Read this!

Transcription

Read this!

Joanne Collie
Upper Intermediate
knjigarna.com swis721
UČBENIK
za angleščino v 3. in 4. letniku gimnazij
CMYK
10/100/90/0
Unit
Topic/Vocabulary
Grammar
Reading
Listening/Watching
1
Creating your own space
Connecting through
cyberspace
Present and past tenses – revision and
extension
Designing a classroom
Interview about classroom now and
then
Video: Google docs
2
Inventions and hoaxes
Wishes and frauds
Practical jokes
Conditional clauses − revision
Mixed conditionals
I wish/if only/would
Inventors
Accounts of practical jokes
Story about John Myatt
Interview about a hoax
3
Chefs and cuisine
Food poisoning
Questions – revision and extension
Tag questions and short answers
Nor…, Neither…, So…
Food poisoning
Description of a chef ’s job
Video: Young chefs visit the Royal
kitchens
Quiz programme
4
Art today
Art with a mission
Graphic novels
Future tenses – revision and extension
Present tenses to talk about the future
am/is/are + to-infinitive
2 emails about an art show and a shoot
Phone conversation about electronic
art
Video: Animals of the future
Video: Spencer Tunick shoot
5
Music and dance
Past Perfect Continuous
Linking words of addition and contrast
4 texts about folk music and dance
2 interviews with folk dancers
Online debate about benefits of
technology for society
Video: survey about Wikipedia
Module 1 Read this! ‘Love is in the air’
Internet and media
Passive revised
Passive with infinitives
Past Perfect passive
Passive with modal verbs: certainty/
uncertainty, present/past
History of flight
Space travel
before and after + noun/clause/
participial phrase
having done this (participial clause)
until + Present tenses/Present Perfect
Opinions on space tourism
Article about astronaut training
Radio interview about the history of
flight
Video: Russian plans for cheap space
tourism
Video: interview with an astronaut
Addictions
Video gaming
Probable/uncertain hypotheses:
present/past, modal verbs
Speculating about possible events that
did not happen
Speculating about possible causes of
events that happened
3 emails about different addictions
3 articles about different addictions
Video: video games as addiction?
Video: training camp for video gaming
addicts
9
Student conservation work
Science studies
Science museums
Adjectives revised + infinitive
structures
Adverbs: manner, frequency, degree,
word order
Countability: many/few, much/little,
more/fewer/less, so/such
Article: Teaching natural history
4 texts about different science
museums
Video: conservation begins here
10
Bionics
Being human
Relative clauses revised
Adverbial clauses
Linking words and expressions
2 texts about robots and cybernetic
suits
Radio programme about bionic hands
Audio about bionic eyes
6
7
8
Module 2 Read this! Dizzying moments
CMYK
10/100/90/0
Speaking
Writing
Functional language
Talking about classrooms
Article about classrooms
Intensifying or softening meaning
Talking about frauds
Email
Short story or letter about April Fool’s
jokes
Polite offers and requests
Discussing a chef ’s work
Letter
Asking for clarification
Group discussions
Mini-debate
Essay about art
Comic book or travelogue
Giving warnings
Discussing folk song and dance
Paragraph about musical traditions of
the past
Prioritising/highlighting
Discussing media
Opening sentences for essays
Writing essays 1: introducing the topic
Discussing space tourism
Talking about astronaut training
Essay about space tourism
Email
Writing essays 2: organising material
Discussing addictions, especially
video gaming
Giving a talk
Writing sentences for a guessing game
Writing essays 3: making points,
supporting/illustrating
Talking about studying science
Essay about field trips
Email or advertisement
Writing essays 4: register
Skills enhancement
Reading: multiple choice, short
answers
Use of Language: gap fill (tenses)
Listening: true/false
Writing: letter or essay
Speaking: role-play
Reading: answer completions
Use of Language: gap fill
Listening: full answers
Discussing what it means to be
human
Essay about bionics
Writing essays 5: concluding
CMYK
10/100/90/0
Unit
Topic/Vocabulary
Grammar
Reading
Listening/Watching
11
Work experience
Work placements
Modal verbs: speculating, deducting,
concluding
need to/needn’t – present and past
Article about work experience
Video about work placements
12
Personal profiles
Summer courses
Gap years
Past Simple/Continuous, Present
Perfect Simple/Continuous – revised
Present Perfect Simple/Continuous
(yet, still, already) – extended
5 texts about summer courses
2 emails about attending summer
courses
4 texts about gap year projects
Radio programme about career
choices
13
Applying for a job
Job interviews
Future Perfect Simple will/shall/
going to + have done
Future Perfect Simple vs.
Future Simple/Continuous
Future Perfect Continuous: will have
been doing
Job advertisements
Video: twelve tips for job interviews
14
Entrepreneurs
Reported speech extended
Reporting verbs
Passive report structures
Article: Igor Akrapovič
Article: Rock and Ruby
Article: Young Entrepreneur of the Year
Video: The Call of the Entrepreneur
Video about entrepreneurship
Video: Jay Manara
15
Going to university vs.
going to work
Infinitive or –ing forms revised
Adjective + to-infinitive
it as a preparatory subject + -ing form
Phrasal verbs, make/do
Article: Is Higher Education Right For
You?
Video: students about university
Radio programme: preparing for
university
Module 3 Read this! Hidden motives
16
Family types
Articles – revision and extension
Quantifiers – revision and extension
Article: The Mother of all texts
2 texts about family lifestyles
Video about blended families
17
Gender differences
Work-life balance
Gender issues in education
Preference: I’d rather/I’d prefer to,
present/past
Past Perfect Simple/Continuous –
revision and extension
Article about gender differences
4 texts about gender issues in
education
Radio programme and video about
work-life balance
18
Learning foreign languages
English as an international
language
Expressing ability, present/past/future
– revision and extension
Modal verbs for possibility – revision
and extension
Article: Why study foreign languages?
Interview about learning languages
Video: So why learn English?
Video about Yu Ying Charter school
19
Immigration
Sports
Mixed marriages
Verb + object + -ing form
Noun/adjective + -ing form/infinitive
Preposition + -ing form
Article: Advantages of immigration
5 quotes about sports
Text about the charity Show racism the
red card
Article about an interracial marriage
Video about interracial relationships
Marriage
Determiners: either, neither, each, all
Verbs with two objects
20
Module 4 Read this! Gifts
CMYK
3 articles about marriages and
relationships
10/100/90/0
Report survey about marriage
Video of the Romeo and Juliet song by
Dire Straits
Speaking
Writing
Functional language
Talking about work placements and
experience
Role-play
Paragraph describing a student
Expressing emotions politely
Role-play: interview
Talking about gap year projects
Letter or email about a gap year abroad
Expressing willingness and
unwillingness
Role-play: a disastrous job
interview
Cover letter for a job advertisement
Email to a friend about a job interview
Soft persuasion
Talking about entrepreneurship and
entrepreneurs
Presentation: school council
meeting
Email with tips about starting a
business
Negotiating
Talking about plans after leaving
school
Giving reasons for and against
going to university
Panel: university or work?
Writing a dialogue
Essay about university
Dealing with criticism
Talking about families
Discussing family types
Line debate
Writing sentences
Specifying how frequent/common
things are
Discussing work-life balance
Presentation on how to find good
work-life balance
Group discussion: educational
issues in developing countries
Essay about gender differences
Letter or email
Expressing belief/disbelief/doubt
Talking about careers and learning
foreign languages
Discussing immigration
Discussing sports quotes
Project: sports activities promoting
peace and understanding of
other cultures
Discussing interracial and
interethnic relationships and
marriages
Skills enhancement
Writing: essay
Speaking: visual stimulus
Reading: gap fill
Use of Language: word formation
Listening: short answers
Writing: essay
Giving advice/expressing opinions
Discussing marriage and marriage
trends
Role-play: interview
Dramatising a scene
Discussing and updating the Romeo
and Juliet story
Writing a final paragraph
Email or short article
Expressing approval/disapproval
CMYK
Describing feelings
Essay about the institution of marriage
Writing an essay plan
10/100/90/0
Speaking: written stimulus
Writing: essay
Dear Student,
Here we are once again at the beginning of a new year. Are you looking forward
to the challenge of continuing on your Way Up to communicate fluently in
English? By now you should feel you’ve achieved significant progress along that
road. On the Way Up you have passed some intermediate milestones and now you
are ready to tackle the final ascent.
We want to congratulate you on all you have achieved so far and wish you every
success as you press on.
These are your last few years at school. You are nearing the point where you have to
make crucial choices for your whole future. The topics we’ve chosen for you in this
second book reflect that stage in your life and we hope you find them stimulating
as well as challenging.
As in the first level of the course, our aim here is to provide you with the tools
you need to write and speak natural English as well as to recognise the different
varieties of English that are spoken all over the world. We continue to focus on that
basic function of language, communication. You will be given many opportunities
to put across your own individual views and opinions, in increasingly
sophisticated ways, and to engage with others in meaningful exchanges.
Of course you are beginning to look ahead at the exams that will close this part of
your schooling. The skills enhancement sections allow you to prepare in the best
possible way for all aspects of those exams. The Workbook continues to provide you
with more personalised practice in all the essential skills, as well as the chance
to reflect on the particular areas of your own language learning where you have
undoubted strengths or where you need to put in extra effort.
We’ve also included, in the Read this! sections of the book, some examples of the
work of English-language writers. Our hope is that this will entice you into the
wonderfully diverse and fascinating world of the imagination that creative texts
represent.
Above all, as ever, we hope you really enjoy working through this second book.
Remember that you can always get in touch with us and let us know how you’re
getting on. We look forward to hearing from you.
With our best wishes,
Joanne, Petra, Maja and the Rokus Klett team
CMYK
10/100/90/0
Module 1
Join a word from box A to one from box B to make an
expression that completes the sentences. Each word is
used only once.
A
B
colour
practical
toxic
graphic
celebrity
folk
commercial
art
sponsored
online
music
foods
exhibition
scheme
art
joke
novels
chef
shop
walks
1 Three of us raised funds by going on a series of
.
2 We used our money to buy tickets to a special
in London.
3 We didn’t like the
of the
display rooms.
4 But we enjoyed the displays of
, like advertisements and
from Japan.
5 While we were there, we attended a performance
of
from Peru.
6 We bought a video of it by using an internet café
to access the
.
7 We also visited a TV station where a
was presenting a cookery
demonstration.
8 He showed the audience some deadly mushrooms
and other
.
9 My friend pretended to eat some and started
shrieking with pain, but that was just a
.
CMYK
10/100/90/0
1 Create your own space
• Revision and extension of present and past tenses
• Intensifying or softening meaning
1A Remodel your learning space
1 A Work in small groups. Look around you. Draw a plan of the
classroom you are in. Put in the windows, desks, chairs, and
other furniture. Then discuss these questions and make notes
on your ideas.
1 Use of space: Is there enough room to move around
freely? How do you feel when you are working:
comfortable or cramped?
2 Layout: Where are the teacher’s desk and the students’
desks? Can you move easily? What are the advantages
of this layout? Any disadvantages? What other layouts
might be possible?
3 Personal space: Does each student have a designated
drawer for work materials? A space for their personal
belongings? Is there easily accessed storage for things
that you all use, e.g. board marker pens, rubbers?
4 Ventilation: How many windows? Are they slightly
open ... kept wide open ... never opened? How
important is ventilation? Give reasons.
5 Lighting: What is it like? Is it energy efficient? Do any
of you ever experience eyestrain or headaches after
working in class? What could be done to improve the
lighting?
6 Display areas: How many, and where are they? Do
you prefer being surrounded by a lot of displays, or do
you prefer a pared-down, calm look? List advantages
and disadvantages of each classroom style.
7 Other facilities: Computers? Whiteboard? A drinking
area in the classroom? A space for having snacks at
break?
BUDDING SCHOOL
DESIGNERS SCOOP
PRESTIGIOUS PRIZE
From our school’s correspondent Galan Imlah
A team of students from our own Glenwood Secondary
1
(just carry off) top prize in a competition
organised by a national body dedicated to excellence
in school design, the Association of School Architects.
The project for this biennial competition open to all secondary school students 2
(involve) remodelling an existing classroom to provide maximum learning flexibility and promote motivation and creativity
amongst the students.
A team led by Ben Duvalley, now in his final year,
3
(work) for the past two years to remodel
their sixth-form classroom space. They 4
(already start) making plans when they read about the
new award scheme, which 5
(give) them just
that extra incentive they needed. First, they had to figure
out how to gather funds for their classroom makeover.
B
Listen to Ben asking his grandmother about her
classroom. Take notes about:
1 what her classroom was like
2 what students did during their class hours
3 what was expected of students
C Listen again. Work with a partner. Focus on A or B, then
compare.
Write down at least one clause or sentence with a verb
in the ...
A
1
2
3
4
Present Simple tense
Present Continuous tense
Present Perfect tense
Past Perfect tense
B
5
6
7
8
Past Simple tense
Past Continuous tense
past using used to or would
Past Simple passive
CMYK
10/100/90/0
2 Read the article about a prize Ben and his team have been
awarded. Write in the verbs, using the right tenses.
8
3 A Talk about the project you’ve just read about. How do you
imagine the remodelled learning space at Glenwood for sixthformers at the school? Describe what you think the special
workstations and chairs are like, and where they’re placed in
the classroom. What else would you notice if you visited the
classroom?
B
Listen as Ben takes his grandmother to visit the new
classroom. Take notes about these features, and compare
them with your ideas in activity 3A.
•
•
•
•
•
•
The classroom layout
The student workstations
The students’ chairs
Other facilities in the classroom
The teacher’s role
The colour scheme
4 Test your memory! Without looking back, quickly write the
word with this meaning in the text you’ve read or the two
conversations you’ve heard:
Scores: 3 average; 5–7 very good; 9–10 exceptional!
With immense energy, they 6
(plunge) into
organising fairs, sponsored walks and sports events,
and they were soon on their way to the total sum they
7
(aim) for. But they 8
(still
lack) several hundred pounds when a local businessman, who 9
(repeatedly express) his wish
to remain anonymous, stepped in and 10
(fill) the gap. ‘This 11
(enable) us to commission the kind of furniture we wanted for our
new learning space,’ says Ben. ‘We 12
(prepare) the designs for our special workstations and
chairs beforehand, and we then 13
(have)
such fun seeing the designs taking shape. Now, as we
14
(look) around our new room, we can
hardly believe we actually 15
(manage)
it! And, of course,’ he 16
(add), ‘when we
17
(be awarded) the prize, that was the best!
I 18
(apply) to read architecture at university
and I’m sure this will boost my chances.’
If you 19
(wonder) what an up-to-date 21st
century classroom looks like, you can go and see the
Glenwood team’s remodelled learning space this weekend, because the school 20
(host) an open day
from 9 am to 4 pm on Saturday.
1
2
3
4
5
6
7
8
9
grim, unfriendly appearance: f
prevented from concentrating: d
informal word for ‘chatting’: y
to question if something is true: to ch
informal for ‘annoyed’: m
bewildered, confused: b
happening every second year: b
something that pushes you to act: i
start to do something enthusiastically:
p
i
10 to arrange an event at your own place: to h
5 Look back at the plan and your discussion in activity 1A. In
your groups, make a list of at least three things which you
could do to make a better learning space for your class.
6 Ask two or three older people to describe the classrooms of
their childhood. Write an article for a student newspaper, like
Ben’s: ‘Classrooms Now and Then’.
Consult the advice on writing and editing in the Workbook,
pages 116-119.
G 1, 2 Present Simple, Present Continuous
The competition is open to all students.
The school is hosting an open day.
3, 4, 5 Past Simple, Past Continuous
They were still lacking funds when a businessman stepped in.
6 used to and would
mum used to stand over me while I was doing my homework.
CMYK My
When I talked too much, the teacher would make me stand in
10/100/90/0the corner. Workbook, pages xx

 MORE PRACTICE:
9
1B Connect through cyberspace
A Pete P I’ve had recurring bouts of flu this winter and our
classroom website has let me stay in touch with what’s been
happening at school. My teacher has posted assignments to me
every week and I’ve been able to send my work back to her.
B Sonjaboo Our classroom is twinned with a class in
Melbourne, Australia, via our websites. It’s been great being
able to connect with the students in that far away city. We’ve
been comparing notes about the subjects we learn at school,
and we’ve learned so much about their country. We’ve been
trying to raise funds for a ‘real’ visit by organising sponsored
events, but meanwhile we love our virtual visits!
1 A A newspaper asked readers to voice their opinions
of classroom websites. Read some of the comments.
Which of the comments:
1
2
3
4
are from students?
are from teachers?
are from parents?
mention communications between home and school?
5 point to some disadvantages of websites?
6 say that websites encourage creativity?
7 praise websites for building cross-cultural bridges?
8 claim websites extend schoolwork outside school
hours?
B Complete the questions about the comments in activity 1A,
using the right tense, and write short answers. Number 1 is
an example.
vQ: Why has Pete P been/stayed away from school this winter?
A: He’s had flu. / He’s had recurring bouts of flu.
1 Why ... Pete P ... away from school ... winter?
2 How ... Pete P ... keep up with ... schoolwork?
3 What ... Sonjaboo’s classmates ... fund a visit ...
Australian ...?
4 What ... cause teacher ... change her mind ... websites?
5 How ... Beanieboy ... benefit from ... website?
6 ... problem solved ... for BrenW ... by ...?
7 ... main advantage ... of ... for ‘lightninrod’?
8 Why ... Dinomum’s children ... tired ... Monday ...?
C  MetoYou I was very dubious about it all at first, but I’ve
been astonished at how creating our classroom web page has
given my students a new incentive to write. We started the
website last year and for the past few months, they’ve really
enjoyed posting their short stories and poems and getting
other students to read them. They’ve even received replies
and comments from other students, all the way from Canada
to Australia. How motivating is that!
D  Beanieboy I love sketching and painting but I can’t write
at all. The words just don’t come. Since our class started
its website, though, I’ve really got into computer graphics.
I bought a book to start with, then I found I could enrol for
a Saturday afternoon course at our local college – and I’ve
been learning some really, really cool techniques. Now my
mates all want me to illustrate their stories. I reckon one
good picture is worth a hundred words, don’t you think?
E BrenW My youngest, Cheryl, is bright but pretty dozy at
times. When she started at secondary school last year, she
would always forget to bring home important letters like
notices about swimming lessons, or field trips. Once she
forgot to pass on the note about a coach trip that would only
get back at 7 pm. There I was waiting for her to come home,
beginning to panic. Of course she’d forgotten her mobile
as well, hadn’t she! Now at least her classroom has got a
website and I can find out what’s happening for the coming
week or month. Actually, I’ve started reading it regularly
because I quite enjoy the stories the kids write, and the
photos they post ... There’s a lot of talent in that school.
F  lightninrod For me, the upside has been the chance to
work with my best mate out of school hours. We’d done that
before, but it involved a lot of travelling, because he lives on
the other side of town. The website lets us compare notes
when we’re doing our homework, edit each other’s writing
assignments, or plan projects. The downside is having to
hand in our essays online – makes it harder to dodge the
deadlines!
C With a partner, read through the comments in activity 1A.
Together, identify the verbs and the verb tenses. Then choose
at least two examples of verbs that illustrate:
10
1
2
3
CMYK
a finished event that happened in the past:
an unfinished action, still continuing now:
10/100/90/0
a focus on how long an action has been happening until
4
now:
a finished action that happened before another one:
G Dinomum My son & daughter have been spending the whole
weekend at the computer! Come Monday morning, is it any
wonder they’re bleary-eyed? Now they even have to send in
their homework and get it marked online. C’mon, schools, get
with it! What do we want: rounded human beings or technorobots?
2 A Match columns A and B to find the features
of a web-based programme for schools.
A 1
2
3
4
5
6
7
8
9
10
11
12
It makes homework
All students are able to participate
You can access it from any
Emailing files
Users can collaborate
Changes are saved
Online peer review is
Learning is happening at
Comparing with others
You write for an audience,
It motivates students
Learning becomes
B a
b
c
d
e
f
g
h
i
j
k
l
all times of the day.
previously bored in class.
personalised.
in real-time.
makes your ideas better.
made easier.
not just for the teacher.
computer, anywhere.
is made redundant.
in one particular assignment.
less boring.
automatically.
Work with it!
Intensifying or softening meaning
3 A With a partner, read the sentences. Decide whether
the italicised expressions make the meaning stronger
(intensify), or weaker (soften). Tick I or S.
I
S
1
2
3
4
5
B
Watch a video made by Google to advertise their webbased word processor, which allows students and teachers to
collaborate online.
Go back to your answers for activity 2A and tick the claims
made for Google Docs. Two claims are not made in the
programme. Put a cross against these.
6
7
8
We’ve integrated computers into pretty
much everything we do at school.
This has really given my students control
over their education.
They didn’t quite get the story!
I was really quite surprised at that.
It would be kind of fun to get another
opinion on the essay.
These kids were totally uninterested in
education.
It makes the lesson a lot more interactive ...
... and it’s definitely improved learning.
B With your partner, prepare answers to questions below,
using one of the expressions in activity 3A or one of
these to intensify your meaning, or soften it. Then change
partners and ask your new partner the questions.
C Word puzzle: complete the words or expressions from the
video, using each of these letters once.
very
very, very
extremely
amazingly
a bit
remarkably
terribly
woefully
positively
absolutely
literally
truly
just
downright
rather
certainly
arineoooystonsnrdurthmgscatb
aooeshotowirmeiareganmetorpo
1
2
3
4
5
1 to work out or understand: f
2 two-word informal expression meaning ‘we never get
together’: z
3 the greater proportion (expression):
l
4 to include as part of something: i
5 ready to work (informal expression):
g
6 American for the underground: s
7 coming up with ideas as the first step in process
writing: b
Do you like using computers?
Do you enjoy doing research online?
Have you ever had a virus on your computer?
Have you ever had an embarrassing email?
Have you been getting frustrated in your English
classes?
9, 10 Present Perfect Simple vs. Present Perfect
CMYKG 7,Continuous
We’ve enjoyed virtual visits but we’ve been trying to raise funds
10/100/90/0for a real visit.
3, 12 Past Simple vs. Past Perfect Simple
She couldn’t phone because she’d forgotten her mobile.

 MORE PRACTICE:
Workbook, pages xx
11
2 Inventions and hoaxes
B There are conditional sentences in each of the seven
paragraphs of the text in activity 2. Find and write:
• Revision of typical conditional clauses
• Mixed conditionals
• Structures with wish/if only/would
• Polite offers and requests
1
2
3
4
2A Qualities that make a good inventor
Two zero conditional sentences (type 0)
One first conditional sentence (type 1)
Two second conditional sentences (type 2)
Three third conditional sentences (type 3)
C With a partner, write one new sentence for each of the four
conditionals. Instead of will or would, use can, could, may or
might, or their negative forms. Compare with others.
1 A Do you know any of the inventors on these pages (A–G)?
With a partner, match as many as you can with their
inventions (1–7). Compare with others.
1 a garment worn by young people around the world
2 the first public broadcast of a television show
3 the plastic zipper
4 a flying machine
5 movable type printing which led to modern book
printing
6 a light bulb that used a carbon filament in an oxygenfree bulb
7 the first working automatic dishwashing machine
A Johannes
Gutenberg
B Choose one of the inventors and with your partner decide
on at least three qualities that you think helped this person
develop original ideas.
n
C Thomas Ediso
2 Read an article about the qualities shown by Australian
inventors. The six headings are missing. Add these four
headings in the right places, and write an appropriate heading
for the remaining two. Then compare with the qualities you
listed in activity 1B.
a
b
c
d
Self managing
Doers not dreamers
Breadth of interest
Model building
3 A Revise the four typical kinds of conditional clauses. Match
these sentences (1–4) with the appropriate description (a–d).
1
2
4
If I had more time, I would run through my ideas with you.
If I come across problems with everyday gadgets, I always
find new ideas.
Gutenberg wouldn’t have hit upon his invention if he hadn’t
noticed how wine is made.
If I do come up with a new idea, I’ll run it past my teachers.
a
b
c
d
zero conditional: the action always happens
first conditional: the action will probably happen
second conditional: the action is unlikely
third conditional: the action is past and can’t be changed
3
da Vinci
B Leonardo
D Levi S
trauss
What makes a good inventor?
When you first look at Australian inventors they seem to
have nothing in common. They come from a wide range
of backgrounds – engineers, farm hands, artists, university professors, businessmen and hobbyists. Some had
internationally recognized careers while others had the
barest minimum of schooling. However, if you look more
closely, certain common threads emerge.
1
Nearly all of our significant inventors showed a curiosity from
an early age and a desire to understand ‘how things work’
– whether those things be mechanical or social. If they had
been happy to accept an ‘off the shelf’ solution to a domestic, business, political or social problem, the inventors would
never have tried to understand how it worked and whether it
could be improved. This curiosity had often been fostered by
a particular teacher, parent or relative.
CMYK2
Virtually all significant Australian inventors continuously make
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models – whether these models are mechanical, mathematical, electronic, computer models or social models. In the
past, too, inventors were continuously making, taking apart,
fixing or reconstructing things. If they hadn’t made models,
they wouldn’t have come up with so many new inventions.
12
4 A Sometimes things done in the past have present results.
Events in the past can also be the result of things continuing
in the present. For these, we use sentences with mixed
conditional clauses: types 2 and 3 in one sentence. Read the
examples and fill in the missing types.
nčič
r Florja
E Pete
1A usual: If inventors hadn’t been so daring, the problems
wouldn’t have been solved. (type 3)
1B mixed: If inventors hadn’t been so imaginative in the past
(type 3), we would still be trying to solve many
problems (type
).
2A usual: If I weren’t so busy, I would enter the Young Inventors’
competition. (type
)
2B mixed: If I weren’t always so busy (type 2), I would have
entered the Young Inventors’ Competition last week
(type
).
e Baird
G John Logi
F Josephine
Cochrane
B Write sentences that express these ideas. Number 1 is
an example. Identify each sentence as a usual conditional
structure, or a mixed one.
3
Most Australian inventors today would be bemused if they
came across the recent American pop culture fashion that encourages people to ‘dream’ about what they want to achieve
while repeating the mantra “I can do anything if I want it
enough” while conveniently ignoring the hard work, knowledge and skills acquisition that are usually required. If inventors needed something nowadays, they would simply roll up
their sleeves and do whatever was necessary.
1 If Zac were (be) more organised, he would be
(be) a great inventor. Usual type 2.
2 If Zac
(be) always so disorganised,
(win) the competition last year.
3 If Edison
(be) so clever in the past, homes
(still be lit) by candles.
4 If schools
(be) more creative in the past,
there
(be) more young inventors in the
country now.
5 If Josephine Cochrane
(not overcome)
many difficulties, she
(not produce) a
working dishwashing machine.
6 If governments
(not be) always so greedy,
many problems
(be solved) long ago.
7 If only my brother
(be) more motivated, he
(achieve) better results at school this year.
4
The motivation of many Australian inventors seems to have
been quite simple – to make the world a better place. David
Warren (the inventor of the Black Box Flight Recorder) was
partly motivated by the fact that his father had died in an airline accident. Few were motivated by money. If you read the
source materials on Australian inventors, you’ll find the most
common satisfaction they express is: “I have changed the
lives of people for the better.”
5
Most Australian inventors displayed formidable talents of self
management and working alone. Some inventions were the
result of teamwork, for example the Bionic Ear. In most cases,
however, if ‘the team’ had had its way, a great invention would
never have been produced. The inventors had to ignore the
team and head off doggedly to develop their invention by
themselves.
6
5 Your English e-pal asks what you would do if you had as
much money as you liked. Would you give some money away
to people or to good causes? Which ones? Would you travel?
Where would you go? Would you buy a lot of things? Write
an email to tell him/her your thoughts.
G 18a Conditional clauses
Far from being single minded nerds, most Australian inventors had wide ranging interests. In fact, in many cases it was
their breadth of knowledge that allowed them to recognize
that an application in one area could be adapted to provide a
solution in a completely different area. Had David Warren, an
aeronautical engineer, not been interested in recording jazz
performances, he probably would not have noticed the advances in tape recorders that allowed him to create the Black
Box Flight Recorder.
Zero conditional:
You can do anything if you try hard enough.
First conditional:
If you try hard enough, you’ll be sure to succeed.
Second conditional:
If he tried harder, he would succeed.
Third conditional:
If he had tried harder, he wouldn’t have failed so dismally.
CMYK
18b Mixed Conditionals
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If you were more fluent, you would have won the speaking
competition last year.

 MORE PRACTICE:
Workbook, pages xx
13
2B Wishes and frauds
3 Sentences 1, 2 and 3 in activity 2 refer to one story,
sentences 4, 5 and 6 to another story. With a partner, match
each set of sentences with one headline (a–d).
1 A Work with a partner. First, write three sentences about
yourself, beginning:
--------------------------------------
a
Brain eleecttrod
des prod
ducce
instan
nt laanguaage learning
1 I wish ...
2 If only ...
3 I think I’d be a good ...
A ten year study reveals facts
t about immig ant chil
b
B Now write three sentences with similar beginnings about a
partner. Then compare the six sentences with each other. Tell
the class about any surprising sentences.
2 Read the six sentences. Identify the structures (a, b or c).
s
2
If only I’d bought it when I saw it: it would now be worth a
fortune!
I don’t care if it’s a fake, I just wish I could paint like that!
3
I’d like all stories to have a happy ending like this one.
4
If only he had come back, he could have made a fortune
selling his story!
Today’s technology would have prevented this fraud.
I wish the media would stop glorifying fraudsters: they’re
sad people!
5
6
The biggest art fraud
of the 20th century
c
ROUN
ND-THEE-W
WOR
RLD SAILLOR
R’S
S
YAC
CHT FOU
UND EMPTY
a a wish for the present or future
b an impossible wish or regret about the past
c would/would have for hypothetical (imagined) situations
1
n
of
to
sss
n
M
d
F ld
of I
i nd Welsh des
t
n my.
US in an increasingly global econo
ARS AFTTER
SCIENTTIST DISSAPPEA
FIINDING FLYING PENGUINS
Die data vividlyy undersscoree the
4 A Work in pairs. Student A: read your part of the story on
page 137. Student B: read your part of the story on page
138. Don’t show your parts to each other. Help each other to
answer the questions.
1 How would John’s life have been different if only his
wife had not left him?
2 What might he have done if Drewe had not contacted
him?
3 What could have led the experts at Christie’s to make
such mistakes?
4 What tells us that he wished he had not been led into
crime?
5 What has his life been like after prison?
B With your partner, discuss who was most responsible for
the crimes John committed. Write 1 for the most responsible,
then 2, then 3. Compare with others and justify your order.
John himself
John’s first wife
Drewe
the experts at Christie’s
the public who paid huge prices for the fakes
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14
Work with it!
5 With your partner, find the expressions in either text which
have these meanings.
1
2
3
4
5
6
7
6
legal (7 words)
the police (6 words)
gift for imitating (3 words)
make money (3 words)
revealed illegal practices (3 words)
an appearance of good partnership (6 words)
had an artist paint a relative (4 words)
all paintings sold (3 words)
Polite offers and requests
8 A
Listen to three short dialogues.
Complete these sentences, using would.
Number 1 is an example.
Dialogue 1
1 Would you like me to send you details of my
exhibition?
2 I
see ...?
3
you
to give me ...?
4
go with me?
6 A
Listen to an interview about a hoax that went wrong.
With a partner, take notes and discuss these questions.
Dialogue 2
5
you mind
...?
6 Would
the volume
7
please turn
...!
8
I be wrong in
you
1 What exactly was the fraud which Don Crowhurst
planned?
2 What do you think were his reasons for not coming
back?
3 Do you think what he did was a heroic failure or a
shameful scam?
Dialogue 3
9
at this email ...?
10
you
as to
11 I
be grateful if
B
Now watch a trailer for a documentary film made about
Don Crowhurst. With your partner, complete your notes
about his plans and motivation, and give your opinion: was
he an ‘unlikely hero’ as the video implies?
...?
me ...?
me ...
B Which one of the above phrases is:
1
2
3
4
5
6
7 Compare your reactions to the two frauds in this unit and
give reasons.
1
2
3
4
, please?
Which story did you find more interesting?
Which fraudster do you find more congenial?
Which fraud did you think was more inventive?
Do you think it’s a good idea to admire fraudsters?
extremely formal, but used ironically?
very formal, to be used in letters rather than emails?
an offer?
a very strong request or demand?
a polite, fairly formal request for a letter or email?
not a request nor an offer?
C With a partner, write a sentence of request or offer for
these situations:
1 A letter to obtain application forms for a scholarship.
2 It’s cold. Ask a friend to shut the window.
3 You have been given two identical CDs: a friend
might like one.
4 You have repeatedly asked your younger brother to
stop using your computer.
5 An older guest might like some more tea.
G 19a Wishes for the present/future
We wish we knew more about this painter.
19b Past wishes/regrets
If only he hadn’t set out before his computer was built!
19c Would for hypothetical situations
This wouldn’t have happened in today’s races.

 MORE PRACTICE:
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Workbook, pages xx
15
2
2C Harmless fun?
1 ‘Practical jokes’ are tricks played on others, usually to amuse.
Compare your answers to these questions and discuss with
others.
•
•
•
Have you ever played a practical joke on anyone?
What was the result?
Has anyone ever played a practical joke on you?
What was your reaction?
Practical jokes are usually meant to be harmless fun.
List negative results they could have.
2 In many countries across the world, April 1 is ‘April Fool’s
Day’ and people invent all kinds of weird and wonderful ways
of playing tricks on people. Read the five accounts and write
a title for each one. Compare your titles.
1
1989: On March 31, 1989 thousands of motorists driving
on the highway outside London looked up in the air to
see a glowing flying saucer descending on their city.
Many of them pulled to the side of the road to watch
the bizarre craft float through the air. The saucer finally
landed in a field on the outskirts of London where local
residents immediately called the police to warn them of
an alien invasion. Soon the police arrived on the scene,
and one brave officer approached the craft with his
truncheon extended before him. When a door in the craft
popped open, and a small, silver-suited figure emerged,
the policeman ran in the opposite direction. The
saucer turned out to be a hot-air balloon that had been
specially built to look like a UFO by Richard Branson,
the chairman of Virgin Records. The stunt combined
his passion for ballooning with his love of pranks. He
planned to land the craft in London’s Hyde Park on
April 1. Unfortunately, the wind blew him off course,
and he was forced to land a day
early in the
wrong
location.
1978: A barge appeared in Sydney Harbour towing a
giant iceberg. Sydneysiders were expecting it. Dick
Smith, a local millionaire businessman, had been loudly
promoting his scheme to tow an iceberg from Antarctica
for quite some time. Now he had apparently succeeded.
He said that he was going to carve the berg into small
ice cubes, which he would sell to the public for ten cents
each. These well-travelled cubes, fresh from the pure
waters of Antarctica, were said to improve the flavour of
any drink they cooled. Slowly the iceberg made its way
into the harbour. Local radio stations provided excited
blow-by-blow coverage of the scene. Only when the
berg was well into the harbour was its secret revealed.
It started to rain, and the firefighting
foam and shaving
cream that
the berg was
really made of
washed away,
uncovering the
white plastic
sheets beneath.
3
1974: Residents of Sitka, Alaska, were alarmed when
the long-dormant neighbouring volcano, Mount
Edgecumbe, suddenly began to belch out billows of
black smoke. People spilled out of their homes onto the
streets to gaze up at the volcano, terrified that it was
active again and might soon erupt. Luckily it turned out
that man, not nature, was responsible for the smoke.
A local practical joker named Porky Bickar had flown
hundreds of old tires into the volcano’s crater and then
lit them on fire, all in a (successful) attempt to fool the
city dwellers into believing that the volcano was stirring
to life. According to local legend, when Mount St Helens
erupted six years later, a Sitka resident wrote to Bickar to
tell him, “This time you’ve gone too far!”
CMYK
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16
4
5
1993: The China Youth Daily, an official state
newspaper of China, announced on its front page that
the government had decided to make Ph.D. holders
exempt from the state-imposed one-child limit. The
logic behind this decision was that it would eventually
reduce the need to invite as many foreign experts into
the country to help with the state’s modernization effort.
Despite a disclaimer beneath the story identifying it as
a joke, the report was repeated as fact by Hong Kong’s
New Evening News and by Agence France-Presse,
an international news agency. Apparently what made
the hoax seem credible to many was that intellectuals
in Singapore are encouraged to marry each other and
have children, and China’s leaders are known to have
great respect for the Singapore system. The Chinese
government responded to the hoax by condemning
April Fool’s Day as a dangerous Western tradition.
The Guangming Daily, Beijing’s main newspaper for
intellectuals, ran an editorial stating that April Fool’s
jokes “are an extremely bad influence”. It went on to
declare that, “Put plainly, April Fool’s Day is Liar’s Day.”
2008: The BBC announced that camera crews filming
near the Antarctic for its natural history series Miracles
of Evolution had captured footage of Adélie penguins
taking to the air. It even offered a video clip of these
flying penguins, which became one of the most viewed
videos on the internet. Presenter Terry Jones explained
that, instead of huddling together to endure the
Antarctic winter, these penguins took to the air and flew
thousands of miles to the rainforests of South America
where they “spend the winter basking in the tropical
sun.” A follow-up video explained
how the BBC created
the special effects of
the flying penguins.
3 A With a partner, match these comments with one or more
hoaxes.
a
“The problem with this hoax was that it
worked too well, and people believed it for
years!”
b “It’s nice that we were shown the technical
side of how it was done: I’d love to see that.”
c “I have to agree with officials on this one.
What on earth is the point of these childish
tricks just because it’s the 1st of April?”
d “The long arm of the law didn’t show itself
at its best in this case, did it? Ha, ha! Bet
there were some red faces down at the local
station!”
e “Imagine how much time, effort, and money
went into planning and carrying out this silly
stunt. Haven’t people got better things to do
with their time?”
f “This is the kind of April Fool’s hoax I like
best. The people who believed it had good
reasons to do so: they weren’t just fooled by
silly nonsense.”
g “I do feel that there’s more than a hint of
cultural criticism in this one. No wonder it
met some negative responses.”
4 A Look at the example below: a double-word expression
functioning as an adjective. Find five other examples in the
texts in activity 2, write the meaning, and try to find another
adjectival expression that uses one of the words.
vlong-dormant = that has been inactive for a long time;
a long-lost relative
B With a partner, read through the texts and extract three
difficult words or phrases. Write a sentence that illustrates
the meaning, using a dictionary if you wish. There is an
example to help you. Exchange partners. Guess the word
from the text in your new partner’s sentences.
vNew sentence: The TV reporters provided a commentary on
every single action in the game.
Your partner guesses: ‘blow-by-blow coverage’
5 Choose one of the writing options and write a short story or
a letter.
A Tell the story of an April Fool’s joke in as amusing
and suspenseful a way as you can. You can imagine
the story or go online to research an actual prank, and
you can write it in the first or the third person.
CMYK
B Write a letter to a Chinese friend to tell him/her what
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you think of April Fool’s jokes. Give your reasons. If
B Write a comment on one of the stories and pin it up in the
class. Guess which hoax each comment refers to.
the Chinese started having April Fool’s jokes, would
that be a bad influence from the West? Is the danger of
the victim being embarrassed or ‘losing face’ too great
to justify this kind of deception?
17
2D Skills enhancement
Lunar meteorite project win leaves
student over the moon!
Part I Reading
1 When you read, you don’t need to understand every single
word. Train yourself to read a text quickly, read whole chunks
without stopping, and pick up clues from the context. Don’t
stop to worry if you don’t know a word. With a partner, read
the sentences and pick up clues to find the right answers.
1 The student’s project was analysing the xxxxx of a
meteorite.
A What part of speech is xxxxx?
a verb b noun c adjective
B When we analyse something, what do we usually do?
a put it together b throw it away
c examine it to find what it’s made of
C Which words do you think could replace xxxxx?
a total sum b leftover c components
2 The young scientist has secured a place on a xxxxx
voyage on a research ship.
A What part of speech is xxxxx?
a verb b noun c adjective
B If you’ve secured a place on a voyage, that means the
voyage
a was hard to get on to. b was long. c was amusing.
C It also means the voyage is likely to be
a long. b exciting, rewarding. c boring.
3 I was xxxxx when I heard my name called.
A Which of these words could follow ‘I was ...’?
a said b scientist c shocked
B What would you feel if your name came up at an
awards ceremony?
a sadness b surprise c anger
C What word do you think could replace xxxxx?
a happiness b amazing c amazed
4 He found that these new materials have potential to
be used as safer, more xxxxx friendly yyyyy to other
chemical reactions.
A What part of speech could be substituted for xxxxx?
a an adverb modifying ‘friendly’ b an adjective
c a verb
B Why could new materials be safer?
a less expensive b better for the environment
c more flammable
C What expressions could include xxxxx in the context?
a warmly friendly b environmentally friendly
c funny friendly
D What form of words could be substituted for yyyyy?
a verb b singular noun c plural noun
E Which expression can substitute meaningfully for
‘yyyyy to’ in the sentence?
a choices instead of b transforms in
c patterns in
There can’t be many A Level students who can say they
have contributed to the understanding of the formation of
both the Earth and Moon, but 17-year-old Elisabeth Muller is an exception. And there’s no doubt that her project
analysing the mineralogy of a lunar meteorite has opened
doors for her after she won two amazing awards at the prestigious UK Young Scientists’ and Engineers’ Fair organised
by the BA (British Association for the Advancement of Science) and held at the Centre of the Cell in London on Friday
(7 March).
Not only will Bedford High School student Elisabeth
now get to represent the UK at the European Union Contest
for Young Scientists in Copenhagen, alongside two other
winners from the Fair, but she has also secured a place on a
once-in-a-lifetime voyage on a research ship from New Zealand to the sub-Antarctic Islands.
Elisabeth conducted her six-week, Nuffield Bursaryfunded project under the supervision of Dr Mahesh Anand
at the Open University in Milton Keynes. After the Young
Scientists’ and Engineers’ Fair she said: “I was shell-shocked
when I heard my name called – I actually tripped down the
stairs! I plan to study Geology when I go to university in
September and I’m particularly excited about the trip to the
sub-Antarctic because as a geologist I love fieldwork. I can’t
wait!”
Other winners at the national fair included Alex White,
17, from The King’s School Chester. He was awarded the
Intel International Science and Engineering Fair (ISEF) prize
to attend the world’s largest pre-college science competition in Atlanta, Georgia, USA, for his project analysing a
novel group of materials. He found that they have potential
to be used as safer, more environmentally friendly alternatives to other chemical reactions widely used in the manufacture of pharmaceuticals.
Alex was very positive about his research experience,
also Nuffield Bursary-funded, which consisted of four weeks
working in Dr Andrew Fogg’s research group at the University of Liverpool: “It was brilliant to be able to get into a lab
and work with Ph.D. students, using techniques and equipment you don’t have access to at A Level. It reinforced that
chemistry is the area I want to work in.”
Commenting on his prize, he added: “I’m taken aback
and overjoyed at winning the Intel ISEF prize. I’m still taking
in the huge scale of it. I spoke to two of the previous winners
after the award ceremony and they told me what a hugely
influential experience it had been in their lives. I’m really
looking forward to it.”
Sir David King, President of the BA said: “The achievement of the young people who gain these prizes is not just
winning an exciting trip or a handsome trophy. In completing their projects they have been able to work like real scientists and engineers, and to find out for themselves how
enjoyable and rewarding that can be. It is terrific to see this
all come together at the Fair and I hope that many more
young people will have this opportunity in the future.”
CMYK
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18
Part II Use of Language
2 Now read the text quickly once through. Then answer the
questions. Use short answers.
1 What was the material that Elisabeth examined for
her project?
2 Elisabeth’s award allows her to do further work near
which Polar region?
3 Where did she do the research for her project?
4 What was her reaction when she heard she had won?
5 What organisation sponsors young scientists in their
projects?
6 What more advanced facilities were provided for Alex
by the project?
7 What was confirmed for Alex when he worked with
more advanced students?
8 What could be a future result of such projects for
young people?
3 Compare your answers with a group, as well as your
experience of reading the text. Did you find you could read
it quickly through without stopping? Did you find you could
use the context to guess the meaning of unknown words?
Could you use the context to guess the overall meaning of a
sentence or chunk of text?
4 A With a partner, read through the text once and decide on
the verb tense you would choose for each gap. Give a reason
for each choice, or your clue in the sentence. Numbers 1 and
2 are examples of reasons/clues:
v1 The Present Perfect is needed because ‘ever’ brings the verb
right up to the present – have you ever heard (up to now).
2 ‘Over the years’ is the clue: here it means over a period of time
still continuing to the present – therefore, the Present Perfect
is indicated.
B Fill in the gaps, using the tense you opted for.
C Join another pair and compare your choices and your
reasons. Then share your experiences of doing the task with
others.
•
•
•
Did you find the text difficult? If so, what problems
did you encounter?
Did you find the task difficult? Are there any tenses
that you find more difficult to work with than others?
What strategies could you think of to improve your
performance?
The great Eskimo vocabulary hoax
1 (YOU EVER HEAR) that the Eskimo have several hundred words for snow? And
did you believe that piece of information? Over the years, many, many people 2
(BELIEVE) it, and no doubt people 3 (STILL CONTINUE) to believe it no matter how
many times it is pointed out to them that this is a myth. Once the public 4 (DECIDE)
to accept something as fact, it 5 (BECOME) almost impossible to get the acceptance
reversed.
For instance, the notion that dinosaurs were stupid, slow-moving reptiles that soon
6 (DIE OUT) because they couldn’t keep up with the industrious mammals is stuck
in the public consciousness. What insult can you hurl at some old but powerful idiot
if not ‘dinosaur’? The new research discoveries of the last two decades concerning the
intelligence, and agility of the dinosaurs 7 (HAVE) no effect on the use of the term
‘dinosaur’ and its supposed associations. No one wants to hear that dinosaurs 8
(DOMINATE) the planet with intelligence and adaptive genius for hundreds of millions
of years and were far more successful than mammals have yet shown themselves to be.
In the scholarly community we 9 (EXPECT) to find a certain immunity, or at least
resistance, to uncritical acceptance of myths, fables, and misinformation. But sadly,
the academic profession 10 (SHOW) a strong tendency to create stable and selfsustaining but completely false legends of its own.
In the study of language, one case 11 (SURPASS) all others: it is the notion that
Eskimos have bucketloads of different words for snow.
A few professors have published their evidence that this was not the case. No one 12
(LISTEN) to them. Very likely, few 13 (LISTEN) to me as I try to explain. The truth is
that the Eskimos do not have lots of different words for snow, and no one who knows
anything about Eskimo (or more accurately, about the Inuit and Yupik families of related
languages spoken by Eskimos from Siberia to Greenland) 14 (EVER SAY) they do.
1
2
3
4
5
Have you ever heard
6
7
8
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10
11
12
13
14
19
3 Foods that charm,
foods that harm
• Revision and extension of questions
• Tag questions & short answers, Nor…, Neither…, So…
• Asking for clarification
3A Good cuisine is an art, isn’t it?
1 Fill in the quiz for yourself. Then join a partner, discuss your
opinions and decide on the best way to complete the profiles.
Tick a number from ⁄ to 5 to show your opinions.
⁄ – I disagree completely.
3 – I’m neutral on the subject.
5 – I strongly agree.
2 A One word is out of place in these questions. Rewrite
them. Find one subject question: label it S. Find one object
question: label it O. Number 1 is an example.
vDo the words chef and cook mean the same thing?
ARE YOU A FOODIE?
⁄ Good food is really important for me in my life.
⁄
2
3
4
5
2 My main priority in food is health: I don’t like fussy dishes.
⁄
2
3
4
5
3 I love cooking: I put time and effort into getting a great result.
⁄
2
3
4
5
2
3
4
5
1
2
5 A nation’s cuisine is high art and part of its culture.
⁄
2
3
4
the words chef and cook do mean the same thing?
distinguishes a chef from a cook what?
a chef ’s job is all about food?
what skills a chef does need?
who the members of the kitchen staff supervises?
how chefs can advance in their careers?
why chefs are multitaskers?
how do chefs have to be on their feet long?
why handling food is safely important?
many chefs get their own cooking show how?
B Look again at the subject and object questions. Complete
the statements below.
4 Time spent preparing food is simply a waste of time.
⁄
1
2
3
4
5
6
7
8
9
10
5
In subject questions, we want to find out about
.
In object questions, we want to find out about the
and the question word is the
of the
verb.
6 I hate celebrity chefs and all those cookery competitions.
⁄
2
3
4
5
C
Listen to the description of a chef’s job. Write short
answers to the questions in activity 2A.
7 I find all aspects of catering fascinating.
⁄
2
3
4
5
D
8 The food industry is overpriced and overvalued.
⁄
Watch the video and check your answers.
2
3
4
3 You interview a chef at a prestigious restaurant. What
questions would you like to ask? With a partner, choose five
questions from activity 2A, rewriting them to make them
more polite, OR write your own questions. You can use these
expressions.
5
PROFILES:
count up your scores separately for
the even numbers and the odd numbers.
CMYK vCould I ask you if a chef is the same as a cook?
Could I ask (you) whether/if ...?
A high score (⁄4–20) for odd numbers: 10/100/90/0
Can/Could you tell me ...?
You’re a foodie and
.
A high score (⁄4–20) for even numbers:
You don’t consider food
20
.
Do you know what/if ...?
I’d (really) like to know whether/if ...
May I ask ...?
I’m curious about ...
4 A
Watch a chef at Buckingham Palace talking to some
young chefs about his work. Discuss with others whether
your questions in activity 3 were answered. Which part of a
chef’s work would you like ... or dislike? In your opinion, is
good cuisine a high art?
B These comments from the video are answers. Write an
appropriate question for each.
1 They’re surprised at how many meals we cater for.
2 We might have canapé receptions which would be up
to about six hundred.
3 As chefs we tend to put that pressure on ourselves.
4 We have twenty-one chefs and nine general assistants
in the kitchens.
5 Overall we have a team of fifty.
6 The kitchen has to be able to function all the time.
7 If we’ve got a function for fifteen hundred we use this
space and more.
8 It’s just a lot bigger than I thought it was going to be.
9 I would look for a job doing a similar sort of catering.
Work with it!
Asking for clarification
5 A Match each situation (1–6) with a request for clarification
(a–f).
1 You’re in a restaurant. You don’t understand an item
on the menu.
2 The waiter explains, but you don’t quite catch what
he says.
3 In a bakery, buying some non-gluten bread, you
want to check the ingredients.
4 You want to know more about the explanation
you’re given.
5 A chef tells you to make a roux for her soufflé. You’re
not sure what to do.
6 You write an email to a celebrity chef for more
details about a recipe.
6 Research option A or B and write an appropriate
communication.
A Research the schools for chefs available for you
in Britain. Write a letter to the manager of one,
requesting more information than is on the website
about: the kind of courses offered, the availability of
scholarships or other forms of funding, the number
of years required for the courses, the possibilities
of apprenticeships afterwards, the qualifications
required, and the way to apply.
a Excuse me, I didn’t quite get that. Can you speak
more slowly, please?
b I wonder if you’d mind telling me exactly how much
sugar I need in the recipe for fruit muffins.
c Could you tell me what ‘vichyssoise’ is?
d Could you tell me what you use to make bread rise?
e I’m really sorry, but I don’t understand. Could you
explain, please?
f Thanks, but what I’d like to know is what is in the
‘raising agent’, exactly?
B Research the national cuisine of another country
and compare it with your own national cuisine in
Slovenia. Write a letter or an email in English to your
friend in that country. Tell them about the cuisine
of Slovenia and the information you’ve found about
the national cuisine in their country. Ask for more
information about their regional cuisine, their
favourite food/dishes, and their attitude to food.
B With a partner, decide on a situation where clarification
is needed. You can use one of the situations in activity 5A
or your own. Write a dialogue – at least three exchanges,
starting with the request.
Subject and object questions
CMYKG 17a
Who supervises the staff?
What did the young chefs find surprising?
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17b Indirect/polite questions
C Change partners. Read the first request to your new
partner. S/he guesses the situation and supplies an
appropriate response.
Could you tell me if this is right?
I wonder if you’d mind telling me if this is right?

 MORE PRACTICE:
Workbook, pages xx
21
3B Seafood can’t be harmful, can it?
1 A Match the medical terms (1–8) and their definitions (a–g).
One definition is missing. Write it.
1 contaminated
2 infectious
3 virus
4 bacteria
5 nausea
6 diarrhoea
7 cramps
8 coma
B With a partner, read the text about food poisoning. Fill in
the eleven missing words. Choose from the words below.
Compare your guesses with others, discussing the clues you
used to help you.
toxic
illness
transmitted
onset
vision
legs
picnics
categories
eating
symptoms
honey
terrorists
contaminated
death
seafood
worst
a sudden severe pains in a muscle
b a small living organism that can enter your body and
make you ill
c that spreads from person to person
d a prolonged state of unconsciousness because of illness
e dirty or polluted
f a very small living organism consisting of one cell that
can cause illness or decay
g sickness that causes the body’s solid wastes to become
liquid and be passed too often
Food poisoning
Food poisoning is a general term for health problems arising from eating contaminated food. The known causes of
: infecfood poisoning can be divided into two 1
tious agents, including viruses, bacteria and parasites, and
2
agents such as the poisons in some mushrooms
or certain seafood, or pesticides on fruit and vegetables.
Noroviruses are a group of viruses that cause a mild illness (often termed “stomach flu”) with nausea, vomiting,
diarrhoea, abdominal pain, headache, and low-grade fever.
These symptoms usually resolve in two to three days. It is
the most common viral cause of adult food poisoning and is
transmitted from water, shellfish, and vegetables 3
by human waste, as well as from person to person. Outbreaks
are more common in densely populated areas such as nursing
homes, schools and cruise ships.
Hepatitis A causes mild illness with sudden onset of fever,
loss of appetite, and feeling of tiredness followed by jaundice,
which is a yellowing of the eyes and skin. It is 4
from person to person by contamination of food.
Salmonellae are bacteria that may cause food poisoning:
a moderate illness with nausea, vomiting, crampy diarrhoea,
and headache, which may come back a few weeks later as joint
pains. But salmonellae can also be a life-threatening illness,
sometimes causing 5
. The illness is transmitted by
undercooked foods such as eggs, poultry, dairy products, and
seafood.
Staphylococcus aureus causes moderate to severe illness
with rapid 6
of nausea, severe vomiting, dizziness,
and abdominal cramping. These bacteria produce a toxin in
foods such as cream-filled cakes and pies, salads (most at risk
are potato, macaroni, egg, and tuna salads, for example) and
dairy products. Contaminated salads at picnics are common if
the food is not chilled properly.
Escherichia coli (E. coli) causes moderate to severe illness
that begins as watery diarrhoea, which then turns into bloody
diarrhoea. There are many different types of these bacteria.
strain can cause kidney failure and death
The 7
(about 3–5% of all cases). It is transmitted by eating raw or
undercooked hamburger, unpasteurized milk or juices, or
contaminated well water.
Clostridium botulinum (botulism) causes severe illness
affecting the nervous system. Symptoms start as blurred vision. The person then develops problems talking and overall
weakness. Symptoms then progress to breathing difficulty and
the inability to move arms or 8
. Infants and young
children are particularly at risk. It is transmitted in foods such
as home-packed canned goods, honey, sausages, and seafood.
Because botulism can be released in the air, it is considered a
potential biological weapon for 9
.
Mushroom toxins: Illness can range from mild to deadly
depending on the type of mushroom eaten. Often there is
nausea, vomiting, and diarrhoea. Some types of mushrooms
produce a nerve toxin, which causes sweating, shaking, hallucinations, and coma.
Scombroid causes mild to moderate illness with facial
flushing, burning around the mouth and lips, peppery-taste
sensations, a red rash on the upper body, dizziness, headache,
may include blurry vision,
and itchy skin. Severe 10
respiratory distress, and swelling of the tongue and mouth.
Symptoms typically last from four to six hours, and rarely
more than one or two days. It is transmitted in seafood, but
can also be found in Swiss cheese.
Pesticides cause mild to severe illness with weakness,
blurred vision, headache, cramps, diarrhoea, increased production of saliva, and shaking of the arms and legs. Toxins
are transmitted by 11
unwashed fruit or vegetables
contaminated with pesticides.
CMYK
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4
Listen to a quiz programme. Refer to the text in activity
1B. In the pauses, try to provide the answers. Work with a
partner, and listen again.
1 Write the structure in the programme where one
person gives a short negative answer and says it’s the
same for the other member of the team.
2 Write as many tag questions as you can remember
from the programme.
5 Complete the tags.
2 A Study the examples. Answer the questions, using
short answers.
1 These sausages haven’t been thoroughly cooked,
?
2 There could be a problem with that,
vAre viruses the most common cause of stomach upsets
in adults? Yes, they are.
Would a mild infection of E. coli cause death? No, it wouldn’t.
?
3 Very few people get botulism from sausages,
?
4 That’s hardly a recommendation for the food, though,
?
5 She ate some mushrooms and barely survived,
?
6 Scientists have found an antidote for the poison,
?
7 I’d never serve anything that was undercooked,
?
8 Well, we all got stomach cramps,
?
9 Scarcely any of the food was eaten,
?
1 Have scientists identified bacteria that could kill
whole populations?
2 Can bacteria affect a person’s nervous system?
3 Will schoolchildren die if they catch a norovirus?
4 Is it just a silly precaution to wash fruit before eating it?
5 Does scombroid make it difficult for you to breathe?
6 Is there some danger in eating lightly cooked
hamburgers?
B Study the examples. Turn the questions in activity 2A into
tag questions, both positive and negative.
vViruses are the most common cause of stomach upsets, aren’t
they?
Viruses aren’t the most common cause of stomach upsets, are they?
6 Match the two parts of each exchange.
3 A Look at the examples in activities 2A and 2B. Complete the
general rules for short answers and tag questions in your
notebooks and add an example for each.
1
2
Short answers
(Yes,) + subject + same verb as the question, positive.
(No,) + subject + same
Tag questions
Subject + verb (positive) ... + tag: (negative) verb +
?
Subject + verb (negative) ... + tag:
.
?
I’m allergic to mushrooms.
I’m not sure about seafood.
I vomit if I eat crab.
I can’t stand cream pies.
I don’t like having diarrhoea.
I’ve never had hepatitis.
He won’t be dizzy.
I’d like a hamburger.
a
b
c
d
e
f
g
h
Nor does anyone else!
So am I.
Nor has anyone in my family.
Neither am I.
So would I.
Neither can my Dad.
So do I.
Neither will she.
B Now look at these examples. Complete the rules. Add one
more example to each.
1
2
1
2
3
4
5
6
7
8
3
Adults hardly ever die of food poisoning these days, do they?
Nobody has survived eating the deadliest mushrooms,
have they?
Not enough research has gone into toxic substances, has it?
1
Subject + adverb with negative meaning + verb ... + tag:
2
Pronoun with negative meaning ... + tag:
3
Quantifier with negative meaning ... + tag:
G 17d Short answers
Have you ever had a norovirus? – Yes, I have. – So have I.
Did you eat those mushrooms? – No, I didn’t. Neither did he.
Nor did my sister.
CMYK
17c Tag questions
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Your vision is blurred, isn’t it?
You didn’t eat those unwashed fruit, did you?
Scombroid seldom lasts long, does it?

 MORE PRACTICE:
Workbook, pages xx
23
4 All about art
2 A Read a phone conversation between Tessa and Rick. With a
partner, match the verbs (1–9) with one of the ways of talking
about the future (a–f).
• Revision and extension of future tenses
• Present tenses to talk about the future
• am/is/are + to-infinitive (future meanings)
• Giving warnings
a
b
c
d
e
f
4A New directions in art
1 A Write a number to show your opinion.
1 = very much
2 = sometimes
1
6
3 = not at all
How much do you enjoy the following kinds of art:
traditional art: paintings from the great masters
of past centuries
Cubist/abstract art from the 20th century
art photography
public art, e.g. statues in public places
recent art forms, e.g. installations, interactive art,
video art
commercial art, e.g. advertisements, greeting
cards, CD/DVD covers
B In groups, compare your preferences. Discuss these
questions. Report to the class, giving your reasons in one
sentence for each question.
1 Is art becoming more popular with people of your age?
2 Is there a difference between ‘high’ art and commercial
art?
3 Will the concept of ‘art’ change over the next few years?
fixed schedule
spontaneous decision
arranged plan
prediction
intention, seeing the future in the present
something planned to happen at a particular time
2
7
3
8
5
T: 1Are you going to the exhibition tonight? 2I’m going with
Pia, you know, my brother’s girlfriend?
R: What time 3does it open?
T: Mmm ... let’s see the programme ... ah yes, it 4opens at
5 pm.
R: 5I’m definitely going to go, but I 6won’t be getting there until
around 6.
T: Can’t you get off work early? The talk on the future of art 7is
at 5:30. I think it 8will be very controversial.
R: All right, then. 9I’ll leave early and meet you there at 5:30.
B Write the verb tense used for each of these ways.
a
b
c
d
e
f
fixed schedule
spontaneous decision
arranged plan
prediction
intention, seeing the future in the present
something planned to happen at a particular time
CMYK
10/100/90/0
24
4
9
3 Circle the right option.
1 I go/’m going to write a report on it for the school
newspaper.
2 Several things will be/are being important for the
future of art.
3 Soon, TV and videos let us see/will let us see a number
of different things all at once.
4 Artists will be/are being able to show light interacting
with sound.
5 Holographs may eventually replace/are eventually
replacing two-dimensional TV or video.
6 In the near future, we are seeing/will see video
programmes that can develop in different ways.
7 Soon, we are experiencing/will experience TV,
computer, and video pictures that we can actually
walk into and interact with.
Work with it!
The language of caution
5 A Complete the grid.
Warning phrase
4 A
Listen to Pia telling Derek about the talk. Check your
answers in activity 3.
6
7
8
9
10
1 Be careful! Don’t touch the
sculpture,
you might
2 Watch out! You’re too near
the painting,
you’ll trigger the
3 Watch your step as you go
up this ramp,
you could
4 Look out! The installation’s you’ll
behind you,
5 Make sure you don’t take
photos in here,
B With a partner, answer the questions from memory. Then
listen again to check.
1
2
3
4
5
Second part of the sentence
What is Pia going to use her notes for?
What is going to influence art in the future?
What does the term ‘electronic arts’ include?
What senses can be affected jointly by TV?
What will artists be able to show interacting with
each other?
What will a person using a 3D helmet and glove be
able to do?
How will viewers change an interactive light display?
What conditions will have to be fulfilled for us to walk
into pictures?
What does Pia accuse Derek of being?
What does Derek want Pia to do tomorrow?
.
.
.
.
the gallery attendant
.
B With a partner, write warnings to give in these situations.
1 Your friend is about to pick a flower that’s part of
an art installation.
2 Your younger sister wants to turn the video
installation on and off.
3 Your mum’s walking back to get a good look at a
picture and is about to walk into a fountain.
4 Your own situation where a warning is needed.
C Read your warning for situation 4 to others and get them
to guess the situation.
G 16a–e Expressing the future
Arranged plans:
The artist is meeting the audience tonight at 6 pm.
She’ll be signing copies of the exhibition catalogue.
Fixed schedules:
The gallery opens tomorrow at 2 pm.
Intentions:
I’m going to go to the talk after the show.
Spontaneous decisions:
Are you? Right, I’ll join you then!
Predictions:
Artworks will become more interactive in the 21st century.
CMYK
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 MORE PRACTICE:
Workbook, pages xx
25
4B Art with a mission
1 Read the two emails quickly. Tick A, B, or both.
A
B is an email which ...
1 is about responding to an artwork.
2 concerns producing an artwork.
3 praises artwork for portraying current issues.
4 describes a popular exhibition.
5 hints at a controversial production.
6 reports reactions to a future action.
7 makes predictions about future actions.
8 is sent to a close friend.
A
Hi Phoebe,
I went to an art show opening yesterday,
about animals of the future. It was so
exciting to meet an artist producing works
that really speak to our generation’s
concerns. I found it inspiring, and I know
you would too. Because so many people want
to see it, the show’s to be extended, so
I’m hoping it’s still on after you arrive
next week. You’ll have a great time in LA
once you get over your jet lag: there’s so
much to see and do. Hope we won’t be too
exhausted by the time we’re driving up to
the Grand Canyon!
I hope you have a really smooth flight
over, lots of love,
Phil
Treiops Treyfid
B
Hi Callum,
We’ve done it! Janet and I are booked
to go to Switzerland! Unless something
unexpected happens, we’ll be there from
Friday to Sunday. The shoot is scheduled
for Saturday morning, and all the
participants are to be in place by 9 in
the morning. Reactions from the family
have been exactly as I expected:
Gran: ‘I just don’t know what art is coming
to these days. In my day, blah blah …’
Mum: ‘I expect you know what you’re doing
... but I hope you’re not really thinking
of taking your clothes off ... in the
snow!’
Dad: ‘I hope you’ve considered the
consequences! Sounds dangerous to me.’
Kev, always the baby bro: ‘What a silly
thing to do. I bet you catch your death of
cold!’
I’ll tell you all about it as soon as I
get back. xxxx,
Leila
2 Circle the right option(s) to complete the statements. Add
two more examples from the emails to illustrate each one.
After conjunctions of time, we don’t use the
.
a present tense
b future tense
c past tense
Example: after you arrive next week (not: after you will arrive)
After hope or bet, we can use the
.
a present tenses
b past tenses
c future tenses
Example: I hope you have a really smooth flight.
CMYK We use am/is/are + infinitive for a .
a spontaneous decision
b prediction
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c fixed arrangement, often with an element of obligation
Examples:
26
4 A Before you watch a shoot directed by Spencer Tunick,
discuss these questions in groups and report your views to
the class.
•
•
Spencer Tunick
•
3 A
Watch the video. Which email in activity 1 refers to this
show?
B
Watch the video. Complete the reasons given for the
shoot.
B Find the right endings (a–h) to the sentences (1–10). Two
endings are missing. Write them. Then compare with others
and watch again to check your answers.
a
b
c
d
e
f
g
h
has some similarity to sculptures.
assembled the pieces in his studio.
will not exist in the future.
were also used.
pay tribute to the surviving animals.
will be altered by the actions of humans.
have mostly been recycled.
live in or around cities.
1
2
3
4
5
6
7
8
9
10
Exotic animals ...
That’s because their way or life ...
Surviving animals will be those who …
Survivors include ...
The show is meant to ...
The artwork in the show ...
The materials used for the art ...
However, resin or holographic foil ...
Some pieces incorporate ...
The artist ...
1 By Tunick himself: ‘So people can
and reflect on, you know, the body’s
,
juxtaposed to the
and the vulnerability
of the glacier.’
2 By the Greenpeace representative. ‘All these people
came in order to
decision makers
because
needs immediate action.’
5 A The installations shown in the two videos both have an
environmental ‘mission’. Show your opinion of A and B by
standing in opposite corners of your classroom.
A Art should be for its own sake, not for any other
purpose or aim.
B These days, when art reaches a vast public, it should
be used to help make a better world for everybody.
B With others who share your views, discuss and prepare
reasons to justify your stance. Make notes and think of ways
of countering opposing arguments.
C With a partner, try to remember these adjectives from the
video.
•
Four adjectives that all end in the same two letters,
meaning:
a art that is three dimensional:
Tunick is an artist who specialises in photographing
massive crowds of nude people. What could be an
artist’s aim in doing this? Discuss and give reasons.
The human body has traditionally been a subject for
art. Can you name any famous nude portraits? Do
you find them beautiful?
Is there a difference between these traditional
portraits and modern photographs of nudes? Give
reasons.
C Use your notes to contribute to a mini-debate in class.
6 Write an essay on one of the two topics in activity 5A. Make
a plan first, and show it to a partner. Then show each other
your first drafts and ask for comments, before revising and
making your final versions.
b over the whole world:
c central to everything, very important:
•
G 16f Fixed future arrangements: be + to-infinitive
d something extra added:
Because of demand, the exhibition is to continue for a further
week.
The participants were to assemble early in the morning.
Two adjectives that end in the same two letters,
meaning:
e that has not been noticed:
16b Present tense after time conjunctions
As soon as I get back, I’ll email you.
When the show closes, the exhibition will move to another city.
Present tense after hope/bet
CMYK 16b
I hope your show is a success.
Two adjectives that end in the same three letters,
I bet you’re glad when the shoot is finally over.
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meaning:
f that has been used again:
•
g unusual, foreign, exciting:
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 MORE PRACTICE:
Workbook, pages xx
h made of a soft artificial material:
27
B
4C Words and pictures across the world
1 What is your opinion of graphic novels/comic books?
Discuss these questions.
•
Which ones did you read as a child? Which ones do
you read now?
Do you still enjoy them or are they for children only?
Can they be considered an art form?
•
•
2 Quickly read the three texts. What four different kinds of
graphic novels are described? Which one(s) would you be
tempted to read?
A
Last month Yen Press announced that it would print
350,000 copies of a graphic-novel adaptation of
“Twilight”, the first part of the immensely popular
vampire saga created by Stephenie Meyer. Now
comes word from Dark Horse Comics that it will
print 100,000 copies of a graphic novel by Janet
Evanovich, the best-selling mystery writer, which will
continue her “Motor Mouth” series of novels.
“Twilight” will be split into two graphic novels. Mr
Hassler said that Ms Meyer was involved in “every
panel of every page” of the adaptation, down to the
dialogue balloons.
“The characters and settings are very close to what
I was imagining while writing the series,” Ms Meyer
said in a statement.
In Ms Evanovich’s case rather then an adaptation,
Troublemaker! A Barnaby Adventure” will be the
third instalment of a series. This two-part graphic
novel is being written with Ms Evanovich’s daughter,
Alexandra, a fellow comic-book fan. The authors
collaborated closely with the book’s artist, Joelle
Jones, to convey their vision of the characters.
Of the graphic-novel process, Ms Evanovich said
she marvelled at the end results. “The script was
the structure, but it almost disappears,” she said.
“All those words that we laboured over are now in
bubbles over characters’ heads. The
book becomes the action
and the
pictures.”
Dear Kirsten
You asked what books I’ve been reading.
Well, you’ll be surprised to hear that
I’ve been looking at two new graphic
novels that are travelogues by artists
from the animation field.
One is a record of a journey to Burma by
a veteran cartoonist, and the other is an
amusing chronicle of a journey to Venice.
I was fascinated by the first, which
provides an unusual peep into a culture
dominated by an oppressive regime. The
artist expertly captures the people of
Burma, now Myanmar, and all the daily
details tourists couldn’t possibly get to
know. He even visits a Buddhist meditation
retreat, and I learnt a lot about the
traditions of this religion.
I especially enjoyed the book about
Venice, remembering our visit there last
year. Of course Venice is a traditional
holiday destination but this book just
doesn’t look like your average comic
book, mainly because of the beautifully
painted images, pencil sketches and
watercolours. It’s a unique achievement,
quite unlike any other book I’ve read. The
sequential storytelling pictures provide
an artistic record of the journey, giving
us landscapes and cityscapes of stunning
simplicity and beauty.
I’ll lend you these two books. I’m sure
you’ll enjoy the compelling stories,
and the wonderful insights into other
cultures. I know you were doubtful about
graphic novels, but I think these prove
that it’s an ideal genre for travelogues.
See you soon, Carter
CMYK
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28
C
The art form which combines story telling and sequential
images has been part of Japanese culture for a very long
time. Early examples can be found in the work of Toba
Sojo, who was a painter and a priest in the 11th century. His
animal scroll paintings were full of whimsical humour that
satirised the life of Buddhist priests. In his drawings, priests
appear as mischievous rabbits or monkeys pursuing silly
activities. It is thought that these scroll paintings influenced the development of modern comic books in Japan,
now called manga, because although they don’t include
the speech bubbles or sound effects that are characteristic
of manga today, they are similar in showing a sequence
of events that follow one another as the scroll is unrolled
from right to left. Even today, the tradition remains, and
manga continue to be read from right to left. Manga have
become a very popular part of Japanese culture and most
people read them, not just children but adults as well. In
addition, the authors and artists who create manga enjoy
a high status and their art form is well respected in their
country.
4 Mark the statements T (True) or F (False), and correct the
false statements.
1
New cartoon versions of vampire or mystery
stories are based on the work of little-known
writers.
2 The writers are involved only with the text of
the comic book versions.
3 The graphic novel reduces a lot of text to
brief statements in bubbles.
4 Two travel writers have collaborated to
produce a new type of travelogue.
5 Burmese society is portrayed from intimate
personal experience.
6 The depictions of Venice are all very
colourful portraits of the city itself.
7 The new travel genre is more effective than
older forms of description.
8 Telling stories in pictures is an art with a
long tradition in some countries.
9 In Japan, the story develops in the same
direction as in Western comic books.
10 Some of the earliest forms of comic books
were critiques of life in their times.
3 With a partner, make sure you know the meaning of these
expressions and phrases. Place them in the diagram as A
or B, or in the shaded area if they can be used for both.
A This expression can be used for literary (print)
works of art.
B This expression is used for visual works of art
(paintings, video, film).
•
•
•
•
•
•
•
•
•
•
•
scroll paintings
• the animation field
word/dialogue balloons
• sound effects
sequential storytelling
• satirised life
vision of the characters
• travelogues
every panel of every page
• chronicles
saga
pencil sketches and watercolours
captures the people and the daily details
the action and the pictures
beautifully painted images
landscapes and cityscapes
5 Choose one of the writing options: A or B.
A Create a comic strip (of at least five panels) to show
a typical day, month or year in your classroom. Try
to include as many comic incidents as you can. If you
have any artists among you, encourage them to draw
the incidents. You can also use photographs or collage
illustrations.
B Create an illustrated travelogue in the form of a
graphic account of a journey, for visitors to your city
or region. You can use drawings, photographs, or
collage from magazines. The text should be in word or
dialogue bubbles.
CMYK
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A
B
29
Part I Listening
C Join a group and compare your key words. Together,
discuss the details of what you perhaps know about Sam
Taylor-Wood. Then give the opposite of each sentence above,
in case it should be false.
1 Think about your experience of listening to audio or video in
these first four units. With a partner or small group, discuss
these questions:
•
•
•
Do you find listening easier than it was last year?
Can you say what you find particularly difficult?
Can you remember any strategies to help you
understand audio better?
2 In this listening exercise, you are going to compare listening
to words only (e.g. radio programmes) and listening
while also watching images. Add at least one to this list of
differences, and compare with others.
•
•
•
In audio, you have to concentrate more on words,
especially key words.
In video, you get some of the meaning from the
images.
My idea:
4
Listen and mark the statements in activity 3B T (True) or
F (False).
5 In groups, compare your answers and say whether doing
activities 3B and 3C helped you to understand the text.
6
Now watch the video. Revisit your ideas in activity 2,
and talk about the experiences of watching as opposed to
listening.
3 A One thing which usually helps us to understand speech
is being already familiar with the topic under discussion.
In ‘real-life’ situations, you often have to use your previous
knowledge of the situation to help you. In a classroom
situation, you are given clues to help you, for example
pictures, or text. Here, for example, is a typical task that
accompanies many listening exercises, some True/False
statements. You can use the task to become familiar with
what you are about to hear.
B Read the statements. Underline the key words that can
help you to understand the recording you are about to hear.
Remember that some of the statements are not true, but they
can still give you some information about the topic.
1 For Sam Taylor-Wood, the work of art springs from
an idea.
2 She could have had another career or been a sculptor.
3 Her works are about subjects that are different from
traditional art.
4 At first glance, her videos look like paintings.
5 Videos of food decomposing suggest life moving
towards death.
6 Her work is usually completed very quickly.
7 A series of photographs shows her hanging from the
ceiling.
8 Some of her photographs show Bram Stoker’s
vampires.
9 It’s very important to interpret her work in the right
way.
CMYK
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30
Part II Writing
A You find this advertisement online.
Write a letter of enquiry to the Director of the Slade
Summer School. You want to find out how to enrol, the
fees and dates for the one or two-week courses, whether
the school provides accommodation, and any examples
of art work or previous experience they require of
students.
Consult the advice on writing and editing in the
Workbook, pages 116-119.
B Write an essay on one of these topics.
• ‘Art for art’s sake’ is a concept of the past. All art is
commercial these days.
• Art is alive and flourishing in Slovenia.
• Graphic novels are useful in teaching literature to
young people.
• Video and other moving pictures are the future of art.
Consult the advice on writing and editing in the
Workbook, pages 116-119.
8 When you have completed your letter or essay join a group
and share your ideas about what you find most difficult in
writing:
•
•
•
•
•
planning and researching the work
structuring the whole piece to make it coherent and
logical
finding the right vocabulary
making sure sentences are correct and varied
proof-reading your own work
ol
S u m m e FirneSArtc h o
Slade School of
l
Summer Schoo
mber
5 July – 10 Septe



opportunity
hool provides an
Sc
er
m
m
Su
e
ad
The Sl
in the special
wish to work with
for students who
ol of fine ar t. All
distinguished scho
atmosphere of a
the staff actively
ht by ar tists and
ug
ta
e
ar
s
se
ur
co
and enterprise.
nse of community
se
g
on
str
a
e
ot
prom
ek Summer
es a unique ten-we
lud
inc
e
m
m
ra
og
The pr
mer School
Ar t and our Sum
ne
Fi
in
n
tio
da
un
School Fo
ludes a range of
ramme which inc
Shor t Course Prog
t.
courses in Fine Ar
one and two-week
Discuss ways of improving your writing performance. Write
your tips for others on the board.
CMYK
10/100/90/0
31
e
is to reproduc
ance Group
D
lk
Fo
uš
at
its
rve
l of Drag
ion and prese
The main goa
y of their reg
ac
g
le
l
ra
ltu
the rich cu
dances.
ch
s, songs and
Group resear
music, custom
Folk Dance
uš
ift of
at
g
g
a
ra
D
s of
oms as
The member
cestors’ cust
an
r
s, they
ei
ce
th
an
e
d
rv
rese
and circle
l
ua
rit
archives to p
es
id
ies, while
the past. Bes
earlier centur
of
al
ic
wisdom from
p
ty
s
erformance.
other dance
s variety in p
re
su
also perform
en
ch
ts
en
al songs, whi
folk instrum
rve tradition
se
their use of
ted
re
p
ar
st
ey
th
so
have al
d energy
With love an
dances. They
r
ei
th
ith
w
utifully
interlace bea
up.
ce
lk dance gro
fo
y performan
s
n’
a childre
d high-qualit
an
ire
nd
to
er
ou
p
ar
ive re
ivals
Their extens
tations to fest
em many invi
th
d
ne
ai
g
have
abroad.
Slovenia and
B
5 Song and dance
• Past Perfect Continuous
• Linking words of addition and contrast
• Prioritising/highlighting
5A Looking back, looking forward
1 Work with a partner. Quickly try to match the seven
definitions (a–g) with the right words/expressions (1–8).
One definition is missing. Don’t use a dictionary. Guess.
1
2
3
4
multi-faceted
venue
indigenous
legacy
5
6
7
8
interlace
repertoire
flourish
strike a chord
a
b
c
d
thrive, do well
consisting of many parts
provoke a sympathetic response
something precious handed down to future
generations
e all the pieces of music or dance that a performer
is able to perform
f native to a country
g to make something fit in well with other features
2 A Read the four websites. Use the context to confirm the
meanings of words/expressions from activity 1A, then
complete your answers. With your partner, write the missing
definition.
A
lk development
of the leading fo
e
on
is
S
ck to 1898.
DS
EF
The
history dating ba
a
th
wi
UK
e
th
organisations in
d, being
It is multi-facete
00 members;
p society with 40
hi
rs
, multi-media
• a membe
ncerts, lectures
co
g
in
st
ho
e
nu
• an arts ve
nces;
ray of social da
events and an ar
lo
ve pment
training and de
• an education,
rkshops
g classes and wo
agency providin
s;
ie
ilit
ages and ab
lling
for people of all
blishing and se
on-line shop, pu
d
an
ic;
er
us
m
ish
d
bl
an
pu
e
a
•
s on folk danc
CD
d
an
s
ok
bo
ts of England
a range of
digenous folk ar
in
e
th
e
ac
pl
to
EFDSS aims
ltural life.
at the heart of cu
C
Scotland has
recently been
undergoing a
music. The po
revival in folk
pularity of folk
music had be
over the prec
en decreasing
eding decade
s with young
other forms of
Sc
ots turning to
music. But fro
m the 1960s
clubs started
onwards, folk
to flourish. Alth
ough music in
long been prim
Scotland had
arily a solo af
fair, the fashio
began to emer
n for Celtic ba
ge. Recent m
nds
usicians have
of folk and jazz
featured fusion
or rock, as wel
s
l
as
beats in ‘tech
the inclusion
no piping’.
of hip hop
Performance
s demonstratin
g traditional da
been succes
nce forms ha
sful in recent
ve
years, but yo
enthusiastical
ung people m
ly embrace th
or
e
e ceilidh as an
informal tradi
evening of
tional Scottish
dancing.
CMYK
10/100/90/0
32
C Write the verbs in the right tense, and be prepared to justify
your choice.
•
D
American folk
music has alw
ays given
support in tim
es of struggle
and need. Th
earliest spiritu
e
als, which aros
e from slave fi
and loved toda
elds, are still
y. They are so
sung
ngs about ha
of hope.
rdship but also
full
Although folk
music had be
th
en
declining in po
20 century sa
pularity, the
w a revival in
America, as w
for justice. Fo
orkers strugg
lk songs supp
led
orted campa
and opposed
igns for civil rig
the war in Viet
hts,
nam.
Now, with wor
kers facing so
cial issues an
Middle East,
d the wars in
younger audi
the
ences are join
folk festivals.
ing their pare
Folk singers st
nt
s at
rik
e a chord with
ages and wal
people of all
ks of life.
B Read the websites again. Work out what ‘EFDSS’ stands
for. Then correct one mistake in each of these sentences.
•
•
•
The EFDSS 1
(support) folk music in
England over the whole of the 20th century and up to
the present, the early 21st century.
Before she 2
(become) a professional
dancer, Ami 3
(go) to EFDSS workshops
every summer.
I4
(try) to find a folk music CD for my
cousin for quite a while, but 5
(not find)
any in our local shops. Then I 6
(notice)
the online EFDSS shop and that 7
(solve)
my problems.
For my essay, I 8
(decide) to write about
Vaughan Williams, a prominent English composer of
the early 20th century. After I 9
(do) some
preliminary research on the internet, I 10
(contact) the EFDSS who 11
(be) extremely
helpful, and by now, I 12
(collect) enough
material to write a book-length essay!
4 A Write on a piece of paper two actions you completed in the
recent past. Sit in groups of three or four.
1 Since the 18th century, the EFDSS has been
popularising folk music.
2 The Dragatuš Folk Dance Group try to preserve the
past, so children don’t join.
3 Scotland has a long unbroken tradition of Celtic folk
music groups.
4 American folk music opposed war and campaigns for
the rights of people.
A: Tell B your first action. Example: I joined the football
club.
B: Think of an event which interrupted your decision
to do the same action. Be inventive! Use this kind of
sentence: I had been thinking of joining the football
club, when I was invited to be captain of the tennis
club, so I did that instead.
B: Tell C your first action. Example: I went skiing in the
Alps.
C: Complete the sentence: I had been preparing to go
skiing too, when ...
Keep on going as long as you can!
C Compare your responses to the websites with others. Do
you play a musical instrument? What kind of music do you
enjoy playing or listening to? Do you know any English,
Scottish or American folk songs? Would you like to join a folk
song or dance group? Why or why not? Do you think going
to a ceilidh would be fun?
B Complete the statement.
When an ongoing action in the past was interrupted by a
second action, we use the
tense for the first,
interrupted, action.
3 A Group these verbs from the websites.
a have started
b have gained
c has been undergoing
d had been decreasing
e had been
f have been
g has given
h had been declining
Present Perfect Simple:
Present Perfect Continuous:
Past Perfect Simple:
Past Perfect Continuous:
G 13 Past Perfect Continuous
Folk music had been declining for many years before it was
revived in Scotland.
15 Past Perfect Continuous vs. Present Perfect
Simple/Continuous
I had been planning to learn the guitar, but the band needed a
fiddle player, so I’ve now taken up fiddling lessons and I’ve
been struggling with the instrument for months.
B Complete these statements with the appropriate tense(s)
from activity 3A.
1
2
3
CMYK 14 Past Perfect Continuous vs. Past Perfect Simple
Interest in ceilidhs had shot up even before we organised one at
10/100/90/0
school.
The two tenses for actions happening over a period of time
are
.
The two tenses indicating actions that happened or lasted
before other ones are
.
The tense formed using: had + been + present participle is
.
Interest in ceilidhs had gradually been increasing, so we organised
one at school.

 MORE PRACTICE:
Workbook, pages xx
33
5B Appreciating the past
1 Look at the photos on the page. Describe the costumes.
What region of the country do they come from?
B With a partner, try to complete the summary sentences
of Katarina’s answers from memory. You don’t have to
remember the exact words. Then listen again to check.
2 A
Listen to an interview with Katarina, who is a folk
dancer. Read these questions, then number them (1–10) in
the order you hear them.
a How often do you have performances?
b How do you feel before a performance?
c What do you like best about being a
member?
d What role would you say folk dancing has in
Slovenia?
e What kind of people come to your shows?
f What can you tell me about your beginnings
with the folk dance group?
g How do you prepare for a performance?
h What advice would you give to young
people?
i Would you say that the attitude towards folk
dancing in Slovenia is different from other
countries you’ve visited?
j Have you got any future performances
scheduled?
1 She had always
be a folk dancer and
joined
her friends. That was fifteen years
ago, when she was
years old.
2 Besides being with friends, she also enjoys travelling,
the fact of being
from everyday life, as
this
her batteries.
3 Despite all her efforts to attend every
,
sometimes she can’t get there and feels
.
4 Whereas in theory the average annual number of
performances is
, the group performs
as many as two or three times a month from May to
.
5 There is a lot to do before each performance:
costumes ready,
song lyrics
to get the words right, then singing in front of the
to practise.
6 When she was younger, performances made her
. Now, however, she feels
before a show. Although her life is
, the
music is a therapy.
7 Unlike more
countries where folk
dancing is part of life, in
countries there
is no longer a strong
with folk music.
8 In their own region, friends and
come to
see the performances, as well as older people who are
nostalgic about their own
, while in small
towns, the audience is composed of all
.
9 Folk dancing
present and past in their
country; it can
people in their stressful
modern life; in addition, it provides
and
community spirit for people from all walks of life.
10 Apart from performing at
, the national
folk dance competition, and
for
another group’s 40th anniversary, they are staging a
end-of-year concert.
11 Young people are often lonely and
, but
joining a folk music group would provide them with
and friendship and, moreover, many
experiences.
CMYK
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34
Work with it!
3 Read the eleven summary sentences in activity 2B again. Find
five more linking words or expressions to add to each list.
1
2
4
Linking words of addition: and, besides, then,
,
,
,
,
Linking words of contrast: but, despite,
,
,
,
,
Prioritising, highlighting
6 A In the interviews you heard, the two group members used
expressions to highlight the importance of certain views.
Mark them K or M if you can remember who said these, and
consult others to check.
a In the first place
c The big advantage
e I must say
Before you listen to an interview with another folk dancer,
Marko, read the sentence beginnings (1–8) and try to match
them with the endings (a–h). Then listen and check your
answers.
B Place these expressions (a–m) into the right category
(1–3).
a Above all else,
b The least significant ...
c Less importantly,
d The leading ...
e Most prominently,
f Of secondary importance ...
g The highest in value ...
h Of lesser concern,
i The most significant ...
j Of least interest ...
k The prime ...
l The last of ...
m Of surpassing value ...
a friendship
b enjoyment
c his girlfriend
d cross-cultural contacts
e ages
f keeping the rich national heritage
g their heritage
h concentration and hard work
1
2
3
4
5
6
7
8
Marko joined the group because of
.
His first reason for liking it is
.
His second reason for liking it is
.
Rehearsals before a performance demand a lot of
.
When performing, his nervousness soon gives way
to
.
The group has three sections, according to their
.
Folk music is liked by young people aware of
.
The group provides the advantage of
.
1 Most important:
2 Not so important:
3 Not very important at all:
C Think of two reasons for either:
A maintaining musical traditions from the past
B focusing on new musical trends instead of looking
back
5 With a partner, complete these pairs of sentences and then
combine them into one, using at least one linking word of
addition or contrast. You can listen to the interviews again to
check or get ideas. Number 1 is an example.
Write two sentences prioritising your reasons as (i) most
important, and (ii) less or least important.
vKatarina values friendship as the first benefit of the group, while
Marko considers preserving the national heritage a priority.
1 Katarina values friendship as the first benefit of the
group. Marko
.
2 Katarina finds it difficult to attend all rehearsals.
Marko adds they can be
.
3 Katarina feels folk music provides a calming influence;
it overcomes isolation. Marko feels that the main
advantage
.
4 Katarina says audiences are often mostly older people.
Marko
.
b First and foremost
d Secondly
f Last but not least
D Join others who have chosen the same option in activity
6C as you and compare your views. Then debate them with
the group who have chosen the other option.
7 Write a paragraph with the title:
Maintaining the musical traditions of the past
is harder than it seems.
Say why you agree or disagree with the title. Describe and
justify your own opinion of the advantages and disadvantages
of maintaining the musical traditions of the past. Don’t forget
to use appropriate linking expressions. Show your paragraph
to others and discuss your views.
CMYKG 37a, b Linking words of addition and contrast
Being in a folk music group provides fun as well as friendship.
10/100/90/0
Although rehearsals are very demanding, the performances are
always enjoyable.

 MORE PRACTICE:
Workbook, pages xx
35
Module 1 Read this!
‘Love is in the air’
Part I
C Choose one of the writing options: A or B.
1 A Have you got a favourite love poem or love song? Tell
others about it. Say why you like it. If you don’t like love
songs, explain why you don’t.
B What are the traditional subjects of love poems/songs?
Tick the ones that are right for your favourites, and try to
think of other themes.
My loved one is beautiful
My love will last forever
My loved one is fickle and cruel
Love never lasts
Love is bliss
Love hurts
•
•
•
•
information about his life and works
a poem you particularly like
similarities between the Slovenian and the Scots poet
your opinion: do you enjoy his works?
B Write a poem about someone you love. Start like this:
My love is like ...
That ...
My heart is like ...
That ...
2 A You are going to listen to a famous song by the national
poet of Scotland, Robert Burns. The woman singer has
changed the lover from Burns’ ‘bonnie lass’ to ‘bonnie lad’.
Before you listen, try to complete the statements.
a
b
c
d
e
f
A Your e-friend in Scotland, Alex, tells you s/he needs to
write a short article on the national poet of another
country, comparing that poet to Burns. Send an email
to Alex, telling him/her about your national poet,
France Prešeren. Include:
Part II
3 A Are you a cynic or a romantic? Read six statements about
love. With a partner, write A if you agree with the views, and
D if you disagree. Compare with others, giving reasons.
melt in the sun
run dry
freshly opened
come back from far away
played in tune
is still living
a
Love is like a fixed light shining steadily
through dark storms.
b Here’s my view: if you are truly in harmony,
love overcomes all obstacles.
c Love doesn’t change over time but lasts until
the end of life.
d Love’s like a star for lost sailors, who find
their way by its light even if they don’t know
much about the star itself.
e If you really love someone, you won’t change
even if your loved one changes, or other
people try to make you change.
f Time passing can change a lover’s beauty, but
it can’t change love.
1 The singer compares her love to (1) a red rose
and (2) a melody
.
2 She says she will love him until the seas
,
the rocks
and while she
.
3 She bids the lover farewell but promises to return,
even if she has to
.
B
Watch the video and check. Do you find the song
enjoyable or ‘cheesy’? Do you like it, hate it, or does it just
leave you indifferent? Does the fact that the language is
‘Scots’, a variety of English, bother you?
B The six sentences in activity 2 are approximate modern
paraphrases (rewordings) that suggest interpretations for
some sentences of Shakespeare’s Sonnet 116. With a partner,
match the modern versions (a–f) with the originals (1–6).
CMYK
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Let me not to the marriage of true minds
Admit impediments.
(1) Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
(2)
O no! it is an ever-fixed mark
That looks on tempests and is never shaken;
(3)
It is the star to every wandering bark,
Whose worth’s unknown, although his height be taken.
Love’s not Time’s fool, though rosy lips and cheeks
(5)
Within his bending sickle’s compass come:
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
(6)
If this be
and upon me proved,
I never
, nor no man ever
.
4
Part III
Listen and complete the last two lines.
5 Prepare your own brief response to the video and the two
poems. You can use some of the expressions in blue ... or
not, it’s up to you! In groups, compare your responses.
Report the ones you find most interesting to the class.
•
•
•
•
•
•
•
•
•
•
•
(4)
don’t like either
very lyrical
background scenery in the video
moving
found the language difficult
the theme goes on through the ages
beautiful
very argumentative: ‘methinks he doth protest too
much’!
a bit rose-tinted
to quote the author: much ado about nothing!
extremely vivid images
6 A Compare your view on these questions.
•
•
•
•
Do you celebrate Valentine’s Day?
Do you give surprise gifts and anonymous cards?
What would you give a special friend: flowers?
Chocolates? A cake? A book of poems? A kissogram
(you order a special gift to be delivered with a kiss)?
Is celebrating Valentine’s Day great: a good excuse
for a party and an exchange of gifts? Or: is it a purely
commercial occasion to get consumers to spend more
money?
B
Read the poem on page 38 as you listen to it. Don’t
worry if you don’t understand everything. Tick to indicate
your first reactions to the poem.
1 I ... like the poem
don’t find it interesting
find it quite moving
2 It’s ... unexpected
funny
dark
bitter
scary
vivid
3 I’d show it to ... a close friend
my secret crush
a parent
CMYK
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37
C In groups, consider these questions and report to the class.
Valentine
by Carol Ann Duffy
Not a red rose or a satin he
hear
heart.
art.
t.
I give you an onion.
It is a moon wrapped in brown
brow
br
own
n paper.
pape
pa
perr.
It promises light
like the careful undressingg of love.
Here.
It will blind you with tears
rs
like a lover.
It will make your reflection
on
f.
a wobbling photo of grief.
I am trying to be truthful.l.
gram.
Not a cute card or a kissogram.
I give you an onion.
Its fierce kiss will stay on your lips,
possessive and faithful
as we are,
for as long as we are.
Take it.
Its platinum loops shrinkk to a wedding-ring,
if you like.
Lethal.
Its scent will cling to yourr fingers,
cling to your knife.
1 Are there any parts of the poem that you don’t quite
understand or find hard to interpret? Talk about them
with others and get their ideas.
2 The poet rejects four conventional ways of showing
love on Valentine’s Day. List them and say what each
might imply.
m
3 In what way can the moon be related to love?
4 W
When you peel and cut an onion, some things often
happen. Say why each one of these actions can be
ha
related to what happens in a love affair.
re
a your eyes water
b you have a bitter taste on your lips
c the onion layers separate into rings
d it’s hard to get rid of the scent and taste of the onion
5 W
What is your impression of the poem: is it optimistic
about love, or pessimistic? Do you feel the vision
ab
of love is more ‘truthful’ than it is in the other two
po
poems?
7 A The three poems compare love or loved ones to physical
objects. The Burns poem, and the modern paraphrase
object
sentences, have explicit comparisons that use like (similes).
senten
Sonnet
Sonne 116 and ‘Valentine’ have implicit comparisons
(metaphors).
With others, jot down at least one reason why
(meta
poets use these types of comparisons, and discuss what the
effect is on the reader.
B
Listen to Mel and Rohan reporting their discussion
to the class. With a partner, write a summary of each one’s
views.
views Compare your summary with others, and say in what
ways the discussion you’ve just heard was similar to your
own in
i activity 7A.
8 Choos
Choose one of the options: A or B.
A W
Work by yourself. Design a Valentine’s Day card for a
sp
special friend. Draw a picture that shows your feelings,
or use a collage or a Photoshop image. Include a very
sh
short text from a song or poem, either one you’ve
re
read, heard, or your own.
Work with a partner or a small group. Make a poster
B W
showing a poem – either one of the three in this unit,
sh
or another one you like. Include illustrations of the
images in the poem – draw them or use collage, or
im
visuals taken from the internet.
vi
CMYK
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38
Module 2
1 Look at the photos. Circle the five topics you will be
exploring in Module 2.
teenage dating • internet and the media • music •
art • space travel • love • addictions • family life •
learning outside class • new advances in science
2 Here are words or expressions which relate to the five
topics. Work them out using the clues and say which
topic each one relates to.
1 s
An informal word for a person who can’t stop
shopping.
2 r
A useful mechanical helper.
3 s
e
These are very annoying to receive on your
computer.
4 s
m
Visit this to learn more about how things work.
5 f
d
A small device that stores a lot of computer work.
6 s
A craft that travels to outer space.
7 o
s
Useful abilities on a field trip to a forest or marsh.
8 t
Methods used in science, medicine, engineering, etc.
9 a
Men and women who travel to outer space.
10 v
They just can’t tear themselves away from the
computer!
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6 The internet and the media
B In small groups, compare your views and compile a list of
reasons for the views expressed in A or B.
• Passive revised: present/past/future
• Passive with infinitives
• Past Perfect passive
• Passive with modal verbs: certainty/uncertainty, present/past
• Writing essays 1: introducing the topic
Reasons for A
Reasons for B
6A Is society being improved
by technology?
1 A Put an X on the line to show your view of the opposition
between A and B.
A Society is being improved by new developments in
technology.
B The benefits of technology are outweighed by its
disastrous consequences.
A
2 A The text is an online debate about the benefits or otherwise
of technology. Read through it quickly. Put the four headings
(a–d) into the right place (1–4).
a
b
c
d
B
1
A My son has just gone to university in another country. I
miss him so much. What would I do without email! When
my husband’s work as a geologist took him to northern
Alberta for a year, the whole family was kept in touch
through live webcam video communication. We felt connected across the miles. JKR
B Contact between people in different parts of the world
may have been facilitated by technology, but aren’t new
walls being built between neighbours? People surround
themselves by technology but while they are communicating with people across the world, there’s a real danger that
the needs of the people closest to them may simply be
ignored. And what about the phenomenal rise of internet
fraud and spam emails? Won’t our whole internet system
be brought down by those? SusieF
2
C So much more is now being done at home! Shopping,
finding people to help with various problems, getting information about and booking travel, all these are operations
that I have already performed very easily online. Isn’t it
marvellous that I no longer take my car out on our overcongested roads to do those things? And web interaction
is increasing all the time, so that booking online is starting to be done by personalised ‘web assistants’. Increasingly, the web will be scanned by entertainment services
and tickets booked automatically before they are sold out.
Good news! DD
D Easy for you to say if you’ve got a computer and the knowhow to use it! But isn’t it clear that people who are able to
adopt new technologies are given an advantage at the
expense of non-adopters? Take cars for example: they offer increased speed and comfort of travel at the expense
of non-drivers, because cities are being turned into congested, polluted places. Pesticides were considered a
marvellous boost to companies growing crops, until inno-
Freedom and mobility
Staying in touch
Greater social solidarity
Cutting down transport costs
cent people nearby started developing new cancers. Cigarettes seemed trendy until it was realised that so many
people had actually been killed by other people smoking!
And can anyone honestly say that their lives have been
made safer by the development of nuclear weapons?
GMcD
3
E My life as a student has been made easier every single
day by my USB memory stick (flash drive). All my research
can be stored on this amazing little device. I can plug it
in and work anywhere. I can work on my essays anytime,
anywhere. As time goes on, I guess even my phone might
be turned into a fully fledged computer, so I could even
use it to access my favourite TV programmes. How cool is
that! GinnyB
F Technology may have extended our range of influence
over the world, but meanwhile the world’s resources are
being used up at an increasingly rapid pace. And the
technology that produces the miniature memory stick
might also be used to produce tiny, easily transported and
concealed bombs for terrorists. Katz
4
G I love social networking sites. I know Facebook has attracted criticism, but I can’t help thinking the downsides
are greatly outweighed by the benefits. In my opinion,
trust and co-operation between people can only be improved by greater communication between them. SW
H On the contrary, social networking sites make people more
selfish and less interested in society. What we do and say,
even how we think is being subtly changed by our machines. The logic of the all pervasive computer is inspiring
a cold, mechanistic view of the world. Objective reality is
being emphasised as we are led away from our emotional
and spiritual sides. Our very uniqueness as human beings
has been denied by mass production. Chrissy
CMYK
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B Which of the writers in the text (A–H) can be associated
with these views?
4 A Change the passive sentences into active ones.
1 All the research for my essays is stored safely on my
flash drive.
2 Before these web developments, booking tickets had
been done by individuals.
3 Searching for entertainment and booking tickets
is soon going to be performed automatically by
machines.
4 Our personalities are being subtly altered by
computers.
5 Can you say your life has been made safer by
technology?
1
Computers will soon take over roles now
being played by people.
2 The world’s energy supplies are being
depleted by advancing technology.
3 We like seeing distant family members as
well as chatting with them.
4 Technology makes us more
materialistic.
5 Dishonest online users are a threat to
everybody.
6 TV and video will gradually be replaced by
computers.
7 We are all being turned into faceless
machines.
8 Technical advances always carry
disadvantages for some.
9 People pay more attention to computers
than to real people.
10 Meeting people online improves our
relationships with them.
3 Find the words or expressions in the text in activity 2A that
fit these descriptions (1–6).
1
2
3
4
5
6
B Change the active sentences into passive ones.
1 Technology has made communicating with family
easier.
2 Food companies considered pesticides as the answer
to their problems.
3 Mass production is destroying our unique qualities as
individuals.
4 The benefits of technology outweigh its disadvantages.
5 Spam emails will bring down the whole of the web.
5 Read the statements and find one example in the text for
each.
made to fit the individual
complete, with full operations (a two word adjective)
blocked by traffic
hidden
made larger/higher
moved to a different location
1
_ _ _ _ _ _ _ _ _ _ ed
2 _ _ _ _ _ _ _ _ _ _ ed
3
_ _ _ _ _ _ _ ed
4
_ _ _ _ _ _ _ ed
5
_ _ _ _ _ _ _ ed
6
_ _ _ _ _ _ _ _ _ ed
1
2
3
Passive structures with modal verbs can be used to describe:
a events happening now – certain
b events that will happen in the future – certain
c events that may happen but are not certain
When a second passive is added to a first, the auxiliary
verbs do not have to be repeated.
Infinitive verbs can also be used in passive structures.
G 23a Passive structures: past/present/future
The whole family was kept in touch through the webcam.
So much more is being done at home.
The web will be scanned by entertainment services.
23b Passive structures with infinitives
Booking online is starting to be done by personalised computers.
23c Modal passives: certainty and uncertainty
All my research can be stored on flash drives.
My phone might be turned into a computer.

 MORE PRACTICE:
Workbook, pages xx
CMYK
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41
6B Can the media be trusted?
2 A Look again at the sentences in activity 1A. Which ones refer
to the past?
B Complete the statements about forming modal verbs to
refer to the present and the past.
1
2
Reference to the present: modal verb +
Reference to the past: modal verb + have +
+ past
3 Change the sentences in the present to sentences in the past.
1 The news shouldn’t be trusted nowadays.
2 The news media ought not to be biased.
3 The information may be altered by large news
companies.
4 The internet might be just as trustworthy.
5 The media could be reliable for sports information.
1 A Work in groups of four. Read the four sentences.
1 The press and TV must be more carefully regulated to
make them reliable.
2 Information we hear shouldn’t have been filtered
through large corporations with their own agendas.
3 The internet should be just as reliable as other media.
4 Information on the internet ought to have been
reviewed, but often it hasn’t.
Step 1: Each of you rewrite one of the sentences with
which you don’t fully agree on your own
piece of paper: express your own opinion.
Step 2: Pass your piece of paper to the person on
your right.
Step 3: Now on the paper you have just received, add
another sentence to give a reason for agreeing
with one of the sentences you now have – the
ones on this page and the one on your piece
of paper.
4 What is your preferred source of information? Write a
number to show your opinion and compare with others.
What sources do
you consult?
How often?
How reliable are they?
1 = very often,
2 = sometimes, 3 = never
1 = very, 2 = fairly,
3 = not really reliable at all
Newspapers,
magazines
Radio or TV
Word of mouth
(being told by
someone)
Social network
sites like Facebook,
Twitter
CMYK Internet
information sites,
like Wikipedia
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B Compare the sentences on your paper and discuss them,
Repeat Steps 1–3.
giving reasons. Report an interesting sentence and/or your
views to the class.
42
Reference
works, like
encyclopaedias
5 A
Read the five sentences. Then watch a survey of
people’s opinions of Wikipedia, and label the sentences
T (True) or F (False). Correct the false ones.
1
2
3
4
5
B Let’s say I want to find out what’s happening to the victims
of the tsunami in Chile. How can I find out? The news is
a mega turn-off, I can’t bear to watch it. Facebook is just
dead useless when it comes to facts. So hey! I’ve asked my
classmates for their opinions, and I’m just going to tell you
what they think.
Several people trust Wikipedia because it’s
self-edited.
One student found that information had
been changed twice.
An engineering student found that formulas
had been given correctly.
A survey had been done to compare
Wikipedia to the newspapers.
One student was told that information had
not been reviewed, and she then changed her
opinion.
C It is important to find out about important issues facing
the world today, but who can we turn to for reliable
information? Are the news media to be trusted? Are they
simply relaying facts selectively and are they in the pay of
the large corporations that control them? Are we likely to
find more reliable information on the internet?
B Label the verb tenses in sentences 2–5 from activity 5A.
2
3
4
5
found
found
had been done
was told
changed
D Last week, there was an earthquake in a remote part of
China. Very little was said about it on our national news,
and even less on the internet social networking sites.
Many people had lost their lives, and meanwhile the main
TV channels were totally focused on trivial matters at
home. Is the sole purpose of the media financial gain? Are
humanitarian events of so little importance?
had been changed
had been given
had not been reviewed
Which verb indicates the action that occurred first in sentences
2, 3 and 5?
E The media can’t be trusted. Advertising is their only
purpose. The cult of celebrity is the main thing that drives
the media. The main TV channels are manipulating the
viewers. People find that they can’t get the news they want.
Recently there have been stories about news reports that
were just false.
Write a clause to indicate what could have happened before
the verb in sentence 4.
C One of the girls interviewed in the video actually says:
‘I heard someone went and changed something and then
they went back later and it was re-changed back to what it
said before.’
B With the class, add to these ‘Dos and Don’ts’ for starting
an essay.
1 Change this informal spoken sentence into a more
formal written form, using the Past Perfect.
2 After you’d rewritten the sentence, what conclusion
could you reach about the Past Perfect and the Past
Perfect passive?
Do
Try to be interesting
Work with it!
Don’t
Start by concluding
C With your partner, write three or four opening sentences
for an essay on one of these topics. Then compare with
others.
Writing essays 1: introducing the topic
•
•
6 A A class was set the essay topic: ‘Can we trust the media?’
With a partner, read these opening sentences and rate each
one with a number or your own opinion. Then, report to the
class and give reasons for your preferences.
TV will soon be replaced by the Web.
Our education is not giving us the right tools to
assess the media’s reliability.
The internet is a valuable and reliable source of
information.
•
1 – Interesting, the reader wants to keep on reading
2 – Not very forceful
3 – OK, a bit boring
4 – Too familiar for a formal essay 5 – Largely irrelevant
G 23c Modal passives referring to the past
CMYK
Information should have been accurately presented.
A In class, we’ve often discussed the media. Students have
Viewers might have been given the wrong impression.
had many varying opinions about the subject. There doesn’t
10/100/90/0
seem to be much agreement about this topic. There are
Past Perfect passive
things that can be said both for and against this topic. To
start with, let’s look at reasons for trusting the media.
The men said that an investigation had been done into the
reliability of the media.

 MORE PRACTICE:
Workbook, pages xx
43
7 The final frontier
2 Read the statements. Add the numbers of sentences in
activity 1C.
• before and after + noun/clause/participial phrase
• having done this (participial clause)
• until + Present tenses/Present Perfect (time clauses for the future)
• Writing essays 2: organising material
4
1 A Starting with the earliest, put these in the right historical
order, and match each one with a century from the 15th to the
20th.
3
4
5
6
2
3
7A Before mankind took
that giant leap ...
1
2
1
The first hot-air balloon launched over Paris
The first flight of a heavier-than-air flying
machine
Leonardo da Vinci’s designs for flying
machines
The first unmanned space ship goes into
orbit
The first non-stop flight across the Atlantic
The first manned balloon flight
Before and after can be followed by nouns.
Examples: 4,
Before and after can be followed by a clause.
Examples:
,
Before and after can be followed by participial phrases.
Examples:
,
,
Sometimes after is understood, not stated, in the participial
phrase. Example:
3 Rewrite the sentences, changing the structure to:
a before or after + noun
b before or after + participial phrase
1 Before Leonardo attempted to design a flying
machine, he studied birds’ wings.
2 After their balloon flew over Paris, the Montgolfier
brothers got one to fly carrying animals.
3 Before the Wright brothers succeeded in getting a
plane to fly, they had two failures.
4 After Alcock and Brown completed their difficult
journey, they arrived in Ireland.
B
Listen and with a partner, write a precise date for
numbers 2–6.
C Listen again and complete the sentences.
1 Before trying to design a helicopter, Leonardo da
Vinci ...
2 After he’d built one of his contraptions, ...
3 Before the Montgolfier brothers managed to get a
balloon over Paris, ...
4 After their first success, ...
5 After having experienced two disappointing failures,
the Wright brothers ...
6 After working out why previous gliders had always
crashed like theirs, ...
7 After a few unsuccessful attempts, Alcock and Brown ...
8 Having almost run out of fuel, their plane ...
CMYK
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44
Work with it!
Writing essays 2: organising material
4 A In essays of argument, it’s crucial to organise your
material into logical paragraphs. Here are possible ways
of doing that. Work with a partner. Add key expressions to
each category.
C Here are some sentences that provide key ideas for an
essay on topic B. Put the sentences in the right order.
Which organising principle has been chosen?
1
1 Chronological sequence: First, ... Second, ...
To start with ... After this ...
2 Cause and effect: For this reason, ... Therefore, ...
The result was ...
3 Problem and solution: The first problem was ...
When that had been solved, ...
4 Compare and contrast: In addition ... On the other
hand, ...
B Look at these topics. Which kind of organisation do you
think could be appropriate for them?
A In science, or indeed life, is failure just as important
as success?
B Is our control over nature greater than our
understanding of it?
C Art is interesting, but technology is essential.
Discuss.
D Had planes never been invented, our world would
be a better place.
A It is true that art is interesting but does that
mean it is not essential as well?
B On the contrary, if by art we mean all
the arts that surround us (plastic arts,
photography, film, architecture ...), we see
that it must contribute enormously to our
enjoyment of life.
C However, our ancestors lived for centuries
with only the most elementary forms of
technology.
D For example, early cave paintings in
Lascaux show that art has been crucial for
human beings throughout history.
E Nevertheless, while technology promises a
better life, it often simply produces more
stress.
F On the other hand, technology does seem
at first to be necessary for our way of life.
G Both art and technology could be said to
enhance the quality of life.
H Enjoyment after all, may be as essential as
any other part of our life.
D With a partner, write at least four sentences giving ideas
for one of the other topics. Put them in random order. Join
another pair and order each other’s sentences.
G 22 before/after + noun/clause/participial phrase
After their success, the race was on to design a flying machine.
Before they succeeded, they had many failures.
Before succeeding, they had many failures.
22 Participial clauses
Having managed to clear the ice from the engines, they flew
on to Ireland.

 MORE PRACTICE:
Workbook, pages xx
CMYK
10/100/90/0
45
7B Wait until space travel is cheaper?
1 Would you like to try a space flight? If you had the money,
what would make you want to go? Can you think of reasons:
for not wanting to go? for governments not investing money
in the space race?
3 Read the news article again.
1
2
3
Underline the clauses starting with until.
Underline the tenses that can be used after until.
Future Simple
Present Simple
Past Perfect
Present Perfect
Present Continuous
In the main clauses, underline when the action takes place:
in the past
in the present
in the future
2 Read the news article and list the reasons Americans gave for
and against becoming space tourists.
An aerospace consulting group researching
commercial space travel and tourism
commissioned a survey to ask Americans worth
more than $1 million whether they would like to
be space tourists. Here are some of the replies:
--------------------------------------------------------------------------My son’s always pestering me to go ... so exciting for
kids. But for a two-week orbital flight, it’s $20 million.
No way. He’s staying here on earth until he’s earning
his own money!
---------------------------------------------------------------------------
Yeah, I’m interested in investing in space tourism.
It’s the coming thing, bound to be. Invest now, make a
bundle ... but not until the economy gets stronger,
I guess.
I think this whole business of going into space is a con.
You pay millions of dollars, you get 15 minutes or so
strapped into a seat. You might as well be on a roller
coaster. What do you get to see that you can’t see on
TV? It’s not for me.
---------------------------------------------------------------------------
I’d love to see our planet from space. Even one of those
suborbital flights, you know like up to 50 miles above the
earth, yeah, they’re only about $200,000 ... but maybe
they’ll come down ... so I think I’ll wait until it’s like ...
$50,000, then I can take the family ...
--------------------------------------------------------------------------Absolutely not! Those things aren’t safe! Until they’ve
made shuttles that don’t explode in space,
I won’t even think of it.
---------------------------------------------------------------------------
I don’t think so. But at least the government has stopped
p i allll this
pouring
thi money into
i t the
th space
p programme
p
...
whaat
wh
at a waasste
te.. Leet bi
billlio
bill
iona
nair
na
ires
ir
es pay for it is
is what
hat I sa
sayy ....
silly
si
sill
lly to
tour
urist
uris
ur
isst ggaame
mes.
s.
CMYK
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4 A
Read the two summaries of a video before you watch it.
Then, with a partner, discuss each summary. Give reasons for
preferring one to the other.
1
2
3
A
Russia is hoping to launch a new space shuttle for
commercial tourism. Russian scientists are working on
a new space shuttle that would be carried on a highflying aircraft in the lower part of the atmosphere, and
bring down the prices of space tourism. The plan is to
take people into space where they can see the earth. The
Russians have launched a space ship to take supplies to
the International Space Station. At the moment there are
Russian, American and Japanese scientists at the ISS. The
high-altitude aircraft will carry the space shuttle, then
rockets will propel the shuttle, while the plane returns
to earth. The shuttle will have a pilot and two crew or
passengers. The question is: will space travel ever be
possible? The cosmonauts will carry out experiments to
learn how to grow plants. The Russian shuttle is quite
similar to Richard Branson’s plans, but the Russians have
already won the space race.
4
5
6
7
8
9
10
11
12
13
14
15
16
B
A Russian spaceship taking supplies to the International
Space Station has highlighted the question of whether
space tourism will soon be possible. Russian scientists
are designing an aircraft, Geophysica, to carry a space
shuttle to high altitudes, where the space shuttle would be
propelled by rockets into orbit while Geophysica returned
to earth. This would substantially reduce the cost of space
travel, allowing people to see the earth from space and
experience zero gravity. The Russian shuttle rivals Richard
Branson’s plans to take tourists into orbit, with many
similar features between the two shuttles.
17
5 Prepare to write an essay on the topic.
Space tourism is a waste of time and money.
Step 1: With a friend, research the topic in the library or
the internet. Try to find as much material as you
can.
Step 2: This is obviously going to be an essay of
argument, so prepare reasons both for and
against the topic.
Step 3: Organise your material logically in three or
four paragraphs. Decide which method of
organisation you are going to use.
Step 4: Make a plan of your essay.
B Complete the crossword puzzle with words from the video.
Across
1 the underside of the plane, where the shuttle is carried
(also = tummy, stomach)
3 essential
8 the way that things, e.g. the space shuttles, are set up
10 the shuttle arrives and joins another spacecraft
11 inexpensive: down to
, (or what tourists see
from space)
16 the whole universe
17 things being carried by a plane
18 path taken by a spaceship around a planet
18
G 21 until + Present Simple, Present Continuous,
Present Perfect
Down
2 someone who uses money to set up business deals
4 very cheap (hyphenated word)
5 because of this, space travellers feel no weight (two
words)
6 below the altitude required to orbit the earth
7 Then an extra rocket will propel it into orbit.
9 the developer’s aim is to take large groups into space
12 The shuttle will have a ride on Geophysica.
13 The developers of Geophysica have a new, important
aim.
14 to send a plane or spaceship into the air
15 phrasal verb: pay money to be a space tourist (two words)
We’ll wait until space travel is safe.
He won’t go until he’s earning enough money.
Until they’ve brought the price down, space travel is not for me.

 MORE PRACTICE:
Workbook, pages xx
CMYK
10/100/90/0
47
7C A taste of space for Europeans
1 Before you read the text, work with some expressions from
it. Match the underlined parts of the sentences (1–9) with the
right expressions (a–i)
a mass
b inertia
c psychomotoric
d microgravity
e weight
f unusual body orientations
g parabolic
h initiating
i tethers
1 A modified Airbus can provide conditions of reduced
gravity for science experiments. (1
)
2 The Airbus does this by following a curve that is
similar to the one taken by an object thrown up into
the air and falling down again. (2
)
3 The experiments performed by trainee astronauts
show them that the amount of matter that something
contains (3
) is not the same as how heavy it is.
(4
)
4 The trainees use chains to tie them down and make
walking more difficult. (5
)
5 Starting a movement (6
) is easier than stopping
for them, because once your body is in motion, it has
a force that makes it keep the same movement unless
another force makes it slow down. (7
)
6 They also rotate their bodies to get used to being in
positions that are different from being right side up.
(8
)
7 They perform experiences linked to both their mind
and their muscles. (9
)
2 Read the text and place the linking expressions (a–h) in the
right places.
a in addition to
b but
e as well
f not only
c until
g and then
d but also to
h also
ESA’s new astronaut candidates enjoyed a taste
of space last Friday during a special aircraft flight in
Bordeaux, France. A modified Airbus A300 offered a
glimpse of their future working conditions, 1
as providing microgravity for science experiments.
Planes flying a special parabolic path can simulate
weightlessness for research and astronaut training. Up
to 22 seconds of microgravity can be created at a time
and, by repeating the manoeuvre, total weightlessness
during one flight can be as much as 12 minutes.
The ‘Zero-G’ Airbus A300 is the biggest and most
advanced plane in the world for these flights. This
faithful workhorse has flown ESA’s 52nd parabolic
flight campaign during recent weeks, offering
weightlessness not only to scientists 2
Europe’s new astronaut candidates.
They flew free in the cabin for six parabolas
3
took turns on seven training worksites
and three science experiments.
The first lesson was to see Newton’s laws in action.
They moved heavy containers around and threw them
to each other to feel how mass and weight are not the
same. They saw how an object continues on its path
4
an external force is applied. And just a
small push can propel a box to the other side of the
cabin.
Then they had to move along the side of the cabin
using tethers and spacesuit gloves – far from easy
even in ‘normal’ gravity with the bulky and stiff gloves.
Finally, the new recruits performed typical
spacewalk jobs: attaching their feet in special boots
to a platform and rotating their bodies through quarter
and half turns using handrails like those outside the
International Space Station. In weightlessness, this is
all more difficult than it sounds.
“Initiating a movement does not need any effort,
5
stopping it requires quite a fight against
your body inertia,” explained Hervé Stevenin, EVA
Training Lead at the European Astronaut Centre in
Cologne, Germany.
“We wanted them to feel the differences between
the conditions in real weightlessness and inside the
Neutral Buoyancy Facility of EAC. It was also important
to get accustomed to the feeling of unusual body
orientation.”
Since space research is an important job for
astronauts, the candidates took part in some of the
investigations on the aircraft.
One called for lying down during the microgravity
and hypergravity periods to look at the human body’s
ability to adapt to gravity changes. They 6
participated in ‘psychomotoric’ experiments, dealing
with manipulation and movements in zero gravity.
The astronauts proved to be made of the right
stuff in coping with weightlessness. “The candidates
7
felt fine all the time, but also quickly
learned to move and control themselves in the new
situation,” confirmed EAC trainer Stephane Ghiste.
“8
the training programme, they also
had fun and enjoyed every second of the zero gravity!”
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48
4 A Compare your ideas with others.
•
•
What would you like best about training to be an
astronaut? Are there things you wouldn’t like?
Imagine what it would feel like to get up to the
International Space Station and look at the earth.
Describe what the earth would look like, and your
feelings as you looked at it. Would you feel frightened
or happy to be there? Proud? Humbled? Overcome
with emotion?
B
Watch astronaut Frank De Winne answering a question
from a Spanish student. Complete the sentences.
1 As he looks at the earth, De Winne marvels that it is
.
2 He feels very
.
3 All the astronauts are very aware of
.
4 They want people on earth
.
5 They don’t have
.
6 The new window
.
7 De Winne ends by
.
3 Put these summary sentences about the text in the right
order.
a
They also tested how the body can change
to cope with changes in gravity.
b Next, restraints and gloves were used to
make trainees feel the difficulty of doing
things that are much easier in normal
gravity.
c An airbus can provide new astronaut
candidates with conditions that simulate
the conditions in space.
d In short, the programme provided
enjoyment as well as a lot of learning.
e Then, their feet were fixed to a platform, so
that they could rotate and see what being in
different body positions feels like.
f The trainees started by testing Newton’s first
law, which states that objects in repose or in
uniform motion continue until an opposing
force is applied.
5 With a partner, choose the three qualities which you think
would be most important for an astronaut. Add other
qualities you think would be useful. Compare with others.
coolness under pressure
good problem-solving skills
ability to get on with a team initiative
flexibility
good communication skills
strong scientific mind
strong mathematical skills
very precise
creativity
lateral thinker (original thinker, thinks ‘outside the box’)
good eye-hand co-ordination
6 Write an email to an English e-pal. Choose one of the writing
options: A or B.
A Your English e-pal has expressed his intention to train
as an astronaut. Describe your own reaction to seeing
the earth in the space video. Explain why you would
or would not like to train as an astronaut. Ask for
your friend’s reasons and his plans for training.
B Write about Sunita Williams, a member of the
International Space Station, who is of Slovenian
descent on her mother’s side. Go online to research
the astronaut’s life and flights. Say what you find
particularly interesting about this astronaut.
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49
Part I Speaking
1 With a partner, read the advertisement. Imagine that you are
going for interview. Help each other to make notes about
what you might wish to focus on in the interview.
•
•
enthusiasm: why are you interested in going to the
summer school? Look back at the text you worked
with in Unit 4C, activity 2 and list the benefits that a
student could gain from such a training session.
contribution: what are the special qualities that you
could contribute to the team? Look back at the list of
qualities needed for an astronaut (Unit 4C, activity 5).
First interview
s
are being orga
nised
for two vacant
posts
on the Sloveni
an Space Trai
ning
Summer Sch
ool for Young
Astronauts
held in conjun
ction with
the European
Space Agenc
y Programme.
Candidates sh
ould prepare
by visiting the
ESA website.
They will be se
le
cted for their
enthusiasm, an
d the contribut
ion they can
make to team
work during tr
aining.
•
50
Step 1: Take turns to be: (A) a member of the
interviewing panel and (B) yourself as a
candidate wishing to be selected for the Summer
School. Role-play the interview.
Step 2: When you’ve both worked through the
interview, taking turns, compare your
impressions with your partner.
• What did you find most difficult?
• Did you have a good supply of vocabulary to
carry you through without stopping or too
much hesitation?
• Were you as a candidate able to use a variety
of tenses in your answers?
• What could you do to improve your
performance? Ask others for advice.
Option 2: Work in groups of five.
Step 1: First, prepare for the interview together. Make
sure you have a good supply of questions (see
activity 2) to ask the candidate.
Step 2: Choose roles. One of you is the candidate. Three
are members of the interviewing panel. One is
the recorder, whose task it is to take notes, and
record the decision. Role-play the interview.
At the end of the interview, the candidate
withdraws while the panel makes a decision:
will that candidate be accepted for the Summer
School?
Step 3: Panel: discuss the interview, and make a
decision. Give reasons.
Recorder: take down notes of the discussion and
the reasons given. Report to the candidate.
Step 4: General discussion, amongst the group, or to the
class if you’ve presented your role-play to the
class. Discuss the strong points of the interview
– was the panel kind but effective in asking
questions? Did the candidate answer well, to the
point, with sufficient variety of vocabulary and
verb tenses? Was s/he convincing? What advice
could you give to improve the performance of
the candidate – or members of the panel?
2 Prepare for the interview. Think of one or two more questions
that the interviewer might ask a candidate.
•
•
•
3 Option 1: Work in pairs.
Why do you want to go to the Summer School?
How long have you been interested in space?
What will you do later with the skills you gain at the
Summer School?
If you were selected, what skills would you like to
develop?
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Part II Reading
In the previous enhancement exercises for reading skills
(Unit 2D) you worked with finding the meaning of words or
expressions from the context. This time the exercise will be
expanded: you will try to find the meaning of whole chunks of
text by picking up clues from the context.
4 A First, read the text quickly. Don’t stop if you come across
particular words or expressions you don’t understand.
Answer this question, using a short answer.
What is this text about?
B Compare and discuss your answer with a partner.
5 A Together, read the beginnings of sentences that you are
asked to complete. The purpose is to complete them in a way
that shows you understand the text.
Before you begin to write the completions, discuss with
your partner the clues in the text which help you to find
the answers. Underline at least one clue for each number.
1 The new spaceships have acquired their name because
they are newer versions of
.
Clues to be underlined: 19th century, fast sailing ships
2 Their mission would be to explore
.
3 The main problem with gathering information from
.
space is not storing it but
4 The new spacecraft being developed in Japan is
fuelled by
.
5 The sail material can move easily because it is
.
6 The small mirrors on the sail reflect
.
7 The spacecraft gains its speed from
.
8 Scientists will be able to use the new technology
to analyse
.
B With your partner, use your clues to complete the
sentences.
In the 19th century, fast sailing ships called clippers
criss-crossed the globe, promoting trade and exploration. A new era of sailing may be about to dawn for
future missions exploring the outer reaches of space.
Scientists are developing a revolutionary ‘clipper’
spacecraft easy to manoeuvre and equipped with solar
sails that can capture vast quantities of scientific data
and ship it back to Earth.
The technology for these new-style clippers could
be ready in time to support missions to the moons of
Jupiter and Saturn. Flash memories will soon be able
to store the huge quantities of data that are required
in order to map a planetary body in high resolution.
But a full high-res map of Jupiter’s moon Europa, or
Titan, the largest of Saturn’s moons, would take several decades to download from a traditional orbiter,
even using immense antennas in the receiving ground
station on Earth.
For interplanetary missions, the possibility of
downloading data is obviously a major design driver.
Scientists in several countries have been working on
this challenge and have developed preliminary concepts for a clipper which could fly close to a planetary
orbiter, upload its data and then return to Earth, where
terabytes of data would be downloaded more rapidly.
A fleet of data clippers cruising around the Solar System could then provide support for an entire series of
exploratory missions to the outer planets.
Recent advances in technology mean that spacecraft propelled by solar sails no longer belong to the
realms of science fiction, but are being incorporated
into the roadmaps for future space missions. The
Japanese Space Agency, for example, is currently testing a solar-powered mission, and Japanese scientists
recently celebrated the successful deployment of their
solar sail. This will be the world’s first solar-powered
sail craft employing both photon propulsion and thinfilm solar power generation during its interplanetary
cruise.
The new spacecraft has a flexible membrane sail,
32.5 micrometres thick, about half the thickness of a
human hair, which is covered with thin-film solar panels that will create a hybrid of electricity and pressure.
Solar photons, or particles of light, will bounce off
thousands of tiny reflective surfaces to give a spacecraft the thrust it needs to complete manoeuvres such
as rotating and hovering. The force is tiny but continuous, and over time can produce a considerable velocity.
Solar sails thus have the potential to play a crucial
role in the exploration of outer space, allowing scientists to access massive data transfers and extend their
knowledge of conditions in our solar system.
6 With others, compare and discuss your answers, and your
experience of doing the task.
•
•
•
•
Did you find it easy or difficult?
Which questions did you find most difficult?
Did you find it helpful to answer the first (gist)
question about the text?
Did you find underlining the clues useful?
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51
8 Addictions
• Probable/uncertain hypotheses: present/past, modal verbs
• Speculating about possible events that did not happen
• Speculating about possible causes of events that happened
• Writing essays 3: making points, supporting/illustrating
B
8A It’s not just drugs or alcohol
1 Read the three emails and with a partner:
1 identify the relationship of the writers and recipients.
2 discuss your ideas: what has caused each situation?
3 could anything be done to improve the situations?
A
Hi Sis,
Thanks for your email. Glad things are
going well at uni. I’ve just had a
frustrating afternoon with Lily. She used
to be such a cheerful girl, always up for
outdoor sports, the life and soul of any
party ... Now she’s edgy, snappy, really
moody, the only thing she wants to do is
go down to the shopping centre and on a
buying spree. Boring! Shopping’s not my
thing anyway, but she’s carrying it to
an extreme. Her cupboard’s crammed full
of stuff she’s bought and never even
opened! I’m getting worried ... what if
this is some kind of obsession, like what
if she’s really addicted! That kind of
thing does happen, doesn’t it? She’s been
going through hard times recently with
her parents separating and all ... Do
you suppose this could be some kind of
reaction? What should I do? I’m scared
to talk to her in case she should get
upset ... I need some sisterly advice
here ...
Cheers Tim
Dear Mrs Prothero,
Thank you for your message about Lucinda.
I think your suggestion of meeting to
discuss the situation is a good one,
and I wonder whether you or Mr Prothero
could come to the school around 5 pm on
Thursday? I too have noticed Lucinda’s
tiredness in class: she’s been droopy, and
has dark rings round her eyes. I find this
disappointing because after her inner-ear
problem was resolved, her reading improved
and I thought she’d get excellent results.
Now her work has taken a nosedive. I see
you’re worried about drugs, but it’s not
always drugs in these cases. Supposing we
confronted her about drugs and that was
not the problem at all: she might resent
that. We need to investigate further, in
case there’s something else troubling her.
Let’s talk about that. Please let me know
if Thursday suits.
Best wishes,
Sam Kushner
2 Read the sentences from the emails, then complete the
statements.
A
B
C
D
What if this is some kind of obsession?
Do you suppose this could be some kind of reaction?
I’m scared to talk to her in case she should get upset.
Supposing we confronted her about drugs and that was not
the problem at all.
E Do you suppose I should talk to her about it?
F We need to investigate further, in case there’s something
else troubling her.
1
We use the
tenses after what if, suppose,
supposing or in case to talk about an imagined present/
future event if we think it is probable or quite certain.
Examples: sentences A,
We use the
tenses after what if, suppose,
supposing or in case to talk about an imagined present/
future event if we think it uncertain or unlikely to happen.
Examples: sentence
We can use
like could or should after what
if, suppose, supposing or in case to make the sentence more
hypothetical, less certain.
Examples: sentences B,
,
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3
2
52
C
Hello Janice
Great to hear from you – I’m glad all your
brood are doing so well. Good luck to the
twins at university. Things are gloomy in
this household right now. Jason is truly
driving his Dad and me right round the
bend. I was prepared for the teenage sulks
and all that, but every single moment
he’s in the house, he does nothing but
listen to his iPod. He never wants to come
down to meals with us – he just takes a
sandwich up to his room and listens to
the **!!!00!** music all day long. I’m
worried: perhaps something happened at
school to upset him. How would we ever get
to know about it? Did you ever have that
with Bella or Tim? There’s a new education
psychologist for all the high schools
now ... do you suppose I should talk to
her about it? What do you think? Tks,
Bea
Work with it!
Writing essays 3: making points, illustrating
4 A In an essay of argument, it is important to make points,
not just give a series of anecdotes. However, it is also useful
to develop points, not just state them, by adding interesting
examples to illustrate or support them.
Label the sentences P for points made, or E for examples or
illustrations.
a
She was using shopping to escape from
her distress at her parents’ divorce.
b There are various ways of treating
addictions.
c Lily used to be cheerful, but now she’s
edgy and moody.
d Behavioural changes can reveal
psychological problems.
e Consulting a specialist is the first step
towards getting help.
f Lily was helped by a combination of
therapy and medication.
g Her boyfriend decided to see a
psychologist.
h Addictions can be symptomatic of
emotional upsets.
3 A Work in groups of three.
Student A: read the text on page 137.
Student B: read the text on page 138.
Student C: read the text on page 140.
Without showing your text to your partners, tell them about
it. Answer the following questions:
•
•
•
•
•
Which email is your text related to?
What were the symptoms of the addiction in your text?
What were the causes of the problem behaviour in
your text?
In general, when can behaviour be labelled an
addiction?
What sorts of treatment can be used for addictions?
B With a partner, choose a possible order for the eight
sentences: four statements, followed by four examples.
B Continue working together, not showing your text.
C Create a set of four points and four examples for any
other addiction. Mix up your sentences. Join another pair,
sort out each other’s sentences and find a coherent order.
A How many more mental or behavioural problems
can you list?
anxiety ...
B Find a word or expression in one of the texts which
has a meaning similar to these.
1 to solve an addiction, first find what the patient
gains from it
2 medication that prevents people from feeling sad
or lonely
3 mixed-up messages sent to the brain
4 an overwhelming desire you just cannot resist
5 interfere with something
6 make people behave differently
7 feeling nauseous when in a moving object like a
plane or ship
8 something that surrounds you all the time, so you
don’t notice it any more
9 great sorrow or pain, often after a loss or death
G 20a Probable hypothesis with present tenses
What if one of your friends has an addiction?
Suppose he’s having problems communicating with people.
Uncertain hypothesis with past tenses
CMYK 20b
What if your friend had an addiction?
Suppose she had just lost a parent.
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20b Uncertain hypothesis with modal verbs
I’m afraid to say anything in case she should get angry.
Do you suppose he could be taking drugs?

 MORE PRACTICE:
Workbook, pages xx
53
8B Are video gamers addicts?
B Read the example and complete the statements.
1 With a partner, read the statements. Each of the sentences
(a–l) relates to one of the three statements. Put the sentences
into the right category and discuss whether you agree with
them or not.
1 Video games should have been banned long ago.
,
,
,
2 Classifying video game addiction as a psychiatric
disorder is a good idea.
,
,
,
3 Classifying video game addiction as a psychiatric
disorder is a bad idea.
,
,
,
a
b
c
d
e
f
g
h
i
j
k
l
It might make people more aware of their bad habits.
Treating addicts would be expensive.
Young people would not have got so hooked on it.
It would allow sufferers to claim insurance money for
treatment.
Medication wouldn’t cure video gaming addiction.
It could just be a way of making more money for drug
companies.
Students might have obtained better results instead of
failing.
Children could have learned to be more interactive in
society.
It could push addicts to get treatment.
It would certainly raise health insurance costs for
everyone.
So many children wouldn’t have become ‘electronic
hermits’.
It might stimulate scientific research into the
biological basis of addictions.
Ginny has spent two days in a row playing video games.
A She could get seriously ill.
B She could have developed emotional problems.
Sentence A speculates about possible results in
.
Sentence B speculates about possible causes in
.
C Read the statements. Write two sentences for each one,
using modal verbs.
Sentence A: speculate about possible future results/events.
Sentence B: speculate about possible causes in the past.
1 Julian has started to drink too much.
A Possible future results: This could just be a phase, he
might stop.
B Possible causes: He could have split up with his
girlfriend.
2 He took tranquillisers but they didn’t work.
A Possible future results:
B Possible causes:
3 Sarah has suddenly stopped doing her homework.
B Possible causes:
4 She decided to change to another subject.
B Possible causes:
2 A Read sentences a–l again. Complete the statements. Add
example sentences.
1
2
To speculate about events/results in the present or future,
which are not certain, we use modal verbs might, could,
would +
.
Example sentences a, b,
To speculate about possible past events/results that did not
happen, we use might, could, would + have +
.
Examples sentences c,
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5
Read the notes with a partner. Then watch a video about a
training camp with the aim of ‘deprogramming’ young video
gaming addicts. Complete the notes and say what you think
about the methods used.
Reasons children are sent
Patient 1 (aged 15) thinks
3 A
Watch a video in which Sandy shares her ideas about
the American Medical Association’s decision to classify
excessive video gaming as a psychological disorder. Which of
these questions most closely gives the overall subject of the
video?
1 Should scientists look for a biological cause for
addictions?
2 Should insurance pay for diseases caused by
addiction?
3 Should playing too many video games be classified as
a mental illness?
two days playing, without
Patient 2 (aged 12) thinks
No problem. Maybe
Doctor thinks the causes are
symptoms of
Treatments used
playing outdoor
and electroshocks
Patient 3 (young man) wants
to cure his addiction and
6 A With a partner, choose one of these topics and compile
reasons for or against the topic.
•
•
•
B With a partner, discuss these statements. In your view, are
they true, false, or true to a certain extent but not completely?
Support your opinion by examples from the video. Watch
again if you wish.
1 Sandy’s decided not to be a video addict any more.
2 She’s concerned about the psychological effects of
excessive video gaming.
3 Her main concern is about the financial consequences
of the AMA’s decision.
4 She’s supportive of video gamers who are addicts.
5 She feels that there should be more scientific research
in addiction.
6 In her view, medication might be a possible cure for
addiction.
play too much, fail at school,
Video gamers are fanatics, not addicts.
Addiction is a disease, not a question of morality.
Discipline is a better cure for addiction than
medication.
B You are going to create a short video, like Sandy’s, to give
your views on your chosen topic (about 3 minutes). First,
make a plan of your talk. Structure the points you wish to
make, and choose the illustrations or examples you wish to
use, to make your talk interesting.
C Present your talk to a group or the class. Take note of
comments, then film it if you can.
G 26c Speculating about the present or future:
modal verb + infinitive
He spends too much time gaming. He could get seriously ill.
CMYK 26d Speculating about events that did not happen:
modal verb + perfect infinitive
4 Give your own opinion. Compare your ideas in groups and
Luckily, she stopped gaming. She would have failed her exams.
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list some interesting views on the board.
1 Is it important to be concerned about video gaming?
List your reasons.
2 What would be the best cure(s) for excessive video
gaming? List them.
26d Speculating about possible reasons or causes
He started drinking. He might have had personal problems.

 MORE PRACTICE:
Workbook, pages xx
55
9 Learning outside
the classroom
2 Look carefully at the sentences (A–F). Answer questions 1–11.
• Adjectives, revised + infinitive structures
• Adverbs: manner, frequency, degree, word order
• Countability: many/few, much/little, more/fewer/less, so/such
• Writing essays 4: register
9A Really hands-on work
1 A Before you watch a video, put the expressions (a–k) under
the right heading(s) 1–4.
1 Where Student Conservation Association crew and
interns come from:
2 The kind of scientific work they do:
3 What they gain from the work:
4 What communities gain from it:
a
b
c
d
e
f
g
h
i
j
k
learn how to make biodiesel fuel
all over the USA
work to restore native species
become conservationists of the future
spend the summer with others in a park
a beautiful spot is added to a city
realise the value of service
do their bit for others
know their work will last
collect data and map geothermal features
have a break from their schools
A Conservationists care passionately about environmental
issues.
B They treat the natural environment with respect.
C The young students always work very energetically and
with enthusiasm.
D I’ve never been able to work in such an absolutely gorgeous
spot.
E We’re basically doing really hands-on work.
F It’s pretty interesting to learn science this way.
1
2
Find six adjectives: circle them.
What word do the adjectives modify? List and identify the
part of speech.
3 Find eleven adverbs or adverbial phrases: underline them.
4 Three adverbs modify adjectives: list them.
5 One adverb modifies an adverb. List it.
6 Where are the adverbs in relation to adjectives or adverbs?
7 Four adverbs/adverbial phrases are adverbs of manner. List
them.
8 Where do adverbs/adverbial phrases of manner come in
the sentences?
9 Two adverbs of frequency modify verbs. List them.
10 Where do adverbs of frequency go in the sentence?
11 One adverb of degree modifies a verb. Identify it and its
position.
3 A These sentences are incorrect. Correct them, and say why.
B
Watch the video. Write a short description of it. Include
information about the four headings in activity 1A. Conclude
by saying what you think of the SCA and the video.
v The park rangers supervise carefully all the students.

 The park rangers supervise all the students carefully.
(An adverb of manner comes after the object. Adverbs never
come between a verb and its object.)
1 Students were hard working to pull a tree up a slope.
2 They admire the enthusiasm greatly of the students.
3 The students spend often their evenings enjoying
music.
4 The students love passionately the environment.
5 The summer was an absolute happy time for them.
6 The students had finished almost their project.
7 I had been never able to do something for the
community.
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56
B Answer for yourself, using an adjective + infinitive
structure. Use the prompts in brackets if you wish.
1 What would you find most interesting in an SCA
programme?
(would be interesting to ...)
2 Which of the sciences is the most difficult for you to
understand?
(easier to ...)
3 Would you like to work with a conservation project?
(stimulating/exciting/boring to ...)
4 Why would working in a desert environment be hard?
(too hot to ... /important/useful to ...)
5 Do you think going out of your classroom to learn is a
good idea?
(not quiet enough to .../too distracting to .../useful to ...
Work with it!
Writing essays 4: register
B Here are some comments left on the website by people
who viewed the video in activity 1B. ‘Translate’ them into
sentences appropriate for essays.
4 A Essays are formal pieces of writing. It is important to use
formal language for them. Complete the table.
Formal writing:
essays
Informal writing:
emails, blogs, etc.
1 Use
1 Capital letters, correct
punctuation, and correct
spelling are not always used.
2 Don’t use slang/informal
expressions
2
3
3 You can use abbreviations,
e.g. asap, or internet short
cuts, e.g. LOL, etc.
4
4 People often use
exclamations as they would
in speech, e.g. Wow!, Hey! ...
5 Use formal link words, e.g. 5 Link words
Nevertheless, Moreover,
Furthermore ...
1 HEY! THIS PROG LOOKS LIKE SO MUCH FUN!!
LOL. I wanna go real bad, I’m gonna ask my mom
about it, hopefully she’ll say yeah.
2 gosh I like to join but it’s maybe competitive. How
do I get in?
3 ok the sca came to my school this is how you join:
there is like a wooded area where you go and see sca
memebers in blue t-shirts. you can go ask them and
they will let you apply probably. and you have to be
able to presantate and you havce to know soo much
bout the environment!
4 Aha! Great someone’s making videos about the SCA!
those featured were in some pretty awesome places.
Hopefully, people will take a peek & get hooked!
5 Yeah, right on. I agree: glad my work will be like
there for like years!
G 42b Adjectives + infinitive structures
Science is easy to understand if you do really hands-on work.
It’s wonderful to see native species being restored to the rivers.
33 Adverbs: manner, frequency, degree; word order
They removed the sunflower seeds very carefully.
Students often worked hard enough to make a real difference.
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
 MORE PRACTICE:
Workbook, pages xx
57
9B Hands-on field work
1 A Match these very general definitions with the names of the
sciences described. What are the scientists who specialise in
these sciences called?
1 physics
4 chemistry
2 geology
5 biology
B In groups or the class, talk about your experience of
studying science. Compare the way you studied it in
primary school and in secondary. What did you find most
enjoyable about it? How important is it to have a scientific
understanding of the world we live in? What are your reasons
for wishing or not wishing to continue studying sciences?
3 natural history
2 Read the text quickly. Complete the sentences about it.
a The scientific study of plants and animals, based upon
observation rather than experiment.
b A natural science that studies living organisms, their
structures and classifications, how they function,
grow, evolve, and where they are found.
c The study of matter, its composition, structure, and
properties, and the way it behaves as well as the
change it undergoes.
d A natural science studying matter, its motion through
space-time and related concepts like energy and force.
e The science and study of the matter that constitutes
the earth.
1 The author argues for
.
2 The benefits of natural history for students are
.
3 It’s important when observing wildlife
4 British students are not well prepared to
5 This could be remedied by
.
6 American students, on the other hand,
.
.
.
Teaching natural history
Angus Westgarth-Smith
Natural history teaching encourages a balanced understanding of the world and teaches us how to enjoy exploring it.
There is a need to reintroduce natural history into biology
teaching, because natural history brings together such a wide
range of skills and knowledge in animals, plants, geology, land
use and meteorology. It requires many skills to be developed
for working in the environment in a manner that is enjoyable,
safe and has respect for the organisms being observed.
An understanding of natural history would help support studies in other areas of biology. Each year I lead field
visits to a wetland site in London. I find that so many students
gain considerable pleasure from the opportunity to observe
wintering waterfowl, particularly as this may be the first time
they see birds through telescopes and binoculars.
It’s so important for a naturalist to approach, observe
and then move away from an animal without disturbing it –
that is, operating with due consideration to the environment.
I teach on the edge of London and use the public transport
system to ferry students to and from field sites. This allows
me to arrange for students to attend in much smaller groups,
at different times during the day: fewer observers cause less
disturbance to local wildlife.
A naturalist needs to be able to enjoy being out in the
open and to travel safely. Many students are inadequately prepared for outdoor activities because they come from an urbanised indoor background. This can both contribute to their
pleasure at entering a new environment and to an increased
risk during a field course. Few students have the basic skills required for a field course. More courses on outdoor skills could
be introduced into core skills modules. Students would enjoy
learning these skills, and would find that they form the basis
for independent exploration of the countryside.
Proper planning for a field trip, including carrying a mobile
phone or whistle, and an understanding of first aid, will enable
the naturalist to deal with most situations.
Teaching outdoor skills would give more students the self
reliance needed to work alone, including the common sense
needed to reduce risks. Most of these skills involve very little
research, are quite basic and quick to teach. They include an
understanding of the importance of adequate food and clothing to stay warm. In my experience, many students turn up on
a marsh in winter with inadequate clothing and not having
had much breakfast!
I would like to contrast the lack of outdoor skills of many
British students with those of a group of American students
I taught in the Adirondack Mountains, New York State. The
American students had more experience in boat handling,
camping, fire-lighting and cooking over a fire. They were
completely confident camping in forests where a visit by a
black bear was a considerable possibility – we had already seen
bears, and bear droppings had been found in our survey areas!
The students were expected to draw and paint animals they
saw. They had no qualms about using a set of furs of every Adirondack mammal species from jumping mice to porcupines.
In Britain we have sanitised wildlife, taken away the identity
of individual species by using words such as ‘biodiversity’ or
‘environment’, and we get so upset just seeing the fur of a dead
animal.
In summary, teaching natural history can be fun for
students. It allows them to develop a more rounded range of
skills and might become a hobby, regardless of whether that
student subsequently studies biology at university. 
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3 With a partner, scan the text again.
5 A Solve the puzzle. Find two words in the text that start with
the same letters and could replace the underlined phrases.
1
Find phrases that have
a many + noun
b few + noun
c much + noun
d little + noun
2
Find phrases that have the comparatives
e more + noun
f less + noun
g fewer + noun
3
Complete the rules for many/few, much/little and more/
less/fewer
h many and few modify
i much and little modify
j more can modify
or
k less modifies
l fewer modifies
4 A Give your reaction to the text and your opinion of field work
in learning. Grade the statements:
1 – I agree, 2 – I haven’t got a strong opinion, 3 – I disagree.
1
2
3
4
5
6
The text was so interesting.
I read it so quickly, I didn’t mind re-reading it.
It was so easy to understand that the
questions were easy too.
This is such a good example of good
teaching and learning.
Field work benefits so many students and
produces so much knowledge.
The students had such fun: I too would find
it so enjoyable!
1 The London students enjoyed observing the ducks or
geese that didn’t fly away in autumn.
2 The main thing needed for a successful field trip is
adequate preparation.
3 The US students were absolutely self-reliant on the
field trip.
4 They knew that a large animal was near because it had
left droppings behind.
5 Field trips encourage a more comprehensive set of
abilities.
6 They are useful whether a student continues working
in science, or not.
B Use the clues (1–8) to find words in the text. Then,
unscramble the eleven letters in the coloured boxes to find
the name of the science that deals with the atmosphere and
weather conditions.
 1
2
3
4
5
6
7
8
1 another word for a wetland site
2 an instrument used to observe distant objects; it can
use lenses or curved mirrors to form images, or in
larger versions, it collects electromagnetic radiation
3 the kind of study or exploration directed by students,
not by teachers
4 transport people or things to and from a place
5 a pair of small telescopes mounted side-by-side to let
viewers use both eyes to see distant objects
6 located in and limited to cities
7 the skill of managing small sailing crafts (2 words)
8 make something more acceptable, less offensive
B In groups, compare your reactions and give reasons for
them. Then make a grid showing reasons for ‘hands-on’
learning, and difficulties associated with it.
6 Revise the advice on writing essays in this module and write
an essay on the topic:
Taking a class on a field trip is more trouble
than it’s worth.
G 34 Countability:
many/few: Field trips provide many advantages, with few real
disadvantages.
much/little: Basic outdoor skills involve little research but
much useful experience.
more/fewer: More students enjoy biology, and fewer fail, after
doing field work.
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We need more care about safety and less
disturbance of wildlife.
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35 so/such
This park is so beautiful. It’s such a beautiful part of the country.
So many students have put in such an effort to improve it.
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Workbook, pages xx
59
9C Where learning is fun
B
1 A With a partner, quickly read through the four texts about
science museums and discuss your answer to these
questions. Which texts particularly mention:
1
2
3
4
5
6
7
8
9
10
hands-on activities
cultural assets for the country
outdoor amenities
amusing visuals to promote scientific understanding
a room or building with a curved ceiling where
moving images of the skies are projected
different museums working together
helping visitors from other countries
advising young people on what they want to do in life
activities in different locations
public and private enterprise working together
A
Heureka, the Finnish Science Centre, is a unique
cultural and educational institution that is among
Finland’s most popular leisure time destinations.
Heureka’s core ideology is to bring the joy of discovery
to everyone and to produce inspiring learning
experiences. Heureka values science, innovation and
quality.
Heureka is operated by a non-profit organization, The
Finnish Science Centre Foundation, established in 1984
by the representatives of the scientific community, the
business world, trade unions, educational authorities
and the City of Vantaa. The premises are the property
of Vantaa City. Heureka was opened in 1989 in a new
building dedicated to science and technology.
Heureka hosts interactive exhibitions both indoors
and outdoors, planetarium shows, school programmes
and public events. During the first twenty years, over
5 million people have visited Heureka and more than
11 million people have seen its travelling exhibitions
abroad. About a quarter of the visitors to Heureka come
in school groups.
The House of Experiments is the first science centre in
Slovenia to work according to the ‘hands-on’ principle.
Visitors test and investigate the laws of science and other
topics using experiments, research and games. You can
experience first-hand the creation of a rainbow, hear your
own echo, whisper across great distances or even lie calmly
on a bed of nails. All the experiments are illustrated and
explained in detail with the help of humorous drawings by
the most famous Slovenian cartoonist, Božo Kos, the father
of the current museum director.
Making learning accessible and fun for everyone and
arousing people’s curiosity are the most important tasks
which the museum director, Miha Kos, set himself.
However, not only Slovenians, but also groups from abroad,
above all from Croatia, Italy and Austria, come to test the
laws of nature. The museum employees have developed a
very special audio guide together with the leading Slovenian
mobile network providers. The visitors use their own mobile
phones as audio guides. You simply call a certain number
and are then led from experiment to experiment in English,
Croatian, German, Slovenian or Italian.
The seamless transition from art to science is shown not
only by the humorous illustrated instructions for the
experiments, but also by various special exhibitions based on
the topic of science.
The House of Experiments goes on tour through
Slovenia several times a year. In this way, schoolchildren,
teachers and the general population outside Ljubljana can
also get involved with the laws of nature.
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C
If you want to visit one of the world’s largest science museums,
try the architecturally exciting Cité des Sciences et de l’Industrie,
situated in a beautiful canal-side park on the outskirts of Paris,
the Parc de la Villette. In addition to a huge central hall which
houses the national conservatory for music and dance and
hosts exhibitions and performances of all kinds, there are other
interactive and fascinating activities for you to try. Do you fancy
underwater exploits? Visit an attack submarine. Are you more
interested in air travel? Try your hand at simulators used to train
airline pilots and engineers, or explore aboard the Ariane rocket.
If you’re a budding scientist or doctor, you can step inside a
camera to experience first-hand how it works, or move through
a human body as though you were a tiny virus. And, of course,
nobody will want to miss the planetarium, the Géode, one of the
world’s largest geodesic domes, or France’s first Omnimax movie
theatre featuring a truly gigantic 1000 square metre screen.
There’s something for everyone at this wonderfully exciting
science park.
D
The Science Centre Network is an association of Austrian
organisations and persons furthering the understanding
of science and technology by means of interactive science
centre activities.
By science centre activities we mean interactive
programmes for self-determined learning about science
and technology. These activities should invite people to play,
experiment and think ahead irrespective of their previous
knowledge. We thus further a new educational concept based
on individual, self-directed learning processes.
We organise many science centre activities throughout
Austria. The trademark “Science Centre Network Activity”
stands for high quality programmes everywhere. Together
we develop fascinating new projects, reflecting the diversity
of our approaches.
We support a future-oriented approach towards science
and technology as an important element of both our society
and economy. We aim to make people less inhibited about
scientific experiment, spark their curiosity and let them
delight in innovation. We wish to inspire dialogue on these
matters and encourage young people in their choice of
career.
With our network we have created a new cooperative
structure, in which partners contribute their respective
strengths while at the same time gaining new incentives for
their own activities.
B Scan the texts again and give examples of particular
sentences or phrases which might attract the attention of a
student who is thinking about:
1
2
3
4
5
6
7
8
becoming a sound technician for television
playing in an orchestra
studying astronomy
becoming a graphic designer
writing an essay about new directions in science
joining the navy
how knowledge of English could be useful in life
getting a job in a pharmaceutical company
2 Choose one of the options: A or B.
A Write an email to an English friend about a real
or imagined visit you have made to an interesting
museum. Mention the activities you did while there,
the things you learnt, the motivation it gave you to
learn more about science or technology.
B In small groups, create an advertisement for a
museum, one you’ve read about or another one if you
prefer.
Step 1: Choose an option.
Create a poster or flip-chart advertisement.
Create a web page advertisement.
Step 2: Gather as much information as you can. Visit
the museum, work in a library, or go online. Try
to find reactions from people who have visited
the museum.
Step 3: Write a short text about your chosen museum.
Make it punchy and persuasive! If you can,
include quotes from people who have enjoyed
the museum.
At the same time, collect visuals to illustrate the
text.
Step 4: Design your advertisement, produce it, and
show it to your class.
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Part I Use of Language
1 You are going to work with a grammatical cloze task, which is
designed to promote awareness of how the different parts of
speech work within a sentence.
First, work with a partner. Read the text quickly. Don’t worry
about parts you don’t understand completely. Your teacher
will set a time limit for this first reading. Together, choose
one sentence that describes what the text is about.
A Useful websites for teaching
B The advantages of teaching environmental science
without a textbook
C Students nowadays don’t read very much
My year of teaching without a textbook
In the first class of the school year, I told our students they were participating in 1
experiment. An experiment that, as far as we knew, no one else had undertaken. They
were taking an Introduction 2 an Environmental Science course with no textbook.
For the 19 years I’ve been teaching the class, they’ve been required to select one of the
myriad textbooks that flood what must 3 a very lucrative market. But this year, in
place of a heavy textbook, the class readings consisted entirely of websites.
Many students born in the late 1980s are more comfortable doing their homework
reading from a screen, 4 their iPods blaring, IM screens blinking, and Facebook
accounts open in another window. That’s a change us old guys, accustomed to the feel
of paper and the sound of, well, nothing, had to come to terms with. But once we did,
we discovered a gold mine.
5 environmental science is more current, than, say calculus, it naturally lends
itself to online readings. When we were teaching population growth, for example, and
wanted students to understand the impact of demographic momentum, we sent them
6 the U.S. Census Bureau. There, students could select from scores of countries
and observe dynamic changes in population pyramids over the next 50 years, as many
times 7 they were willing to click on a new country.
So did 8 work? Well, 41 of 46 students in our first-semester class self-reported doing
the same or more reading than they would 9 in a textbook. This wasn’t necessarily
due to a sudden interest in the topic; Andrew Mihalcin, a first-semester freshman,
said, “I read more because I would be messing around on my computer and get bored,
so I 10 look at the class website and do some of the readings.” That’s better 11
nothing.
At times it felt like a hollow victory to think one group of students saw online readings
12 the lesser of two evils, and another clicked on our carefully selected websites only
after Facebook turned out to be even 13 boring. But from my perspective, it was still
a successful experiment.
According 14 a report published this spring, the U.S. paper industry uses a million
tons of paper a year. Textbooks represent approximately 20 percent of that, consuming
15 equivalent of 4 million trees annually.
The Green Textbook Initiative 16 organizing consumers to demand textbooks
printed on recycled paper. But like most of the environmental problems we talk about
in class, there’s often a better alternative. In our case, we dispensed 17 the textbook
altogether. That might just be the answer.
1
2
3
4
5
6
7
8
9
10
11
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12
13
14
15
16
17
an
Part II Listening
2 Now work through the text more slowly with your partner,
discussing what words could possibly go in the gaps, and
why. Discuss the clues you use to help you.
3 In groups, compare your answers and your experience of
doing the task. Tell the others about:
•
•
•
•
the gaps which were relatively easy
the gaps you found particularly difficult
the clues you found helpful, and the strategies you used
possible ways that you could improve your
understanding of how texts work grammatically
5 Look back at your notes from Unit 4D, when you discussed
the experience of listening to audio and video. Decide on
one strategy that you are going to use this time to help you
understand the text you are going to hear.
6 A You are going to listen to students and teachers talking
about a project they did together. First, read the nine
questions and underline the words you think are important.
1 When deciding to build an outdoor classroom, how
did the students find out if this was a good idea?
2 How long did it take to build the outdoor classroom?
3 What do students observe when they are in the
outdoor classroom?
4 In what three ways is Illinois different from what it
used to be?
5 What two things are teachers encouraged to do when
they come to the summer programme?
6 What do the students do after school that stops them
from being outside?
7 What different kinds of student activities are possible
in the open classroom?
8 Do classes studying mathematics use the outdoor class
time to relax?
9 What positive message can students take away from
the experience?
4 Read through the text once more by yourself. Underline
words you found difficult to understand, and write one or two
on the board. Discuss with the class the clues in the context
which could help you to understand the overall meaning.
B With a partner, compare your ideas.
1 From your reading of the questions, say:
• what is the project that students and teachers have
been doing?
• in which state of the USA is this happening?
2 Discuss your guesses about all the answers.
7
Listen to the recording. You will hear it twice, so don’t
panic if you don’t understand everything when you first
listen. Answer the questions.
8 In groups, compare your answers and your experience of
doing the task. Tell the others about your particular strategy
and what success you had with it.
9
Watch the video and talk with others about your reactions
to it. Did you enjoy seeing the classroom you had heard
about? What do you think of the students’ project? Would
there be any drawbacks in having such a classroom in your
own school situation?
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10 Bionics
B With your partner, match these meanings (a–f) with the
words or expressions (1–6).
• Relative clauses, revised
• Adverbial clauses
• Linking words and expressions
• Writing essays 5: concluding
a
b
c
d
e
f
10A Replacing and repairing
with
ience that deals
Bionics is the sc
body,
ng parts of the
replacing missi
ing
ntists are mak
ie
sc
t
n
ia
ll
ri
b
and
still
it, though they
in
es
d
ri
st
t
ea
ral
gr
match the natu
to
le
b
a
n
ee
b
haven’t
umans.
body parts of h
1 A These sentences are about two stories: one about a ‘bionic
hand’ (H), the other about a ‘bionic eye’ (E). With a partner,
label the sentences H or E. Help each other with unfamiliar
words. Look them up in a dictionary if you need to.
1 We take opening a bag for granted, but it’s a challenge
for an amputee.
2 A firefighter needs a bionic prosthesis, because he
wants to get back to work.
3 Surgeons are fitting bionic aids to people who were
blind.
4 The bionic prosthesis responds to tiny signals sent
from the brain to the muscles.
5 These people had inherited a disease that destroys
light-sensitive cells.
6 A tiny metal plate of electrodes was implanted into
the retina.
7 It may allow a patient to tighten his grip simply by
thinking about it.
8 A small video camera beams images to the electrodes,
where the images are picked up and sent via the optic
nerve to the brain.
9 It also allows patients to use more digits than they
could with other prostheses.
10 Patients wear a small unit at their waist so that power
is provided to process the images.
11 While it doesn’t reproduce natural vision, the system
enables the viewing of basic images and research is
ongoing to improve it.
12 Let’s face it: there’s a long way to go!
take for granted
an amputation
the retina
digits
a prosthesis
the optic nerve
1 the removal of a part of the body
2 the part at the back of the eye that sends light signals
to the brain, which interprets them to allow sight
3 to be so familiar with an action or thing that you
don’t think about it
4 the large nerve that transports light signals from the
retina to the brain
5 an artificial body part
6 fingers
2
Listen to a radio programme, and answer the questions.
1 What can the bionic hand do better than older
prostheses?
2 Tick the everyday tasks the programme says an
amputee can do with the help of a bionic hand.
cleaning
doing up shoe laces
driving a car
writing
working in the kitchen
getting dressed
buttoning up a jacket
playing the piano
3 What are the drawbacks of the new technology?
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64
B Read the descriptions of adverbial clauses, and say which
sentences in activity 5A (including the example sentence)
illustrate them.
3
Adverbial clauses are of many kinds, like adverbs, and give
more information about:
• purpose (after so that, in order that ...) as in sentences
.
• reason (after because, as, since, so ...) as in sentences
.
• degree (after more/less/fewer ... than) as in sentence
.
• place (after where, wherever ...) as in sentence
.
• concession (after although/though, while, as long as, even
if/though, in spite of ...) as in sentence
.
Now listen to a description of the bionic eye. List the
things that previously blind people may now be able to do.
4 A Read the sentences and complete the gaps.
A Surgeons are fitting bionic aids to people who were blind.
B The prosthesis, which responds to tiny signals, may give
him a good grip.
1
2
6 Combine the sentences into one. Use relative clauses and/or
adverbial clauses.
1 Some people have had a leg amputated above the
knee. There is now a bionic prosthesis for them.
2 The bionic knee offers new levels of performance. A
person may need to bend and straighten their knee.
The knee allows them to do this.
3 The bionic knee uses tiny artificial sensors. The
sensors analyse the knee a thousand times per second.
The patient can then adjust the movement of the
prosthetic limb.
4 The knee learns how to move. When that happens, the
movement of one leg can be synchronised with the
other. The purpose is a smoother style of walking.
5 Scientists are still working on the design. Many
amputees have already been helped to a more active
life by current models.
Sentence A has a relative clause:
, that
adds necessary information about the noun
. This
kind of clause is called a
clause.
Sentence B has a relative clause:
, that adds extra information about the noun
. This kind of clause is called a
clause.
B Link the two sentences using a defining or non-defining
relative clause. Label your sentences D or ND.
1 A former firefighter has a bionic hand. It helps him to
open bags.
2 He hopes that the new hand will let him grip a hose.
The new hand is better than his first prosthesis.
3 With only one hand, it is difficult to achieve the tasks.
Often people take these tasks for granted.
4 The cost is still high. The cost includes fitting and
physiotherapy.
5 The company hopes to achieve success on the market.
The company produces the bionic hand.
G 31 Defining and non-defining relative clauses
Bionics, which is the science of replacing body parts, has already
helped many people who have had their limbs amputated.
32 Adverbial clauses of:
concession: Although scientists are still working on the design,
many amputees have already been helped to a more active
life by current models.
degree: The bionic hand gives amputees a much firmer grip
than they had with previous prostheses.
purpose: A camera is worn at the waist so that power is
provided to process the images.
place: Signals are sent to the brain, where they are recognised
as images.
reason: Because so many people need these bionic aids, there
is a growing market for them.
5 A Read the following sentences. In each one, there is an
adverbial clause that provides more information about the
main clause. Underline the adverbial clauses.
vThe prosthesis gives him a good grip so that he can lift the hose.
1 A firefighter needs a bionic prosthesis, because he
wants to get back to work.
2 The bionic hand allows patients to grip more tightly
than they could with other prostheses.
3 A camera beams images to the electrodes, where the
images are picked up.
4 As this is such new technology, there is still a long way
to go.
5 Patients wear a small unit at their waist so that power
is provided to process the images.
6 While it doesn’t reproduce natural vision, the system
enables the viewing of basic images.
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Workbook, pages xx
65
10B What does it mean to be human?
1 Discuss the qualities that make us human. Consider these.
Add your own ideas. Choose three, and rank them 1, 2, 3,
with 1 being the most important.
a
b
c
d
e
f
g
h
our ability to stand upright
our emotions/feelings
our relationships with others
our ability to communicate in speech
our ability to make tools
our problem-solving abilities
our love for others
our understanding of abstract concepts
2 Read texts A and B, and with a partner, make a list of ideas
in them, under these two headings. Add your own ideas to
the two headings.
Positive sides of new developments:
Negative sides of new developments:
Robots, androids, and bionic people pervade popular
culture, from classics like Frankenstein to modern tales
such as The Six Million Dollar Man, or The Terminator. Our
fascination is obvious and the technology is quickly moving from books and films to real life.
A
ILU
IIL
LU
LU
B
An exoskeleton suit, so called
because it is worn outside the
body, and designed to give
average humans superhuman
strength and abilities, is now
going into mass production.
News of this system hit the
headlines several years back,
but only now have various
manufacturers really started
to produce it in commercial
numbers. It’s easy to see the
reason for this delay: while the
design is quite exciting, what’s
the actual market demand for
a suit like this, anyway?
There are of course a lot of people with mobility problems, and neither the cost, nor the technical problems will
halt developments that could provide immense improvements to their lives. Furthermore, many elderly people,
or those engaged in heavy industry, would welcome the
extra movement and strength offered by the bodysuit.
In a lab at MIT, scientists and technicians have created
an artificial being named COG. On the one hand, it is just
amazing to watch COG interact with the environment: we
have to recognise that this machine has actual body language. On the other, the experience is a hair-raising, gutlevel reaction. Not only do we connect almost automatically to artificial people in fiction, but the merest hint of human-like action or appearance invariably engages us. At
the same time, however, it sends shivers down our spine.
Technology is inexorably driving us to a new and different
level of humanity. Some scientists are drawing on nanotechnology, molecular biology, and artificial intelligence
as they learn how to create beings that move, think, and
look like people. Others are using sophisticated techniques to implant computer chips into our bodies. They
are also designing man-made body parts that really work,
and linking human brains with computers to make people
healthier, smarter, and stronger.
In fact, the cybernetic bodysuit not only allows greater freedom of movement, it also increases the user’s
strength by up to ten times, so that people are able to lift
extremely heavy objects. The way it works is this: specially designed pads on parts of the body pick up tiny bioelectrical signals, and those are able to move the suit and
provide strength. Of course, costs are still high, but think
of the benefits. Not only does the suit not harm the user in
any way, but, more importantly, it provides the pleasure of
amazing other people by showing off this new, superhuman strength.
In short, we are going beyond what was once only science fiction to create bionic people with fully integrated
artificial components and it will not be long before we
reach the ultimate goal of constructing a completely synthetic human-like being.
It seems quintessentially human to look beyond our natural limitations. Science has long been the lens through
which we squint to discern our future. Although we are
rightfully fearful about manipulating the boundaries between animate and inanimate, the benefits are too great
to ignore. Looking at where technology is taking us, in directions both wonderful and terrible, we cannot help but
ponder what it means to be human.
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66
3 A Look through the texts again and list:
5 You are going to write an essay.
Step 1: Choose topic A or B.
A Bionics is the most exciting of all sciences right
now.
B Advances in bionics undermine the concept of
being human.
Step 2: Prepare and write down your ideas. Discuss
your topic with a friend, revise the unit, do
further research on the topic. Re-read the advice
on writing in the Work with it! sections of this
module.
Step 3: Make a plan of the essay. Write a brief note
on your introduction, the content of 2–3
paragraphs, and your conclusion. Don’t forget
that an essay is always more convincing if you
consider opinions contrary to the main ones
you are intending to argue.
Step 4: Write the essay.
a
eight other linking words or expressions of balance, like
not only, but ...:
,
,
,
,
,
,
,
b two expressions used to add information:
,
c one expression used to summarise ideas:
B Notice the sentence structures in which these linking words
or expressions occur. Write four sentences, using the notes
you made in activity 2, and linking them with an expression
you’ve listed in activity 3A. Compare with others.
Work with it!
Writing essays 5: concluding
4 A Look at these expressions for the end of an essay. Which
can be used to summarise points made? Which to offer a
concluding thought?
In conclusion
On the whole, then ...
It can thus be shown/seen that ...
Taking all these points into consideration, it could
be concluded that ...
e Finally,
f In short,
g All in all,
h To conclude,
i In brief,
j To sum up,
G 37a, c, d Words/expressions of:
balance: On the one hand, bionics is helping amputees. On the
other, it is bringing the frightening dream of artificial
human beings one step closer to reality.
addition: There is always the fear of creating monsters, and,
in addition, wasting precious research funds on
unnecessary robots.
conclusion: Having reviewed all the arguments, we can safely
conclude that we must be cautious when we interfere with
nature.
a
b
c
d

 MORE PRACTICE:
Workbook, pages xx
B Look at these recommendations for writing conclusions.
Complete each with one or two of the expressions (a–g).
1 Stick to the topic and ...
2 Go back to your introduction: if it asked questions,
answer them. In short, mirror the ideas in your
introduction but ...
3 Summarise points made very briefly, but avoid ...
4 It’s a good idea to add recommendations if you have
any and ...
5 Finally remember to make your conclusion ...
a
b
c
d
e
f
g
point to future developments
bring in new ideas.
restating any of the ideas discussed or
don’t simply repeat the actual words.
striking and interesting
don’t go off track or
repeating words or expressions you’ve already used
in the essay
CMYK
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67
Module 2 Read this!
Dizzying moments
Part I
3
1 Think of a moment of time which was truly memorable for
you, and which you don’t mind talking about. Work with two
or three other students. They have to guess the moment
you’ve chosen by asking you yes/no questions. You can give
them three clues. They can ask no more than three questions
after each clue. When you’ve all had a go, talk about your
memories, how you felt at the time and how you feel now.
vClue 1: It was after I’d been trying for a long time.
Clue 2: I kept falling off.
Clue 3: I felt extraordinarily proud of myself.
2 Read a short story about a dizzying moment. The author is
the Argentinian writer Jorge Luis Borges and the story is set
in South America. With a partner, number the six sentence
beginnings (a–f) to show their place in the narrative.
a
b
c
d
e
f
There he stopped
His eyes shone with joy
Then, long years later
Without hesitating
I wonder what he felt
A boy disappeared
The Captive, by Jorge Luis Borges
The story is told in Junin or in Tapalqué. 1
after
an Indian attack. People said the Indians had kidnapped him.
His parents searched for him in vain. 2
, a soldier
who came from the interior told them about an Indian with
blue eyes who might well be their son. At length they found
him (the chronicle has lost the circumstances and I will not
invent what I do not know) and thought they recognized
him. The man, buffeted by the wilderness and the barbaric life, no longer knew how to understand the words of his
mother tongue, but indifferent and docile, he let himself be
led home. 3
, perhaps because the others stopped.
He looked at the door as if he did not know what it was for.
Then suddenly he lowered his head, let out a shout, ran across
the entrance way and the two long patios, and plunged into
the kitchen. 4
, he sank his arm into the blackened
chimney and pulled out the little horn-handled knife he had
hidden there as a boy. 5
and his parents wept because they had found their son.
Perhaps this recollection was followed by others, but the
Indian could not live within walls, and one day he went in
search of his wilderness. 6
in that dizzying moment when past and present became one. I wonder whether
the lost son was reborn and died in that instant of ecstasy;
and whether he ever managed to recognize, if only as an infant or a dog does, his parents and his home.
Listen and check your answers.
4 Tick A or B to show the meaning of the sentences.
1 They searched for him in vain.
 
A They found him.
 
B They didn’t find him.
2 At length they found him.
 
A They found him quickly.
 
B It took them a long time to find him.
3 The man was buffeted by the wilderness and the
barbaric life.
A He had lived a comfortable life.
 
 
B He had led a hard life.
4 Indifferent and docile, he let himself be led home.
 
A He didn’t really care whether he went or not.
 
B He wanted to go home.
5 He plunged into the kitchen.
 
A He ran straight into the kitchen.
 
B He walked slowly into the kitchen.
6 He sank his arm into the blackened chimney.
 
A He felt carefully around in the chimney.
 
B He quickly put his arm far down the chimney.
7 He pulled out a little knife he had hidden there as a boy.
 
A He found a new toy.
 
B He found a precious possession from his
childhood.
8 Perhaps this recollection was followed by others.
 
A He may have remembered some things from
his boyhood.
 
B He remembered his boyhood quite well.
CMYK
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5 A Discuss these questions with others.
1 What do you think the lost boy felt in that ‘dizzying moment when past and present became one’? Imagine that
you are the lost boy: help each other to describe your
feelings. List some words or expressions on the board.
2 What were the parents’ feelings when the Indian could
no longer live within walls? Imagine that you are the
mother or father: help each other to describe your
feelings. List some words or expressions on the board.
3 What would you do if you were the Indian: would
you leave again? What would you do if you were the
parents: would you go in search of the boy again?
4 How important is family to you? Are family bonds
more or less important than freedom for children to
develop in a way that is appropriate for them?
B Short stories often end with a ‘twist in the tail’: a surprise
ending. With a partner, discuss your answers to these
questions.
1 What in the last paragraph could be a ‘twist in the tail’?
2 Do you like the last part? Give reasons.
A Write the diary entry made by the mother or father
of the Indian the day after he leaves them in search of
his wilderness. Are you mostly sad or angry with him?
Can you forgive him for leaving? Do you hope he
will come back? Are you glad that you found him or
doubly sad that you lost him a second time?
B Write a letter to the parents from a government
interpreter who visits the Indian’s tribe. He meets
the lost boy, who tells the official his story and asks
him to write for him, since he can’t speak the parents’
language or write. He wants to tell the parents why he
had to leave, and to say what he feels about them and
about his life.
Part II
7 A Quickly read the extract taken from the beginning of a
novel. With a partner, write as many details as you can.
•
•
•
•
Dust drifted with each footstep. He limped across the
desert, following the suited figure in front. The gun was
quiet in his hands. They must be nearly there; the noise
of distant surf boomed through the helmet soundfield.
They were approaching a tall dune from which they
ought to be able to see the coast. Somehow he had survived; he had not expected to.
It was bright and hot and dry outside, but inside
the suit he was shielded from the sun and the baking
air: cosseted and cool. One edge of the helmet visor was
dark, where it had taken a hit, and the right leg flexed
awkwardly, also damaged, making him limp, but otherwise he’d been lucky. The last time they’d been attacked
had been a kilometre back, and now they were nearly
out of range.
The flight of missiles cleared the nearest ridge in a
glittering arc. He saw them late because of the damaged
visor. He thought the missiles had already started firing,
but it was only the sunlight reflecting on their sleek bodies. The flight dipped and swung together, like a flock
of birds.
When they did start firing it was signalled by strobing red pulses of light. He raised his gun to fire back; the
other suited figures in the group had already started firing. Some dived to the dusty desert floor, others dropped
to one knee. He was the only one standing.
The missiles swerved again, turning all at once and
then splitting up to take different directions. Dust puffed
around his feet as shots fell close. He tried to aim at
one of the small machines, but they moved startlingly
quickly, and the gun felt large and awkward in his hands.
His suit chimed over the distant noise of firing and the
shouts of the other people; lights winked inside his helmet, detailing the damage. The suit shook and his right
leg went suddenly numb.
“Wake up, Gurgeh” Yay laughed, alongside him. She
swivelled on one knee as two of the small missiles swung
suddenly at their section of the group, sensing that was
where it was weakest. Gurgeh saw the machines coming,
but the gun sang wildly in his hands, and seemed always
to be aiming at where the missiles had just been. The two
machines darted for the space between him and Yay. One
of the missiles flashed once and disintegrated; Yay shouted, exulting. The other missile swung between them; she
lashed out with her foot, trying to kick it. Gurgeh turned
awkwardly to fire at it, accidentally scattering fire over
Yay’s suit as he did so. He heard her cry out and then
curse. She staggered, but brought the gun round; fountains of dust burst around the second missile as it turned
to face them again, its red pulses lighting up his suit and
filling his visor with darkness. He felt numb from the
neck down and crumpled to the ground. It went black
and very quiet.
Where is the action happening? (the setting)
Who are the people? (the characters)
What are the characters wearing and carrying?
What are they doing? (the action, the plot)
CMYK
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69
B Read the extract again. Put these events in the right order.
a Yay laughs and implies he’s been asleep.
b Suddenly, a lot of missiles appear over the
sand hills.
c Gurgeh fires at the machine but hits Yay by
mistake.
d Gurgeh is the only one standing.
e The machine comes towards them again.
f Gurgeh is limping across the desert, towards
the coast.
g Gurgeh’s suit lights up, he feels numb and
falls to the ground.
h Two machines head for Gurgeh and Yay.
i The group of people fire at the missiles, and
some fall.
j Yay calls out and swears.
k Yay destroys one of them.
l Gurgeh’s right leg is hit.
8 A You are going to dramatise the scene you’ve read, as a twominute video preview of the television series to be made of
the book.
Step 1: You will need two persons to play Gurgeh and
Yay, and one to be the director. Half the rest
of the class will play the other suited figures
struggling across the desert sands, and half will
be the missiles. If you can, find a large free space
in which to enact the battle.
Step 2: Have a first rehearsal of the action. Follow the
sequence of events you re-ordered in activity
7B. The director: discuss with Gurgeh and
Yay how they should play their parts. The two
groups: discuss amongst yourselves and with the
director how best to perform the battle. Two of
the missiles have special parts to play towards
the end of the scene. Ask your teacher to time
you so that you perform the action in or under
two minutes.
Step 3: Play the scene. Record it as a video, if possible.
9 A
You are going to hear the beginning of the novel, which
comes just before the extract you’ve been working with. Read
the sentences, then listen and complete them.
This is the story of a man who went far away for a
long time, just to
.
The man is a game-player called ‘Gurgeh’. The story
starts with a battle that is
and ends with a
game that is
.
Me? I’ll tell you about me later.
This is how the story begins.
In the novel, what kind of a battle is the one you’ve just
B
dramatised? Compare your ideas with others. Then listen to
the extract you’ve read. Can you pick up any clues as to the
kind of battle Gurgeh is engaged in? Make notes as you listen
and read. There is an extra sentence at the end of the extract
that is a ‘twist in the tail’ and provides a major clue.
B Add to this list of possible adjectives and expressions to
make viewers of the preview want to see the series. Then
write a short ‘voice-over’ commentary.
Don’t miss ... If you see just one movie this year, it’s got to
be ... The film everybody’s been talking about ... exciting
adventure ... action and suspense ...
A Write an email to your e-friend in Australia,
describing the part you played in the dramatisation of
The Player of Games. Explain what the story is about
so far, and say why you would or would not like to
read the book.
CMYK B What do you think happens next in the book? A
interviews Gurgeh and Yay to find out what
10/100/90/0reporter
happened, what they feel, and what they intend to do
now. Write the dialogue between the reporter, Gurgeh
and Yay.
70

Read this!

Transcription

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