal
• business news about interest rates
• a travel feature about Egypt
• a science news story about a cure for Alzheimer's disease

THE ETHICS OF TAKING PHOTOGRAPHS GOOD NEWS STORIES REPUTATIONS WHAT YOU HEARD 93
MINUTES FROM A MEETING
vocabulary photography • reading the power of the image • grammar reporting verbs •
speaking the ethics of taking photographs

Sa A life revealed
Vocabulary photography
1 Read the quotations. Find the following:
• 3 words that mean a photograph
• 2 words for p arts of a camera
• 3 verbs that describe what a camera
does with an image
2 Which is your favourite quotation? Why?
Reading
3 Work in pairs. Look at the two photos
and discuss the questions. Then read the
article and check your answers.
'A picture is worth a thousand words. ' Fred R. Barnard
'What you have caught on film is captured forever ... it remembers
little things, lon g after yo u have forgotten everything.' Aaron Siskind
'There is one thing the photograph must contain, the humanity of the
moment.' Robert Frank
'Look and think before op ening the shutter. The heart and mind are
the true lens of the camera.' Yousuf Karsh
'I see no reason to record the obvious.' Edward Weston
'A great photographer takes 100 shots and keeps just one.' Anon
'Seeing and composing the beau ty is what sep ara tes the
snapshot from the photograph.' Matt Hardy
4 Complete these sentences by finding the contrasting facts
in the article.

1 Have you seen either of these photos
before?
2 Where are these people from?
3 How old are they?
4 What is the relationship between them?
1 Sharbat Gula let McCurry take her picture, even
though ...
2 The picture became world famous, even though ...
3 McCurry recognised 29-year-old Gula immediately,
even though ...
4 Gula does not complain about her life, even though ...

A L I F E R E V E A L E D

She remembers the moment the photographer took her picture. The man was
a stranger, but he asked if he could and she agreed to let him take it. She had
never been photographed before and until they met a second time seventeen
years later, she was not photographed again.
The photographer, Steve McCurry, remembers the moment too. It was 1984 and
he was recording the lives of Afghan refugees in a camp in Pakistan. She was
staring out of the school tent and he admits thinking at the time that the picture
would be nothing special. Yet the 'Afghan girl', as the portrait is now known,
became one of the most iconic images of our time. McCurry used her intense
expression, so untypical of an average, carefree twelve-year-old girl, to warn us
not to ignore the victims of war, especially its young victims.
In 2002 National Geographic persuaded McCurry to return to Pakistan to look
for the girl. After showing her photo around the refugee camp, he found a man
who had known her as a child and knew where to find her. He offered to fetch
her from her home in the Tora Bora mountains and after three days returned
with Sharbat Gula, a woman perhaps 29 years old. McCurry knew at once that 7
this was her.
Time and hardship had erased her youth. Her skin was weathered. Yet her eyes
still burned with the same intensity. Her brother explained the story of their
lives, blaming the war for forcing them and many other Afghans out of their
homeland. When Sharbat was six years old, they fled to the mountains, hiding
in caves and begging people to give them food and blankets. She married
when she was sixteen and now her time is occupied with bringing up her three
children, cooking, cleaning and caring for them. Yet she does not complain
about having a hard life. More amazingly, she is not aware of the impact that the
photo of the young Sharbat with her sea-green eyes had on the world.

iconic (adj) /a1'kon ,Jk! well -known and admired everywhere

e
m
 Unit 8 The news

Grammar reporting verbs 5 I'll also introduce you to my friend, who is a

wildlife photographer.
5 Look back at the article and complete these She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . m. (promised)
sentences using reporting verbs. Note the form 6 In fact, I'm sorry I haven't introduced you to
that follows the reporting verb in each case. him sooner.
She ·····-··--··········-······m··-·-········ (apologised)
1 She agreed . . ......... him take her picture.
m.

7 Also you really should enter that photo

2 He admits at the time that the
m

competition in National Geographic.

picture would be nothing special. She m _ m (urge)
3 McCurry u sed her intense expression to warn 8 I can lend you my camera, if you don't think
us ....... the victims of war. yours is good enough.
4 In 2002 National Geographic persuaded McCurry
She ...................................................................... m. · (offered)
............................... to Pakistan.
5 He offere d . . . . . . her from her home in 8 Complete the article about the ethics of taking
the Tora Bora mountains. photos of other people. Put the verbs in the correct
6 Her brother blam ed the war . . . them m m •
form. In some cases you will also need to put a
out of their homeland. preposition before the verb.
7 They b egged people . . them food m

and blankets. Photographers who take pictu res without their

8 She does not complain subject's knowledge are accused 1 -··--··-·-··-
(be) sneaky or even unethical. A photographer
6 Work in pairs. What is being reported in Exercise who takes a pi cture of someone in t hei r living
5? Discuss what the person actually said at the
room at home with a telephoto lens cannot deny
time. Then compare your answers with another
(do) wrong - they have invaded
m •

pair.
someone's privacy. Newspaper journalists are often
1 She agreed to let him take her picture. crit icised 3 (do) this kind of thing-
m - •

Yes, you can take my picture. not that it stops them.

But is there a difference between this kind of

.... REPORTING VERBS
photojournal ism and taking a picture of a stranger
Verb + to + infinitive without t hem knowing? Th is person hasn't invited
She agreed to le t him take her p icture.
you 4 ·······m········ (take) thei r picture. Perhaps

Verb + sb + to + infinitive t hey would feel uncomfortable if you asked them

National Geographic persuaded M cCurry t o re t urn t o 5
- - · · - - ----··--- (pose) for a shot; they might even
Pakistan. refuse 6 ....... (let) you do it.
m-

Verb + -ing A lot of photographers insist 7 .. m···············-·····

He admits thin king at the time that t he p icture would be (be) invisible so that t he shots they get are more
nothing specia l.
natural. They obj ect 8 ·---- (ask) their _m

Verb + preposition + -ing subject for perm ission first beca use th is would
She does not complain about having a hard life. spoil 'the moment'. But I disagree. I always advise
9
Verb + someone + preposition + -ing phot og raphers ·--·-·---·-----··-----·- (talk) to the ir
Her brother blamed war for forcing them out of their subjects f irst. In fact I strongly recommend
10
homeland. .......... ·····-- (get) to know the ir subjects' st ory,
mo •

because in that way the shots they get w ill have

For f urther informat ion and pract ice, see page 167.
more meaning .

7 Look at the grammar box. Use the verb given to

report each of these statements. Speaking
1 You've taken some amazing photos! 9 Work in small groups and discuss your
She omm-- •••• •••••••••••••••••••••••••••••••••••••• (complirnented)
•
experiences of taking photos of other people and
2 You should think seriously about doing this of being photographed by others.
professionally. 1 Do you like having your photo taken?
She . . m. _ • (encouraged)
•

Why? I Why not?

3 You are far too modest about your own talents. 2 What is the best way to get a good photo of
She . . .. . ······························m···································· (accused) someone?
4 Why don' t you go on a proper photography 3 Do you ever take photos of people you don't
course? know? How do you approach this?
She . . . . . ............ . . (suggested) 4 Have you ever felt uncomfortable about taking
a photo of someone you didn't know?

.
THE ETHICS OF TAKING PHOTOGRAPHS
MINUTES FROM A MEETING
GOOD NEWS STORIES REPUTATIONS WHAT YOU HEARD 95
vocabulary the feel-good factor • listening and finally .. . • grammar passive reporting verbs •
pronunciation weak forms in verbs • writing and speaking good news stories

Sb And finally •••

Vocabulary the feel-good factor Listening
1 News programmes often like to end with a good 3 .. 2.8 Listen to four good news stories from the
news story. Look at the adjectives that describe TV news and make notes. Compare your notes with
how this type of story can make people feel and two other students and fill in any missing details.
match each one to a definition.
4 'i 2.8 Listen again and comp lete these summaries.
amusing appealing charming encouraging
1 People thought that the . . . . .............. , but they
inspiring optimistic quirky were wrong because .................................... . As a result in
the future we w ill see
1 An or .. story makes you feel
m••• • moo ••••••••••••••••••

2 Researchers believe they have found mm. ••

hopeful. When people took . . m•• 1 the result was that

2 An . m m story makes you smile or laugh.
3 An ........................................ story shows you how m uch 3 The world 's largest say they have
mm

people can achieve. invented . . . .................. . Bu t doctors say

4 A ·m story sh ows you how strange 4 Costa Rica is . . . .... becau se it has .
m

people or things can be. Countries like . on the other hands

5 An m or
pleases you .
.. WORDBUILDING forming adjectives from verbs
We can add -ing to many verbs to form adjectives.
amuse - amusing, encourage - encouraging
For further information and practice, see Workbook
page 67.
2 Work in pairs. Think of an example of a good news
story you have heard recently. Tell your partner.
Use one of the adjectives in Exercise 1.
I saw a really inspiring local news story on TV
about a five-year-old boy who raised money for
his sick sister by cycling round the park near .. .
mstory delights or
5 Work with a student from another group and retell
the stories to each other. Which story did you find
the most optimistic? Quirky? Inspiring?
Grammar passive reporting
verbs
6 Look at these two examples of passive reporting
verbs from the listening p assage and answer the
qu estions.
It was thought that the large blue butterfly was
extinct.
It is estimated that 20,000 large blue butterflies will
be seen this summer.
1 What do/did people actually say or think?
2 When do/did they say or think this?

.. PASSIVE REPORTING VERBS

Typical reporting verbs
say, think, believe, report, consider, know, estimate,
expect, claim
lt + is + passive reporting verb + that+ sentence ...
lt is thought that people eat more healthily these days.
(present report of present event)
lt is thought that people ate less healthily in the past.
(present report of past event)
lt is thought that people will eat more healthily in the
future . (present report of future event)
lt + was + passive reporting verb + that+ sentence ...
lt was thought that the butterfly was extinct. (report and
event at same time in past)
lt was thought that the butterfly had disappeared. (past
event before past report)
lt was thought that the butterfly would not return. (past
report of a future event)

For further information and practice, see page 167.

 Unit 8 The news

7 Work in pairs. Look at the grammar box. Then look 10 Look at these other news items and facts and make
at the audioscrip t on page 179 and underline seven sentences using the passive reporting verbs given.
more sentences with passive reporting verbs. For Tell your partner whether you think each one is
each one decide: true or not. Then check your answers on page 155.
• when the reporting happened 1 It I believe I that chewing gum when you peel
• when the reported event happened onions I prevent I you from crying.
2 It I say I Google's name originally I
ith come I from 'Googol', meaning a number with
8 Pronunciation weak forms in verbs
100 zeros.
a 1,{, 2.9 Look at these two sentences and underline 3 It I know I that laughing regularly I
·s.
the parts of the verbs (italicised) that you would increase I life expectancy by up to ten years.
expect to be stressed. Then listen and check. What 4 In 2008 it I report I that air pollution in
rule can you make? the US I fall I by 40 per cent since 1980.
It was said that none of the previous studies had 5 It I claim I recently that scientists studying the
given a clear answer. Zebra fish I discover I a way for the human
It is believed that 100,000 chocolate bars have been heart to heal itself.
sold in the firs t week. 6 In 2011 it I report I that a man whose house
had been crushed by a huge rock in the New
b Then practise saying these sentences with your Zealand earthquake /sell I the rock for $10,000.
partner.
1 It was claimed that they had found a cure for the Writing and speaking
common cold.
2 It is known that developed countries have a 11 Work in groups of three and prepare a good news
bigger ecological footprint. story. Choose a theme of your own or one from
3 It was thought that large blue butterflies had the list below. Then write the story together, using
disappeared in the UK. at least two passive reporting verbs. When you
4 It is known that chocolate doesn't act as a health have finished, practise reading it aloud. Then each
food. person should join a new group of three and read
5 In 2009 it was estimated that Denmark had the their stories to the other students.
happiest citizens. • a person rescued by an animal
• the discovery of a valuable painting or antique
9 Transform these sentences into passive reporting
• a ten-year-old child that has been compared to
sentences using it.
Shakespeare
1 People report: 'Large blue butterflies are • the invention of a new clothing fabric
everywhere now.' • a couple who are celebrating their 90th
Example: wedding anniversary
• a dentist that people actually enjoy visiting
It is reported that large blue butterflies are
everywhere now.
2 30 years ago people said: 'The large blue
butterfly is a common species.'
I 3 People said: 'Hunters caused the butterfly to
clie out. '
4 In the past people thought: 'Costa Rica is a
poor country.'
5 Scientists claim: 'Taking zinc helps if you have
a cold.'
6 They said: 'None of the previous experiments
has been conclusive.'
7 Experts claimed: 'Eating the new chocolate will
improve your health. '
8 But people know: 'Eating too much chocolate is
actually bad for you.'

THE ETHICS OF TAKING PHOTOGRAPHS .... GOOD NEWS STORIES REPUTATIONS WHAT YOU HEARD 97
MINUTES FROM A MEETING
 reading the power of the press • critical thinking different perspectives • word focus word • speaking reputations
Be From hero to zero
Reading
1 Work in pairs. Look at the headlines below,
in the order they appeared in the newspapers
over several months. Discuss wha t you think
happened.
HERO BA PILOT PETER BURKILL SPEAKS:
I THOUGHT WE'D DIE IN HEATHROW CRASH
'I AM NOT A HERO'
SAYS BA CRASH Pll.OT CAPTAIN PETER BURKILL
REAL HERO OF BA FLIGHT 38
IS CO-PILOT JOHN COWARD
HERO PILOT 'FORCED OUT OF BA'
FAlLEN HERO: THAT DAY CHANGED MY liFE FOREVER
OFFICIAL REPORT SAYS ICE FAULT
CAUSED BA AIRPORT CRASH
2 Read the story quickly. Then check the sequence
of key events with your partner. How did the
story differ from your answer in Exercise 1?
3 Read the article again. Are the statements
true (T) or false (F)?
1 Burkill's co-pilot was at the controls when the
engines failed.
2 Some passengers were badly hurt during
evacu ation.
3 At the time of the accident, Burkill was a
single man who liked to enjoy himself.
4 Burkill's crew read BA's internal report.
5 Burkill was praised in the AAIB report.
6 He was too loyal to BA to work for another
airline.
4 Complete the sentences with words from the
article.
1 Burkill went from being a hero to being a
(opposite of hero) . .Y..£!.L_qJ1J: .. . (para 1)
2 When the plane crash landed, (incredibly)
-·····--------···-- it stayed upright and no one was
hurt. (para 2)
3 Perhaps his colleagues believed he was (no
good at his job) ·---------- . (para 3)
4 The press portrayed Burkill as irresponsible:
he (failed) _________ the people he was
supposed to be responsible for. (para 4)
5 Burkill felt (completely unsupported)
·--··- by his colleagues and the company.
(para 5)
6 After the official report was published, Burkill
was (given as a prize) -··---·---·-. a medal for
his actions. (para 7)
98
Critical thinking different
perspectives
6 Each participant has a different perspective and a
different motivation for acting as they did after the
accident. Make notes to complete the table.
People involved Their view of Motivations for
Burkill's role their actions
Peter Burkill he did what any to clear his name
pilot would have and keep his job
done
BA staff
BA
management
AAIB*
the newspapers
*Air Accidents Investigation Branch
7 Which of the people do you believe? Who do you
think the newspaper's readers believed?
Word focus word
8 Find four expressions in the article with word. Match
each one with the definitions below.
1 to be the one who is able to make the final point
in an argument and win it
2 news or a rumour starts to circulate
3 there is no evidence other than what two people
claim to be true
4 there is no news about something
9 Work in pairs. What do these other expressions with
word mean?
1 'The new gallery is amazing. But don't take my
word for it: go and see for yourself.'
2 'When my husband handed me the keys to a new
car for my birthday, I was lost for words.'
3 'The hotel doesn't advertise at all. It just relies on
word of mouth to get new customers.'
4 'I can' t believe the council are closing the library.
They gave their word that they wouldn't.
Speaking
1 0 Work in groups. Discuss the media in your country.
1 How respectful are journalists towards
politicians?
2 How balanced is the reporting of public scandals?
3 Are people in terested in reading about the
private lives of famous people?
 Unit 8 The news

FROM Overnight Burkill's life changed. Before the accident, he had

had everything: a great job, a beautiful home, a loving family

HERO
and the respect of his colleagues. Now he felt betrayed and
desperate. The stress put enormous pressure on his family.
In the weeks that followed, he spent more time at home
helping his wife, Maria, to look after their young children. But
he became depressed. He begged the company to issue a
statement to clear his name, but they refused, clearly anxious

ZERO not to receive bad publicity in case the official investigation

In January 2008, hours after saving his plane from crashing at
Heath row Airport, flight captain Peter Burkill was being praised
as a hero. Only days later, when reports appeared in the press
accusing him of freezing at the controls, he became a villain.
How did this extraordinary transformation come about?
Peter Burkill was the pilot on flight 38 from Hong Kong and
ultimately responsible for the lives of its 152 passengers. But 35
seconds from landing, two of the plane's engines failed. With
the plane losing height fast, Burkilllet his co-pilot John Coward
take the controls while he himself adjusted the wing flaps to
help the plane reach the runway. lt was a risky decision, but it
worked. The plane just missed some houses and landed heavily
on the grass just short of the runway. After skidding for a few
hundred metres, it miraculously came to a stop without turning
over. The passengers escaped without serious injury. As far as
Burkill was concerned, he had done what any captain would
have done and the rest was luck.
found Burkill guilty of a mistake. Even when they published
their own internal report in May 2008, which cleared him of any
wrongdoing, it was only read by the senior management. No
word of it reached his close colleagues and rumours circulated
that crew members were afraid to fly with him. He wrote to BA's
chief executive asking for help, but got no reply.
The official AAIB report, the result of a completely independent
enquiry, was finally published in February 2009.1t concluded
that ice had formed in the fuel system during the approach to
Heath row, cutting the fuel supply to the engines. The actions of
the crew had saved the lives of all on board, it said, in particular
Captain Burkill's split-second decision to reduce the flap setting.
The pilots and thirteen cabin crew were awarded the British
Airways Safety Medal and the story of Peter Burkill the hero
once again made the headlines. But the damage had been
done. In August 2009, Peter Burkill took voluntary redundancy
from the company he had served for 25 years. He began
applying for jobs with other airlines, but he was not invited to a
single interview.

However, this was not the version of events that began to So did his critics win? No. Burkill himself had the last word. BA
circulate among BA's staff in the following days. Whether they said that he was and always had been welcome in the company
just liked to gossip or felt Burkill was incompetent, word went and in September 2010 invited him to come back and fly
around that rather than taking control of the plane, he had Boeing 777s for them. Burkhill accepted their invitation.
frozen. Worse than that, it was reported that he had failed to
issue a mayday call and had not evacuated the passengers
correctly.
Some newspapers, sensing a chance to sell more copies, picked
up the story, claiming that John Coward was the real hero. They
published details of Burkill's colourful past, painting a picture of
a well-paid pilot, who had lived the life of a playboy, but - when
it mattered - had let down his crew and passengers. Worse still
for Burkill, it wasn't even his word against theirs. British Airways
banned him from speaking about the events until the full
investigation by Air Accidents Investigations Branch (AAIB)
was complete.

mayday call (n) /,me1de1'b:l/ a call for

help in an emergency
runway (n) /'rAnwe i/ the part of an airport
where planes land and take off
skid (v) /sk1d/ (of a car, bicycle, plane, etc.)
to slide without any control
:?
voluntary redundancy (n) /,vokmtri
n ' d A nd ::~ n s i/ to agree to leave your job in
exchange for payment of money
 real life reporting what you heard • pronunciation the schwa

8d Spreading the news

Real life reporting what you
heard
1 .. 2.10 Listen to two neighbours discussing a
traffic incident that took place in their street.
Choose the picture tha t best illustrates w hat
happened .

2 'i 2.10 Work in pairs. Discuss the questions. Then

lis ten again and check.
1 Why didn't Phil see the incident?
2 Who did Jess learn about the incident from?
3 How could the argument between the drivers
have been avoided?
4 Who was one of the drivers identified as?
5 What h appened in the end?
6 What is Phil' s opinion of Tara and Chris as
sources of information?

3 't 2.10 Look at the box. Complete the phrases

Jess G) u ses to report w hat someone said and Phil
(P) uses to say how reliable this so urce was. Then
listen and check.
1 J:
·-··--··-··-···-··-· ..-··-····-··· tha t it was an argument
between two car drivers and ·-·-·---···-·---··--· it
got quite heated. 4 Pronunciation the schwa
2 J: ····----·-----···-· one of the d rivers became
really aggressive. a .. 2.11 Unstressed syllables often produce the
3 P: I'd take what Tara says w ith _______ schwa sound /";J /. Listen to these examples and
She tends to ... things repeat. The stressed syllable is underlined.
fgf fg/ /";J/ /";J/
4 J: She .... __ tha t if the police hadn't
apl2-iliently supposedly
arrived, there would have bee a fight.
5 J: Someone -··-···-·-········---····-· they had seen one b .. 2.12 Underline the stressed syllable and circle
of the drivers before. _______ ___ . . . . , he is a the schwa sound in these words. Then listen and
local politician. check.
6 P: I think I'd take ... ·--·-----··-· ; he's not the
type to ................. . according generally happened information
7 J: ··-----·--- Chris, they took them both proportion reckon report surprisingly
away.
C Work in pairs. Practise saying the words .
... REPORTING WHAT YOU HEARD
I heard that ... 5 You are going to spread news around the class.
Someone said that .. . Follow these steps:
They reckon that .. .
According to (somebody) ... ,
• Tell your partner two facts (one true, one false)
lt seems that .. . about yourself or something you did.
Apparently, .. . • Mingle witl1 other students in the class and
Supposedly, .. . tell them the facts you heard. (Speak to at least
Expressing belief and disbelief three people.)
I'd take his/her word for it. • Return to your partner and report the facts you
He /she generally gets his/her facts right. heard .
He's not the type to spread gossip. • Discuss which ones you think are true or not.
Take no notice of what he/she says. Use the expressions in the box.
it's been blown out of proportion . • Tell the class what you thought and see if you
I'd take that with a pinch of salt. were right.

100 itJ'i-!:{•liii THE ETHICS OF TAKING PHOTOGRAPHS GOOD NEWS STORIES REPUTATIONS 11> WHAT YOU HEARD
mmiJ MINUTES FROM A MEETING
 writing minutes from a meeting • writing skill impersonal language
Se A residents' meeting
,
Writing minutes from a
meeting
1 Read this report of a meeting of residents in a
street where a traffic incident occurred. Answer
the questions.
1 What three ideas were reported to avoid
confrontations between drivers?
,
2 Which one did they decide was the best idea
and why?
Essex Street residents' association
From: Sian Taylor
Re: Residents meeting about road rage incident
Thanks to all of you who wrote and apologised
for not being able to attend on Tuesday evening.
Here are the minutes from the meeting .
We met to discuss what to do about traffic in our
street following the incident that took place two
weeks ago. Various ideas were discussed about
how we could prevent drivers from getting
into these angry confrontations. One proposal
was to ask the council to make Essex Street a
one-way street, but most people thought that
this wouldn't be good for residents. Another
suggestion was to reduce the number of parking
spaces to allow more places for cars to pass each
other in the street. The objection to this was that
it would force residents to park in neighbouring
streets and just move the problem to another
street.
In the end, it was agreed that the best thing
would be to put some signs at each end of
the road asking drivers to drive with care and
consideration . Terry Miles offered to write a
letter to the local council to ask if this would be
possible. A draft copy of the letter will be posted
here next week so that people can comment on
it before it is sent.
2 Which of these elements are included in the
report? In w hat order do they appear?
• the aim of the meeting
• what action was decided
• w ho said what
• who attended the meeting
• follow-up action
it.!!@i:!e)iii THE ETHICS OF TAKING PHOTOGRAPHS GOOD NEWS STORIES
m:mJ ~ MINUTES FROM A MEETING
Unit 8 The news
3 Writing skill impersonal language
a Underline the phrases that the writer uses to do
avoid nanting people directly w hen reporting
wha t was said. Why does she do this? Compare
your answers with your partner and discuss.
b Rewrite the sentences from a meeting report. Use
the words given to make them less personal and
direct.
1 Hannah suggested that we sh ould put speed
bumps along the s treet.
One . . .. m •• • (su gges tion)
2 Everyone thought tlus was a terrible idea.
It . . .m .... mm • (decided I good)
3 Dan thought the speed limit should be reduced
to 15mph.
Another .......................................................... . (idea)
4 But several people said that probably no one
would keep to this speed limit.
It .. m • (agreed)
5 Harry proposed having a sign with arrows
giving priority to drivers from one direction.
Another . .. .m .. m ••••••••••••• (proposal)
•
6 Sophie argued that tlus would be impossible to
enforce.
The . . .m • (objection I difficult)
4 Read the description of a local problem. Discuss
with your partner possible solutions to it. Look at
the suggestions on page 153. Write a report of a
meeting at which tl1ese solutions were discussed.
Say which one was chosen and describe the
follow-up action.
The city's university has recently bought four
houses in your street to accommodate students,
because they don't have enough accommodation
at their main site. The students are making a
lot of noise at night, playing loud music and
shouting in the street. This is a problem for local
residents, many of whom have young children .
5 Exchange your reports with another pair. Answer
these questions. Then report your findings to
them.
• Did they ch oose the same solution as you?
• Does their report seem too personal or direct?
• Does it follow tl1e structure of the model in
Exercise 1?
• Is any important information missing from it?
REPUTATIONS WHAT YOU HEARD 101
Sf

Climbing Mount Fuji is a

mind exercise. lt 's mind over
matter more than anything .
 Unit 8 The news

Before you watch 6 Watch the second part of the video (02.08 to
the end). Make notes about these things. Then
1 Work in groups. Look at the photo and discuss the compare your notes with a parh1er.
questions.
1 How Karen feels when she gets to the top.
1 Where are the people in the pho to?
2 Why do you think they are there?
3 What do you think the caption tells us about 2 How Mount Fuji was different in the past.
the people in the photo?

2 Tick the things you think you are going to see in 3 Managing Mount Fuji.
this video.

a bear a bulldozer clouds drums

4 What happens at the end of the climbing season.
an elephant food vendors a rollercoaster
snow sunflowers a sunrise umbrellas

While you watch After you watch

3 Watch the video and check your answers from
Exercise 2.
4 Watch the video again and describe these things.
1 Mount Fuji
2 the 'fire and water' fes tivals
3 the weather when Karen Kasmauski climbs the
mountain
5 Watch the first part of the video (to 02.07) . Are
these sentences true (T) or false (F)? Correct the
false sentences.
1 Karen Kasmauski is enjoying perfect weather
for her photographic shoot.
2 Karen thinks Japanese people worship Mount
Fuji because it is so beautiful.
3 Mount Fuji is worshipped with fire and water
festivals.
4 Karen starts her photographic shoot in the
forest at the base of the mountain.
5 You can buy lots of biscuits and cakes at Mow1t
Fuji.
6 Climbing Mount Fuji is seen mostly as
something tourists have to do.
7 Roleplay interviewing a National
Geographic photographer
Work in pairs.
Student A: Imagine you are a photographer
for National Geographic. You are going to be
interviewed by an amateur photographer.
Make notes about the areas below.
Student B: Imagine you are an ama teur
photographer. You are going to interview a
photographer for National Geographic. Prepare
questions to ask the photographer about these
areas.
• lifestyle of a photographer
• the advantages and disadvantages of the job
Act out the interview, then change roles and act
out the interview again.
8 Karen Kasmauski says that climbing Mount
Fuji is 'a national bonding experience'. What do
you think she means? Are there any symbols of
national unity in your country?
9 Work in groups and discuss these questions.
1 Are there any special places in your country
where people like to go and take photographs?
2 Wha t makes an interesting photograph for you:
the place, the people or what is taking place?
3 Is there any famous place in the world you
would like to go to take pictures? Why would
you choose that particular place?

appease (v) /~'pi:z/ keep a person or a t hing calm
bento box (n) / 'be n t~u boks/ a w ooden or metal box, divided
int o compartments, used in Japan fo r storing separate food
dishes for a meal
bonding (n) /'bondro/ the process of becoming emotionally
close t o ot her people
bulldozer (n) /'buld~uz~/ a la rge mach ine that moves earth
conical (adj) /'kombV shaped like a cone
gorgeous (adj) / 'g3:d:3~s/ very beautiful
pilgrimage (n) /'p lignmrd:3/ a journey t o a holy place
purification (n) / pju~ n fr'ke r f~n/ the process of mak ing
something clean
typhoon (n) /ta r'fu:n/ a very strong t ropical storm
vending machine (n) /'vendro m~Ji : n/ a mach ine that sells
t hings, for example, drinks or food

103
 UNIT 8 REVIEW
Grammar Vocabulary
1 Work in pairs. Look at the p hoto of a new d evelopment 4 Work in pairs. Find the odd one out in each
near Singap ore's financial district. What yo u think the group of word s. Explain the reason for your
d esigners are trying to crea te? choice.
1 film, photo, snap shot, picture
2 column, fea ture, scandal, editorial
3 inspiring, amusing, optimis tic,
encouraging
4 lens, shutter, flash, cam era
5 urge, promise, encourage, persuade
6 objection, suggestion, proposal,
recommendation

5 Work in p airs. Describe a news photo that

had a big impact on you . What was the story
behind the picture?
I CAN
talk about photography
re late good news stories

2 Read the news article below and see if you were right.
3 Complete the article with the correct form of the verbs.
Use p reposition s w here necessary.
Big cities are often criticised 1 ·-········· (be) big polluters.
But it is generally considered that Singapore 2 ................... (be)
an except ion to t his rule. For a long time the government
has encouraged developers and conservationists 3
(think) of ways to increase the island's green spaces.
Recently green groups suggested 4 ·····-······ (turn) the old
KTM ra ilway corrido r into a natu re trail. But perhaps the
most striking project is Gardens by the Bay, a futuristic
pa rk near t he city's financial centre which includes
eighteen Supertrees . When it is complete it is said that
each of the ei ghteen t rees 5 ................. (be covered) in more
that 200 varieties of plant.
The government invited various compan ies 6 ....
(submit) ideas for the project and this was chosen as
the most exciting. A spokesman for the government
compl imented the designers 7 _ ..........• (come) up with a
'truly innovative' design . The Supertrees are between
25 and 50 meters tall and mimic the function of real
trees, a bsorb ing sunlight through photovoltaic cells and
collecti ng ra inwater. The photographer who took this
picture admitted 8 ....·-······-········ (feel) sceptical about the project
until he saw it for himself. 'lt looks like something from
the fil m Avatar: a lmost too good to be real! '
I CAN
report speech with reporting verbs and the correct
dependent verb form
report what it generally said or thought with passive
reporting verbs
Real life
6 Pu t each phrase into the right category:
rep orting what som eone said (R), expressing
belief (B) or exp ressing disbelief (D).
1 They reckon that half a million p eople
cam e to the free festival.
2 I' d take that figure with a pinch of salt.
3 Apparently, a lot more people cam e than
exp ected.
4 I think the number has been blown out of
p rop ortion .
5 According to official rep orts, around
250,000 attended .
6 It seem s that the organisers were only
exp ecting 150,000 m aximum.
7 I think we can take the organiser 's word
for it.
8 Take no notice of w hat th e promoters say.
The just want publicity.
7 Work in sm all groups. Talk about an event,
local or n ational, people have been discussing
recently. Tell each other what you believe to be
the real facts.
I CAN
report what I heard
Speaking
8 Work in p airs. Create a short news item about
an event in your class or college. Include at
least two verbs rep orting w hat p eople sa id.

104
 Unit 9 Talented people

FEATURES 1 Work in pairs. Match the words in the box to the definitions
(a-g).
106 An ordinary man
background experience knowledge qualifications
The extraordinary career of qual ities skills talents
an astronaut
a strong natural abilities
108 Pushing the b abilities developed by practice
boundaries c the (generally positive) characteristics
National Geographic's d certificates which show you have learnt something
Emerging Explorers e what you've done in your life
programme f what you know
g your past in general (where you come from, where you
110 The king herself studied, etc.)
e
The story of the pharaoh 2 Look at the photo and the caption. What qualities, skills,
Ha tshepsut knowledge, qualifications and experience do you think a
mahout needs to do their job well? Discuss.
114 Queen of Egypt
3 • 2.13 Listen to a description of a mahout's job. Compare the
A video about the life of description with your answers in Exercise 2.
Cleopatra
4 Make short notes on your own background, experience,
knowledge, talents, etc. Then ask each other questions.

A CAREER PATH PERSONAL QUALITIES WOMEN AT WORK SKILLS, TALENTS AND EXPERIENCE 105
AN ONLINE PROFILE
 listening and reading an extraordinary career • vocabulary careers • grammar articles: the or zero article? •
pronunciation linking vowels • speaking a career path

9a An ordinary man
listening and reading 3 Read the article again. Answer the questions.

1 Why is Armstrong called ' the ultimate professional'?

1 'i 2.14 Work in pairs. Look at the photo
and discuss who this person is and what the
occasion of the photo was . Then listen to a
conversation about it and check.
2 Read the article and say in wha t ways
Arm strong was an ordinary man and in
w h at ways he was extraordinary.
2 Who paid for his university course and what did
they get in return?
3 What motivated Armstrong?
4 What do you think is meant by the phrase ' the rest is
history'?
5 What did Armstron g do to avoid publicity after the
Apollo 11 mission?
6 According to Arms trong, who was responsibl e for
the success of the Apollo 11 mission?

eil Armstrong , the most famous of the

N astronauts on Apollo 11 , has been called

the ultimate professional. He was hired to
do a job. He did the job and then he went
home and kept quiet about it. In 40 years,
he gave two interviews. But how can the man who
first set foot on the Moon, a hero to millions of people,
remain such a mystery?
People like Armstrong often develop their interests at a
young age. He followed a career built on a passion for
flying that he developed in his childhood in the 1930s.
He learnt to fly before he had graduated from high
school in Wapakoneta, Ohio. He then did a course in
aerospace engineering at Purdue University in Indiana,
sponsored by the United States Navy, which meant
that Armstrong was obliged to serve as a naval pilot for
three years. He saw action almost immediately, flying
78 missions in the war in Korea.
He left the Navy in 1952 and two years later got a job
with the Lewis Flight Propulsion Laboratory where he
flew experimental aircraft. He reached speeds of 6,615
kilometres an hour and altitudes of over 200,000 feet.
When he decided to become an astronaut is not clear.
Certainly, it was not his ambition to be famous. An
extremely talented pilot, his aim was simply to push the
boundaries of flight.
He was selected for a space plane pilot training
programme in 1960 but shortly after news began to
circulate that NASA was looking for astronauts for their
Apollo programme. Incredibly excited , he applied for
the job and in 1962 was accepted. The rest, as they
say, is history.
When the astronauts returned from the Apollo 11 Moon
landing of July 1969, Armstrong was a worldwide
celebrity and could have done anything he wanted
-TV shows, public speaking . Instead, he became
a teacher at the University of Cincinnati and at the
weekend went flying to get away from all the attention.
He subsequently worked for two private avionics firms
until he retired in 2002. In 40 years he only gave two
interviews. Why? Certainly he felt fortunate to have had
the chance to fulfil his dream, but he did not feel any
more special than the thousands of people who worked
on the Apollo space programme. He was just the pilot.

Vocabulary careers
4 Work in pairs. Find verbs in the article that
collocate with each of these nouns. Then identify
the different steps in Armstrong's career.
'? 1 to . . a career
2 to . . a school or college
3 to -····-..--.. . -_. . . a course
4 to in the navy
5 to . an astronaut
6 to . . a firm
7 necessary.
.... WORDBUILDING verb(+ preposition)+ noun
collocations
follow a career
graduate from a school/college
For further information and practice, see Workbook
page 75 .
Grammar articles: the or zero
article?
5 Look at how the or zero article are used in the first
paragraph of the article. Match the words in bold
(1-7) with the uses of the and the zero article (a-g).
Neil Armstrong, (1) the most famous of (2) the
astronauts on Apollo 11 , has been called the
ultimate professional. He was hired to do a job.
He did (3) the job and then he went (4) home
and kept quiet about it. In 40 years he gave two
interviews. But how can (5) the man who first set
foot on (6} the Moon, a hero to (7) millions of
people, remain such a mystery?
1 to talk about an already mentioned thing
2 to talk about something unique
3 before a superlative adjective
4 to talk about a specific thing or person
5 to talk about specific things or people
6 to talk about things or people in general
7 before certain familiar places (e.g. work,
hospital, university, school)
6 Work in pairs. Find one more example of each use
in the rest of the article.
.... ARTICLES: THE or ZERO ARTICLE?
definite article
the+ singular/plural countable nouns, uncountable
nouns = specific things
zero article
- + plural countable nouns, uncountable nouns =things
in general
NB We don't use the with most time expressions or place
names. However, there are some special cases.
For further information and practice, see page 168.
PERSONAL QUALITIES
Unit 9 Talented people
7 Find an example in the article of the following:
1 zero article with:
a) a country
b) a subject of study
c) a month
2 the with:
a) a country
b) a professional group
c) a period of time
8 Complete these sentences by inserting the where
1 While flying for _ . . . . . Navy in . . . . _
Korea, Armstrong had to eject into _
sea when one of . ... . ... wings on his plane
was damaged.
2 Armstrong and Aldrin only spent one day on
·············-·····-··-···--··- surface of ................... _. ._. . Moon.
3 Armstrong retired from ________ NASA in
··-- . .-_ . . ___ 1972, but he helped with . .________ _
crash investigations in . . _._ . -..-.. .·-··--·· later years.
4 _ first investigation was in . .-------
May 1970 following an explosion on ___________
Apollo 13.
5 . . .... other investigation involved
...... space shuttle Challenger, which
broke into . . . ........ pieces over . . . . .--·--·----
Atlantic Ocean near ·----.. --·--- Florida.
6 In ._ . . ______ nineties Armstrong stopped
signing -----·· . .-- autographs, because
.... ------- dealers were selling them for $1,000 a
time.
9 Pronunciation linking vowels
a • 2.15 Words that end with a vowel and words
that begin with a vowel are linked by a 'hidden'
consonant: /w/, /j/, or /r/. Listen to these phrases
and say which sound links the two words. Then
practise saying the sentences with your partner.
1 the~ultimate professional
2 to do~a job
3 a disaster~involving
4 a teacher~a t the university
5 he~only gave two~interviews
6 another hero~of our time
b Make three more phrases with either the /w/, /j/ or
lr/ linking sound. Then compare your phrases with
another pair.
Speaking
10 Draw a path of your own (or a parent's) career.
Begin with your interests as a child. Finish with
future ambitions. If it is not an obvious linear
progression, show how the direction changed.
Then explain the path to your partner.
WOMEN AT WORK SKILLS, TALENTS AND EXPERIENCE 107
 Listening
1 .. 2.16 Listen to an interview about the National
Geographic Emerging Explorers programme and answer
the questions.
1 What is the aim of the programme?
2 How does Nationa l Geographic help those selected?
3 What sort of fields do Emerging Explorers work in?
2 t. 2.16 Listen again. Are the sentences true (T) or false
(F)?
1 Emerging Explorers are people w h o are not yet fully
established in their careers.
2 As well as money, Emerging Explorers get publicity
for their work in the magazine.
3 Emerging Explorers generally have a scientific
background.
4 Storytellers are explorers w ho record traditional
stories from different cul tures.
5 Alexandra Cousteau's father filmed other Emerging
Explorers.
6 Alexandra is interested in how new technology can
help to spread the environmental message.
4 Look at the grammar box. Then complete these
Grammar relative clauses
3 Work in pairs. Look at the relative clauses in bold from
the interview (a-e). Then discuss the questions (1-4).
a Each year between eight and fifteen explorers,
whose work is really outstanding, are selected.
b Emerging Explorers are generally people who are at
an early stage of their careers.
c National Geographic awards each one of them
US$10,000, which is intended to go towards further
research.
d The magazine is a place where other interested
people can read about their work.
e There are all these people doing important work out
there in the various fields that I have described.
1 In which sentence is the relative pronoun the subject
of the relative clause?
2 In which sentences does the relative clause explain
who or what is being talked about?
3 In which sentences does the relative clause give
extra information and how does the punctuation
help you know this?
4 In which sentence could the relative pronotm be
omitted?
108
... RELATIVE CLAUSES
Relative pronouns: who (that), which (that), where,
whose
Subject: She 's the woman who won the award.
Object: That's the award which/that the woman
won.
OR That's the award the woman won.
Defining relative clause
This clause contains essential information for
identification.
She's the woman who won an award for her
photography.
Non-defining relative clause
This clause contains extra information, separated
by one or two commas.
Her husband, who is also a photographer,
accompanied her on the trip.
that or zero pronoun
The article (that) I read about her was very
interesting.
For further information and practice, see page 169.
sentences about Emerging Explorer Alexandra
Cousteau by inserting the correct relative
pronoun and any commas that are missing.
1 Alexandra Cousteau is a
conservationist believes wa ter will be the
most important issue of the 21st century. 6
2 Alexandra Cousteau ..--·-·-····-··-·· father was
an oceanographer is a great advocate for
environmental protection.
3 Cousteau says that the environmental
movement uses communication tools
.. . .. are old-fashioned.
4 She is currently planning an expedition
.......................... aim is to research different
water ecosystems around the world.
5 She is currently working on a book
·------- she hopes will teach people how
to live on a 'Water Planet'.
6 The problem ·-····-·-··-·· ..-·. she says was created
by people is a problem ____ .. _____ ..__ people can
only solve by working together.
 I Grammar reduced relative clauses 7 Complete the profiles of other Em erging
Explorers below by inserting the missing
5 An alterna tive to a relative cla use is a reduced information as a reduced rela tive clause w here
relative cla use. Look at the p articiples in bold in these p ossible and if not, as a relative clause.
sentences from the listening p assage. Whicl1 are active
1 She has been called the real-life Lara Croft
and w hich are p assive?
by the New York Times .
1 We have so many different types of explorer, 2 She cycled a distance of 700 miles.
chosen from diverse fields. 3 They threatened to harm her.
2 There are all these p eople doing important work 4 He is fascinated by the truly big qu estions.
out there in the various fields. 5 He plays m usic to take his mind off
3 That's the skill of the storytellers, communicating problem s.
important facts about the planet. 6 H e sp ends his time d iving into water caves
4 She works as a conservationist, trying to persuad e d eep under the ground.
people to p rotect resources like wa ter. 7 The caves have been undisturbed for 3.5
5 Alexandra Cousteau, inspired b y her father 's million years.
success as a storyteller, is researching ways in 8 Knowled ge is p rovided b y these d ark and
which the environmental community can use new wonderful places.
media.
8 Work in p airs. Circle the eight adjectives in the
... REDUCED RELATIVE CLAUSES profiles tha t d escribe p eople's strength s and
Present participle qualities.
researching
She works in Oxford, ~·lle, e slle is researching biology. (active) 9 Which of these people would you m ost like to
~se Past partici pie m eet? Tell your p artner.
ra researched
it's a subject wltidt-ts researched by only a few people.
(passive)
Speaking and writing
For further information and practice, see page 169. 1 0 Think of som eone you ad mire for the work
they d o. Write a sh ort d escription of their
achievem ents and qualities. In groups read
6 Look at the grammar box. Then rewri te the reduced your descrip tions to each other and ask
relative clauses in Exercise 5 as rela tive clauses. questions.

Kira Salak, Stephon Alexander is Kenny Broad is an

a theoretical physicist extreme explorer
doesn't want to tell ________ __ ........ like
travel stories you 'how did space and These caves or
have already heard. time begin'? it's an 'blue holes:
Independent and unusual job because
adaptable, she has you need to be not are like time capsul es,
I travelled across Papua only analytical and full of interesting
New Guinea on foot and Alaska on a patient but also daring and a risk taker, scientific evidence about the way life
2 because to answer such questions
bicycle, ··-··-······-····---···---··-···-· .......· it is not easy on our planet has evolved. The caves
~d
travelling alone as a single woman you have to make guesses. Often you are also important reservoirs of fresh
m can be completely wrong. But when
in remote and dangerous region s. In water. An articulate and passionate
Mozambique she escaped soldiers you are right, he says, th e feeling is speaker, Broad promotes the idea that
·-·········----··...··-···-·······-·-· But she does not amazing. The work can be mentally very by working together, scientists from
regret such experiences, becau se she tiring, but Alexander is quite an easy- different backgrounds can benefit from
says they have helped her discover her going type. He is also a jazz musician, the knowl edge 8 .................- ............. ----·
strengths.

A CAREER PATH ~ PERSONAL QUALITIES WOMEN AT WORK SKILLS, TALENTS AND EXPERIENCE 109
AN ONLINE PROFILE
 reading a pharaoh like no other • critical thinking weighing the evidence • word focus long •
speaking women at work
9c The king herself
Reading
1 Work in pairs. Look at the title of the
article. What is strange about the words
king and herself together?
2 Read the article and put these events
about Hatshepsut's life in the correct
chronological order.
a Her mummy was discovered in a
minor tomb.
b The monuments sh e built were
destroyed.
c Thutmose Ill became pharaoh.
d She ruled Egypt as king for 21 years.
e Her mummy was identified and put
in the Royal Mummy rooms.
f She married Thutmose IT.
g She was born, the eldest daughter of
Thutmose I and Queen Alunose.
3 What were the different roles that
Hatshepsut fulfilled (e.g. pharaoh)?
4 Ch oose the correct option (a-c) to
complete the sentences.
1 Hatshepsut's mummy was not
identified a t first because it:
a was badly damaged.
b was not in a royal tomb.
c had another name with it.
2 Ha tsh epsut was very worried tha t
people would:
a realise she was a woman.
b not think she was royalty.
c not remember her.
3 Thutmose Ill did not want people to
know that Hatshepsut had been:
a king.
b queen.
c related to him.
4 Thutmose II's children consisted of:
a one son and one daughter.
b one son.
c one daughter.
5 According to tradition, the queen
regent was supposed to:
a make offerings to the gods.
b help until the king was ready.
c be a politician.
6 In later statues and images,
Hatshepsut appears male from:
a her body sh ape.
b the way sh e stands.
c her clothes.
110
Critical thinking weighing the evidence
5 Find evidence that supports each sentence (1-6) . If the sentence
is definitely true, write 100%. If there is no evidence, write 0%.
Put percentages in between if it is not clear.
1 When Hatshepsut's sarcophagus was firs t found in 1903, it
was empty.
2 The mummy called KV60a was Hatshepsut's body.
3 Hatshepsut wanted to produce a male heir, but failed.
4 Hatshepsut had a grea ter claim to become pharaoh than
Thutmose Ill.
5 Ha tshepsut knew she had broken with tradition and
wanted her subjects' approval.
6 The king in waiting, Thutmose Ill, was angry tha t
Ha tshepsu t had assumed the role of king.
6 Work in pairs. Compare your scores and the evidence you
found.
Word focus long
7 Find these six phrases (1-6) in the article with the word long
and match each one to its definition (a-f) .
1 at long las t a soon
2 as long as b over a long period of time
3 long for c after much waiting
4 long after d provided that
5 before long e much, much later
6 in the long term f desire very m uch
8 Comple te the sentences using phrases with long.
1 Ha tshepsut clearly ·--- m. people to remember her.
•
2 The grand monuments she built ensured she would be
remembered
3 . m --m- m•--m people believed she had a divine right to be
pharaoh, Hatshepsut felt safe.
4 Hatshepsut died in 1458 BC ______ , Thutmose Ill
had destroyed most references to her as king.
5 No one understood the s tory of Hatshepsut until experts
in hieroglyphs m--·- mm uncovered the truth.
6 Thutmose Ill ruled for another 34 years,
Ha tshepsut had died .
Speaking
9 Work in small groups. Say who you would expect to find
doing these jobs: mostly men, mostly women, or an equal
number of men and women. Give reasons.
cleaner company director doctor florist IT
technician lawyer machine operator nurse plumber
prime minister secretary senior civil servant teacher
10 Look at the UK statistics on page 154. Which job in Exercise 9
fits in which category? Compare and discuss your answers.
 THE KING Hersel
e Today she is in the Royal Mummy Rooms at the Egyptian
Museum in Cairo, reunited at long last with her family of
e fellow pharaohs, with a sign saying she is Hatshepsut, the
king herself (1473-1458 BC).
But in 1903, when the archaeologist
Howard Carter found Hatshepsut's
sarcophagus in the Valley of the
Kings, it was empty. Had her
mummy been stolen or destroyed?
The truth only came out a century
later when Egyptian scientists
positively identified a mummy
called KV60a, discovered more
than a century earlier in a minor
tomb, as that of Hatshepsut. None of the treasures
normally found with pharaohs' mummies were with it. It
was not even in a coffin.
For Hatshepsut, a pharaoh who did not fear death as
long as she was remembered, the irony is great. As one
of the greatest builders in one of the greatest Egyptian
dynasties, she raised numerous temples and shrines.
She commissioned hundreds of statues of herself and
left accounts in stone of her titles, her history, even her
hopes and fears . Inscribed on an obelisk at Karnak are the
words: 'Now my heart turns this way and that, as I think
what the people will say. Those who see my monuments in
years to come, and who shall speak of what I have done:
But following her death, her successor and stepson
Thutmose Ill set about erasing her memory, ordering all
images of her as king to be removed from monuments
and temples. At Deir el Bahri, at the temple designed to be
the centre of Hatshepsut's cult, her statues were smashed
and thrown into a pit. Images of her as queen were left
undisturbed, but wherever she proclaimed herself king,
the destruction was careful and precise. Why?
Hatshepsut was the eldest daughter of Thutmose I and
Queen Ahmose. But Thutmose also had a son by another
queen, and this son, Thutmose 11, became pharaoh
when his father died. As was common among Egyptian
royalty, Thutmose 11 married his sister, Hatshepsut. They
produced one daughter; another, less important wife,
Thutmose II the male heir that he ton~t ,..
When Thutmose 11 died not long after from heart disease,
his heir, Thutmose Ill, was still a young boy. As was
the custom, Hatshepsut assumed control as the young
pharaoh's queen regent. And so
began one of the most intriguing
periods of ancient Egyptian history.
At first, Hatshepsut acted on her
stepson's behalf, respecting the
convention that the queen should
handle political affairs while the
young king learnt the ropes. But
before long, she began performing
kingly functions, like making
offerings to the gods. After a few
years she assumed the role of 'king' of Egypt, supreme
power in the land. Her stepson was relegated to second-
in-command and 'the king herself' proceeded to rule for
an amazing 21 years.
What caused Hatshepsut to break so radically with the
traditional role of queen regent? A social or military
crisis? A desire for power? A belief that she had the same
right to rule as a man? No one really knows. Maybe she
felt, as a direct descendant of the pharoah Thutmose I, she
had a greater claim to the divine line of pharaohs than
Thutmose Ill. At first she made no secret of her sex - in
images her body is unmistakably a woman's - but later
she is depicted as a male king, with headdress and beard,
standing imposingly with legs apart.
Her hieroglyph inscriptions have frequent references
to 'my people' which suggest that she knew she had
broken with tradition and wanted her subjects' approval.
Whatever their opinion was, there is no doubting the
frustration of the king in waiting, Thutmose Ill. After
Hapshepsut's death, he took his revenge, wiping
stepmother's reign as pharaoh out of history. But in
long term it is she, the King Herself, who has
greater fame.
 real life describing skills, talents and experience • pronunciation difficult words

9d Right for the job

Real life describing skills, talents and experience

Shelterbox
is a charity which sends
boxes of essential
items needed in an
emergency - a tent, tools,
cooking utensils, a water
purification kit - to places
where disasters, such as
earthquakes and floods ,
have struck. Boxes are
prepared in the USA and
delivered immediately by
Shelterbox employees
to anywhere in the world
where they will help to
save lives.

1 Read the description of Shelterbox. What kind of 5 Pronunciation difficult words

organisation is it and what service do they offer?
a ,., 2.18 The spelling of a word in English is not
2 4J 2.17 Listen to someone being interviewed for a always a clear indication of its pronunciation.
job at Shelterbox. Answer the questions. How confident are you that you can pronounce
these words from the interview? For very
1 What aspect of their work is the candidate
confident put a ( v"), quite confident put a (?) and
interested in?
unconfident put a ( x ). Then listen and check.
2 What is the interviewer concerned about?

3 'i 2.17 Look at these phrases from the although business comfortable
interview describing the candidate's suitabili ty environment foreign knowledgeable
for a job. Note the prepositions used in each case. months specialised suited world
Then listen to the interview again and complete
each one. b .. 2.19 Listen to eight more words and try to
spell them.
..... DESCRIBING SKILLS, TALENTS AND EXPERIENCE 4
I'm familiar with your work because I have a friend who
6 Work in pairs.
a
Student A: choose one of the jobs below that
I'm very keen on the idea of 2 __ .................................................. interests you and think about the skills, talents
3
I specialised in .................................. and experience you have that would help you do
I think I would be suited to 4 it. Try to convince Student B why this would be a
I'm good at coping with --·····-·····-··-··-··
5
good job for you.
6
I have quite a lot of experience of ---···---···---···-·------·· . Student B: ask Student A questions. Then swap
7 roles.
I'm quite good with --··-···-··-···-··-···-··-········- .
8
I'm comfortable with all -·-····· ..··-··-···-··-·-···-·-·· • a travel guide for a tour operator taking groups
I'm serious about wanting to 9 -···-·-·--···-··--···-·--·--- . on walking holidays in Italy
I need to become more knowledgeable about
10
• a sales assistant in a children's bookshop
• a fund-raiser for a charity that helps the b
homeless
4 Work in pairs. Discuss if the candidate did a good • an assistant to a cameraman who makes films
job of selling himself to the interviewer? about plants and wildlife

112 it-!!(i·!:{eilii A CAREER PATH PERSONAL QUALITIES WOMEN AT WORK .... SKILLS, TALENTS AND EXPERIENCE
mmJI AN ONLINE PROFILE
writing an online profile • writing skill writing in note form
9e Professional networking
Writing an online profile
1 Do you use any professional
networking sites (e.g. Biznik, Linkedln,
Ecademy, Xing)? Why? I Why not?
2 Read the profile and swnmarise in
no more than nine words wh at this
person's main skills and qu alities are.
How effective was his profile in putting
across the key points?
3 Read the tips on h ow to write a profile
on a professional networking site.
Put a tick (./)next to each tip that has
been followed, a cross (x ) next to those
which have not and a question mark (?)
if the tip has only been p artly followed.
Tips:
1 Include a personal photo and
recommendations from others to
show you really exist!
2 Give a heading and summary so
that readers can get the main idea
quickly.
3 Include your current status i.e.
what you're doing now.
4 List all the places you have worked
or studied at- someone from the
same organisation or school may
be looking at your profile!
5 Job titles may mean nothing to
others so always describe what
you did in each job.
4 Writing skill writing in note form
a Look at these four extracts from the
profile. Which are proper sentences?
Which are written in note or sh ortened
form? Why is this?
1 responsible for new p roducts
2 Learning is my passion.
3 published Learning in the 21st
Century
4 Develop ing innovative e-learning
programme for the car ind ustry
b Insert the necessary words (pronouns,
articles, auxiliary verbs) to show what
the extracts in note form would look
like as full sentences.
U!!(i•!:!e!iii A CAREER PATH PERSONAL QUALITIES
mmJ . . AN ONLINE PROFILE
Unit 9 Talented people
•••
Profile
Barton McCready
Managing Director of Evercready Learning
Location: York, UK
Industry: Online learning
Current: Developing innovative
e-learning programme
for the car industry
Past
• Head of development, Faheys Educational-
responsible for new products
• Commissioning Editor, York Books -
published Learning in the 21st Century
• Director of Business Studies, Carston University
Education: Cardiff University
Summary
Learning is my passion. I specialise in the design and
management of on line learning programmes for
industry, but I am also a writer, editor, blogger, educator
and business consultant. My work has brought me into
contact with many companies and I am now skilled at
identifying and responding to the learning needs of
any business sector, from cosmetics to car-making . If this
experience has taught me one thing, it's that learning is
the key to improvement for all of us.
C Convert these statements from other profiles into a shorter,
more concise form by deleting the unnecessary words.
1 I worked as a personal assistant to the Marketing
Director.
2 I am currently writing an article for National Geographic
magazine.
3 I was in charge of organising corp orate social events.
4 I took the official photos for the National Basketball
Champion ships.
5 I am working for variou s charities.
6 I was employed by a local college to raise money for
them.
5 Write your own short profession al p rofile, similar to the one
in Exercise 2. Think abou t the message you would most like
the reader to be left with. When you have finished exchange
profiles with another member of the class. Read the profile
once quickly and tell each other wh at your main impression
was.
6 Read your partner's profile again. Check the following p oints:
• Has the profile been laid out correctly?
• Have the tips in Exercise 3 been followed ?
• Has note form been u sed in p laces to make the profile
more concise?
WOMEN AT WORK SKILLS, TALENTS AND EXPERIENCE 113

Before you watch
1 Work in pairs. Make notes about what you know
about Cleopatra.
• whoshewas
• when and where she ruled
• important events in her life
2 You are going to watch a video about the story of
Cleopatra. Write down three kinds of image you
think you might see which help to tell this story.
While you watch
3 Watch the video and check your ideas from
Exercises 1 and 2.
4 Watch the video again and answer the questions.
1 Why was Cleopatra forced from power by her
brother?
2 How did she first meet Julius Caesar?
3 How did Cleopatra's relationship with Caesar
help her?
4 Why did Octavian go to war with Antony and
Cleopatra?
5 In what battle, and which year, was Mark
Antony beaten?
6 How did Mark Antony die?
7 How did Cleopatra die?
5 Match the sentence beginnings (1-7) with the
endings (a-g). Then watch the video again to
check.
1 Julius Caesar arrived in Alexandria
2 Cleopatra's relationship with Caesar kept
Rome
3 After Caesar's murder
4 Cleopatra and Antony shared
5 Mark Antony's Roman rival, Octavian
6 Cleopatra spread numerous
7 Antony's followers carried him to Cleopatra
a from taking direct control of Egypt.
b false rumours of her death.
c where he died in her arms.
d in pursuit of a rival Roman general.
e her position ... became uncertain.
f went to war against them.
g a hunger for power.
Unit 9 Talented people
After you watch
6 Roleplay first meeting with Caesar
Work in pairs.
Student A: Imagine you are Cleopatra. You arrive
in Caesar's court hidden inside a rug. You need
to charm Caesar so that he will help you become
queen again. Read the information below and
make notes.
Student B: Imagine you are Caesar. Cleopatra
arrives in your court hidden inside a rug. Read the
information below and make notes.
• how you feel (surprised, excited, curious, etc)
• what you want from the other person
• how you can help the other person
• what you decide to do
Act out your meeting, then change roles and act
out the meeting again.
1 At the end of the video, the narrator says:
'Cleopatra lives on in history through her personal
story of love and tragedy.' Why do you think her
story has lasted for so long? Do you think her story
teaches us anything about love and power today?
8 Work in groups and discuss these questions.
1 Do you think Cleopatra was an admirable
woman? Why? I Why not?
2 Are there any similar characters in the history
of your country?
3 Would you like to have lived in Cleopatra's
time? Why? I Why not?
charmed (adj) /tfo:mdl fascinated by
controversy (n) /'kontrav3:si/ disagreement about something
court (n) /b:t/ the place where a ruler lives and works
distort (v) /dJs't:J:t/ change something from its normal shape
dynasty (n) /'dmasti/ a family that rules a country for several
generations
grief (n) /gri:f/ great sadness
infuriate (v) /m'fjurieJt/ make very angry
overjoyed (adj) /auva'd.pJd/ extremely happy
pursuit (n) /pa'sju:t/the act of chasing someone or
something
rival (n) /'ra•val/ a person or group that competes with
another
rug (n) lrt.g! a small carpet
seize (v) /si:z/ take by force
115
 UNIT 9 REVIEW
Grammar Vocabulary
1 Complete this text about Emerging Explorer, 4 Complete the sentences with these nouns and the
Constance Adams, with the where necessary. correct form of the verbs.

background become do do experience

follow graduate knowledge qualification
quality serve skills

1 My main academic ___ is a physics degree

that got when I ..... .. . . . . . .... .. from Sussex University.
2 I have a lot of . . . . . . . . . of organising things. I
........ in the army for four years.
3 I think my main -·-- ··- is that I'm very
conscientious. I make sure I . -···- every job
properly.
4 I have good computer . I ·····-·-······ course
in advanced computing last year.
Constance Adams has had an unusual career path. She 5 My - · -both my parents are scientists-
studied 1 architecture at 2 ···--- Yale University meant scientific research was a natural career
before working as an architect in 3 _ Berlin and for me to . .
4
......... Japan. She then joined 5 __ _ _ Johnson Space 6 My . . . . .... . .... . . .. . of astrophysics helped me to ________
Centre in 6 ________ USA, where she helped design a space scientist.
TransHab, a module for 7 -··----·--- International Space
Station. The idea of 8 ___________module was created to
5 Work in pairs. Use the nouns and verbs to describe
your own skills and experience.
provide 9 .- ......... living quarters for 10_ ........ astronauts

during their stay in 11 __ space. In

12
··-·-·-·--···-· 2005 I CAN
she became a National Geographic Emerging Explorer. talk about my experience, skills and qualifications
describe my career path
2 Complete the text with relative pronouns in 1-5
and present and past participles in 6-10.
Real life
Adams explains that the TransHab module was
intended to be a habitat for a crew of six astronauts, 6 Put the correct preposition into each space.
1
-·-·--·--···--··· mission was to reach Mars. The team had to 1 I'm familiar most kinds of design
design a module 2 ________ would be only 4.3 metres software.
in diameter when it was launched. But once in space, 2 I specialised __ .. . . . mechanical engineering.
it needed to be three times that size to house the 3 I think I am well suited . __ working abroad.
six astronauts 3 ·--····-· lived there. So they made a 4 I'm good . __ people.
structure 4 ...•.•.. _ . could inflate and unfold in space to 5 I'm good __ persuading people.
become a three-level 'house' 5 .......... astronauts could 6 I'm serious ·- _ following a career in the
eat, sleep and work. automotive industry.
The outer shell of the module, 6 _ (compose) 7 I'm not so keen _ -·- sitting down all day.
of over twenty layers of different materials, had to 8 I am quite knowledgeable _ .. . . . mechanics.
resist the space debris J _________ (hit) the spaceship all
the time. This debris can hit the spaceship seven times 7 Work in pairs. Tell each other about a job that
faster than a bullet, 8 ·-·-- _ _ (cause) great damage. would be right for you and one that wouldn't.
The outer layers were made of a kind of foam 9 ··--·· I CAN
(use) in chairs and cushions. The inner shell was made describe what kind of work I am suited to
of Kevlar, a material 10 ----···-·----- (wear) by soldiers and
police for body protection.

Speaking
3 Work in pairs. Discuss what was special about the
size and shape of the module, and the material
8 Work in small groups. Describe the work of
someone you admire. Include these points:
used.
• a description of their qualities and talents
I CAN
• what they have achieved
use the and zero article

use relative clauses and reduced relative clauses

116
 Unit 10 Customs and behaviour
e

1,

FEATURES 1 Work in pairs. Look at the photo. What is it about the

behaviour of the younger tourists that surprises the older pair?
118 Cruel to be kind
2 Look at the quotation below. Discuss what you think it means.
The tiger mother approach to
raising children Manners maketh man Willinm oJWykehnm (1324-1404)

120 A matter of taste
The strange eating customs
of the Nochmani
122 A universal language
Understanding body
language
126 Eating insects
A video about Americans
with an unusual taste for
insects
3 'i 2.20 Listen to an anthropologist's explanation and compare
your answer. Answer the questions.
1 What is the narrow view of good manners, according to the
speaker?
2 What is the real meaning of the quotation and its relation to
society?
4 'fl 2.20Complete these phrases about manners. Then listen
again and check. Discuss whether you think these things are
important to teach children.
1 Don't .................................... with your mouth full.
2 Don't .......................................... when grown-ups are speaking.
3 Don't ......... or -----------· at people.
4 Don' t . . --·----- or -·---- . . - . . gum.
5 Don't wear clothes that are ................... or .................-.. . . ..
6 Be polite, . . . . . . . ..... and show . .... . to
others.

TYPICAL BEHAVIOUR FOOD AND EATING HABITS CUSTOMS IN YOUR COUNTRY WEDDING TRADITIONS 117
 reading tiger mothers • vocabulary raising children : verbs • grammar habitual actions: present tenses, will •
speaking typical behaviour
1Oa Cruel to be kind
Reading
1 Work in p airs. Look a t the pho to and answer the
questions.
1 Wha t is h appening in the pho to?
2 How would you d escrib e the mother's a ttitude:
strict, inten se, some thing else?
3 How s trict were your p arents w ith you w h en
you were young? Are you h appy tha t they
were this way or n o t?
2 Work in sm all groups. Discu ss w hich of these
things you think should be a ) controlled s tron gly
b y p arents; b) controlled a little b y p arents; or c)
left to the child to d ecid e?
• watching TV
• playing computer games
• practising a musical instrument
• going out to play w ith friends
• d oing h om ework
• choosing w h a t subjects to s tudy at hig h school
• choosing extracurricular activities
c R u E L T
Is there a right way to bring up children? Some
parents read guides to fin d an a nswer, ma ny just
follow their instinct. Whatever they do, a doubt
always remains: could I have done a better job?
A recent contribution to the subject is Amy Chua 's
controversial book Battle Hymn of the Tiger Mother,
which describes the approach to chi ld-rearing of
an ambitious Chinese parent living in the west.
According to Chua , western mothers are far too soft
on their children . She says they are always praising
their children for every effort they make, even if
the resu lt is coming last in a race or playing a piano
piece bad ly. These are the kind of parents w ho wi ll
give in to their children's demands to go out and
play rather than do their homework, if they protest
loud enough .
The tiger mother method is very different and
the key is tota l control. Tiger mothers wi ll accept
nothing less than 'A' grades in every subject- fai lure
to achieve these is just proof that they have not
worked hard enough. They will encourage not with
praise and reward, but by punishing and shaming.
Chua told her own daughter that she wou ld take
her doll 's house to a charity shop if she failed to
master a difficult piano piece. She even rejected a
homemade birthday card from her daughter Sophia
because she had drawn it in a hurry.
118
3 Read the article and find o ut w ho tiger mothers are.
Wha t are their a ttitudes to the firs t five items in
Exercise 2? How do these compare to the a ttitudes
of a typical western mother?
4 Wha t d oes the w riter say abo ut the results of the
tiger mother approach to child-rearing? Does she
approve or n o t? Do you agree w ith h er?
Vocabulary raising children:
verbs
5 Work in p airs . Look at the p airs of verbs b elow
and d iscu ss the differen ce b e tween them . You w ill
find the firs t verb in each p air in the article.
1 bring up and educate children
2 praise and reward good b eh aviour
3 rebel against and disobey your parents
4 push and discipline yourself
5 give in to and spoil your children
6 nag and pester someone
7 shame and punish someone
0 B E K I N D
But that highlights another difference, says Chua, which is directness
and honesty. A tiger mother wi ll not hesitate to tell their child that
they are lazy, whereas western parents are always telling their
ch ildren not to worry, that they will do better next time,
even if they think they have been lazy.
The constant nagging of the tiger mother, the banning
of TV and computer games seems harsh , but perhaps it
works. Chua's chi ldren have not rebelled, and they don 't
resent their strict upbringing. They regularly get the top
grades at school and are proficient at viol in and piano
-stereotypical symbols of success, critics would say.
By contrast, children with more freedom
and more laid-back pa rents
wil l often lack self-
discipline and will fail
to push themselves
to achieve more.
 Unit 10 Customs and behaviour

Grammar habitual actions: 9 'i 2.21 Read the anecdotes below by people
about children in Mexico, the USA and India.
present tenses, will Put the verb in the right form. Then listen and
compare your answers .
.... PRESENT SIMPLE, PRESENT CONTINUOUS and WILL
FOR REPEATED ACTIONS
I've seen this kind
Present simple
Some parents read guides to f ind an answer:
of situation so many
times in Mexico when
Present continuous with always children 1 ................................ .
She says they are always praising their children for every effort (beg) their parents for
they make.
some sweets. At first
will the parent 2 ----···-··---·-·-
These are the kind of parents who will give in to their (say) no. So then the
children's demands. child 3 .... ....... (pester) and pester until the

For further information and practice, see page 169. parent finally gives in- which they always
do. it's against all the rules of parenting.
6 Work in pairs. Look at the sentences from the article in
the grammar box. Which tense is used to describe: I teach in a school in
1 typical behaviour? San Francisco where
2 a habit which the speaker finds annoying? we have quite a lot
3 a simple fact or general truth? of ethnic Chinese and
Japanese kids. By and
7 Find and underline: large they 4 ..............................................
1 an example of tiger mothers' typical behaviour; an (do) what you tell
example of typical behaviour of western mothers' them . But the other
children. kids 5 ............. (always I misbehave). You

2 a simple fact about parents and a simple fact about
Chua's children.
3 another thing Chua finds annoying about western
mothers.
8 Complete these comments by parents and children by
underlining the correct verb forms. Sometimes there
is more than one possibility. Then discuss which ones
you sympathise with and which you don't.
1 My parents will always tell I are always telling me to
practise the piano and it just makes me feel it's a
chore not a pleasure.
2 In my experience, children will do I do as little work
as they can. So you have to make them do it.
3 Children will want I want to be loved. It's also true
that they will perform I perform much better in a
loving and secure environment.
4 Every parent will hope I hopes that their children
will be successful, but they won't always admit I
aren't always admitting it to their children or even
themselves.
5 You have to h ave a different approach with
different children. Some will respond I respond better
to gentle encouragement; others will need I need to
be pushed and challenged.
6 I don't like parents who will always try I are always
trying to be friends with their children. There are
too many parents who will buy I buy their children
presents and let them do what they want just to get
on their good side.
can tell them ten times to sit down before
they do.
Where I live in India, it
is common for young
children to work.
Kids still 6 --·-·-·-···-····-··
(depend) on their
parents, but they have
a different attitude to
responsibility. Just as
children in every culture 7 -···-·-··----- (play)
naturally, so children in India naturally
. . . . . . . (assume) responsibility for
working and earning money.
Speaking
10 Work in pairs. Discuss the situations in
Exercise 9. How familiar is each one to you?
Does the behaviour seem right or wrong?
11 Think of three more examples of children's
and parents' behaviour in your country: a
simple fact about the way children or parents
behave; an example of typical behaviour; an
example of behaviour that annoys you or
seems wrong.
12 Describe your examples to another pair. Are
they similar to theirs?

TYPICAL BEHAVIOUR FOOD AND EATING HABITS CUSTOMS IN YOUR COUNTRY WEDDING TRADITIONS 119
 listening Grammar used to, usually,
1 What is the strangest thing you have ever eaten? be used to and get used to
Why did you eat it? What clid it taste like?
5 Look at tl1ese sentences from the ex tract (1-5).
2 ~ 2.22 Listen to an extract from a raclio Match each verb form in bold to the meaning (a-e).
programme about a tribe with an unusual diet. 1 We didn't use to think so much abo ut w hat
Answer the questions. we ate.
1 Where is this tribe from? 2 People usually need mammals in order to live.
2 What do they eat mostly? 3 The Nochmani were not used to eating meat.
3 How do they m ake sure there is enough of this 4 If you are used to a certain type of food, other
food? types may be completely indigestible.
5 If more of us could get used to eating
3 .. 2.22 Listen again and choose the correc t word unconventional foods, ...
or phrase to complete the statements.
a refers to something that was strange or
1 We live in an age w here p eople are very abnormal for someone
moo what they ea t.
• mm b refers to something that happens regularly or is
a nervous about b aware of generally the case
c careless about c refers to learning to cope with something
2 Most people need --· ·------ in order to live. difficult or unfamiliar
a red meat b animals d refers to what someone did regularly in the
c mammals past, but doesn' t do anymore
3 In the past it was thought that the Nicobar e refers to something th at is normal and not
Islands contained strange
a no inhabitants b no fresh wa ter
c few animals ~ USED TO, USUALLY, BE USED TO and
4 The Nochmani didn' t want to eat GET USED TO
a sweets and cakes b meat Past habits Present habits
c any of the food they were offered used to+ infinitive (not) usually+ present simple
5 Insects have a lot of ----·---- . in them. I used to eat ... I usually eat ...
a carbohydra te b vitamins I didn't use to eat .. . I don't usually eat ...
Did you use to eat? Do you usually eat?
c protein
6 The speaker thinks we could all benefit from Familiar (and Habits that are becoming
eating • m • - ·· • om unfamiliar) habits familiar
a less meat b more insects be used to + noun or get used to + noun or -ing
c alternative types of food -ing form form
I am used to (eating) I am getting used to (eating)
4 What do you think of the diet of the Nochmani? Italian food. English food.
Do you think what we eat is just a m atter of h abit? I am not used to .. . I am not getting used to .. .
Why? I Why n ot? Can we learn to ea t anything if Are you used to ... ? Are you getting used to .. . ?
we have to? Or are there some things you could For further information and practice, see page 170.
never ea t?

120
 Unit 10 Customs and behaviour

6 Look at the grammar box and then choose the 9 Pronunciation /u:/ and /ju :/
right form to complete sentences 1-9 in A, B and
C. Note that we use be used to and get used to for a ~ 2.23 In the words in bold the letter u is
things that are not strange or difficult to do. pronounced /j u:/. Listen to the sentences and
repeat.
rJ In China, people do not usually finish I used
1
1 I u sually eat a big breakfast.
not to finish everything on their plate, because 2 Did you use to eat a big breakfas t?
it is a sign that they have not had enough to 3 I'm not u sed to eating a lot of meat.
eat. Visitors from the west f ind it difficult to 2 be
used to I get used to this, because they 3 usually b Work in pairs. Practise saying the other words
eat I are used to eating everyth ing up to show with the same sound.
that they like it. When a Chinese host sees their
empty plates, he 4 usually assumes I is used to consume cucumber future human
assuming that they want more. nutritious opportunity produce tuna
useful
IJ Fifty years ago, people in the USA got used to 5

sitting I used to sit down for meals with their C ~ 2.24 In these words there is no /j/ sotmd before
families each evening. Families nowadays 6 the /u:/ sow1d . Practise saying them. Then listen
usually eat I are used to eating together only and ch eck. Which sounds does /u:/ follow in these
three times a week, because busy lives and TV words?
get in the way. But it is believed that if more
families could be 7 used to din ing I get used to fruit juice June rule true
din ing together, it would strengthen family
relationships .
Vocabulary and speaking
131 Eating a traditional English breakfast of eggs, 1 0 Work in pairs. Place these four items of food into
bacon and sausages 8 used to be I was used
the correct ca tegory (a-d). Think of two more
to being a common thing in the UK. A big items for each ca tegory. Then compare your list
breakfast was important because people 9 didn 't
with another pair.
use to eat I weren't used to eating so many
snacks during the day. breakfast cereal chocolate bars rice
yoghurt
7 Put the verb in the most appropriate form to
complete these sentences. a dairy products e.g. milk
b processed food e.g. frozen peas
1 We . . . .. . . . ... . . . . . . . .. . . ..... . . . . . . (eat) ou t a lo t, but restaurants c staple foods e.g. pota toes
are so expensive these days that we don't d snacks e.g. crisps
anymore.
2 I -------·---- (have) a tuna and mayonnaise 11 Complete these sentences by putting in
sandwich for my lunch. information about ea ting habits in your
3 I -·· ·----- (take) sugar in my coffee, but country. Go around the class and exchange your
now I have a sweetener. It took a little while to information with at least three other people. Then
---····-····--·-·----- the taste, but now I can' t tell the work with your partner. Tell each other the two
difference. most memorable sta tements you heard.
4 When I was staying with my friends in
1 When I was growing up, a lot of families
England, we ate at six o'clock in the evening. It
used to ...
was strange, because I .............. ···············-·· (eat) much
2 The main staple food is .. . People aren 't used to
later.
ea ting ...
8 Are any of the sentences in Exercise 7 true for you? 3 For breakfast, people usually ...
Do you have similar experiences? 4 I think visitors find some of our eating customs
strange, because they are not used to ...
4 People in my country don't usually eat .. .
5 I think young people find it difficult to get
used to ...

TYPICAL BEHAVIOUR Ill> FOOD AND EATING HABITS CUSTOMS IN YOUR COUNTRY WEDDING TRADITIONS 121
 reading body language • critical thinking sources • word focus common • speaking customs in your country

1Oc A universal language

Reading 5 Do you agree with the writer's view about
cross-cultural communication? Is your culture one
1 Work in pairs. Put the actions in the box into that generally shows its emotions or not?
the correct category of body language. Then
demonstrate the actions to each other. What is the
meaning of each?
Critical thinking sources
6 The article gives a lot of information about body
a handshake standing with arms language and customs. But how do we know
biting your bottom lip crossed how reliable this information is? Underline the
sitting back in your chair waving examples of different cultures' body language and
smiling
customs in the article.
posture: 7 Work in pairs. Find the author's source for each
gesture: example. Mark the source according to this scale:
facial expression: 3 = very credible source; 2 = quite credible source;
1 = incredible source and 0 = no source.
2 Read the article about body language and say
which of the sentences best summarises the
author's view. Word focus common
a We need to learn how people from different 8 The word common has two basic meanings Look at
cultures use body language. these expressions from the article and match the
b The differences in body language between meanings (1-2) with the sentences (a-d).
cultures are small but important.
c There are more similarities than differences in
common (adj)
1 something usual or normal
body language between cultures.
2 something that is shared by two or more people
3 According to the writer ... a It is quite common in European countries to sit
1 Making comparisons between cultures can be: with your legs crossed.
a fun. b useful. c dangerous. b The things that we all have in common ...
2 Standing too close to someone of another c There are also common factors when people are
culture can: bored.
a cause arguments. b cause discomfort. d If we all just apply a little sensitivity and
c be a serious insult. common sense, ...
3 A lot of the facts given in guides for travellers
are:
9 Now do the same for these expressions.
a very important. e In a negotiation, always try to find common
b not of much practical help. c wrong. ground between you and the other party.
4 Looking away from the speaker is a sign of: f It is a common misconception that English
a sadness. b boredom. people drink only tea, not coffee.
c both boredom and sadness. g Don't worry about mispronouncing my name-
5 To avoid making mistakes in body language it's a common mistake that everyone makes.
with other cultures, people need to be: h It's common knowledge that Chinese people
a sensible. b sensitive. c both. use chopsticks, not knives and forks .
6 Differences in body language between people
start at:
a an individual level.
Speaking
b a cultural level. 1 0 Work in pairs. Describe the following customs in
c an emotional level. your country. Then compare your answers with
another pair. How similar were they?
4 With your partner, demonstrate to each other:
• The most common form of greeting
• the two gestures described in paragraph 3
• Common gestures that visitors are not used to
• the two greetings mentioned in paragraph 4
• Common eating customs
• the body language associated with boredom
• Common misconceptions foreigners have about
and anger described in paragraph 5
your country

122
 People love to compare and contrast. In most parts of
England, you buy your bus ticket on the bus. In France,
you buy it at a metro station. In Australia, you can buy
it from a newsagent. We all find this kind of comparison
entertaining. Books on cross-cultural communication
exploit our curiosity by focussing on differences between
e people across the world: in social behaviour, the roles they
adopt in society, their attitudes to money, the significance
of their body language, etc.
Proxemics, the study of different standards of personal
e space, is one example. How close I stand to someone
when I am speaking to them depends not only on my
relationship to them, but also on my culture. This is
important because if the person I am with is not used to
standing as near as I do when we are talking to each other,
they might feel uncomfortable. Statistics tell us that the
average distance at which two people stand in a social
context - neighbours chatting for example - is anything
between 1.2 metres and 3.5 metres. In Latin cultures
(South America, Italy, etc) and also in China this distance
tends to be smaller, while in Nordic cultures (Sweden,
Denmark, etc.) people usually stand further apart.
The messages sent by your posture and gestures is
another case in point. For example, it is quite common
in European countries to sit with your legs crossed and
the top foot outstretched. But, as I know from personal
experience, people in Arab countries hardly ever sit in
this way - because they might show you the bottom of
their shoe, which is a serious insult. It is said that in the
Philippines, people often greet each other by raising their
eyebrows quickly. In the USA, this is a sign of surprise.
Such information fills the pages of guides for travellers
and international business people. But I would really
question the usefulness of what are presented as 'essential'
or 'must know' facts. Clearly it is important to know
t
a little about eating customs, tipping and the rules
concerning basic greetings - whether you should bow or
shake someone's hand. But beneath the surface, we are
not so different. There are many signs that are universal
in the emotions that they communicate. Focussing on
these similarities - the things that we all have in common
- is a much more profitable route than focussing on the
differences.
Smiling is the best known of these, but not the only one.
Behaviourists have proven that all over the world, people
show sadness in a similar way. The face 'falls': the mouth
becomes downturned and the eyes begin to look glassy.
The person will probably look down or away and seem
distracted.
There are also common factors when people are bored.
They will look at other things in a distracted way - their
watches, for example. Their feet will begin to move
restlessly indicating that they want to escape; they tap
their fingers or scratch their heads. Anger can also be read
quite easily: the facial muscles tense up, often causing
people to frown; the eyes stare, fixing themselves on the
target of their anger; blood rushes to the face causing it to
become red. If the anger is great, the body will also tense
up as if preparing itself for a physical fight.
Understanding these universal signals and reacting
appropriately is the real key to cross-cultural
communication. If we all apply just a little sensitivity and
common sense, it is unlikely that we will cause lasting
offence by making the wrong gesture or invading a
stranger's personal space. Of course some cultures show
their emotions more openly and others prefer to keep
them more hidden. But isn't that also the case within
cultures, from one individual to another?
frown (v) /fraun/ to lower your eyebrows, causing lines to
appear on your forehead
scratch (v) /skrre!f/ to move your fingernails backwards and
forwards across your skin
stare (v) /steal to look intensely and for a long time at
something
tap (v) /trep/ to hit something lightly with a finger or hand
 vocabulary weddings • real life describing traditions • pronunciation the letters •
speaking wedding traditions

1Od A pre-wedding ritual

Vocabulary weddings 6 'i 2.27 Retell the events to each other using
the linking words in the box to help you. Then
1 What pre-wedding customs or events are traditional listen again and compare your version to what
for the bride-to-be in your country? you hear.
2 Work in pairs. Look at the words related to weddings 7 Pronunciation the letter s
and answer the questions.
a 'IJ 2.28 Listen to these words and for each one
bride groom hen night stag night veil say if the letter s is pronow1ced /s/ or lz/. Note
the spellings that produce each sound.
1 Which word means a pre-wedding party for the
man? And for the woman? custom dress friends music suppose
2 Which word means the woman on her wedding symbolise weddings
day? And the man on his?
·3 Which word means a piece of fine cloth that covers b .. 2.29 Work in pairs. Say how s will be
the woman's face? pronounced in the following words. Listen
.... WORDBUILDING word pairs
and check. Think of three more words for each
sou.rld. Then compare words with another pair.
Some words have a natural 'partner' or make a matching pair.
bride and groom, host and guest rings
across eastern lose place
For further information and practice, see Workbook page 83 . single spends surprise

Real life describing traditions Speaking

3 'i 2.25 Listen to the first part of a description of a 8 What special events or customs take place
traditional pre-wedding henna night in eastern Turkey. before or after a wedding in your country?
Who attends the event and how is it celebrated? Choose one and prepare a description using
the box to help you. Think about:
4 Complete the first four phrases in the box below by
writing in the details of the henna night. • the timing of the event
• the sequence of the events
.... DESCRIBING TRADITIONS • its significance
1
lt takes place ...................... .......... .. .................... • any special symbols used
2
lt marks the ....................................................... .
3
lt is an occasion for ........................................................ .
9 Working in small groups, describe these
4 customs to each other. When each person has
lt symbolises the ···················-·······-···-··········-
finished their description, ask them questions.
it's traditional/ customary for this to be done by ...
Typically I As a rule I Usually the women from .. .

Describing the sequence of events

The ceremony begins with the .. .
Then, ... I After that, ... I Next, ... I Finally, ...

While this is happening I During this part, the guests ...

After I Once the bride's head has been ...
On the morning of the wedding, a ...

5 't 2.26 Listen to the second part. Put the stages of the
ceremony in the correct order by numbering each item.
a A child presents the hennaed coin to the groom.
b The bride's head is covered with a red veil.
c The guests sing separation songs.
d The bride's hands and feet are decorated with
henna .
e A gold coin is put into the remaining henna.
f The henna is prepared by the daughter of another
couple.

124 TYPICAL BEHAVIOUR FOOD AND EATING HABITS CUSTOMS IN YOUR COUNTRY .... WEDDING TRADITIONS
 usiness customs
ing an informal email
~n
at Imagine you are about to go on a business trip to
a country you haven't visited before. What would
you want to know about the customs there before
you travelled?
ne 2 Read the first email. What is Paul asking for?
e What is he worried about?
3 Read Dominic's reply. Which pieces of advice
sh ould calm Paul's worries?
Hi Dominic
Good to see you briefly the other day. Forgot to tell
you. I'm going out to China next week. Just wondered
:h what to expect. I know you have experience of doing
u. business there. Don't want to put my foot in it with
any potential business partners. Could you let me
know anything I should be particularly aware of?
Thanks
Paul
Hi Paul
Glad to hear you 're going out to China. I think you'll
enjoy it. Not Shanghai, is it? Let me know. Maybe I
can fix you up with a couple of contacts. Anyway, my
advice :
- Take plenty of business cards - Chinese peop le w ill
always give you theirs (make sure you read them
careful ly) and it's embarrassing if you don 't have one
to give in return .
- Keep the name and address of your hotel with you
when you go out. Visitors are always getting into
trouble because they can 't remember where they' re
staying .
- The Chinese love their food and are very proud of
it. They'll offer you some unusual dishes. Just be
adventurous and be grateful !
Good luckandspeaksoon
a Look at the two emails again. Underline four
phrases in the first email and fo ur in the second
email where words have been omitted to save time
e.g. Good to see you briefly the other day.
b How would you write these sentences or phrases
if you were w riting a more formal letter? Convert
the sentences and phrases by inserting the words
tha t are missing.
Example:
It wns good to see you the other day.
C Now convert these sentences into a m ore
economical style by removing unnecessary
pronouns, auxiliary verbs or the verb be.
1 I hope we can meet up soon.
2 It was bad luck that you didn' t get the job.
3 I'll be back next Tuesday night.
4 This is my address in New York: ...
5 I w ill look forward to hearing all about it.
6 It wasn ' t a bad result, was it?
5 Write a resp onse to this em ail tha t you received in
your country.
Hi there
Wondered if you cou ld help. I' m flying over next week
to meet some clients. Wi ll have to take them out to
dinner and chat to them a bit socially. Can you give me
some advice about how things are done over there?
Eating customs, what to ta lk about, etc. Sorry to ask,
but very grateful for any information you can provide .
Best wishes
Sara
6 Work in pairs. Exchange emails. Read your
partner's reply and answer the questions.
• Is it written in an informal style?
• Has the writer given some useful tips:?
• Is the content short and to the point? ',
• Has the writer used som e elision?

Before you watch
1 Work in groups. Look at the photo and discuss the
questions.
1 What do you think a candy man is?
2 How does the photo make you feel? Do you
think most people would feel the same as you?
3 What do you think Larry Peterman's mission is?
2 Work in pairs. Think about the sweets you used
to eat when you were a child. What can you
remember about them? Describe the sweets to
your partner.
3 You are going to watch a video about eating
insects. Answer these questions.
1 Which countries include insects in their diets?
2 Do you think eating insects is a new habit?
3 Are insects good for you?
4 Is producing insects better for the environment
than producing meat?
While you watch
4 Watch the video and check your answers from
Exercise 3.
5 Watch the video again. Number the foods in the
order you see them.
a banana, cream and cockroach dessert
b salt-water taffy
c lollipop with cricket
d cricket cocktail
e mealworm-covered apples
f stir fry
g caramels
h caterpillars
6 Answer the questions.
1 Where is Hotlix?
2 How long has Larry been trying to get
Americans to eat insects?
3 According to Larry, why do most Americans
not like eating insects?
4 How many species of insects are eaten around
the world?
5 How does Larry compare insects to wine?
Unit 10 Customs and behaviour
After you watch
7 Roleplay a meal at Larry's restaurant
Work in groups of three.
Student A: Imagine you are Larry. Prepare an
interesting insect menu. Then give the menu to
your customers. Explain what each dish is and
answer their questions.
Student B: You don't like the idea of eating insects
but are prepared to try. Ask Larry about the menu
and order your meal. Also ask Larry why he is so
interested in promoting insect foods .
Student C: You love the idea of eating insects.
Order a meal.
Act out the conversation, then change roles and
act out the conversation again. The student who is
Larry should prepare a different menu.
8 At the end of the video, Larry predicts that
gourmet insects will have 'snob appeal' . What do
you think that means?
9 Do you think Larry will eventually win people
over to eating insects. Why? I Why not?
1 0 Work in groups and discuss these questions.
1 Are there any unusual dishes or foods in your
country?
2 What types of foods do people in your country
avoid eating generally? Why?
3 Are there any foods you don't like? Why?
advocate (n) /'redvabt/ a person who supports something
brim (v) /bnm/ be full of
bug (n) !bAg/ insect
candy (n) /'krendi/ (American English) sweets
munch (v) lmAnlf/ eat
niche (n) /ni:f/ a specialised business opportunity
revolting (adj) /n'vauiUIJ/ disgusting
snob (n) /snob/ a person who thinks he or she is better t han
other people
swat (v) /swot/ (American English) hit
127
 UNIT 10 REVIEW
Grammar
1 Work in pairs. Look at the photo. What do
you know about the eating habits of the
Spanish: when they ea t, what they like to
eat, etc.?
2 Read the extract from a travel guide. What
times are Spanish meals?
3 Underline the correct forms to complete the
extract.
Vocabulary
4 Work in pairs. Find the odd one out in each group of
words and expressions. Explain the reason for your
choice.
1 punish, discipline, nag, spoil
2 educate, bring up, look after, raise
3 encourage, shame, praise, reward
4 bread, cheese, rice, pasta
5 sit back, shake hands, wave, point
6 interrupt, stare, smile, chew gum
7 well-behaved, offensive, polite, courteous

5 Tell each other what postures, gestures or facial

expressions you often use and in what situations.
I CAN
talk about bringing up children
talk about eating habits
talk about body language

Real life
6 Work in pairs. Find the correct ending from list B for each
phrase in list A to make sentences about a coming-of-age
tradition.
A B
It marks people give adult presents
to the child.
People visiting Spain for the first time can find it It takes place the moment when a child
difficult to 1 be used to I get used to the eating becomes an adult.
customs of the Spanish. lt's not so much the It is an occasion the child to stand up and
food itself, but the timing of the meals that give a short speech.
visitors 2 aren't used to I don't get used to. I 3 was It symbolises the parent walking into the
used to living I used to live in cadiz myself for a hall with the child.
few years and I actually quite like the way they It's customary for people in the audience can
do things. Breakfast is a light continental affair also say some words.
-just a roll and some coffee usually - eaten Typically the ceremony on the child's 16th birthday
between 8 and 9.30 a.m. The main meal of the begins with for celebration.
day is lunch, which people 4 are used to eating I Once the child has leaving childish things
usually eat sometime between 1 p.m. and 3.30 given their speech behind.
p.m. Quite a few of the shops, museums and
galleries 5 close I will close around this time, 7 Tell your partner about a special celebration in your
because the locals like to take time over lunch. country and the traditions that surround it.
They 6 are always resting I will rest for a short I CAN
time afterwards, although the traditional describe t raditions and customs at special events
afternoon siesta is not as common as it 7 was
used to being I used to be. People eat late in
the evening - rarely before 9 p.m. and at the Speaking
weekend the locals often 8 aren't eating I won't
eat before 11 p.m. or even midnight. This is a 8 Work in small groups. How is children's upbringing
much lighter meal than lunch -often just a few these days different from when you were a child? Look
tapas taken with a drink. at the example. Do you agree with this speaker?
My parents were quite strict. They used to expect us to do
I CAN jobs around the house. I think children these days have it
use used to, be used to and get used to much easier, although they are always complaining that
correctly their parents expect a lot of them.
talk about habits and typical behaviour with
present simple, present continuous and will

128
 Unit 11 Knowledge and learning
FEATURES
130 Knowledge
conservation
Th e work of ethnobota.nist,
Maria Fad irnan
132 Memory
How would it be to h ave a
amazing m em ory
134 Who's a clever bird,
then?
Wha t goes on in the mind of
an animal?
138 Paraguay shaman
A vid eo about the uses of
m edicinal plants
ACQUIRING KNOWLEDGE
AN EMAIL ABOUT A MISUNDERSTANDING
1 Work in p airs. Match each technique of acquiring knowled ge
or learning (1-4) to a definition (a-d). Which technique are the
students usin g in the photo?
1 by a uthority a exp erimenting
2 by observation b using logic
3 by reasoning c judging from w ha t you see or h ear
4 by trial and error d rea ding or listening to an exp ert
2 ~ 2.30 Som etimes we feel we kn ow some thing intuitively,
without having to learn it. Listen to a p sych ologist describing
such a situa tion and answer the questions.
1 Wha t situation does he describe?
2 Wha t types of learning are need ed in this situa tion ?
3 • 2.30 Lis ten again and complete the phrases the
p sychologist uses to talk ab out knowled ge. Discuss w h a t each
one m eans.
1 You have a basic of car m ech anics.
2 You do a bit of research to m-------- out wh a t the bes t kind
of car is an d try to . . ····m ·- up som e tips fro m experts.
3 In other word s, you --m-···-m-··-···- the information.
4 In the end you h ave to h·ust your instinct or ... ···-·····--·--
feeling .
WHY YOU FORGOT TYPES OF LEARNER GETTING CLARIFICATION 129
 reading people and plants • grammar could, was able to, manage to and succeed in • vocabulary learning •
speaking acquiring knowledge

11a Knowledge conservation

Reading
1 Work in pairs. Look at the photo in the article
below of a botanist in the field. What does a
botanist do?
2 Make a list of plants or plant products you use on
a daily basis. Then compare your list with another
pair. Which uses did your lists have in common?
Example:
cotton in my clothes
3 Read the article about Maria Fadirnan and answer
the questions.
1 How is her interest in plants different from a
traditional botanist?
2 Where does she work?
3 What two uses of plants are mentioned in the
article?
4 Wha t does the article say about:
1 the way Fadiman collects knowledge from local
people?
2 the way that local people often pass their
know ledge on?
3 the way Fadirnan passes her knowledge on to
her students?
5 Do you think that Fadirnan's idea of recording
traditional p lant knowledge is useful? Why? I
Why not? Wha t knowledge has been passed down
to you by your parents or grandparents? Tell your
partner.
..... WORDBUILDING idiomatic expressions
Often there are id iomatic expressions that can replace
basic verbs like think, realise etc.
it struck me tha t ... = I realised that ...
For f urther informati on and practice, see Workbook page
91 .

OWLEDGE CONSERVATION

Dr Maria Fadiman is an ethnobotanist - she studies how people

use plants. 'looking at plant conservation without including
people is a fantasy; she says. The focus of my work is finding a
balance where people use resources in a sustainable way:
lt struck Fadiman early on that this was what she wanted to do. 'I
was born with a passion for conservation and a fascination with
indigenous cultures; she explains. 'Ethnobotany lets me bring
it all together. On my first trip to the rain forest I met a woman
who was in terrible pain because the people in her village
weren't able to remember which plant would cure her. I saw
traditional plant knowledge was being lost, and at that moment
I knew conserving this kind of knowledge was what I wanted to
do with my life:
Visiting the Ecuadorian rain forest, Dr. Fadiman was amazed at
7
the variety of plants. 'lt looked like one big, green mish-mash to
me; she says. 'But the people who lived there were able to pick
out the right plants for medicine and could distinguish not only
the plants that were safe to eat, but also the right part of each
plant:
The problem often is that such knowledge is stored only in By forming close relationships with local people and joining in
local people's minds and it is passed down from generation with their way of life, Fadiman has inspired her own students
to generation. Fadiman managed to persuade inhabitants of in her teaching at Florida Atlantic University. Students who
the Ecuadorian rain forest to let her record the information in couldn't easily absorb facts and statistics said they were able to
written form. They are excited by this idea because suddenly engage much more easily with the subject when they heard her
their knowledge is valued: stories of going to the river to brush her teeth or sitting around
a cooking fire.
But conservation doesn't just mean protecting indigenous
plants. If bringing in non-native plants - cash crops like coffee -
indigenous (adj) /rn 'd 1d3onas/ nati ve to a particular country
is beneficial to people and the environment, then that's fine too.
or area
In the Galapagos Islands, where overfishing was a real problem,
mish-mash (n) /'m •f,mrefl a co nfusing m ixture or co ll ect ion
environmentalists like Fadiman succeeded in getting local
ofthi ngs
people to think about alternatives to fishing, such as growing
coffee.
130

Grammar could, was able to,
manage to and succeed in
6 Work in pairs. Underline the sentences in the article
where the following forms (1--6) are used. Then
match each form to the uses (a-c). Note that some
forms can have more than one use.
1 could
2 was I were able to (do)
3 couldn't
4 wasn't I weren't able to
5 managed to (do)
6 succeeded in (doing)
a to describe success in a task on a particular
occasion in the past
b to describe a general ability in the past
c to describe an inability to do something in the
past
.... COULD. WAS ABLE TO, MANAGE TO and
SUCCEED IN
could+ infinitive (without to)
He could tell which plants were safe and which were
dangerous.
couldn't + infinitive (without to)
I couldn't remember the name of the plant.
was I were able + to + infinitive
We were able to learn a lot by talking to the local
people.
He wasn't able to explain how he knew it was the right
plant.
manage + to + infinitive
After three hours climbing, we managed to reach the top
of the mountain.
succeed in + -ing
We succeeded in finding a guide to take us into the
forest.
For further information and practice, see page 171 .
7 Look at the grammar box. Then complete the
sentences.
1 In the past people could . . ·-·---·---
(distinguish) plants much more than they can
now.
2 Recently, a group of schoolchildren who were
11 • 2.31 Listen to someone describing her area of
asked where cotton came from weren't able
-------·--- (say) whether it was from an animal
or a plant.
3 People were able -·-·----- (use) this
knowledge to find food and medicines.
3 They also managed -----·-·--------·---· (work) out
which plants were good for building and
making clothes.
4 But they didn't always succeed ·---·-------------·--
(pass) this knowledge on to the next generation.
5 So people couldn't _____________ (save) some of
this knowledge from being lost.
itali.!:feilii ... ACQUIRING KNOWLEDGE WHY YOU FORGOT
ll'lmilJ AN EMAIL ABOUT A MISUNDERSTANDING
Unit 11 Knowledge and learning
8 Underline the correct form in each of these
sentences. Sometimes both forms are possible.
1 By specialising in ethnobotany, Fadirnan
was able to combine I succeeded in combining an
interest in plants with her interest in people.
2 She also studied geography, which meant she
could look at I managed to look at people and the
land.
3 In Ecuador, Fadirnan could record I managed
to record data about plants that hadn't been
written down before.
4 In Yucatan, Mexico, local women taught
Fadirnan how to weave, something that she
wasn't able to do I didn 't manage to do before.
5 On a recent trip to Ecuador, she could visit I
was able to visit a lot of places in a short time
by using a helicopter rather than buses and
canoes.
6 Fadirnan was impressed by how indigenous
people were able to make I succeeded in making
use of the plants around them.
Vocabulary learning
9 Work in pairs. Find pairs of words in this group
with the same meaning.
absorb acquire be ignorant connect with
engage with grasp inspire motivate
not know pick up take in understand
10 Complete these sentences about your own
learning at school using one of the forms in the
grammar box. Ask and answer these questions.
1 Which teachers ..... -·--·---- (inspire) you at
school?
2 What kind of facts -·----------- (absorb)
most easily?
3 Which subjects -------------· (engage with)?
4 ·----------· (pass) all your exams?
5 What knowledge ------·----- (acquire) that
has been useful in later life?
6 Was there anything that -----------------· (not I
grasp) that you wished you did now?
Speaking
expertise and answer the questions.
1 What is the speaker's area of expertise?
2 How did the speaker acquire their
knowledge?
12 Work in pairs. Think of a subject you know
a lot about. How were you able to become
knowledgeable in this area? Have you managed
to record or pass on this knowledge in any way?
TYPES OF LEARNER GETTING CLARIFICATION 131
 speaking memory tests • listening memory • gra mmar future in t he past • pronunciation contrastive sentence stress •
speaking why you forgot

11b Memory
Speaking Listening
1 Work in p airs. H ow good is yo ur m emory? Look at the picture 3 What things do you commonly forget?
below for ten seconds. Then turn your book over and write Which fa ilures of memory annoy you
down all the objects yo u can remember. the most?

2 Compare your results with another pair. Wha t techniques did 4 • 2.32 Listen to the first p art of a
you use to rem ember each set? talk on memory by a p sych ologist and
note the common fail ures of memory
Ite ms left at the Vietn am Memoria l,
tha t he mentions. Were an y of them
Landover, Maryland
the sam e as yours?
5 -r, 2.33 Listen to th e rest of the talk
and an swer the questions.
1 What is the w oman 'AJ' good at
remembering?
2 How does 'AJ' feel about her good
memory?
3 Why are people's mem ories
p erhaps not as good as they used to
be?

6 't 2.34 Complete the p sychologist's

statements by putting in the missing
words (one word per sp ace). Then
listen again and check.
1 AJ's memory is stimulated by
-----····--·-····- in the same way that our
memories can be stimulated by
certain __ ___ .. .
2 Having a good memory should
make p eople feel more .. ____ _
3 Our memories are selective: they
remember mostly ..... ----···-··-· things
and ..................................... things.
4 We should be _ __ __ _for all the
things that our memories hide
away.
5 Psychologists call the technology
we use to store iniormation 'our
. . . . . memory'.
6 Now medical science is trying to
address the problem of ..
memory.
7 Work in pairs. Discuss the qu estions.
1 How much do you rely on your
own internal memory to remember
things?
2 How m uch do you rely on aids,
such as post-it notes, computer,
diaries, etc.?
3 Do you agree with the sp eaker tha t
our memories are getting worse?

132
!SS •
Unit 11 Knowledge and learning

Grammar future in the past 11 'i 2.36 Look at the grammar box. Transform
these original plans into future in the past forms.
8 .. 2.35 Listen to the first part of the talk again and Then listen and check your answers.
complete the first half of these sentences with the
1 'I'm going to ask Sarah to come.'
correct verb forms.
I ................................................. , but I asked Kate instead.
1 You .................................... to m ake a comn1ent at a 2 'She's supposed to be in Cairo this week.'
m eeting and then ... She . . ____ in Cairo this week, but she's
2 You . . ............. to send a friend a card for their ill.
birthday, but then ... 3 T U definitely send you the original.'
3 You recognised someone in the stree t and He promised he .......... . . .. .. m e the original,
.................... spoken to them, but ... but he sent me a cop y.
4 You promised you . . . ............... post a letter for 4 'We w ill be there by ten o'clock'.
someone and two days later .. . We .. there by ten o'clock, but the
5 You ----···-----···-··· . . to write dow n a great idea you train didn 't get in until eleven fifteen.
had, but when you fow1d a pen and paper, ... 5 He's about to announce that he will retire this
year.
9 Work in pairs. What happened n ext in each case? He .. , but now he thinks he'll stay
Were any of these actions completed? If not, why until next year.
not? 6 'The council will build a new shopping mall
10 Choose the right verb form to complete this in the centre.'
description of another memory pa tient. The council . . ..... a new shopping mall
in the centre, but residents opposed the idea.

There was another interesting patient who couldn't

12 Pronunciation contrastive sentence stress
form new memories. He could only remember
events before 1960. I 1 was going to ask I would ask a .. 2.36 Work in p airs. Underline the words in
his doctor how someone with no memory managed each sentence in Exercise 11 that highlight the
to cope with daily life, but she suggested I speak to contrasting facts . Listen and check. Then practise
him directly. So I went to interview him . saying each sentence.
Our appointment 2 was supposed to be I would be
at 2 p.m., but it made no difference to him what b Complete each of these sentences with a
time it was since he lived only in the present. I contrasting idea. Underline the words in the
3 would tell I would have told him my name and senten ce that highlight the contrast. Then say
why I was there, but I realised there was no point: yo ur sentences to your partner. Ask them which
4
it was going to mean I it would have meant words they thought were stressed.
nothing to him . So I began by asking him about his 1 I was going to order a steak, but .. .
past and he talked about his time as a child during 2 They were supposed to be going on holiday
the Second World War. But then the telephone to Italy, but ...
rang . When he came back, I 5 was about to ask I 3 I would have driven, but ...
would ask him to continue, but I realised the 4 He said he would wait for me, but ...
moment had gone. He had completely forgotten 5 We were about to buy a new TV, but .. .
our earlier conversation. I thought he 6 was about
to be I would be frustrated by this but not at all.
The man was not stupid and he did not seem Speaking
unhappy. If anything he seemed happier for not
13 Work in pairs. Choose one of the three situations
being burdened by memory.
below. Think of a good excuse to explain why
this happened . Then change pairs and explain
... FUTURE IN THE PAST your excuse again. At the end vote on which
excuses were best.
going to and about to
I was going to call you, but I forgot. • You were 30 minutes late for an important
I was about to call you, but I was interrupted. business m eeting and didn' t call to say so.
would and would have • You borrowed som eone's car and were
He said he would call me. supposed to return it the following day, but
I would have called you, but I didn't have your number. they had to call you to find out where you were.
• It was a close friend's birthday two days ago.
supposed to
He was supposed to call you. Did he forget?
You didn't send a card or ge t them a present.

For further information and practice, see page 172.

it.!ijj•!:!eliil ACQUIRING KNOWLEDGE lil> WHY YOU FORGOT TYPES OF LEARNER GETIING CLARIFICATION 133
miJiil AN EMAIL ABOUT A MISUNDERSTANDING
 reading animal minds • critical thinking reinf orcing ideas • word focus learn • speaking types of learner
11 c Who's a clever bird, then?
Reading
1 Work in pairs. Do you know a domestic animal
which is particularly intelligent? How does this
intelligence show itself?
2 Read the article and say how Alex the parrot's
intelligence showed itself.
3 Read the article again. Are the sentences true (T),
false (F) or does the article not give an answer
(NA)?
1 People are right to believe that animals have
thoughts and emotions.
2 Pepperberg's idea was to let Alex communicate
to her how he saw the world.
3 Pepperberg didn't want people to think she
had chosen Alex for his intelligence.
4 Alex showed that he could distinguish between
colours and shapes but not numbers.
5 Pepperberg concluded that cognitive skills
were necessary for survival in the wild.
6 Alex felt very proud of his ability to
communicate in English.
4 Were you surprised by Pepperberg' s experiment
with Alex and its results? Why? I Why not? Tell
your partner.
Critical thinking reinforcing
ideas
5 Often when writers express an idea, they reinforce
it to make sure the reader understands. They do
this in a variety of ways:
• rephrasing or saying the same thing in other
words
• giving examples
• quoting someone who also made this point
Find and underline the ideas expressed below by
the author. Note how each one is reinforced.
1 How can we find out if animals can think?
2 Pepperberg' s idea was to ask the parrot for his
thoughts.
3 Researchers had no confidence in her idea.
4 She wanted to get inside the parrot's head.
5 Alex's cognitive abilities are not typical of all
animals.
6 Alex cognitive abilities are necessary to cope
with his environment.
7 Alex worked through various mental tests.
8 Alex behaved like a bored teenager.
6 Which method of reinforcing an idea did you find
the most effective?
134
Word focus learn
7 Work in pairs. Find these three expressions in the
article with the word learn. Discuss what each one
means.
1 learn as you go along
2 learn by heart
3 learn the hard way
8 Look at the expressions in bold with learn in the
sentences below and work out what each one
means from its context. Which one means the
same as 'learn the hard way'?
1 If Jack is interested in photography, there's an
excellent four-week course at the adult college,
where he can learn some tricks of the trade.
2 Jessica wants to design the new brochure, but
she's only been here a month. I told her that
you have to learn to walk before you can run.
3 It's never too la te to learn. My grandfather
took up the piano when he was 73.
4 I've learnt my lesson. I'm never going to try to
build a piece of furniture again without reading
the instructions first.
5 There's no point complaining about the
changes in the organisation. We are all just
going to have to learn to live with it.
6 You'd think that the government would learn
from its mistakes, but they never do.
9 Choose two of the expressions from Exercise 8 and
use them in sentences about your own learning
experiences. Read your sentences to your partner,
omitting the expressions with Learn. Can your
partner work out the missing expressions?
Speaking
1 0 Work in pairs. Do the quiz on page 154 to find out
what type of learner you are. The answers are on
page 155.
11 Work in small groups. Discuss how your learning
style affects your language learning. What things
can you do to learn more effectively? Look at the
ideas below and add any others you can think of:
• watching English language films with the
subtitles on
• reading stories (in English newspapers, books,
magazines) and retelling them
• keeping a vocabulary book and drawing
illustrations of each new word
 Unit 11 Knowledge and learning

H
ow does a scientist find out to what extent an
animal is capable of thinking? What evidence is
there that it is able to acquire information about
the world and act on it, learning as it goes along?
his. Many of Alex's cognitive skills, such as his ability
to understand the concepts of'same' and 'different',
are rare in the animal world. Very few animals share
these skills. But parrots, like humans, live a long time
in complex societies. And like humans, these birds must
-
In 1977 Irene Pepperberg, a recent graduate ofHarvard
keep track of the dynamics of changing relationships
University, decided to investigate the thought processes
and environments.
of another creature by talking to it. In order to do this
she would teach a one-year-old Mrican grey parrot 'They need to be able to distinguish colours to know
named Alex to reproduce the sounds of the English when a fruit is ripe or unripe,' Pepperberg explained.
language. 'I thought if he learnt to communicate, I could 'They need to categorise things -what's edible, what isn't
ask him questions about how he sees the world.' - and to know the shapes of predators. And it helps to
have a concept of numbers if you need to keep track of
Pepperberg bought Alexin a Chicago pet store. She let
your flock. For a long-lived bird, you can't do all of this
the store's assistant choose him because she didn't want
with instinct; cognition must be involved.'
other scientists to say that she had deliberately chosen
an especially smart bird. Given that Alex's brain was the In the demonstration, Alex then ran through various
size of a walnut, most researchers thought Pepperberg's tests, distinguishing colours, shapes, sizes, and materials
communication study would be futile. 'Some people (wool versus wood versus metal). He did some simple
actually called me crazy for trying this,' she said. arithmetic, such as counting the yellow toy blocks
among a pile of mixed coloured blocks. And then, as if
With Pepperberg's patient teaching, Alex learnt how to
to offer final proof of the mind inside his bird's brain,
imitate almost one hundred English words, including
Alex spoke up. 'Talk clearly!' he commanded, when
the names of food. He could count to six and had learnt
one of the younger birds Pepperberg was also teaching
the sounds for seven and eight. But the point was not
mispronounced the word green. 'Talk clearly!'
to see if Alex could learn words by heart. Pepperberg
wanted to get inside his mind and learn more about a Alex knew all the answers himself and was getting
bird's understanding of the world. She couldn't ask him bored. 'He's moody,' said Pepperberg, 'so he interrupts
what he was thinking about, but she could ask him about the others, or he gives the wrong answer just to be
his knowledge of numbers, shapes and colours. difficult.' Pepperberg was certainly learning more about
the mind of a parrot, but like the parent of a troublesome
In one demonstration, Pepperberg placed Alex on a
teenager, she was learning the hard way.
wooden perch in the middle of the room. She then held
up a green key and a small green cup for him to look at.
'What's the same?' she asked.
Without hesitation, Alex's beak opened: 'Co-lour.'
'What's different?' Pepperberg asked.
'Shape,' Alex said. His voice had the sound of a
cartoon character. But the words - and what
can only be called the thoughts -were entirely

Who's a
c
 real life getting clarification • pronunciation linking in quest ion forms

11 d Keep learning
Real life getting clarification
1 Look at the list of sh ort courses offered by an adult
educa tion coll ege. Use a dictionary if you need to. Which
of the co urses interest you and why?

2 .. 2.37 Listen to a telephone conversation between COURSE TITLE

someone enquiring about a course and a college
Basic car mechanics
receptionist. Answer the questions.
5 Apr, 70 wks
1 What kind of course is Ahmad interested in taking? Psychology of human 1 x 2hrs ./
2 What course does Liz su ggest for him instead ? Why? behaviour
3 What d oes Ahmad decide to do? 22 Jan, 78 wks

3 Look a t the expression s used by Ahmad. Which are used Public speaking 1 x 1.5hrs X
for repetition (R) and which are used for explana tion (E)? 77Apr, 8wks
First aid 2x 1.5 hrs ./
... GETIING ClARIFICATION 72Apr, 4wks
What do you mea n by ... ? Desert and jungle 1 x 1.5hrs ./
Can you speak up a little? survival
Can you explain what ... ? 7Mar, 72wks
I'm not really with you .
Are you sayi ng t hat ... ? lkebana: Japanese 1 x 2hrs
Cou ld you give me an examp le of ... ? flower arranging
What was ... agai n? 22 Jan, 78 wks
Hang on a second. That's too much to take in al l at once. Art appreciation 1 x 2hrs X
I didn't catch .. . SApr, 70wks
Did you say ... ?
Screenwriting 1 x 2hrs X
2 7Jan. 78 wks
4 .. 2.37 Listen to the conversa tion again. Complete the Surfing 1 x 3hrs ./
sentences in the box that are unfinished . 72Apr, 6wks
Investing in stocks and 1 x 1.5hrs X
5 Pronunciation linking in question forms shares
77Apr, 8 wks
a ~ 2.38 In certain commonly used combina tions- did
you, could you, what do you- the words are strongly linked
together. Listen to these examples.

Are you saving the course is f ull? Did you say Tuesday?
Can you speak u p a little ? Wha t do you mean ?
Could you g ive me an example ?

b Work in p airs. Practise saying these sentences.

Can you expl ai n w hat you mean ? Wh at are you try ing
Could you repeat t hat? t o say?
Did you mea n September? What do you think?

6 Work in pairs. Act out a conversation, enquiring about the

course. Then change roles and rep ea t the conversa tion .
Student A: You are a prosp ective student. Choose one of
the courses in Exercise 2 or another course you would
like to do. Tell Student B your choice. Prep are questions
about the course.
Studen t B: You are a college administrator. Prep are wh at
yo u are going to say about Student A's chosen course.

136 ACQUIRING KNOWLEDGE WHY YOU FORGOT TYPES OF LEARNER ~ GETIING CLARIFICATION
AN EM A IL ABOUT A MISUNDERSTANDING
writing an email about a misunderstanding • writing skill linking contrasting ideas Unit 11 Knowledge and learning

11 e The wrong course

Writing an email about a b Match these words and phrases to
the ones in the email that they could
misunderstanding replace.
1 Work in pairs. Read the email from a student to an adult 1 whilst
education college. Answer the questions. 2 although
3 in actual fact
1 What is the misunderstanding about the course?
4 but on the other hand
a the timing b the level c the subject
5 but in reality
2 How would you describe the student's feelings about the
situation? C Complete these sentences with
a angry b offended c frustrated appropriate linking phrases.
3 How would you describe the tone of the em ail?
a complaining b reasonable c apologetic 1 m the brochure says the
start date is 12th September, the
first real class is a week later, on
the 19th.
Dear Sir I Madam
2 The course is ad vertised as
I enrolled on your course 'car mechanics 1' in August and have 'practical', ··-···-···-·m---m-···-·· you learn
attended three sessions. When I originally enquired about a lot of theory as well.
the course, I was told that it was suitable for people with no 3 ... ... m•• •••••···-· the course fee is
previous knowledge of car mechanics. But in fact everyone else quite high, it's a grea t investment
on the course seems to know a lot already. So despite the fact beca use it increases your
that the lessons generally start with a basic concept, they move employment prospects.
very quickly onto more complicated ideas. 4 The course isn't much fun,
I don't blame the teacher. On the contrary, he does his best -----·-----·-· you would expect a
to explain concepts to me. But I feel that I am just holding course in lifesaving to be serious.
everyone else back. They know how an engine works already, 5 The French conversa tion class
whereas I have no background at all in mechanics. focuses on everyday French,
----·····-·-·--- in the A-level French
I was going to leave it a couple of weeks more before saying class you cover literature and
anything, but in the last session I felt so out of my depth that written French more.
I have decided to write now and ask for a refund . While I 6 Surfing is not an easy skill to
appreciate it's not really anyone's fault that this has happened, learn. ············m···-····-···-··-····-··-···· , you need to
I hope you will understand how unsatisfactory the situation is have grea t natural balance and a
for me. lot of perseverance.
I look forward to hearing from you
6 Imagine you enrolled for one of
Yours faithfully the other courses on page 136.
Karen Redman Think of a misunderstanding that
occurred with the course. Write an
email to the college explaining the
mistmders tanding and asking for a
2 If you were an administrator at the college, how would you refund.
react to this email?
1 Exchange letters with your p artner
3 Writing skill linking contrasting ideas and cl1eck the following items:
• Does the email make clear wh at
a Find the words or phrases in the email that link these
the misunderstanding was?
contrasting ideas.
• Is the tone of the email
1 The course should be for beginners. No one else is a reasonable?
begiru1er. • Has the writer used linking words
2 Each lesson starts with a simple idea. It progresses quickly and phrases correctly?
to difficult ideas. • Do you think the email will get the
3 The teach er is not at fault. He helps me as much as he can. desired response?
4 The other students know a lot. I know nothing.
5 No one is to blame for this. I still feel it is unfair.

U!!llt.liil ACQUIRING KNOWLEDGE WHY YOU FORGOT TYPES OF LEARNER GETIING CLARIFICATION 137
mml . . AN EMAIL ABOUT A MISUNDERSTANDING

Before you watch
1 Work in groups. Look at the photo of the shaman,
a traditional tribal healer or doctor and discuss the
questions.
1 What do you know about shamans?
2 What techniques do you think they use to heal
sick people?
2 You are going to wa tch a video about medicinal
plants. Answer these questions.
1 Wha t problem do you think faces these plants?
2 What solution to the problem might the video
suggest?
3 Write down three kinds of people you 're going
to see in the video.
While you watch
3 Watch the video and check your answers from
Exercise 2.
4 Underline the false information in these sentences.
Then rewrite the sentences correctly.
1 Before going into the forest, a scientist travels
to a local village by car.
2 When they arrive, Gervasio, the local
shaman, is collecting plants in the forest.
3 Gervasio and the team set off to look for
an insect the scientists are interested in.
4 Gervasio's wife leads the way.
5 The local people eat the root raw.
6 Later, back in the village, Gervasio shows tl1e
team a book he has written.
5 Watch the video again and answer the questions.
1 What illnesses are mentioned in the video?
2 How do traditional folk healers in Paraguay
help scientists?
3 Why is it important to record shamans'
knowledge urgently?
4 Why does Gervasio use chants and prayers
before going into the forest?
5 Why are the scientists interested in the Suruvi
root?
6 What does the scientists' book set ou t to do?
Unit 11 Knowledge and learning
6 Number the extracts in the order you hear them.
a Recording and analysing Paraguayan plants for
possible medical cures is urgent business.
b To reach Gervasio, a group of researchers set
out on a long journey through the reserve.
c Somewhere in this forest, maybe in this plant or
that herb, there might be a cure for an illness.
d When he feels ready, Gervasio and his wife
lead the group on the search.
e The rain forests of Paraguay have long been a
source of medicinal cures.
After you watch
7 Roleplay interviewing a scientist
Work in pairs.
Student A: Imagine you are a National Geographic
reporter. You are going to interview the scientist
who made the documentary about Gervasio. Use
the information below to prepare questions to ask
the scientist.
Student B: Imagine you are the scientist who made
the documentary about Gervasio. Look at the
information below and think about what you are
going to say to the reporter.
• the journey to the reserve
• the journey to Tekoha Ryapu
• what it feels like to work with someone like
Gervasio
• the importance of Gervasio's knowledge
• what they were able to achieve on this trip
• how the book might help
Act out the interview, then change roles and act
out the interview again.
8 Work in groups and discuss these questions.
1 Do you know of any modern medicines that
originated from rain forest plants?
2 Do you think traditional medicines from plants
are effective?
3 What do you think about other forms of
traditional medicine, for example acupunchue,
massage therapy, homeopathy?
chant (n) /!fo:nt/ a kind of rhythmical song that uses only one
or two notes
deforestation (n) /di:fons'teJJ;m/ cutting down trees
folk healer (n) /'f:lok hi:l:l/ a person who uses traditional
methods to cure illnesses
multiply (v) /'mAitJplaJ/ reproduce quickly
renowned (adj) /n'naond/ famous
reserve (n) /n'z3:v/ an area of land where plants or animals
are officially protected
139
 UNIT 11 REVIEW
Grammar
1 Work in pairs. What do you think is the maximum
number of languages someone can speak fluently?
Does speaking one language help you to learn
another?
2 Read the article about polyglot Ziad Fazah.
Answer the questions.
1 Wha t is a polyglot?
2 What is Fazah's regular job?
3 How many languages is he really fluent in?
When police in Brazil arrested an illegal immigrant
speaking an unrecognisable language, they
immediately called Ziad Fazah, the world's greatest
linguist. Fazah realized quickly that the man was
speaking a dialect used in Afghanistan . With Fazah's
help, the man 1 explain I was able to explain that he
had escaped Afghanistan and was seeking asylum
in Brazil. At that time Fazah, originally from the
Lebanon, 2 could speak I managed to speak 54
different languages. He also 3 could get I succeeded
in getting his name into the Brazilian Guinness World
Book of Records as the world's greatest living polyglot.
Fazah used to get quite a lot of work interpreting
for the police, but unfortunately they 4 couldn't pay I
didn 't manage to pay him.
When Fazah was 17, his talents were spotted by the
Lebanese government who 5 were going to use I
would use him as an interpreter. But soon after, he
moved to Brazil with his parents. There he married
a Brazilian and began giving private language
lessons. Fazah 6 would remain I would have remained
unknown, but in 2006 his language abilities were
tested on a Spanish television programme and he
received international attention. lt was at this point
that people began to question these abilities. 7 Was
he really able I Did he really manage to be fluent in
over 50 languages? The programme 8 was supposed
to show I would have shown that he could, but the
evidence was not so convincing.
3 Complete the extract by underlining the correct
form of the verbs.
I CAN
describe past abilities with could, was able to,
managed to and succeeded in
talk about past intentions and predictions with the
future in the past
140
Vocabulary
4 Work in pairs. Complete the passage about
learning. The first letter of each missing word has
been given for you.
There are many different ways to learn and
1
a....................... knowledge : by 2 t ................. and error, from
an authority, by reasoning and by 3 o............................ - or in
other words just watching how something works.
Some things, like bringing up children, are more
instinctive- you have a gut 4 f about what is
the right way to do things. Some things, like playing
a musical instrument, you can 5 P.. . ....... up as you go
along . But there are other things that you need to be
taught. For example, you might have a basic
6
g of mathematics, but still be completely
7
i ......... of how differential calculus works . For this
type of learning, you need an authority - a book or
a teacher - that can help you to 8 e.... . with the
subject and understand it.
5 Think of two things that you know how to do (e.g.
play an instrument, cook) . Tell each other how you
learnt to do these things.
I CAN
talk about learning and knowledge
Real life
6 Work in pairs. Match 1-5 to a-e.
1 Wha t do you mean by that?
2 Could you give me an example?
3 Can you speak up a little?
4 What was that again?
5 I'm not really with you.
a I didn't catch that.
b I don't really understan d.
c For instance?
d Can you explain that?
e I can't hear you very clearly.
7 Think of something you can do, but your
partner probably can't. Give your partner some
instructions. As you receive the instructions ask
for clarification and repetition.
I CAN
get clarification by asking someone to repeat or
explain
Speaking
8 Work in small groups. Read the example below.
Tell each o ther about a similar (good or bad)
learning experience you h ave had.
At school we had a fantastic art teacher who was
able to inspire everyone, whether they had natural
artistic talent or not. He had really good ideas,
such as ...
 Unit 12 The economy
5

I
I

FEATURES 1 Work in pairs. Look at the photo. What does a matching

luxury car and fur coa t say abou t a person? Do rich people in
142 Saving for a rainy day your country like to show off their wealth?
Norway, the richest country 2 'fl 2.39 Listen to an economist defining poverty and wealth.
in the world Answer the questions.

144 Don't do it yourself 1 What are the two definitions of being poor that use
percentages (ten per cent and 60 per cent)?
The revival of the servant 2 How can you be rich without having a lot of money?
economy
3 Match the word (1-7) with its synonym (a-g).
146 The gift economy
1 afford a poor
An altemative economic 2 hard up b h ave enough money
model 3 income c expensive
4 loaded d cheap
150 Japan 5 pricey e very rich
A video about the culture 6 reasonable f comfortable
and traditions of Japan 7 well off g earnings

4 Work in small groups. How would you define rich and poor?
Wha t proportion of the population is rich in your country?

THE ECONOMY IN YOUR COUNTRY GETTING THINGS DONE GIFT GIVING AND EXCHANGE NEGOTIATING 141
A REPORT
 readmg Norway's nches • grammar tocus adverbs only, just, even • grammar focus adverbs too, as well, also •
vocabulary money • speaking the economy in your country

12a Saving for a rainy day

Reading
1 Work in p airs. What do you know about
Norway: its landscap e, its people, its
industry? Look at the photo below for ideas.

2 Read the article. In what ways is Norway a

'rich' country?
3 Complete th ese summaries of each
paragraph using as many words as
necessary in each space. Then compare
answers with another pair.
1 For a long time, Norway has had a better
·················-·········- ....... than other countries.
2 The three reasons for Norway's success
are: big oil reserves, ····-···
3 For Norwegians being rich means
4 Norway is saving money for
Come on, Norway; this Isn't even a anymorel For the
last eight years, Norway has registered the highest quality of life
among the world's nations. lt is one of the wealthiest countries
in the world - only Luxembourg and a couple of others are
richer. Norwegians can also expect to get a good education, find
the job they want - unemployment is only 2.5 per cent - enjoy
good health and live a long life. People say the prisons are quite
comfortable too!
Norway has not always been a rich country. Just 80 years ago
and Norwegians were emigrating to the USA in their thousands in
search of a better life. The rise in oil prices in the 1970s changed
all that. But Norway's success is not only the result of its huge
reserves of oil. Other countries have had such riches and
squandered them. lt is also due to the Norwegians' natural thrift
and their strong work ethic.

4 Do you think tha t the Norwegians are right
to save their money? Why? I Why not?
Grammar focus adverbs
only, just, even
.... FOCUS ADVERBS ONLY, JUST, EVEN
only
Only Luxembourg and a couple of other
coun t ries are richer.
just
Just 80 yea rs ago, Norwegians were
emigrating to t he USA.
even
Th is isn 't even a competition anymore.
Fo r further informati on and practice, see
page 172.
5 Work in pairs. Look at the sentences in the
grammar box. Which of these statemen ts
(a-c) is true of only, just and even?
a they always come directly after the word
they are emphasising
b they always come directly after the main
verb
c they always come directly before the
word they are emphasising
When you arrive in Oslo for the first time, don't expect to be met
with Dubai-style skyscrapers, entrepreneurs in designer suits and
rows of Ferraris and Porsches. Norway may be rich, but it is modest
in its wealth. Norwegians also work hard and are always near the
top in surveys of global worker productivity rates. But in today's
high-tech world where work seems to follow us wherever we go,
the people of Norway are redefining what wealth means. Laws just
recently passed by the government emphasise the importance
of family and time off, offering generous maternity and paternity
leave, subsidised childcare and long holidays as well.
Also, the country is saving for the future. Every dollar earned from
oil is put straight into what is now the world's biggest pension
fund- worth over $200 billion. Extraordinarily, none of this money
is allowed to be spent on state infrastructure projects. lt is not
even invested in new schools and hospitals. But at a time when
most other countries are wondering how they will finance the
pensions of a growing retired population, Norway is sitting pretty.
leave (n) /li: v/ time off from work
sitting pretty (v) /,s JIIIJ 'pn t i/ in a good or comfortable situation
squander (v) / 's k wo n d~/ waste
thrift (n) /9nft / carefulness when spending money

6 Find other examples of these words in tl1e

article. Do they follow the same rule?

142

7 Discuss the meaning of each sentence (1-8).
Then match each of the sentences to the clause or
sentence that follows it (a-h).
1 Only visitors think Norway is expensive.
2 Visitors only think Norway is expensive.
3 Visitors think only Norway is expensive.
4 Among the Scandinavian countries, I have
visited Norway just once.
5 Among the Scandinavian countries, I have
visited just Norway.
6 Even fa thers are given time off to be with
their new babies.
7 Fathers are even given time off to be with
their new babies.
8 Fathers are given time off even to be with
their new babies.
a Of course mothers are given a lot of time off too.
b I have visited the others several times.
c They are also given time off to move house
and to look after elderly parents.
d ... but all the Scandinavian countries are
expensive.
e ... but actually it's quite reasonable.
f I haven't visited the others at all.
g The residents themselves find it reasonable.
h This is in addition to the extra money the
state gives them.
8 Complete these sentences by putting a focus
adverb in the right place. Then compare answers
with your partner. Tell them whether these facts
are true of your country.
1 Many people work long hours during the
week, so they see their children at weekends.
2 People with university degrees are finding it
difficult to get jobs these days.
3 For most people a job is a way to make
money, not something they particularly enjoy.
4 The rich represent about five per cent of the
population.
5 You don't see extreme poverty. Poor people
usually have food and somewhere to live.
6 The state pension gives you enough to live
on, but not to live very comfortably.
Grammar focus adverbs too,
as well, also
9 Work in pairs. Look at the position of too and as
well in these sentences. Find the same sentences
in the article, but with the word also. What do
you notice about the position of also?
1 Norwegians can expect to get a good
education too.
2 It is due to the Norwegians' natural thrift as
well.
3 Norwegians work hard too.
4 The country is saving for the future too.
THE ECONOMY IN YOUR COUNTRY GETIING THINGS DONE
Unit 12 The economy
~ FOCUS ADVERBS TOO, AS WELL, ALSO
also+ main verb
sentence + too
sentence + as well be+ also
Also, + sentence auxiliary verb+ also+ main verb
For further information and practice, see page 172.
1 0 Look at the grammar box. Which patterns from the
box can you find in the article? Underline them.
Then compare your answers with your partner.
11 Rewrite the sentences using the focus adverbs
given. Compare your answers with another pair.
1 Norwegians are happy that the country is saving
for the future, but they would like to see the
government increase spending on healthcare. (as
well I also)
2 Most countries have high public borrowing and
a lot of debt. Norway has neither. (too I also)
3 Teachers in Norway receive a good salary and
if they teach 'heavy' subjects, they get extra
payments. (also I too)
4 Artists can get a grant- not a loan- from the
government of around $20,000 a year and
support with childcare. (also I as well)
5 The prices for food and drink seem very high to
outsiders and fuel is expensive. However, house
prices are relatively low and so property is a
good investment. (too I also)
6 Nurses in Norway get 42 weeks maternity leave
on full pay. They have access to the hospital
kindergarten when they return to work. (as well I
also)
Vocabulary money
12 Look at the verbs below and find the right noun in
Exercise 11 to make phrases with the same meaning.
1 pay money = make a . .
2 invest money = make an
3 borrow more money = increase your
4 spend less money = reduce your . .
5 be lent money = take out a
6 owe money = have a
7 earn money = receive a ..............................
8 be given money (by the government) =
receive a
Speaking
13 Work in pairs. Prepare questions to ask each other
about the economy in your country or countries (the
cost of living, work-life balance, government spending,
government grants for certain professions, etc.). Use the
items in Exercise 11 to help you get ideas.
14 Now change partners with ano ther pair and ask and
answer your questions.
GIFT GIVING AND EXCHANGE NEGOTIATING 143
 vocabulary domestic help • listening the servant economy • grammar causative have and get •
pronunciation the sounds If /, ltf/, /3/ and lrJsl • vocabulary and speaking getting things done

12 b Don't do it yourself
Vocabulary domestic help
1 Work in pairs. Which of the
domestic workers listed below is
the wom an in the photo? Discu ss
what each of the other jobs
involve.

au pair child minder

cleaner cook dog walker
gardener handyman maid
nanny personal shopper

2 Discuss these questions about the

jobs in Exercise 1.
1 Have you done any of these
jobs yourself?
2 H ave you (or your family)
employed anyone in these
roles?
3 Which jobs involve the
grea test skill?
4 Wo uld you like to do any of
them ? Why? I Why n ot?

I Listening
3 't 2.40 Lis ten to the interview with the author of
a book entitled The Servant Economy. Answer the
questions.
1 How many dom estic workers are there in
Britain tod ay? Who are tl1ey?
2 Does the author think the growth of the
servant econ om y is a good thing or a bad
thing?
4 'i 2.40 Listen again and identify:
1 which jobs from Exercise 1 the sp eakers
m ention
2 what other jobs are mentioned
3 whether many p eople or only the rich employ
such workers
1111- WORDBUILDING the + adjective
We can refer to a group of people using the + adjective.
the rich, the poor
For further information and practice, see Workbook
page 99.
5 Work in pairs. What did the interviewer find
strange about the p erson wh o hired a Christmas
tree installer? Do you agree with h er?
6 Complete Hillaire Belloc's qu otation. Do you agree
with it? Or do you think it is lazy to employ people
to do all your dom estic chores?
lt is the duty of the . man to give m------ to
the artisan. Hillaire Be/lac
Grammar causative have and
get
1 Look at the forms in bold in sentences (a-d). Answer
the questions (1-4). Then look at the transcript on
page 181 and find one more example of each type
of phrase.
a Thirty years ago, the idea of getting a worker
to hand wash your car would have been
unthinkable.
b Nowadays, you can have it washed inside and
out for as little as £6.
c You don ' t have to be rich to have a cleaner come
once a week.
d Ano ther example would be getting your
windows cleaned every few months.
1 Which phrases m ean someone does a job for you?
2 Which phrases tell you wh o actually does the job? 11

144
 Unit 12 The economy

.... CAUSATIVE HAVE and GET 11 Pronunciation the sounds If /, /tf/, /3/ and
have/get+ something + past participle Id:,/
I had/got the fence fixed yesterday.
a lj 2.41 Listen carefully to how the underlined
have + someone + infinitive (without to) letters are pronounced in the following words.
I had the gardener fix the fence . Then practise saying them with your partner.
get+ someone + to + infinitive If / /If/ 131 ld:JI
I got the gardener to fix the fence.
carwash chores deci~ion chan~
For further information and practice, see page 173. shelves richer garage colle~
shopper wa tch plea~ure frid~
8 Look at the grammar box. Then complete this
b ~ 2.42 Listen to these words. Discuss which of
passage about a survey into paying people to help
with domestic chores. the four sounds above each one contains. Then
practise saying them.
Nearly half of all homes in Britain get outside
agent arrange champagne cheese
staff 1 --·-·············-······· (do) their domestic chores for an
choice fashion general January sugar
average of six hours per week . The most common
television usual
reasons that people gave for having someone
2
·-·----···-·- (help) around the house were their

own long working hours and to avoid arguments

with their partner. A third of people said if they
Vocabulary and speaking
didn't have help, nothing would get 3 - - - - - - - · 12 Work in pairs. How many DIY jobs can you make
(do). The most popular jobs to pay for are having by matching verbs in A with nouns in B?
the house 4 ....... ·-··-----··--· (clean) regularly, getting
someone s ········-·-··················-· (do) the garden and having m assemble clean ll a bed a carpet
a handyman 6 ••.•.•.••••••. (fix) things when they decorate do a picture a tap
are broken . Some of these services do not come fit fix hang a wall some curtains
cheap either. People pay up to £500 per week to plaster put up some shelves
have a personal assistant J ····-··········-···-··········· (organise) tile the bathroom
their affairs or have their young baby 8 -·----··---···-·· the garden the roof
(look) after.
13 Look a t the flat in the photo. First make a list of
9 Look at these things that a rich couple gets other all the things that need to be done before you can
people to do for them. Complete the sentences with live in it. Then decide wha t you will do yourself
causative forms . Note that you can complete the and wha t you will get professional help to do.
sentences in two different ways. Explain your plans to another pair.
1 When they had a party last month, someone
organised everything for them.
They ___________ _ everything for them. (get)
2 A personal trainer takes their children to the
park to play foo tball.
They ·------··----- to the park to play football.
(have)
3 A driver picks their children up from school each
day.
They ... ..... --·----· from school each day. (have)
4 A travel consultant chooses their holidays for
them.
They --..- - · - __ for them. (have)
5 A nanny looks after their children when they are
on holiday.
They ____________ when they are on holiday.
(get)
6 Someone even packs their bags for them, I think!
They even ....... . .. . for them, I think. (get)
1 0 Write down one thing that you would never
consider getting someone else to do and one thing
you would always get someone else to do. Compare
your list with your partner.

UUIM•liil THE ECONOMY IN YOUR COUNTRY ., GETTING THINGS DONE GIFT GIVING AND EXCHANGE NEGOTIATING 145
EiiDJ A REPORT
 reading an alternative economic model • critical thinking signposts t o key inf ormation • word focus hard •
speaking gift giving and exchange

12c The gift economy

Reading 5 Work in sm all groups. Tell each other what kind
of relationship exists between employer and
1 Look at the title of the article. H ow do you think a employees in your country. Is it more like the
gift economy works? American system or the Japanese relationship?
2 Read the article and see if you were right. What
three illustra tions of the gift economy a t w ork does Critical thinking signposts to
the author give? key information
3 Read the article again. Choose the correct option 6 There are certain phrases that act as signp osts for
(a-c). key information (just given or about to follow).
1 The false understanding of human nature Find the following phrases in the article and then
mentioned is that we are all trying to: draw out the key information they refer to.
a compete to ge t as much as we can.
b be individuals. at the hea rt of . . . not only . . . rath er ...
c keep from being hungry. t he main .. . t he real .. .
2 H unter-gatherers:
a had plen ty and needed plenty. 1 Work in pairs. Compare your answers. Did you
b had little and needed little. agree on what the key information was?
c had plen ty and needed little.
3 American companies found it difficult to Word focus hard
recruit Jap an ese employees because they:
a couldn' t offer good conditions. 8 Work in p airs. Find three expressions in the article
b couldn't offer job security. containing the word hard. Discuss their meaning.
c didn ' t understand Japanese culture.
4 The message of the 4th p aragraph is that 9 The sentences below contain six more expressions
Japanese employers are involved in: with the word hard. Work with a partner and try
a organising employees' h olidays. to guess the meaning of each one from its context.
b their employees' lives. Then compare your answers with another p air.
c the quality of employees' work. 1 I'm sorry the boss didn't like your idea and
5 According to the writer of the article, the preferred mine. No hard feelings, I hope.
Internet has m ade it easier for p eople to: 2 Fran and Chris are pretty hard up these days.
a get to know each other. He lost his job two weeks ago and she only
b discuss p roblem s. works p art-time.
c give and receive help. 3 Hard luck about the job. I'm sure you 'll get
6 The m essage of the las t p aragraph is that big other opportunities thou gh .
organisa tions need to: 4 Kate's feeling p retty hard done by. The college
a be m ade smaller. didn' t accept her because her Fren ch wasn 't
b think about the common good . good enou gh, even though she's spending a
c give more of their profits back. year in France before the course starts.
4 Look at these p airs of words from the article. 5 Don' t be hard on Jake. It's not his fa ult he was
late- his car broke down .
Which definition (a or b) match es each word ?
6 I tried to get him to sympathise with our
1 gain I reward situation because we're newly established, but
a profit b compensation he's a pretty hard-headed businessman.
2 strive I thrive
a do well b do your best
3 common I mutual
Speaking
a shared by two or b sh ared by many 10 Work in groups of three. Discuss the customs of
more groups gift giving and exchange that you are familiar
4 abundan ce I excess wi th. Think abo ut:
a too mucl1 b plen ty
5 prospects I aspects • specific occasions (e.g. weddings, dinner parties)
a future p ossibilities b ch aracteristics • visiting people
6 accuracy I p romptness • help an d favours
a being precise b being on time • business gifts
• returning home after a trip abroad

146
The banking crisis of2008 again raised concerns that
our economy is based too much on individual greed.
Such an economic model, critics say, comes from a false
understanding of human nature. Human society is not made
up of individuals pursuing private gain through competition
with each other. The real essence of human nature lies in
the social bonds that we make tl1rough family, friendships,
professional associations and local communities. These
bonds produce a sense of common purpose and shared
values, in which groups of people strive for the things that
are for the conm1on good: a sound education, a pleasant
environment to live in, a healthy population . It is this idea of
shared social interests that is at the heart of the gift economy.
Gift economies thrived in earlier times when people lived
in a world of greater abundance and when their wants were
fewer. Stone Age hunter-gatherers had shelter and enough
food and did not need many possessions - a few weapons
for hunting and clothing to keep warm. They helped each
other by sharing food and tools without any expectation of
payment or immediate reward. But this is not only an idea
that applies to a more primitive way of life. There are also
many recent examples of the gift economy at work.
In the past, American companies operating in Japan found it
difficult to attract Japanese recruits, even though, compared
witl1 Japanese employers, they offered more generous wages,
shorter work hours and better promotion prospects. But
tl1ese factors were traditionally not so important to Japanese
employees, who did not think of their services as being
'bought'. Rather, they felt they were entering into a long-term
-'gift exchange' - relationshjp with their employer, whjch
was of mutual benefit.
This relationship had many aspects. At its most basic it
involved the simple exchange of physical gifts. For example,
if the employee got married, the company sent a gift and
even a departmental manager to represent it at the wedding.
Another company gift which is still popular among Japanese
employees is the yearly company vacation. On these organised
weekends eo-workers share dormitories, eat together and
visit the same attractions, largely at the company's expense.
For their part, the main gift given by the employees to their
company is their hard work and this is why each Japanese
employee gives such great attention to accuracy, quality in th eir
work and promptness in its delivery. Even the simplest tasks
are carried out with extraordinary care.
Elsewhere, the Internet is facilitating the re-emergence of the
gift economy. Neighbourhood groups use online networks to
share tools and skills. Someone who needs a long ladder to
repair their roof does not need to go out and buy one; they
simply put a message up on the neighbourhood discussion
board and soon a neighbour wiLl offer theirs. They will
probably even help them with the repair, because helping and
giving is part ofhwnan nature. Via the Internet, knowledge
and advice can be shared on almost everything, fro m how a
nuclear reactor works to how to plan yo ur holiday or build
yo ur own canoe.
All this is very well, but these are hard times: helping our
neighbour with his roof isn't going to pay tl1e bills, I hear you
say. But in an indirect way it is. 1he point is that by stressing
the co-operative side of human nature, the gift economy
helps us all. It keeps in check the excesses of big conm1ercial
organisations that seek to exploit situations for their own gain.
So tl1e big supermarket chains must understand that it is in
the common interest not to force small shopkeepers out of
business. Big industrial farms must realise that they cannot go
on intensively farming the land until there is nothing left in
it. Other large companies should not always seek to drive the
hardest bargain possible with their suppliers, but just pay them
fairly. That is the real lesson of the gift economy.
 real life negotiating • pronunciation sentence stress in idiomatic phrases

12d The bottom line

Real life negotiating 6 Pronunciation sentence stress in idiomatic
phrases
1 Read this advice about negotiating. Do you
agree with it? How does it related to yam own a .. 2.44 Listen to these phrases again and
experience? underline the one or two words that are most
stressed in each phrase.
Herb Cohen was a famous negotiator. His advice was
to 'Care, really care ... but not that much.' In other 1 To be honest ...
words, don't become too emotionally involved. The 2 A key thing for us is ...
other person will see how much you want the thing 3 Let's face it ...
and then you will be at a disadvantage. 4 At the end of the day, .. .
5 To tell you the truth .. .
2 .. 2.43 Listen to a woman w ho is trying to
negotiate a lease on a building for her young b .. 2.45 Work in pairs. Look at these other phrases.
business with a letting agent. Answer the Mark the words where you think the stress falls.
questions. Then listen and check.
1 How much does each person seem to care 1 The bottom line for us is .. .
about agreeing the lease? 2 The long and short of it is .. .
2 On what point do they have trouble agreeing? 3 The fact of the matter is ...
3 What does the woman suggest to get around 4 One thing that's bothering me is ...
this problem? 5 To be frank, ...
4 How does the negotiation end? 6 Am I right in thinking that ... ?

3 .. 2.43 Work in pairs. Listen again and complete 7 You are spending eight months in a foreign
the expressions in the box. country and want to get a car to use while you are
there. You see a second-hand one advertised in the
..... NEGOTIATING newspaper. It seems to be exactly what you are
1
To be honest, it's absolutely ··-··············--·······-
looking for. Work in pairs and negotiate the sale of
A key thing for us is how long we'd be the car. Student A look at page 153; Student B look
2 __ .. ____ , _____.... ___,_.. the lease. at page 155.
I was hoping we could 3 _ .....- .........................._. __ •
If you look at it from our point of view, we're a

Let's face it, fifteen years is 5 ........................................... .

If your client could 6 .....- ................................... on that .. .

I think what you have to appreciate is that our client's
main concern is ...
At the end of the day, it gives them some security.
To tell you the truth, that's why the rent
7

That's a bit of a sticking point.

Is there not some way around that?
Perhaps if we signed ... , then we could pay ...
If I were in your shoes, I think I'd just
8

When all's said and done, it has to • ................_._........... _ for

you.

4 Work in pairs. Look at the expressions in the box

and discuss which are used to:
• say what the important thing is
• be direct
• talk about an obstacle to the agreement
• ask the other person to see yam side

5 How do you think each person could have done

better in the negotiation? Tell yam partner.

148 I£.U:i·!:(e}IJi THE ECONOMY IN YOUR COUNTRY GETIING THINGS DONE GIFT GIVING AND EXCHANGE ... i~ii(Ci•ur£ii@CJ
mm:iJ A REPORT
writing a report • writing skill sub-headings and bullet points
12e This is what I propose
Writing a report
1 Work in pairs. Look a t this quotation b y the French
mathematician, Blaise Pascal. Discu ss w h at he was
saying about the art of writing.
'I'm sorry I wrote you such a long letter;
I didn't have time to write a short one.'
2 Look at these elem ents of a good report. Which is
the one referred to b y Blaise Pascal?
clear aims clear recommendation conciseness
good organisation
3 Read the report below. What is the aim of the
report? What is the recommendation? Tell your
partner.
Summ-
- ary -- ~
I visited our potential new offices at 1 Paradise
Square yesterday, 4 May, and was very
impressed. They seem ideal for our needs, but
the lease is for fifteen years, much longer than
the six or seven we agreed at our last meeting .
These are the details:
Advantage.,_,s" - - - - - - - -
• 200m 2 of flexible office space
• Low rent- only £40 ,000 per annum
• Central location - close to shops and train
station
• Serviced- cleaning , repairs are included
Disadvantage.,.,s,____ _ _ _ _ _ _ _ _ __
• Long lease - fifteen years
• Service charge quite high- £10,000 per
annum
RecommendatiQn_ _ _ _ _ _ _ _ _ __
I propose taking these offices. We have been
looking for five months and these are the best
offices I have seen at a reasonable rent. If we
have to leave before the end of the lease, I am
confident that the remaining part of the lease
can be sold to a new tenant.
U!IIM·iiii THE ECONOMY IN YOUR COUNTRY GETIING THINGS DONE
mill ... «·i;J44•l;il
Unit 12 The economy
4 Writing skill sub-headings and bullet points
a The writer of the report h as organised it into
sections u sing sub-headings and bullet points.
What do you notice about the language after each
bullet point?
b Read this first p aragraph of a report on a language
training course. Rewrite the report, d ividing it into
two sections, with subheadings. Then break the
points in the second section into bullet points.
Last month the company sent me on a two-
week ' professional English' course at Falcon
Business Language Training in London. I stayed
with a host family in west London. Although the
course did not focu s on my particular job as an
engineer very much, it was well organised. On
the positive side, I was made to speak English
all the time, both in the school and with my host
family. The teachers were very professional
and had a good knowledge of the business
world. We were put in small groups of three to
four students which meant that we got a lot of
individual attention.
C Work in pairs. Compare your answers. Did you
organise your reports in the same way?
5 Now write the second half of the report including
any negative comments and a recommendation.
When you have finished, exchange your report
with your partner.
6 Read your partner 's report. Check the following:
• Is the report concise and clear?
• Has it b een broken down into clear sections
using sub-headings and bullet points?
• Does it end with a clear recommendation?
GIFT GIVING AND EXCHANGE NEGOTIATING 149
lt is a land of dual identities.
 Unit 12 The economy

Before you watch 7 Work in pairs. Describe the snow scene painting
by Hiroshige.
1 Work in groups. Look at the photos and discuss
the questions.
1 What do the photos show? Describe each photo.
2 What two identities do you think the caption
refers to?
After you watch
2 Work in pairs. Write down things you associate
with Japan. 8 Roleplay a conversation between two
different generations
While you watch Work in pairs.

3 Watch the video and check your ideas from Student A: Imagine you grew up in a small village
Exercise 2. Which of the things that you wrote in pre-war Japan. Look at the information below
down appeared in the video? and think about w hat you are going to say to your
grandchild.
4 Wa tch the firs t part of the video (to 02.04). What
• what life was like (the work you did, how you
do these numbers and dates refer to?
travelled around, the food you ate, etc.)
1 127 million • the differences between life then and now
2 4 • the war years
3 35 million . .
Student B: Imagine you are a young Japanese
4 1868 . .
business person talking to one of your grandparents.
5 1941 . .
Look at the information below and think about
6 1945 ···························································· · · -········· what you are going to say to him I her.
5 Watch the second part of the video (02.05 to the • what life is like in the city (the work you do,
end) . Answer the questions. how you travel to work, the food you eat, etc.)
1 What gave Japan political stability after the war? • how you combine modern and traditional life
in the city
2 What has helped it become a world leader in Act out the conversation. Compare life in Japan
technology, manufacturing and finance? pre- and post-war. When you have finished,
change roles and act out the con versation again.
3 What three things does the tea ceremony
emphasise? 9 Work in groups and discuss the questions.
a
b 1 How has your country changed culturally and
economically in the last 100 years?
c ·-·-······-··--··--····
4 Who did painters like Hiroshige influence? 2 Do cultural traditions always support economic
innovation?
3 Are economic advances always beneficial?
6 Ma tch the sentence beginnings (1-5) with the Why? I Why not?
endings (a-e).
1 Japan is a country that harmonises the forces bustling (adj) /'bAsh!]/ busy
of what is Western and modern feudal (adj) / 'fju:d~l/ relating to a social system where most
2 The bustling urban area of greater Tokyo is people work and fight for more powerful people who
3 It looked to the West for a new, more modern own the land
4 Although it is a land of few natural resources, forge (v) /b :<f3/ make something in difficult conditions
Japan has become glitz (n) /ghts/ the quality of being shiny and superficially
attractive
5 Beyond the bullet trains and neon of Tokyo,
neon (n) /'ni:on/ a kind of bright artificial light
a with those that are traditional Japanese. raid (n) lreidl a quick attack
b political and industrial model. shrine (n) /Jrain/ a place where people go to meditate
c there lies a rich cultural tradition. or pray
d the largest metropolitan area on Earth. ubiquitous (adj) /ju:'bikwit;:,s/ present everywhere
wrestling (n) /'reshl)/ a sport where the contestants try
e one of the most industrialised countries
to throw each other on the ground
in the world.

151
 UNIT 12 REVIEW
- Grammar
1 Read the article and say why Japan has had a
problem of relative poverty in recent years.
Vocabulary
4 Find a synonym or close synonym in B for eacl1
word/ expression in A.

2 Compete the sentences by inserting the focus A B

adverb into the right place in each senten ce. hard up paint
hang child-minder
decorate earnings
borrow from the bank reasonable
cheap take out a loan
income put up
nanny poor
owe money have a debt

5 Work in pairs. Make a list of luxuries and domestic

When we picture poverty we often think of people in
under-developed countries without food or shelter.
1
But the so called advanced economies of the
world have their share of poverty (even). 2 Japan,
for example, a few decades ago was enjoying an
economic boom Gust). 3 Yet by 2000 it had one of the
highest rates of relative poverty among developed
countries, with the USA having a higher rate (only).
4
One reason was that Japan had one of the highest
rates of non-regular workers (also). This means people
who are working without proper social protection.
5
An increasingly elderly population- people who
were not actively working -contributed to the
problem (as well). Making savings last when you live to
be over 90 is a problem that people in many developed
countries will face in the coming years. 6 lt is beginning
to be a problem already (even).
3 Put the verbs in the right form to complete this
advice to people who are long-term unemployed.
1 CV. The first thing to do is to rewrite your CV
and then get it ·----- (check) by an expert.
Make sure that it includes activities that you
have done while you have been unemployed.
2 Interview. Practise your interview technique.
Have a friend ... _(play) the part of the
interviewer and get them _ ... __ (ask) you
tricky questions.
3 Appearance. Try to look smart when you go for
a job. Get your hair --·---·- (cut) and make sure
your clothes are suitable. Again, get a friend
--·-----·- (help) you with this.
4 Job seeking. Telephone employers and go to see
them in person. Show enthusiasm and get them
·-···--·---· (see) that you are keen to work. Even
offer to work for a trial period withou t pay!
I CAN
use focus adverbs to add emphasis
talk about things that others do for me with have
and get
help that you think most people can afford now
and again.
I CAN
talk about money and the economy
talk about getting domestic jobs done
Real life
6 Work in pairs. Put this conversation between a
travel agent (TA) and customer (C) into the right
order.
TA: To tell you the truth, they're not the kind of
hotels you can negotiate with.
TA: So we're sugges ting one week in the north of
the island and one week in the south. Is this
the kind of holiday you were looking for?
TA: OK. I'll give them a call and see what I can do.
TA: I understand that and if I were in your shoes,
I think I'd just go for it. At the end of the day,
you only get one honeymoon.
TA: What you have to appreciate is that you've
chosen two top hotels which aren't cheap.
C: I was hoping we could negotiate the price.
C: I know they aren' t, but the key thing for us is
to have nice accommodation.
C: Perhaps if we stayed at just one of them for
the full two weeks we could get a better deal.
C: Yes it is, but to be honest it's much more
expensive than we expected.
7 Take the roles of travel agent and customer and
finish the negotiation.
I CAN
state my position and negotiate from it
Speaking
8 Work in small groups. Do you think the idea
below for a domestic service would work? Think
of another idea. Then tell it to others in the class.
What about offering a cooking service where busy
couples can have a meal prepared for them at home
rather eating out or buying a takeaway?

152
 Communication activities

UNIT 3c Exercise 11, page 38 UNIT Sd Exercise 5, page 64

Instructions Aston H om es f or the Elderly
• Form a group of three or four people and ask the
teacher which product you are going to present. The National Development Bank agreed a loan of £9
• Turn to page 154 or 155 and read the description of million with the Aston Housing Association (AHA)
the product. in September 2009. The purpose of the loan was
• Together prepare a brief presentation of the to convert eight residential houses into groups of
product: what it is, how it works, what it is self-contained apartments for elderly people in the
appropriate for and why it is special. community who did not want to go into nursing or
• Choose one person to give the presentation (the care homes.
others will have to answer questions). Think about Work started in December 2009 and so far five of the
the questions you may be asked. houses have already been converted, creating 40 self-
• Give and listen to the presentations, asking and contained apartments. The AHA has sold 30 of these,
answering questions as you go. raising £4.5 million. It has also made repayments to
• Take a class vote on which product you think is the bank correctly and on time.
the best.
However, there have been complaints from local
residents that AHA has sold some of the flats to
UNIT 4a Exercise 10, page 47 people who are not so elderly (one lady was in her
Participation by art form late fifties) and that they have allowed people from
outside the area to buy them. It seems that the price
Art form Creative Receptive Total
of the apartments is in fact too high for many local
participation % participation % participation %
people.
Visual Arts & 22 38 49
Crafts
The AHA now intends to convert a further two
Theatre & Dance 7 40 42
houses in th e same area and is asking for a further
Reading/ 16 84 84
Creative Writing
loan of £2.2 million.
Music 15 57 62
Pa rti cipation in music
UNIT 12d Exercise 7, page 148
Student A
Sing
Play an instrument
Attend musicals
Attend live performances 1--,;---r---,--;----r'
Li sten to music --J.---.L---J.--.1.---.&....-.J....

0 20 40 60 80 100

Reasons for non-participation

Reason Non-participants %
it's difficult to find the time 54
I'm not really interested 43 You want to buy this car. lt is a seven-year-old
41 VW Golf and the advertised price is £3,000. lt is in
it costs too much
good condition but has a lot of miles 'on the clock'
There aren't enough opportunities close 28 (100,000). Obviously you would like to get it for less,
to where I live if you can . The problem is you have been looking for
a long t ime and want to get a car quickly so that you
can drive to work each day.
UNIT Se Exercise 4, page 101
• write to the university and ask them to speak to
students about being considerate neighbours
• threaten to call the police if the students make
noise after midnight
• have a friendly meeting with the students to
explain your point of view
• complain to the local council and ask them to put
pressure on the university to find another solution

153
 Communication activities

UNIT 3c Exercise 11, UNIT 11c Exercise 10, page 134

page 38
Description 1
Portable Clay Cooler
Building upon an ancient food-storage
technique, the pot-in-pot system uses
evaporation from a layer of wet sand
between two pots to help extend the life
of farmers ' goods. Tomatoes can last
weeks instead of just days, meaning more
fresh produce at the market and more
income for farmers.
Developed by: Mohammed Bah Abba
Website: none available
Launch country: Nigeria
UNIT 9c Exercise 10,
page 110
Quiz
Ask each other these questions and make a note of the
answers. Then look at the key on page 155 to see what
type of learner you are. Discuss if you agree with this.
W H EN I STU DY GRAMMAR I LEARN BEST BY ..
A reading clear rules B writing down example
C putting it into practice in conversation
2 I N LESSONS. I PR EFE R .. .
A discussing B looking at pictures, maps, diagrams or videos
C doing something practical
3 I REMEMBER NEW VOCABULARY BEST WHEN IT JS
ACCOMPAN I ED BY ...
A a clear definition B an image C a demonstration
4 IF I AM D ISTRACTE D I N C LASS, I USUA LLY ...
A hum or sing to myself B make little drawings in my book
C play with a pen or pencil
5 WHEN LEARN ING A NEW KILL. I PREFER ...
A someone to explain it to me B someone to demonstrate it
C just to get on with it myself
6 WHEN I'M NOT SURE HOW TO SPELL A WO RD. I ...
A say the word aloud to myself B try to visualise it in my mind
C write down different versions
7 I PR EFE R TO READ STO RIES W ITH LOTS OF .
A dialogue and conversation B descriptive passages
C action or adventure
8 I PRO BABLY LEARN MOST WH EN I'M
A listening to others speak English
B watching an English film or documentary
C trying to use English myself

Managers and
senior officials UNIT 3c Exercise 11, page 38
Skilled trades Description 2

Professional

Associate professional
and technical

Low skil led

Process, plant and
machine operatives
Sales and
customer service
Administrative
and secretarial
Personal service
0 10
Sugarcane Charcoal
Burning wood and dung, the main fuel sources for
many in the developing world, has contributed
to deforestation and breathing problems among
inhabitants. These briquettes made from crushed
sugarcane stalks not only make use of a local resource,
they also burn more cleanly and allow residents to start
a charcoal business for less than $50.
Developed by: MIT D-Lab
Website: http:I I d-lab.mit. edu l resources
15 20 Launch country: Haiti

154
 Communication activites

UNIT 3c Exercise 11, page 38 UN IT 3c Exercise 11, page 38

Description 3
Water Container
In poor rural areas, clean water is often miles
away from the people who need it, leaving them
vulnerable to diseases found in unclean water. The
strong Q Drum holds thirteen gallons in a rolling
container that makes it easy to transporting safe,
drinking water- a task tha t is usually done by
women and children.
Developed by: P. J. and J. P. S. Hendrikse
Website: http: / /www.qdrum.co.za
Launch country: South Africa
UNIT 12d Exercise 7, page 148
Student B
Description 4
Solar Wi-Fi Streetlight
The StarSight system consists of
a series of p ylons that use solar
panels to power streetlamps,
a Wi-Fi box for wireless
In ternet access, and if needed,
closed-circuit TVs for security
surveillance. The result is an
integrated system of electricity
and communication, plus better
street lighting, which has been
shown to h elp reduce crime.
Developed by: Kolam Partnership Ltd.
Website: http: / /www.starsightproject.com
Launch countries: Nigeria, South Africa, Turkey
UNIT Sb Exercise 10, page 61
Questionnaire
HOW SATISFI ED DO PEOPLE SEEM W ITH THE
AM NT OF MO EY THEY HAVE?
2 DO PEOPLE HAVE A GOOD 13ALAN E
BETWEEN WORK AND FREE TI ME?

3 HOW HAPPY ARE PEOPLE W ITH THE

EO CATTO TH EY RECE IVE?

4 H W ONFID E TARE PEOPLE I YOUR

COUNTRYS H EALT H Y TEM TO LO K AFTER
THEM?

5 WHAT Kl D O F F OD DO PEO PLE EAT? I IT

HEALT H Y OR NOT?

You want to sell this car. lt is a seven-year-old VW 6 HOW ENGAGE D ARE PEOPL E PO L!Tl CALLY?
Golf and the advertised price is £3,000. lt is in
good condition but has a lot of miles 'on the clock' 7 HOW OFTEN DO PEO PLE PA RT! I PATE A L T
(100,000). You would like to get as close to the asking LT RAL A TIV ITIES?
price as you can . However, it has been advertised for
two months and you would like to sell it soon . 8 ARE PEO PLE TO LERA NT OF TH E D I FFERENT
GROU PS IN SOC I ETY?

UNIT 11c Exercise 10, page 134

UNIT 8b Exercise 10, page 97
Answers to quiz
1 false
Mostly As- this means you have an auditory learning 2 tru e
style. In other words you remember best when you 3 half-true- it does increase life expectancy but no-
hear things one can say how much
Mostly Bs - this means you have a visual learning 4 true
style. In other words you remember best when you 5 false - the Zebra fish can heal its own heart, but
see things not humans -yet!
6 true
Mostly Cs- this means you have a kinaesthetic
learning style. In other words you remember best
when you do things or when things are acted out.

155
Powered by TCPDF (www.tcpdf.org)
Powered by TCPDF (www.tcpdf.org)
Powered by TCPDF (www.tcpdf.org)
 Audioscripts
Unit 1
. . 1.1
Speaker 1
It's a bit odd beca use I see him almos t every
day at work. He has a job in the marketing
department on the 4th floor and m y offi ce
is on the 5th floor and occasionally, just
occasionally, we're asked to a ttend the sam e
meetings. Umm ... it's strange seeing someone
you're so close to in a different contex t. We've
been married fo r seven years, and colleagues
for longer than tha t, but w e try not to discuss
work when we're a t home with the rest of the
family ...
Speaker 2
We were such good ma tes a t school and then
we went travel.ling together, but we see each
other very rarely now, because jolu1 lives in
Birming ham wi th his wife and I still live in
London. The ftum y thing is, it doesn' t matter
how little we see eacl1 o tl1er - we' re still great
friends. Actually, he never calls me- and
every time I call him he says 'Oh, I've been
meaning to caJJ you for ages', but I don' t mind
Speaker 3
We get on very well as colleagues, but I never
see llinl outside work. He's one of those
p eople tl1a t can aJways mak e you la ugh,
which is really impo rtant in a stressful work
environment. H e's very good a t his job too
and I'm always asking fo r help for things.
. . 1.2
It's known tha t animals often co-opera te in
their own social groups, helping eacl1 other
to hunt or raise tl1eir young. Some highl y
intelligent animals, like elephants, go even
further than tll.is, and help o tl1er animaJs
who are no t in their own family group. But
co-opera ti on be tween ml.imals of different
species is W1UsuaJ, so tha t's why the story of
Suri ya, the orang-u tan, has a ttracted a lot of
interest.
Suriya lives with his keepers a t The Institute
of Grea tl y Endm1gered and Rare Species in
Myrtle Beacl1, South Carolina, which is a kind
of sanctuary fo r rare anim als. Recently tll.is
orang-utan has made an unlikely fri end in a
local how1d d og. Now most dogs avoid apes,
beca use they ar e scared of them basically, but
these two ha ve formed a strong bond . Each
day the dog comes into the compow1d and
searcl1es out Suriya.
Wh en he fin ds llinl, tl1ey carry on like long lost
friends, wrestling m1d hugging m1d playing
together. They' ve been doing tll.is every day
since they first met and their friendship has
a ttracted the curiosity of mill.ions of viewers
on the Na tional Geographic Channel. The
fo tmder of the institute, Dr Antle explains :
'It's clear they are having the time of their life.
What is more striking is tha t Suriya has also
understood that the hound dog is very hungry
m1d so he regularly shares his monkey biscuits
with llinl. Oran g-utmlS are very generous
crea tures. If you give one a piece of candy,
often tl1ey will break it in half and hm1d one
piece back to you.'
So how does he explain the fact tha t their
relationship has a lo t of the cl1aracte ristics of
w ha t we call ' friendsll.ip'? Antle says tha t the
two animaJs are fulfilling a basic sociaJ need
in each othe r tha t perhaps we don' t normally
associa te w ith mlinlals. 'It's a rela tionship with
a ttributes of fun m1d inte raction tha t tl1ey are
not getting from an yone else' .
174
. 1.3
There are many cll.ildren like Bella in Cll.ina.
They admire western brands. They have been
spoiled a little perhaps by their p arents. Often
these cl1ildren receive a better educa tion than
their p arents. They are sent to pri va te sch ools
and are enco uraged to go to tul.iversity. In
China eve ryone's hopes and asp ir a tions are
being raised by the new econom y.
. . 1.4
G = Greta; T = Tim
G: Tim, hello. Fancy bwnping into yo u here.
H ow are you?
T: Oh hi Creta. YeaJl, I'm doing fine, thmlks.
Wow, wha t a surprise ...
G: It's been ages. What have you been up to?
T: I know. It's been far too long. Umm .. . I've
been working abroad for tl1e last eighteen
rnontllS.
G: Anywhere exci ting?
T: Yes, in Tnd.ia, actually. I had a contract witl1
the British COLmcil , d o ing some teacl1er
training.
G: Well, it obvio usly suits you: you' re looking
very tmm ed and relaxed.
T: Oh, thm1ks, it's been a lo t of fun . And you?
You 're looking well too. H ow are things?
G: Oh you know, busy as ever. I've been
completely snowed und er witl1 work tl1e
last few months, trying to get my online
shoe shop business off the grOLmd .
T: Is it go ing OK?
G: Well, you know. lt has its ups m1d d owns.
But we' re getting tl1ere.
T: And wha t about Arnand a? Do you see
m ucl1 of her?
G: YeaJ1, we still get togetl1er now and then.
She was asking after you the o the r day,
actu.ally.
T: Oh . Well I probably won' t have time to
look her up tll.is time. T' m only back for a
week. But do g ive her my regards.
G: ! w ill.
T: And the next time T'm back, perhaps we
can all meet and catcl1 up.
G: YeaJ1, tha t'd be grea t. How long will you be
gone for?
T: I've jllSt go t to do ano ther two montllS
over the re. Then I'll be back in the UK for a
wll.ile, I hope.
G: OK. Well give me a call when you're back.
Yo u've got m y num ber, haven 't you?
T: Yes, if it's still tl1e same one.
G: Yeah , it is. I'll look forward to that. Is Sarah
going o ut there w itll you?
T: She has been witl1 me, but unun ... she's
staying back this time.
G: Oh. Well, say hello to her from me ... er ...
Look, I don ' t mem1 to be rud e, but I need
to get back to wo rk - but it was really nice
to see you. Hope the trip goes well.
T: Thatlks, YeaJ1 I've got to rush too. Anyway,
grea t to see you too, C re ta . Take care ...
and see you soon. Good luck with tile
business.
Unit 2
. 1.6
A: Have you seen the film Sennn?
B: No, I read a biography of ll.im a few years
back. I've heard the film 's really good .
Wha t did you tll.ink?
A: I tlw ught it was fantastic. It's a
docwnenta1·y essentially, but w1like most
docwnen tar ies the re's no narra tor. It just
tells the sto ry of his life through a rcl1i ve
footage. Actu ally, T'm not a huge fm1 of
Formula One o I wasn' t really expecting
to enjoy it, but it's really gripp ing.
B: Oh, so it didn' t really give any opinion
on whether Se1ma really believed he was
superior to every o tller dri ver or whether
he acted unfairly sometimes .. .
A: No, no t at all .. . it leaves you to make up
your own mind about him completely.
A lot of the film focusses on his driving
career, from his early w ins to his dea th in
a crash in urnm m 1994, I think it was. For
mucl1 of it, he had tll.is bi g rivalry with the
French d ri ver AJain Prost and tl1ey too k
eacl1 otl1er o ff tl1e track a t critica l times.
But tl1e film doesn't say who was right or
wrong .. . although in tile end you come
down on Seru1a's side ...
B: WeJJ , you say it's objecti ve, but of course
the viewer 's opinion can be manipulated
by the director ... just in the way he
cl1ooses to ed.i t the film.
A: Yes, no, ! suppose tlla t's true .. . but it's
not a sentimental film . Perhaps you fee l
sympa thetic towards Senna, 'cos he seemed
like a ni ce guy- tLmmm ... he did a lot of
cl1ari ty work in his na ti ve Brazil - but it
felt very fa ir and impartial ...
B: Well, tha t's very differen t from the
biography I read. The w riter made hi s
opinion very clear. He was very biased
against Alain Prost and too k every
opportuni ty to tell you so.
A: Was it good otherwise?
B: Well, qui te good but ra tller repeti ti ve m1d
not ve ry well written . But there were a
few good m1ecdotes in it. There are better
biogra pll.ies out there, I'm told .
'i 1.7
P = Presenter; M = Mark Mowlam
P: Take a bestselling book, a grea t story line
and add a grea t cast, m1 experienced
dil·ector and a la rge filming bud get. And
wha t do you get? A box office success,
yo u would tll.ink. Think again. There's no
guarantee that a book that has enjoyed
grea t success w ill ma ke a good film. Some
film adap tations have worked, otllers have
flopped . So wha t's the secret? Tha t was the
question I put earlier to film critic Ma rk
Mow lam , w ho's fo llowed the p rogress of
many book-to-film ada ptations in his time
m1d has recentl y reported on tile makin g of
To lkien 's The Hobbit.
M: Well, tl1e goaJ is really to make a good film
that remains true to tl1e s pirit of tl1e book.
There are many exam ples of ada ptations
wll.ich ha ve failed beca use they tried to
remain too faithftil to the plot and tl1e
cl1aracters of tl1e book. Probably beca use a t
tile time the producers worried that tlley'd
alienate loyal readers if they departed too
much fro m the original text. But in fac t
tl1at's a nl.istake: wha t works well on the
page doesn ' t necessarily work well on
screen; you have to give the screenwriter
freed om to crea te a script tl1a t flows, even
if tha t mem1s cl1a nging the origin al.
So wha t we find is a lot of good films
- Sense and Sensibility, The Shining, for
exam ple- tha t are comple tely tmlike tile
original book. And rea ders are gene rally
OK about thi s beca use tlley tl1.ink of book
and film as two separa te works of art. But
tl1e re are films tha t have mat1aged to stay
true to tl1e book and stiJJ be good films.
Wha t tl1ey've done - a bit li ke in cooking,
I su ppose- is to put in all the book's good
ing redients and then boi.l them dow n to a
concentra ted mixture that's packed w ith
tile fl avour of the originaJ work.
P robabl y the best example of tll.is is The
Lord of the Rings trilogy by Peter jackson .
The central theme of the book - which
is a struggle between the forces of good
and evil - perhaps wasn' t so difficult to

portray, but J.R.R. Tolkien crea ted a very
ori ginal other world and reproducing
tha t was a mud 1 more difficult tas k,
beca use ead1 reader has their own very
clistinct idea of wha t this wo rld was like.
I think Jackson clid a fan tastic job, using
the spectacular scene ry of New Zea land
for the film 's loca tion. The other tiling
about tl1e The Lord of tlw Rings is tl1a t it's a
very substantial work - tluee books ead1
containing over twen ty long d1apters- so
Jackson had to leave some elements of the
story out. To compensate fo r this, he took
the most importa nt scenes and then put
all tl1e emotional force behind these. The
result is tha t it has become one of the most
successful films of all time, a blockbuster
tha t has grossed almost $3 billion.
' i 1.10
Steve Winter and Douglas Chad wick, who
were working in Kaziran ga Na tional Park, had
tluee close encounters with rhinos all on the
sam e day. Before entering the park, their gillde
had told them not to be afrrud, so they weren 't
especially worried, but clearly the incidents
shocked them. They knew tl1a t filming in the
park was dan ge.rous work, but they hadn' t
been expecting to mee t danger quite so soon
or so frequently. But it didn' t stop them
carrying on!
' i 1.12
I was mountain-biking w ith a fri end in Wales
and we'd just finished a long o ff-road climb
out of the Dysynni Valley. It had been rillning
earlier but now the sun was sllining and we
were feeling quite warm. Since the rest of the
route was d ownhill on tarmac roads, l too k off
my bike helmet and set off. Suddenly tl1e road
became very steep and the bike picked up
speed quick! y. There was a turn al1ead in the
road and I knew I was going to crash. The bike
went strai ght into a wall, but luckily I fl ew
over it and landed in a field of long grass.
Mr Cha rles Everson and his wife Linda
were driving home from d1llr d1 one Sunday
when a cow fe U from the sky and la nded
on the bonnet of their van. The cow, whld1
had escaped from a breeding fa rm, had been
grazing too close to the ed ge of a cliff nex t to
the road and had slipped and plunged 200ft.
When the emergency services arrived a t the
scene they fo und the cow dead an d Mr and
Mrs Everson in shock.
'IJ 1.13
Conversation 1
A: The bus broke down on the mo torway, so
we were all left stranded until help could
arri ve.
B: Wha t did you do?
A: Luckily an otl1er bus came w ithin about 15
minutes an d we all transferred to that one.
B: Tha t must have been a relief.
Conversation 2
A: My trousers got ca ught on the door handle
and as I walked away they tore.
B: Oh, that's awful.
A: Yes, r had to walk right across the
restaurant back to our table with my hands
over t11e hole.
B: How emba rrassing!
Conversation 3
A: I bent the key trying to force it into the
door lock and when I tried to strillghten
the key it snapped .
B: How did you get in?
A: I went to the neighbours', but tl1ey weren ' t
a t home. So I just had to wait ' til someone
came home.
B: Yeah, a simila r thlng happened to me once.
Conversation 4
A: The lift got stuck between fl oors 25
storeys up and two of the occupants were
comple tely panic.-stricken.
B: Wha t a nig htmare!
A: It was. Then the lights in the IHt went off
and one of them started screaming.
B: Yeal1 I think I would have d one the same
thing.
Conversation 5
A: The tyres on my bicycle were badly worn
and w he n r hit a bump in the road one of
tl1em burst.
B: Poor you!
A: Well, I cam e off and cut my ha nd . Thank
goodness the re were no cars behind me.
B: Tha t was lucky.
Conversation 6
A: My computer froze witho ut any reason
while I was working.
B: Really? How strange!
A: Yeal1, I thought I'd lost abo ut fo ur hours'
work, but l when I rebooted tl1e computer
I searcl1ed fo r some of the key words in
my document and I found a tempo rary file
whim had most of the docume nt in it:
B: Tha t was good tllinking.
Unit 3
'IJ 1.16
1 an swer, but then I' m a scientist a t heart even
[ expect tha t most of my genera tion will li ve
to be a.round a hundred years o ld . There ar e
already 12,000 people in the UK aged over a
hw1dred and it's predicted tl1a t by tl1e yea r
2060 tl1at number will have risen to abo ut one
mill.ion.
2 are basically lazy. They won' t d o a nything
[ think people w ill be interacting w ith
intelligent macllines even more than they do
now. I read thls article about tl1ings called
clmtbots whlch a re programs tl1at can hold
intelligent conversa ti ons witl1 people in cha t
rooms on the Inte rnet. These programmes
alrea dy exist.
3 'IJ 1.21
I don't think g lobal warming is go ing to be
the problem that everyone says it is. By the
middle of this century I think hwna n will
have cliscovered ways to control the wea ther.
If yo u tl1ink about it, tl1e benefits, c01mnercial
and otl1erwise, are so grea t - for agriculture,
for stopping na tural disasters and so on - tha t
it's only a ma tter of time before someone
works out a way.
'IJ 1.17
Hello everyone ... one moment, I'll just adjust
my microphone ... OK, tha t's better. I can
see a lot of hopeful -looking faces out tl1ere.
I'm peaking to a government committee
tomorrow a nd I hope tlley look as bright-eyed
as you d o ... Let me just say th.at I'm afraid
tl1at those of you who have come looking for
immeclia te answers to overpo pula tion are
going to be clisappo inted, but I hope I can a t
least give you some ca use for optimism. l'm
not going to spea k for too long beca use I'd like
to hea r wha t you ha ve to say too, but le t me
tell you first how I see the situa tion ...
In 1798 an English econo mist, Thomas
Mal thus, claimed tha t tile popula tion al ways
grows faster than the food supply, until war,
clisease or famine arrive to redu ce the number
of people. A century and a half la ter in 1968,
Pa ul Ehrlid1 w rote in his book The Population
Bomb tha t meclica l science was keeping too
man y people ali ve and tl1at we had failed to
control the birtl1 ra te. He preclicted tha t as a
result hundreds of millions of people would
soon starve to dea th.
Audioscripts
But hls bomb was a dud . Yes, meclical
science has ex tend ed life expectan cy and
the popula ti on ca rries on grow ing: aro und
seven billion today and it w ill probably peak
at around nine billion by 2050. But mass
sta rva tion? It hasn ' t ha ppened . Why? Beca use
-
scien ce stepped in with better seeds and be tte r
pesticides to boost food production and it's
abo ut to step in again with nan oteclmology,
wltid1 will in turn help us to engineer safer
and d1eaper foods.
So wha t abo ut overpopula tion? Let me give
you a fact: if in 2045 there ar e nine billion
people in the world, tl1e population density
will still only be half that of France today.
And no one compl ains about overcrowding
there: France is the world 's favourite ho liday
destination! Some of the new megaci ties of
Asia might no t be such pleasant places to live
. .. but the problem is not just the number of
people. The problem is how people consume
resources.
By 2030 more than a billion people in the
developing world w ill belong to the 'global
middle class'. That's a good thing. But it w ill
be a bad thing for the planet if those people
start ea ting meat a nd driving big cars every
day. Some, ultracautious people, say we
should bring in wa rtime emergency measures
to conserve resources. l don' t think that's the
if I' m serni-reti.red now. For me the answer
lies in innova tions like biofu els and o ther
a Iterna ti ve energy sources .. .
l'll talk about these specifi c solutions in the
second pa rt of my talk but le t's just go back
to Mal thus for a moment. People, he arg ued,
unless they are forced to by necessity. But
wha t he didn' t take into account is tha t faced
with clisaster people a re not lazy. Mankind
and science will rise to the challenge .. . tha t
is my sincere belief ... Oh, by t11e w ay, one
more tlti.ng: the necess ity train arri ves in half
an hour ...
1 World leade rs a re meeting in Geneva
tomorrow to cliscuss the issue of
overpopulatio n.
2 [n the nex t few weeks, the government is
going to introduce a fee for earn child tha t
couples have after their first two d1ildren .
3 Scientists say tha t space colonies w ill be
the only solution fo r overpopulation in the
medium term .
4 Doctors have sa id tha t in future they are
no t going to spend so mum effort keeping
the old aJi ve.
5 The government w ill Ja uncl1 a new
educati on programme la ter today to
encourage women to have fewer d1ildren .
6 People will have to cl1ange their lifes tyles if
they want the world 's resources to support
the growing popula tion in the co ming
years.
' i 1.22
B = Ben; S = Sophie
B: Can you gi ve me a hand? I'm hav ing
trouble making tltis map.
S: Hang on. I' m just finislling a letter. I'll be
witl1 you in a second . ... OK. Wha t d o you
want to do exactly?
B: I' m just making some directions for some
friends who a re staying in our house next
week. I'm trying to paste tltis map into a
Word document.
S: Are you going to emilll it to them ? Because
i.f so, you could just email them tile link to
the map.
175
 Audioscripts
- B: No I'm going to print it out and give it to
them when they get here, beca use we're
going away .. . The trouble is it won' t allow
me to copy it.
S: Let me have a look. Oh, I see ... Oh, it's
a Google map; you can ' t select and copy
them, I'm afraid .
B: Oh ... what shall I do then ?
S: Well, you've got two possibiliti es. You can
ei ther take a screen shot .. .
B: What's that?
S: Here I'll show you. just press al t p rint
screen like this, then op en a new Word
doetunent an d paste it in . That should do
the trick.
B: Oh, l see, but it's come out very small.
That's going to be too difficult for them to
read. What else do you suggest?
S: Have you tried lookiJ1g for a different map .
If you do a search, you mi ght find one that
you can copy.
B: OK .. . I'll give that a try. Thanks ...
S: Feel free to ask me again if that doesn' t
work.
Unit4
• 1.24
A: Peop le are never qui te what you expect,
are they? There's a teacher that J work with
who's rea lly quite a shy person .. . never
expresses a strong view or imposes her elf
in a group . T worked with her for about a
year before I found out that every weekend
she becomes a street performer.
B: What kind of street performer?
A: Well, she turns out to be some kind of
acrobat. She was brought up in a d rcus and
she still ge ts toge ther at weekends with
frien ds and puts on sh ows of drcus skills
with them in public places, like a busy
shopping street on a Sa turday afternoon.
She doesn' t do it for money- just for fun .
But it's not what yo u imagine her doing
when you meet her .. .
B: That so unds a bit like my neighbo ur. He
works for a firm of accountants, wa tches a
lot of sport, but in his free time he w ri tes
poetry. I don' t think man y people have
read it, beca use he's rather priva te, but
he showed me a poem a while ago that
he w rote when his Uttle boy was sick in
hospital and it was absolutely bea utiful
• 1.25
'Na ture has done eve rything fo r Sydney,
man nothing; man has done everythiJ1g for
Melboume, nature nothiJ1g,' a visitor to
Austra lia once noted. Herein lies the essential
difference between Australi a's two largest
cities. Melbourne is Australia's second ci ty,
but it has plen ty of firs t-class qualities, from
a buzzing arts scene to its enorm ous ran ge of
restauran ts. 1t may have a few grey days, and
a muddy river instead of a beautiful harbour,
but don 't let that worry you . The lack of
natural attractions has meant that Melbourne
has had to crea te its own man -made
p leas ures ... an d in doing so it has become
Australia's cultura l capital. Thea tre, m usic,
street scul ptu.re, fashi on - in fac t, there are
hardly an y forms of artistic expression whid1
you can' t find here- all thr ive, alongsi de a
cosmopolitan mix of cafes, restaurants and
pu bs.
What's grea t about Melbourne for the visitor
is how accessible all these arts are. As well
as trad itional museums and galleries like
the Na tional Gallery of Victori a an d concert
halls, like H a mer Hall, there are an enormous
number of smaller art spaces and venues
which ca ter for every kiJ1d of taste. Art is not
so metllli1g for a sma ll minority. In fac t, for
176
most inl1abitants of Melbourne a weekly visit
to the cinema or an art exhibition is a routine
event. Several festi vals take pl ace d uring the
winter months incl uding the International
Film Festival in July and tl1e Fringe Festival
in September whid1 has loads of interesting
(even if not always that good !) comed y, druKe
and thea tre acts.
U tl1e locals apprecia te their art, they
absolutely love their sport. Lots of people
around tl1e worl d will know tl1e Australian
Formula One Grand Prix and tl1e Australian
Open Temtis, which attracts over half a
million spectators to Melbourne in a carnival
atmosphere, but few people w ill be familiar
with the sports Melbuntians themselves
fo llow. Australi an rules foo tball and cricket
enjoy a huge am o unt of support and, if
you have en ough time, a visit to see eitl1er
is well worth it just for tl1e atmosphere. If
you're looking to p articipate rather than
just wa td1, why not try a bit of surfing or
sw irruning? Cycling, jogging or a visit to
one of Melbo urne's mru1y gyms are other
possibili ti es. All tltis info rmation is on our
website at thetrnvelslww.org so do have a look
if .. .
't 1.27
I = Interviewer; W =Will
1: OK, Will, I'm going to fire some statements
at you about what various people say art
should be and I wru1t to know whi ch of
tl1ese yo u agree with. OK?
W: Er .. . OK .. . but I'm already a bit
suspicious, because I don' t actu all y think
that 'should ' has a lot to do with it. People
have a very fixed idea abo ut what art
'should' be- a certain kind of portrait
or lru1dsca pe very often ... but, ru1yway,
anyway, I'll play tl1e game, so ... let's hear
what tl1ey say ...
I: Good, here's tl1e first one then ... Art should
be something pleasing for the viewer.
W: Mmm no, not necessarily- tl1e artist's
intention might be to make yo u feel
uncomfortable, not to give you a warm
feeling ...
1: OK. What about tlus, then? ... Art should
i11Volve effort on the part of the artist.
W: OK tl1at's more interesting, but still tl1e
ru1swer is ' not necessa rily'- Monet did
so me of Ius paintings in five miJ1utes .
l : Did he? I didn' t know that. That's amazing
... well, that ties in witl1 the next one,
perhaps. Art slwuld involve technical skill.
W: Ummm .. . I can thiJ1k of quite a lot of
examples of successhtl art that wasn' t
tedutically difficult, but was just based on
a clever idea.
I: OK ... Art should have a social message or
make a politicnl point.
W: No, certainl y not. Is tl1e Mona Lisa
political? I don' t tl1iJ1k so. Look, ... an
artist's role is simpl y to present ru1 idea in
a visual form . The viewer 's role is to give
that effor t their time and atten tion and tl1en
tl1ey cru1 say either 'Yes, I really like that',
or ... T hat moves me', or 'No, I'm afraid
that doesn' t do anything for me.'
" 1.28
J = Jake; T =Tom
J: Hey, Tom, how was The Lion King?
T: I loved it .. . I'm not generally a fru1 of
musicals .. .
J: No, me neitl1er ... 1 never feel particularly
inspired by tl1e music in them .. . w ltid1
should really be tl1e whole point of tl1em .. .
w ith a few exceptions perhaps ... like West
Side Story or Grease whim have fru1tastic
m usic ... So what was so good about it?
T: Well, visually it's abso lutely stunniJ1g, tl1e
opening scene particularly. All tl1e animals
-giraffes, wild ebeest, zebra, antelop e-
congrega te on tl1e stage to set the scene,
wltid1 is the pl ains of the Serengeti where
tl1e story takes place. And tl1ey're in these
fabttlous costumes: they' re difficult to
describe but the effect is tl1at tl1ey actually
seem to move like real a11imals. Everyone
il1 tl1e audience was spellbow1d ...
J: But is tl1e story tl1e same as in the Disney
film? l remember there were a couple of
ra tl1er rum oying rnaracters in the film, like
that bird, who's supposed to be there for
comi c effect, well at least I tlllilk it is, but
actually after a wlille they begin to armoy
you.
T: Yo u mean Zazu. Yeah , I know what you
mean about that kind of Disney d1aracter -
often they can get on your nerves- but tiUs
production's different. It actually seems
mud1 more adult thru1 the film .. . It's very
well-d one. I fo und the story really moving.
J: Mmm ... and what about the music?
T: It's essentially the sam e score as tl1e film - I
tl1ink Elton John wrote most of it, but it's
all based on African rhytl1ms ru1d vocals ...
J: Doesn't really so und like my kind of thing.
T: Oh .. . well, I've got a lot of time for El ton
John . I think he ea trnes the mood of tiUs
really well. Have you heard Circle of Life?
J: Er ... no, don' t tJtink so ...
T: Well, I'm not going to sing it ... anyway
I rea lly recommend it. It's not d1eap to
go but if you get a chan ce you shOLtld . I
can ' t bear the ltigh prices they d1arge for
musicals these days, but actually I didn' t
mind for tltis one ... it was worth it.
Unit 5
't 1.31
Speaker 1
It's always been our dream to have our
own place in the co untryside whid1 is self-
sufficient. So recently we decided to buy a
small piece of lru1d in tl1e hills. We're going to
build a home out of natural materials and try
to generate our own electricity using wind ru1d
solar power so that we won' t need to bu y in
any extra electricity from outside.
Speaker 2
At the moment a lot of students use their own
cars to ge t to the university wlud1 is follJ' miles
outside tl1e city ru1d not served by regular
public transport. So we hope that tiUs new rail
link w ith traiJ1s r unning every half aJ1 hour
will help reduce traffic congestion around tl1e
tuu versity ru1d also reduce p ollution .
Speaker 3
I tJtink tltis is the first mobile device to offer
simultaneous trru1slation. It listens to the
speaker ru1d then displays a trru1slation of
what tl1ey are saying directly onto the screen
- absolutely incredible. It w ill trru1sform
communica tion between people speaking
different lru1guages.
. 1.32
There used to be a lovely residen tial area
right in the city centre, but, in tl1e 1960s the
local authority decided to redevelop it as a
shopping district. This involved demolishing
all the ho uses ru1d making way for huge car
parks so that shoppers from out of town could
park their cars. What's stran ge is tl1at no one
really considered opposing the idea at the
time. Even tl1e residents seemed to accept
tl1at the area had to be modenused . If you
proposed converting ho uses into shop s on
sud1 a big scale today, I don't think you would
be allowed to do it.

Anyway, the result was that they spoilt the
d1aracter of the centre. People shopped there
in the daytime but a t night everyone avoided
going there because it became a centre for
drug dealing and crime. Now, 50 years la ter,
the local authority wants to transform it into a
mixed area again by building new homes. The
trouble is tha t rents are so high tha t ordin.a ry
people, like the ones who were moved out
originally, can' t afford to live there anyrnore.
" 1.33
Q: I know you like exotic places- ha ve you
tried visiting India?
A: I was just there actually- in Kerala in the
south-west. I was intending to go on to
tour other parts of Indi a, but Keral.a was so
fascinating I stayed on ...
Q: Were you on holiday?
A: No ... well, it was meant to be a holiday,
but actually it turned into more than that
Q: Oh dear ...
A: Oh, no. I don't regret d1an ging my plans
... I became so interested in the pla ce that
I started to write an a rticle about it for the
newsp aper I work for ...
Q: Really? Is it a tra vel article?
A: Not really. It's more sociological, I guess.
I'm trying to show what a remarkable
place Kerala is in the developing world.
You see, it's a small state with a big
population and the average income is
only about $300 a year. Usually that
would mean people having a fairly poor
quality of life, but that's not the case. In
fac t Kerala stands out as a kind of model
of social development. The population is
highly litera te and well-educated and they
seem quite well-off, compared to other
par ts of India. They're healthy and live
almost as long as Americans or Europ eans;
it seems tha t infant mortality is also
very low. Also, women, who' ve umm ...
always traditionally been the hea d of the
household, continue to be very active (and
equal) participants in society.
Q: Mmm .. . that's really interesting. I
remember going there with my wife in the
1990s. But we were just tourists and my
memories of it are as a very tranquil and
beautiful place, with gorgeous beaches and
lagoons ...
A: Well, of course that's the p art of it tha t
tourists like to spend time visiting. But
tranquil is not necessarily the adjective
I would use. Triva.ndrum, the main ci ty,
where we stopped to visit an Indian
journalist I know- a highly cultured
man, by the way- is absolutely hectic.
The p eople there are very politically
engaged: they never stop debating; there
are often strikes on the buses or parades
of demonstrators- some medical students
started protesting when we were there and
wen t on protesting for four days .
Q: So why do yo u think it's sud1 a successful
society?
A: Well, there are essentially two reasons,
I think. The first is tha t the Keralites
are naturally toleran t peop le: you find
Hindus, Muslims and Christians all living
peacefull y alongside earn other and
foreigners are trea ted no differently to
anyone else. And secondly, the governmen t
has invested a lot in healtl1 and educa tion
and goes on investing a lot. The land is
incredibly fer tile and well-organised -
sm all faTmers cultiva te every ind1 of it so
none is wasted, whid1l regret to say is
not always the case in some deve loping
countries.
Q: Sow1ds fascinating. Please remember to
send me a copy of tl1e article when it's
published .
A: Of course I will.
" 1.35
P = Patrick; A = Anna; I = !sa belle
P: OK, A.nna, I believe you've prepared a brief
sllOlJnaq of the Ho ward Park project .. .
[Atm a: Yup ]. Would you just like to take us
through the main points?
A: Yes, sure. Well, tl1e Howard Park project
began two years ago. We agreed to lend
the local authority £750,000 to redevelop
a green space in the Howard's Hill area
of the ci ty. The aim was to give the local
resid ents a nicer park, first of all, but also
some new recrea tion facilities: a mini goli
co urse, two tennis courts, a small cafe and
a new clllidren's p lay area. The play area
was in terrible condition ... full of rubbish
... it was actually quite dangerous. So here
we are two years on: wha t progress have
they made? Well, they've done a good job
of cleaning the area up: they' ve planted
trees and laid new grass, so it looks mud1,
mud1 better. They' ve also built tl1e cafe and
the d1ildren's play area . However, they' ve
also done some iliings tl1at weren ' t part
of the original plan. For example, iliey' ve
built a fow1tain near the cafe and six
months ago they also bought a sculpture,
at a cost of £80,000 to place near the
fOLmtain. Now they 've run out of money
and are asking for a new loan of £250,000
to comp lete the tennis courts and mini-goli
course. What do you tllink?
I: If you ask me, tl1at's completely wrong.
They've been spending money on iliings
they had no right to. I don't tlu.nk we
should give them another penny.
P: Well han g on a minute. Let's not be too
hasty. I agree tha t tl1ey should have told
us abo ut tl1ese other d1anges. But we need
to consider if they are in the spirit of tl1e
original aims of the project ..
A: That really depends on the opi.tuon of
ilie local residents. The way I see it, it's
probably a good thing- if residents like it
and it means tl1ey' ll use the park more.
I: Well, I just fi.t1d it arrogan t of them,
actually .. .
P: OK ... so what ought we to do? Personally,
I don't iliink we should lend them any
more until we know wha t local people
tllink of tl1e work they've done already.
A: Yes, I'd go along with that. We need to ask
tl1em to conduct a survey of local opinion
and then show us the results.
P: Exactly. Are we all agreed on ilia t then?
1: Yes, I guess so .. . yes, that seems fair to me.
Unit 6
') 1.36
I only get three weeks' holiday a year so I
always cl1oose the places I go to carefully. I
try to go to places w ith dramatic scenery ...
and unusual places. It can take time to get to
iliese, but it's generally worth it. I've visited a
few ice hotels in my time in Sca11dinavia, but
Hotel de Glace is something special. It's a real
work of art. The furniture and fitti.t1gs axe all
made of ice- there's even an ice d1andelier in
the lobby- and the walls are decorated with
pictures carved out of the snow. Once the
sun goes down and all the coloured lighting
is sw itched on, the effect is sh.uuli.ng. But .. .
there is a but, I'm afraid - as a place to get a
comfortable night, I'm not sure I'd recommend
it. I know it sow1ds obvious, but the place is
really cold . Unless you have a sa una before
going to bed, you'll probably wake up in the
Aud ioscripts
night feeling d Ull y, even in the special minus
40 degree sleeping bags you are given . I guess
it's a bit like high class camping, if you like
tha t kind of thing.
'!i 1.37
P = Presenter; K = Katie Sam uel
P: .. . Now, have you ever thought of doing a
bit of building work during your holi days?
Or helpi.t1g to look after animals on a
wildlife reserve? You probably thought iliat
sort of vaca tion was for eighteen year o lds
on their ga p year, didn't you? But it seems
more and more working adults are op ting
for volw1teer vaca ti ons. With us today
is Katie Samuel, a uthor of Good Travel, a
g uide to altemative ho lidays. Katie, I can
see that iliis might attract a few people, but
for most of us, w ho only get a few weeks
off a year ... wouldn' t they prefer a more
relaxing option?
K: Well, tha t depends very mum on how
your volunteer vaca tion is organised. The
good companies in iliis field are certainly
conscious of the fact tha t iliis sho uld be a
rewarding travel experience .. . and not just
a work trip.
P: But isn 't ilie whole point of it to go and
lend a hand to people in need of help? It's
not really a holiday as we know it,
is it?
K: Well, no, perhaps it isn 't, but it is more
like what real travel sho uld be about: a
cultural experience wh ere each side gives
something and takes something. A good
example is a programme next to Kenya 's
Tsavo Na tional Park, where vo lunteers
help local people to find ways of making
a living tha t don' t involve poaching or
killing loca l wildlife. So they help them to
plant crops, build fences, develop ideas for
to ur ist busi.t1esses and so on. In return the
locals take them for bush walks, whicl1 are
like mini-safaris, tead1 them about local
wildlife, talk abo ut the history of their
communi ty .. .
P: But the vohmteers pay for the trip, don't
they?
K: Yes, of course, they have to pay for
their airfares, their living expenses and
sometlli.ng to cover the organisa tion costs.
P: And do yo u need to be qualified to
vohmteer? T imagine organisa ti ons don' t
want people turning up to tead1 or build or
whatever who have no idea of what iliey' re
domg, do they?
K: Agam it depends ... There are a few
p rojects whid1 are only open to people
with professional experience .. . urn .. . like
people with a medical backgrOLmd .. . but
for the most part, volunteers can be trained
to do the work. The Cultural Restora tion
Tourism Project (CRTP), whicl1 helps to
restore cultural heritage sites arOLmd the
world, gives volunteers ilie d1ance to
work wiili local ru·clutects and artists. They
have a project restormg a 300-year-old
monastery in Nepal where you cru1 get
traini.tlg m domg wall paintings from a
world-famous painter.
P: So, yo u co uld ach.1ally come back with a
skill you didn't ha ve when yo u left?
K: Absolutely. It nught not be a skill you'll
ever use again: helping to bottle-feed milk
to orphan ed lion cubs- that's a project in
Zambia - is unlikely to be of direct use to
you back a t the office in the UK, but we all
benefit from new ru1d different experiences,
wouldn't you agree?
P: Yeah, I'm sure that's true. So could you tell
us a bit more about ...
177
 Audioscripts
'i 1.40
M = Mike; J = Jeff
M: Hi, I'm interested in helping out on the
Grea t Continental Divide this summer. My
fr iend did four days last summer. J can
work for just a few days, can' t 1.?
J: Absolutely. Anything from two days to two
mon ths.
M: Tha t's grea t. I have about a week in June.
How much does it cost to take part?
J: It's free.
M: Sorry? Don' t I ha ve to pay for my
accommoda tion?
J: o, it's comple tely free. You just have to
register by filling ou t a fo rm and sending it
to us.
M: 1 can' t do that onli.ne, can I?
J: Sure, you can. It's on our website. You've
vis ited our websi te, haven' t you?
M: Yes, I' ve had a quick look. And w he re on
the trail can I work?
J: New Mexico, Montana, Wyoming ...
M: Don' t you have something in Colorado?
That's where I live.
J: Yes, we d o. We have spaces in Winfield
and a few in Moun t Elbert.
M: And you give training firs t, don't you?
J: It's on the job training, wtless it's a very
specific. We' re looking for a chef a t the
moment. You d on' t want to be a chef, do
you?
M: No. l just wan t to help build some
trails ...
1) 1.41
M= MaJcolm; P =Paul
M: Hi Paul, this is Malcolrn, your host. You
emailed me abou t staying next Thursday
for a couple of nights.
P: Oh hi, hi Malcolrn. Thanks for getting back
to me. Is tha t still OK?
M: No, tha t's all fine. I just thought I'd give
you a ea U to explain how to get here,
beca use it's a bit complica ted . How are you
getting to Hamilton, first of all?
P: I'm coming in by train sometime in the
afternoon.
M: OK. I wanted to pick you up, but my car's
a t the garage that day.
P: Hey, that's kind of you, but I can make my
own way.
M: OK. Welll'm at work ' til about five thirty
so feel free to come over any time after six.
P: That sounds perfect. And how do I get to
you from the town centre?
M: Well you could just get a taxi, but it's about
eleven kilo metres from the centre, so it
won' t be cheap. Alternatively, you can hop
on a bus to Stoney Creek. Look out for the
Stoney Creek Arena on your right and get
off there. lt's only a twenty minute ride.
From there, Cherry Heights is another
fifteen minutes on foot, straight up King
St. Once you reach the crossroads a t G ray
Roa d, the easiest thing is to give me a call
and I'll come out and meet you .
P: So bus to Stoney Cree k, walk up Ki11g St to
Che rry Heights and call from there?
M: Yup. Call when you get to the crossroads at
Gray Road.
P: OK got it. Tha t sounds grea t. If I get
held up in any way I'll le t you know, but
o therwise exp ect a call around si.x thirty.
M: Grea t. See you next Thursday then. Bye
P: Bye
Unit 7
'fl 2.1
... so iJ you al ways keep these three things
in mind, it's actuall y quite simple to make a
difference to your own personal consumption
of natural resources. Number one and most
important is red uce. In other words, try to
178
buy and use fewer goods. In the UK we
throw away a third of the food we buy. If we
onl y bo ught the food we rea lly needed, this
wouldn' t happen. Umm ... try to reduce the
energy you use too, for example switching the
lights off when you leave the room or urnrn
... walking somewhere instead of taking the
car. The second thing is to reuse. Mend things
tha t are broke n. Think how you can re use old
things, such as those old jeans you tluew out.
If you had11' t tluow n them away, you could
have worn them the nex t time tl1ere was some
gardening or decora ting to do. And lastly
recycle. Ortly buy prod ucts tha t are made
of recyclable ma terials: like g las bottles or
certain plastics; and when you ha ve finished
with them, take them to a recycling point. OK
so that's tluee things to remember: reduce,
reuse, recycle.
'i 2.2
Speaker 1
Liam fro m the United Kingdom
I live in Manchester, whicl1 is probably one
of the wettest places in the UK. lJ I had been
brou ght up somewhere like Saharan Africa,
where 1 had to walk miles each day just
to fetch wa ter, I'd obviously be a lot more
conscious of water conservation. But I'm
afraid I don ' t se t a very good example- er ... 1
probably waste a lot - leav ing the tap rW111ing
when I brush my teeth and so on. Clearly
we're not going to run out of water in the UK,
but I know water con erva tion is important.
If we all used less water, tl1e water companies
wouldn ' t have to use so much energy trea ting
wa ter to make it clean. And of course tha t
would be more environmentally-fri endly.
Speaker 2
Gemal from the United Arab Emirates
I' m not saying tl1e idea of desalina tion plants
is w rong. If desalination methods didn't exist,
tltis country would not have been able to
develop in the way it has. Nowadays we use
water in o ur homes more or less as we want
to. But I d on 't think we can continue li ke
this. You see, the waste from the desalina tion
process is a kind of brine with a dangero usly
high salt content ... wlticl1 will eventually
destroy llie in the sea. I a m interested in
discovering farming techniques tl1at use salt
water. There are grasses and othe r types of
plant that can grow with sea water. If we were
to use more of tl1ese, it would give our natural
fresh water springs a cl1ance to recharge.
Speaker 3
Daniel from the United States
Americans (and I' m as g uilty as the rest) use
water like there is no to morrow. I think it's
well-known that the Colorado River doesn' t
reach the sea anymore. If you had visited the
area around the old delta in Mexico 100 years
ago- ricl1 wetlands, full of wildlife - you'd
be shocked to see it now. It's all dried up .. .
a kind of salt fla t. The reason is agriculture.
The river has been da.mmed and di verted in
various places along its route to irriga te fields
and provide enough water for people living
in the desert areas of Nevada ru1d Ca lifornia.
Unless we cl1ange the way we think about
water and stop wasting so much, the river will
carry on getting sma Uer.
Speaker 4
Carmen from Mexico
My wa ter needs are tile same as most people's,
I think: I have a small vegetable garden; I have
to wash myself and my cl othes. I don' t have to
save water, but I want to, you know. I collect
rainwater for the garden, 1 fill a basin to wash
in rather than running the ta p, I wash my
dishes every other da y. But now governments
are discussing bi g projects for transporting
water from one part of the world to ru10ther
using huge pipes and tankers. I tllink if more
people thought and acted like me, things
wo uld no t have come to this point, you know.
') 2.4
E = Erika; A= Andy; J = Jane; R = Ralph
A: Erika, wha t do you think about all tl1ese
people wbo say tha t there's no proof that
clima te change is man-made?
E: OK l' ll tell you my position. I don' t know
if climate chan ge is man-made and I' m not
sure anyone can say for sure. Let me give
you an exa mple .. . urnrn ... an an alogy.
Imagine yo u were losing your hair and I
told you tha t some people had found that
i.f tl1ey a te a banana every day it prevented
hair loss. Even though you had no proof
it worked, you would probably try ea ting
a banana each day, wouldJ1' t you? Well,
it's the san1e with global warming. We
don' t know that we' re ca using it, but some
people say we might be with all the fossil
fu els we burn. And l, for one, am happy to
be a little more care ful in how 1 pollute in
case tl1ey' re right.
A: Mmm ... well, I don' t accept tha t. l used to
believe in climate change, but the last few
winters here in the UK have been mucl1
colde r than normal. To be honest witl1 you,
I'd believe it more i.f I wasn't getting up in
the morrting and scraping ice off the inside
of my windows rather tl1ru1 the outside.
E: Yeah, but tha t's no t the point, Andy, is it?
You know, regional temperatures may be
lower, but average global temperatures
carry on rising.
J: Mmm ... Look - there's no doubt tl1a t the
weatl1er's changing, but I don't believe
it's a mru1-made problem. It's just part
of a na tma I wea ther cycle. Yeal1, I know
you' ll say 'O h, that's just your excuse to
drive a big car and fly to exotic places fo r
your ho lidays', but actually tl1a t's not the
reason. I don 't believe it simply beca use no
scien tist has successfull y proved it yet.
R: We're approaclting this debate all wrong
by saying ' it's a big environmental problem
that we need to address' . Beca use it's not
just an environmental problem. It's an
economic problem, a social problem, even
aJ1 ethical problem .
Unit 8
'i 2.7
N = Newsreader; M = Martha Cash
N: And in China, hundreds of parents of first-
year students a t tl1e University of Wullan
have been sleeping on the floor of the
Wli versity's gym so tllat they can be near
their children in their first anxious days
a t college. As Martha Cash, our Far East
correspond ent, reports.
M: Cltina's policy of urging famili es to have
ortly one cltild has mean t tha t parents,
already ambitious for the success of tl1eir
cltildren, become even more intensely
foc ussed on helping a single son o r
daughter to make it in the world. Going to
university is of course seen as a necessary
first step in this journey, but most Chinese
farnilies are not particularly well-off ru1d
they often make grea t sacrifices to support
their cllildren. So staying in a local hotel
during their children's first days at college
is not really ru1 option. That was how, on
a recent visit to Wuhan in the centre of
China, we witnessed this extraordina ry
scene: a mass adult sleep-in on the
university gym fl oor. It seems odd to us
in tl1e West to fu1d parents so involved
in their children's educa tion and li ves
when they are alrea dy adults, but as an
expression of pa rental concern, you can' t
help but be impressed by it.

't 2.8
And finally .. . it was thought tha t the large
blue butterfly was ex tinct in Britain, but it
seems to have made a remarkabl e return . The
large blue, which disappeared 30 years ago, is
only found in certain fields. Wha t these field s
have in common is that their grass is very
short, because rabbits, sheep a nd cows g raze
there. Originally it was believed that greedy
butterfly hw1ters had killed off the large blue
butterfly, but it is now agreed tha t cl1anges in
farming techniques were responsible for its
decline. As a result of recent efforts to protect
its natural habita t, it is estimated that around
20,000 of these bea utiful crea tures will be seen
in the British countrysid e thi s summer.
And finally, researchers believe they may have
found a cure- or a t least some relief- for
the common cold. In tests it was reported
that people who started taking zinc at the
first signs of a common cold got well sooner.
The re have been many previous studies
into the effectiveness of zinc but they were
inconclusive. The new study, involving over
1,000 people of various ages, found tha t on
average people who took zinc upplements
recovered from their co lds one day earlier than
those who took nothing. The effecti veness of
zinc in preven ting a cold in the first place was
less certain, although it was said that those
who took it regularly suffered less serious
symptom than those who didn' t.
And finally, believe it or not, ea ting chocolate
might be good for you after all . In the past it
was thoug ht tha t ea ting sweets would result in
tooth decay and putting on weight. But now it
is claimed tha t a new chocolate bar, invented
by the world 's largest chocola te maker, can
actually slow the ageing process of your skin.
The specia l cl10colate contains antioxidants,
whicl1 help hydra te the skin and fi ght
wrinkles. The marke t fo r heal thy foods has
grown by over fi ve per cent a yea r in recen t
years and it seems now tha t even the sellers of
traditionally unhealthy snacks are trying to get
in on the act. However, doctors have warned
against rushing out to buy extra chocolate
-good skin and cl10co late are not generally
natural partners, they ay.
And finally, Costa Rica today has the honour
of being named the world 's happiest nation.
According to the la test Happy Planet lndex,
it is said tha t Costa Rica has the best bal ance
of human well-being- tha t is to say, good
health, a long life, low Jevel.s of pove rty- and
a low ecological footprint, in other words the
amount of natural resources it uses. In fact,
Latin American coWltries took nine of the top
ten places, while richer, so-called developed
countrie , like the US a t number 74, were
much further down in the list.
't 2.10
J = Jess; P = Phil
J: Hi Phil. Did all that noise in the street
wake you up last night?
P: No, it didn 't but then I'm a deep sleeper.
What happened ?
J: Well, 1 didn' t see it myself but I heard
that it was an argument be tween two car
drivers and supposedly it got quite heated.
P: Really?? Who told you about it?
J: Tara a t numbe r 42. It seems that both
drivers got out of their cars and started
shouting a t each other. She says they
almost started fighting .
P: Hmm .. . well I'd take what Tara says with
a pinch of sa lt if I were you . She tends to
blow things out of proportion.
J: o, I believe her actually- people do get
very frustrated by not being able to pass
eacl1 other on this street. Anyway, the
police were called .. .
P: The police? It wasn't that serious, was it?
J: Well, no. The cars didn't crash or anything.
But Tara says that they got out of their cars
and started arguing. She reckons that if
the police hadn ' t arrived the re would have
been a fi ght.
P: Did the cars make contact?
J: No ... they were just coming in opposite
directions and they me t where the street
gets narrow and neither one would reverse
to let the other pass. So they just stayed
there, in the middle of the road, with
nei ther one giving way.
P: How cllildish.
J: Yeah , it is rathe r. Someone said they'd seen
one of the drivers before. Apparently he's a
local politician.
P: It wasn't Tara getting her facts mixed up
again, was it?
J: No it was Chris ... I think I'd take his word
for it; he's not tl1e type to spread gossip.
P: So what did the police do about it?
J: Well, according to Chris, they took them
both away for questioning ... surprisingly
Unit 9
~ 2.13
Both the mahout and the elephant star t tl1eir
training a t a yoWlg age. A mal1out ge~1 era ll y
begins to learn his trade when he's about ten
years old and is assigned a baby elephant
to look after. He' ll probably be paired w ith
thi elephan t for the rest of his life. It's
traditionally a fanlil y trade, with knowledge
being passed down from one genera tion to
ano ther. There are no formal qualifica tions
for the job, but extreme pati ence is required.
An elephant will learn up to 65 co mmands
in its life- depending on what work it's
expected to do - and the mallout has to
teach these. The mallout must also develop
an intimate understand ing of his elephant
- sometlling that on.ly comes with time and
experience- so that he knows when it's sick
or unhappy. In thi way he can get the best
out of his elephant. it's a very physical job and
extremely hard work. The elepha nt must be
fed and bathed daily and wa tcl1ed so tha t it
doesn't run away.
~ 2.14
A: Do you know tl1is photo?
B: Of course. It' the first ma n on the Moon,
eil Armstrong. The g uy who said 'That's
one sma ll step for man, one giant lea p for
mankind '.
A: That's wha t everyone thinks, but actually
it's his fellow astronaut, Buzz Aldrin. Neil
Armstrong took the photo- you can see
his refl ecti on in Aldrin's visor. But you' re
right. lt was that mission: Apollo 11 in
1969.
B: Amazing to think that was over 40
years ago ... but what happened to NeiJ
Arrnstrong after that?
A: He probably toured the world getting
paid huge amoWlts of money for public
spea king at corporate dinners and official
openings and that sort of thing.
't 2.16
Q : Can you tell us something about the
Emerging Exp lorers prog ramme?
A: It's an award scl1eme set up by tl1e Natiorwl
Geographic Society to encourage yOLmg
adventurers, scientists, photogra phers a nd
storytellers to continue their work and to
rea lise tl1eir potential. Each year between
eight and fifteen explorers, whose work is
really outstanding, are selected and given
money to help them continue their research
and explora tion.
Audioscripts
Q: So Emerging Explorers are generally yoWlg
people, are they?
A: Not necessarily. Eme rging Explorers are
gen erally people who are a t an earl y
stage of tl1eir careers. What they have in
common is that they are all peopl.e who are
-
pushing a t the bound aries of their field,
whether that's exploring tmdi covered
deep water caves or watching the stars
through a telescope.
Q: And how does National Geogrnplric
encourage them?
A: Well, first of all National Geographic awards
each one of them US $10,000, whicl1 is
intended to go towards further research
and exploration. Of course their profiles
a re also ra.ised by the articles and new
that appear in Natio11al Geogrnplric. In o ther
words, tl1e magazine is a place where other
interested people can read about tl1eir
work.
Q: And what kind of fi elds do the winners
come from?
A: We ha ve so many different types of
explore r, chosen from fi elds as diverse
as anthropology, space exploration,
mountaineering and music.
Q : You mentioned storytellers earlier. What
did you mean by that, exact.ly?
A: Well, there a re all these people do ing
important work out there in tl1e various
fi elds tl1at l have described. And tl1at's
grea t but it's also very important tha t
everyone hears about this work. That's the
skill of tl1e storytellers, comm unica ting
with pi ctures and words importan t facts
about tl1e planet and l.ife on the planet
in a way tha t grabs everyone's a ttention.
A really good example is Alexandra
Cousteau, whose fa ther Jacq ues Coustea u
was well-known for his films about
marine life. She works as a conserva tionist,
trying to persuade peo pl e to protect
scarce resources like water. Alexandra,
inspired by her father 's success as a
storyteller, is researclling ways in which
the environme11tal cornmwlity can use new
media -social networks, video games - to
commwlicate its message.
't 2.17
S = Sarall; P = Phjl
S: So, you're 24 years old, you g rad uated a
year ago and you're looking for work with
a charity. Wha t attracted you to Shel te rbox?
P: Well, I'm familiar with your work beca use
I have a fri end who volunteered for you
last year- packing boxes- and I tllink it's
a fantastic concept. But umm ... mainly I'm
very keen on the idea of working abroad ...
in different countries ...
S: Mm, I see ... and what makes yo u tl1ink
you'd be suited to tl1at? I see yo u studied
economics a t Cambridge ... Don' t you
think that's a ratl1er different world ?
P: Yes, it's true tha t I specialised in economics
but, actually, I' m good a t coping with
difficult environments. l spent tluee
montl1s helping to build a schoo l in
Chennai in India last summer. And the
year before that I trekked across Moja ve
Desert. So I think I'd be suited to the work.
S: Ok- well ... they' re certainly not easy
places to adapt to ... although in fac t you'd
al o be spending a good part of the time
he re in tl1e office doing paperwork.
P: Yeal.1, tl1at's also fine. I was expecting that.
l have quite a lo t of experience of sitting
a t a desk .. . for my studies. What so rt of
paperwork is it?
S: Well, each trip involves a lot of preparation
and a certain amount of follow-up too.
Keeping spreadsheets, writing reports. Are
you ok doing tha t sort of tlting?
179
 Audioscripts
P: Yeah, I'm quite good with compu ters. I'm
comfortable with all the usual programs-
Excel, Word, some financial software ...
S: OK. There's just one thing that's worrying
me though . You're clearly a bright person
and you have a good degree. How do
I know that you won't just do this job
for a few months and then go and get a
better paid job with a bank or consuJtan cy
business?
P: That's a good question. It's actu ally what
a lot of my friends from wu versity have
done but I'll tell you why that's not for me.
Firstly, I'm really serious about wanting
to help people in need. Secondly, l think I
need to become more knowledgeable about
the world, before I use my econon'li cs
degree to do so metl'ling else ... If you
put your faith in me, Tw ill be abso lutely
committed to doing the best job that l can
... for two or three years at least.
Unit 10
~ 2.20
Well a narrow view of tl'lis quotation is that
you need to ha ve good marmers or you won ' t
get far in life ... Good manners meaning the
kind tl1at we teacll our children: you know the
kind of thing- don' t talk with your mou th
full; don't interrupt when grown-ups are
speaking; don' t point or stare at peop le; don't
slouch or cl1ew gum; don't wear clothes that
are inappropriate or offensive; in a nutshell,
be polite, well-beha ved and show cou rtesy to
others.
But l think what William of Wykeham rea ll y
mean t is that each society creates its ow n code
of behaviour and customs, and that is what
makes people what they are. So earn culture
defines itself by the way it behaves sociaJly-
how we ea t, how we dress, how we celebra te,
how we interact with one another. ln fact, the
different ways we all find of doing essentially
the sam e things.
'If 2.21
1 I've seen tl'lis kind of situati on so many
times in Mexico. What happens is children
beg thei.r parents for some swee ts. At first
the parent will say no. So then the d1ild
will pester and pester until the parent
finally gives in - whicl1 they always do. It's
again t all the rules of parenting.
2 I teacll in a sd10ol in San Francisco where
we have quite a lot of etlu'li c Chinese and
Japanese kids. By and large they will do
what you tell them. But the other kids-
wow- they are always misbellaving. You
cru1 tell them ten times to sit down before
they do.
3 Where I live in India, it's common for
yoWlg children to work. Kids stiU depend
on tl1eir parents, but they ha ve a different
attitude to responsibility. Just as children
in every cuJture play naturally, so dlildren
in lndia naturally assume responsibility for
working and earning money.
'i 2.22
Different people's diets rarely surprise me
these days. We didn't use to tl'link so rnucll
abou t what we ate. But today, well .. . we uve
in an age where people are just very conscious
of their diets. A day hardl y ever passes
without a story in tl1e news about a particular
food tl1at's good for your hea lth or bad for you
if yo u ea t too mum of it.
So I was very interested to read a story tl1e
other day about tl1e diet of tl1e Nochmani tribe
of tl1e Nicobar Islands in the India n Ocean .
People used to tl'link that these tiny islands-
wl'licl1 are about 600 miles from the coast of
180
India- that tl1ey were uninhabited by humans.
But in 2004, aid workers in heucopters spotted
some tribespeople on a mountainside.
Scientists were particularly surprised that
there were inhabitants there, because people
usually need mammals- you know, cows,
goa ts and so on - and their produce- meat,
milk, etcetera in order to uve. But tl1 e N icobar
islands have almost no mamm als. So what
were the Nocllmani surv iving on? Fish,
perhaps? No. Amazingly, their diet consisted
largely of insects, in particular beetles, of
whicll there were over 1,700 varieties on
the islands, but also other insects including
spiders.
This presented a problem for the aid workers,
who'd brought wi th them standard survival
meals, including chicken, beef and pork. The
Nocllmani, who weren' t used to ea ting meat
at all , were di sgusted by tl1ese offerings. All
tl1ey' d take from the ai d workers were sweets
and cakes. It wasn't just a matter of taste
ei tl1er. If you' re used to a certain type of food
-even insects- other types may be completely
indigestibl e.
Insects are in fact very nutritious: high in
protein and fat and low in carbohydrates,
making tl1em an ideal food source for humans.
But what was even more amazin g was tl1at
just as we usually help our animals to li ve by
providing food for them, so the Nocllmru'li
cultivate certain hmgi and mosses to attract
and feed tl1e in ects tiley ea t. Perhaps we cru1
lea rn from tl'lis tribe. If more of us couJd get
used to ea ting unconventional foods such
as insects, it might help the world's food
problems.
~ 2.25
M = Marie; E = Esther
M: I know of henna painting as a custom from
Indian weddings ... but you crune across it
in Turkey, didn't you?
E: Yes, in eastern Turkey w hen I was
travelling tilere. Jt takes place a few t'lights
before tile wedding.
M: Was it a bit like a hen night?
E: Well in the sense tilat it marks the last
evening that a brid e spends with female
famil y and friends, I suppose it is a bit
like that. What happens is typically, tl1e
women from both famili es get together,
witl1 tl1e brid e, to celebrate witl1 music,
song, and dance. But it's not just a party.
It's an occasion for sadness too, because
it symbolises the end of life as a single
person ru1d tile start of an other stage.
-:, 2.26
M = Marie; E = Est her
M: So what happens exactly?
E: Well, the ceremony begins with preparation
of tl1e henna. It's traditional for tl'lis to be
done by the daughter of a couple who
have had a successful marriage tl1emselves.
Then, after the bride's hea d has been
covered in a red veil, her hands and feet
are decorated with hetUla . After tilat, a
gold coin is put into the remaining henna.
While this is happening, the guests sing
.. . urnm ... separation songs- these are
rather sad, as you can imagine. The party
continues well in to tile ni ght. Then, on tl1e
morning of tl1e wedding, a dlild presents
tile hetUlaed coin to the groom as a symbol
of future prosperity and good fortWle.
'!f 2.27
M = Marie; E = Esther
M: I know of henna painting as a custom from
Indian weddings ... but yo u crune across it
in Tw·key, didn't you?
E: Yes, in eastern Turkey when I was
travelling there. It takes place a few nights
before tile wedding.
M : Was it a bit Like a hen night?
E: Well in the sense that it marks tile last
evening that a bride spends wi th female
family and fri ends, I suppose it is a bit
uke that. What happens is typically, the
women from botl1 families get together,
with the brid e, to celebrate wi til music,
ong and dance. But it's not just a party.
Lt's an occasion for sadness too, because
it symbolises tile end of life as a single
person and the start of another stage.
M: So what happens exactly?
E: Well, the ceremony begins with preparation
of t11e hetUla. It's traditional for tl'lis to be
done by tl1e daughter of a couple who' ve
had a successful marriage tilemselves.
Then, after the brid e' head has been
covered in a red veil, her hands ru1d feet
are decorated with hetUla . After tilat, a
gold coin is put into tile remaining hetUla.
While this is happet'ling, the guests sing
.. . umm ... sepa ration songs- these are
rather sad, as you cru1 imagine. The party
continues well into tile night. Then, on tl1e
mo rning of tl1e wedding, a cllild pre ents
the hennaed coin to tl1e groom as a symbol
of future pro peri ty ru1d good fortWle.
Unit 11
'!f 2.30
We rely on our intuition all tile time. Let me
give yo u a couple of exrunples. Imagine you' re
going to buy a seco nd-hand car. You have
a bas ic grasp of ca r mechanics. So, first you
consult an authority on the subject ... like a
motoring magazine. You do a bit of researd1 to
find out what the best kind of car is, and try to
pick up some tips from experts and journalists.
Then you study the facts about the car- how
big tl1e engine is, how economical it is ru1d
so on -and make some reasoned judgements
from tl1e information you read abou t whetiler
it's a suitab le car for you or not. In other
words, you process the informa tion.
But when it actuall y comes down to buying a
pa rticuJar car from a particular person, tl1en
... in the end yo u have to trust your instinct or
gut feeling. Do I trust tl'lis person? Is a ca r of
tlus age going to give me any tro uble? No one
else can answer these questions. And that's
how it is with many situations in life. Our
knowledge is rarely perfect enough to mean
we can make a purely objective decision.
~ 2.31
I becrune interested in growing my own
vegetabl es a few years ago because I was
aware of how expensive vegetables were in
the sho ps. It also struck me that a Lot of the
vegetables we bu y are imported. It occurred
to me tilat if more people grew tileir own,
we wouldn ' t ha ve to import so many. Lwas
really ignorant of tl1e subject- I couJdn 't grow
a tiling- but lucki.ly I managed to discover
a fantastic book written by woman called
joy Larkcom. That was six years ago and it's
become more tl1ru1 a hobby. It never crossed
my mind tilat I wou ld become an expert, but
now I get a lot of neighbours coming to ask
me for my adv ice.
. 2.32
Do these situ a lions sow1d familiar to you?
Have an y of these things happen ed to you?
You were about to give a speech or make a
comment at a meeting, ru1d then your mind
went bl ank. You were supposed to send a
friend a ca rd for tileit· birthday, but then you
forgot . You recognised someone in the street
ru1d would have spoken to them, but you

didn ' t because yo u couldn't remember their
name. You promjsed you would post a letter
for so meone and two days la ter you found it
still in you.r pocket. You were go ing to write
down a great idea you had, but w hen you
fow1d a pen and paper, the idea had gone. I
could go on, .. . but I won't because I'm sure
everyone recognises these common failures of
memory.
'i 2.33
Everyone would like to remember more but
would it actually make us any happier?
I want to tell you the story of a 41-year-old
woman from California known in medical
litera ture as ' AJ,' w ho remembers almost
every day of her Life since the age of 11 . She
remembers that a t 12:34 p.m. on Stmd ay, the
3"' of August 1986, a yow1g man she was
attracted to called her on the telephone. She
remembers that on the 28'h of March 1992, she
had lunch with her father at the Beverly Hills
Hotel. lt's a bit like certain smells that evoke
strong memories ... AJ's memory is stim ulated
in the most intense way by dates.
You 'd think that being able to retrieve fac ts
and knowledge in this way would make
us more confident and wiser. But in fact
for AJ an ina·eruble memory is as much a
burden as it is a benefit. That's beca use most
memories are selective: they remembe r mostly
important thiJ1gs and mostly good things
too. AJ remembers every d etail good or bad,
important or not.
So w hen we cu rse our poor memories for
forgetting to send a birtl1day card , actually
• we should be gra teful a lso for a ll the thing
that our memories rude away because they
don ' t need to be remembered or thought
about. Umm . .. technology of course helps
us with this. We don' t need to remember the
precise content of a report or tl1e exact time of
a meeting, because it's s tored on ottr computer
or in our mobile phone.
But interestingly, the grow th of this technology
-what psychologists ca ll our ex ternal memory
- is having an effect on w hat and how much
we remember. Even our memories of happy
even ts- like parties or holida ys- get stored
in photo albums on ou r compute rs. So our
internal memories are probably worse than
those of people 100 years ago. Med ical science
is trying to address the problem of poor
me mory and this is what l want to talk about
next ...
. 2.34
Do tl1ese situations sound familiar to you?
Have any of tl1ese tl1ings happened to you?
You were abo ut to give a s peech or make a
comment at a meeting, and then your mind
went blank. You were suppo ed to send a
friend a card for their birthday, but then you
forgot. Yo u recognised someone in the street
and would have spoken to them, but you
didn't because you couldn' t remember their
na me. You promised yo u would post a letter
for someone a nd two d ays late r you foW1d it
still in your pocket. You were going to write
down a great idea you had, but when you
foW1d a pen a nd paper, the idea had gone. I
could go on, .. . but I won' t beca use I'm ure
everyone recognises tl1ese common failures of
memory.
Everyone would like to re m ember more but
would it actually make u s any happier?
I wan t to te ll you the story of a 41-year-old
woman from California known in medical
literature a 'AJ,' who reme mbe rs a lmos t
every d ay of her life since the age of 11 . She
remembers that at 12:34 p.m. on Sunday, tl1e
3"' of August 1986, a yoW1g man sh e was
attracted to ca lled her on the te lephone. She
remembe rs that on the 28th March of 1992,
she had IW1ch with her father a t tl1e Beverly
Hills Hotel. lt' s a bit like certain smells tha t
evoke strong me mories ... AJ's memo ry is
stimula ted in the most intense way by d ates.
You'd think that being able to retrieve facts
a nd knowledge in thi s way would ma ke
us more confident and wiser. But in fact
for AJ an incredible memory is as much
a burden as it is a benefit. That's beca use
most memories a re selective: they remember
mostly important things and mostly good
things too . AJ remembers every d eta il good
or bad, important or not.
So when we curse our poor memori es for
forgetting to send a birthday card, actu a lly
we should be grateful also for all the things
that our memories hide away because they
don ' t need to be remembered or thoug ht
about. Umm . .. technology of course helps
us with thi s. We don't need to re me mber
the precise content of a report or the exact
time of a meeting, beca use it's stored on our
compute r or in our mobile phone.
But interestingly, the growtl1 of this ted1nology
-wha t psychologists caJJ our externa l memo ry
-is hav ing an effect on what and how mud1
we remember. Even our mem ories of happy
events -like parties or holid ays- get stored
in photograph albwns on our computers. So
our internal memories are probably worse
than those of people 100 yea rs ago. Medical
science is trying to address the problem of
poor memory and trus is wha t I wan t to talk
about next ...
'If 2.35
Do these situations soW1d familiar to you?
Have any of these things ha ppened to you?
You were about to give a speech or make a
comment at a meeting, and then your mind
went blank. You were supposed to send a
friend a card for their birthday, but then yo u
forgot. You recognised someone in tl1e street
and would have spoken to them, but you
didn't because you couldn't remember their
name. You promised you would post a le tter
for someone and two days later you foW1d it
stil l in your pocket. You were going to wri te
down a great idea you had, but wh en you
found a pen and paper, the id ea had gone. I
could go on, ... but l won' t because I'm sure
everyone recognises these common failures of
memory.
"" 2.37
A = Ahmad; L = Liz
A: Hi there, I' m interested in taking a class at
your college- umm ... the rus tory of art
course.
L: Is that the two year A-level course?
A: Sorry, what do you mean by A-level?
L: The A-level art rustory course is a two year
pre-university course wi th examjnations at
the end of ead1 year.
A: Oh no, no, no ... I don't want to take any
exams. lt's just for inte rest.
L: OK. ln that case, we ha ve a one year art
appreciation course.
A: Sorry. Could you speak up a little? I can't
hear you very well .
L: Yes, we have a one yea r art ap preciation
course.
Audioscripts
A: Umm .. . can yo u explain what the course
involves?
L: Yeah , it's a two hour class once a week
and, basicall y, it teacl1es you how to look
a t art so tl1a t you get the most from the
experien ce.
-
A: No, sorry, I'm not really wi th you. Are you
saying tha t it doesn' t reaJJy deal with tl1e
his tory of art?
L: No . .. the re's some history of art in it,
of course, but it's mainly teaming about
composition, techniques, references and so
on.
A: Hmm ... Could you give m e an example of
the kind of trung tudents do in the class?
L: Sure. Typically, stud ents look at works
of art and then comment on tl1em. Then
they're told more about tl1e artist, what he
or she was trying to acrueve and then tl1ey
look at their work again, ... wi tl1 fresh eyes
as it were.
A: Mmm, OK. [t SOW1ds quite interesting.
What was the course called again?
L: Art appreciation.
A: And w hen is it?
L: Every Tuesday- in term time, tl1at is -
from 7 p.m. til 9 p.m., s tarting on .. . one
mjjwte . .. yeah, starting on the 29'h of
Septembe r. The cost is £298 for tl1e year,
tml ess you' re a registered s tudent.
A: H ang on a second . That's too much to take
in a ll a t once. I'm trying to wri te it down. I
didn' t ca tch the start date. Did you say the
29'h of ovember?
L: No, the 29'h of September.
A: OK. Well, thanks. I'll have a tl1ink about it,
but it sow1ds good.
L: No worries, bye.
Unit 12
. . 2.39
Poverty is a relative concept. For some people
being poor may mean no t having enough to
eat; others consider tl1emselves hard-up if they
can't a fford to go on holiday. M uch depends
of course on tl1e cost of li ving, in otl1er words
how pricey bas ic goods and serv ices are. ln
the UK one definition of poverty is that you
spend more tha n ten per cen t of your earnings
on energy- that is, tl1e gas and electricity
yo u use in your home. The trouble with
this kind of definition is that something like
energy mjght be much more reasonable in one
country than another. So sometimes poverty is
expressed as a percentage of average na tional
income - for exam pie, if you earn less than 60
per cent o f tl1e average, you are classified as
poor. Wealth is also a relative concept. Being
well-off doesn' t necessarily mean being loaded
and surro W1ded by lu xuries- two cars and a
second home in tl1e country. Weal th can also
be measu red by people's quality of life. You
can be considered ri ch if you have aU that you
n eed- the basic necessities- a good work-life
balance and a happy family life.
. . 2.40
I = Interviewer; D = Oavis Stiles
I: Thirty years ago, the idea of getting a
worker to hand wash your car would have
been unthinkable - except to the very rich.
Either you washed it yourself at home on
a SW1day morning or you took it down to
the automatic carwash at your local garage.
Nowadays, you can have it washed inside
a nd out by a team of willing and ca pable
workers for as little as £6. So, what's
d1anged? [have here w ith me David Stiles,
author of T/1e Servant Economy. Da vid, are
we just getting too lazy to do our own
domestic mores or is this part of some new
economic phenomenon?
181
 Audioscripts

D : Well, first of all hello and thanks for W: Oh ... that's a bit of a sticking point then,
inviting onto yom programme .. . urn isn' t it? Is there not some way arow1d that?
so, yes in answer to your question, it's LA: Er ... Not that 1 can think of offhand .
said that in Britain today there are more What did you have in mind?
workers doing domestic jobs than there W: Well, perhaps if we signed a fifteen-year
were in the 19th cen tury- urn ... perhaps lease but with a get-out clause after, say,
as many as two million: gardeners, nannies six years, then we could pay some kind of
etcetera . And this is a direct consequence forfeit to get out of the contract.
of globalisa tion and the freeing up of the LA: Urn ... well the normal forfeit would be
labour market. You see, many of these that you paid the remaining nine yea rs
workers are migrants- in the case of rent, so I don't really think that would
Britain mostly Eastern Europeans. Umm work ...
and I think that in capitalist economies, W: Oh, I see. Well, that's a shame because
at any rate, the rimer classes will always I really like it and we need somew here
provide employment for the poorer classes. pretty urgently.
As the Victorian satirist Hi.llaire Belloc LA: Look, we have other peop le in terested in
famously said, 'it is the duty of the wealthy the premises, so someone will take it ... If
man to give employment to the artisan'. I were in yo ur shoes ... you know ... and
I: Yes, ... but that's the point, isn't it? A found the terms of the lease difficult, I
19'h-century style servant economy actually think I'd just leave it. When all 's said and
emphasises the inequ alities between rich done, it has to feel right for you.
and poor in a society. W: Bu t that's just the problem it does feel right
D: Well, hmm ... yes, it can do, but it also for us. Give me a moment. I'm just going
crea tes emp loyment. You don ' t have to be to call my busin ess partner and see what
especially rich to have a cleaner come once he thinks ...
a week and tidy your house. Quite a lot of LA: OK no problem ...
working p eop le do that. A lot of so-called
ordinary people get their windows cleaned
every few months. But there are so me-
er ... rim - people who get it into their
heads that they' re too busy or important
to do any domestic chores. So they'll hire
a personal shopper, and have someone
walk their dog every day. If they' re hav ing
a party at home, they'll get an ou tside
ca tering compan y to prepare the food.l
know some people who even ha ve their
Christmas tree installed in their li ving
room and then decorated for them. That
really is a sta tement of wealth .
1: Hmm ... it seems more a statement of
confused priorities to me. Walking the
dog and decorating the Christmas tree are
supposed to be a pleasure, aren' t they?
D: Mmm ... of course, they are. But look at
it another way ... these are all things that
crea te emp loyment. As long as staff are
treated well - you know, as employees, not
as servants -and are fairly paid and their
skills are valued, just as you would show
respect to your hairdresser when you get
your hair cu t, then I don't see a problem.
4J 2.43
LA= letting agent; W =woman
LA: So, you' ve had a look at the offices. What
do you think?
W: Well, yeah , l really like the building. To be
honest, it's absolutely perfect for our needs.
LA: That's wonderful. So you'd like to take it
then?
W: Well, yes, ideally I would but ... mmm a
key thing for us is how long we'd be tied
in to the lease.
LA: Er ... It's a fifteen-yea1· lease. I think that
was on the details I sent you.
W: Yes, it was but l was hoping we could
negotiate that down. Because if you look at
it from our point of view ... we' re a young
business ... umm ... we don't really know
how things are going to go over the next
few years ... who does? ... and let's face
it, fifteen years is a big commitment. So if
your client could move a bit on that ...
LA: Hmm ... I think what you have to
appreciate is that our client's main concern
is to secure a rental fo r a reasonable
length of time. You know, at the end of
the day, it gives them some security. To
tell you the truth, that's why the rent is
so low. The fifteen-year period is a kind
of compensation for that. So I'm not at all
sure we' re going to get an yw here there ...

182
Powered by TCPDF (www.tcpdf.org)