OXFORD English File ^0 Advanced Plus Advanced Plus Student's e-book Christina Latham-Koenig Clive Oxenden Kate Chomacki OXFORD UNIVERSITY PRESS English File ^ ^ Advanced Plus Advanced Plus Student's e-book Christina Latham-Koenig Clive Oxenden Kate Chomacki ontents GRAMMAR VOCABULARY PRONUNCIATION 6 A Motivation and inspiration modal verbs (1): will, would, should vague language contractions 10 B The parent trap noun phrases phrasal nouns short and long vowels 14 Revise and Check 1 16 A Overcoming adversity modal verbs (2): can I could ! prefixes and suffixes be able to, may I might words that can be pronounced in two ways B A big adventure participle clauses ways of moving consonant clusters with s Revise and Check 2 26 A Live your age determiners: articles and quantifiers research language verb / noun word stress, stressed and unstressed articles B In love with Shakespeare word order idioms from Shakespeare reading aloud Revise and Check 3 36 A No more boys and girls cause and effect binomials binomials 40 B Live to work? aspect: perfect and acronyms and initialisms acronyms and initialisms continuous tenses 44 Revise and Check 4 2 GRAMMAR VOCABULARY PRONUNCIATION A An emotional roller coaster prepositions and sentence patterns more sophisticated emotions stress in multi-syllable adjectives B Crossing cultures advanced structures for comparing and contrasting individuals and populations contrastive stress Revise and Check 5 56 A Hi-tech, lo-tech position of adverbs common adverb collocations, verbs for making things sentence intonation with adverbs 60 B It all adds up singular and plural agreement numbers and measurements stress and intonation in long numbers 64 Revise and Check 6 66 A Whodunnit? complex passive forms punishment understanding an accent B Alone or with friends? special uses of tenses connotation linking Revise and Check 7 76 A Food of love expressing conditionally eating and drinking vowel sounds and spelling 80 B Seeing things differently adjective order ways of seeing stress and intonation 34 Revise and Check 8 86 Communication 116 Grammar Bank 159 Sound Bank 94 Writing 132 Grammar Bank Practice Exercises 106 Listening 140 Vocabulary Bank Course overview English File Welcome to English File fourth edition. This is how to use the Student's Book, Online Practice, and the Workbook in and out of class. En**?* Student's Book All the language and skills you need to improve your English, with Grammar, Vocabulary, Pronunciation, and skills work in every File. Also available as an eBook. Use your Student's Book in class with your teacher. ...... ......... nlTi'in Grammar, Vocabulary, and Pronunciation practice for every lesson. Use your Workbook for homework or for self-study to practise language and to check your progress. 1 Goto englishfileonline.com and use the code on your Access Card to log into the Online Practice. ACTIVITIES AUDIO VIDEO RESOURCES Online Practice Look again at Student's Book language you want to review or that you missed in class, do extra Practice activities, and Check your progress on what you've learnt so far. Use the Online Practice to learn outside the classroom and get instant feedback on your progress. LOOK AGAIN • Review the language from every lesson. Watch the videos and listen to all the class audio as many times as you like. Improve your skills with extra Reading, Writing, Listening, and Speaking practice. Use the interactive video to practise your conversation skills. CHECKYOUR PROGRESS Test yourself on the language from the File and get instant feedback. • Try an extra Challenge. SOUND BANK • Use the Sound Bank videos to practise and improve your pronunciation of English sounds. englishfileonline.com Motivation is the art of getting people to do what you want them to do because they want to do it. Motivation and inspiration Dwight Eisenhower, former US President G modal verbs (1): will, would, should I V vague language I P contractions READING & SPEAKING a Look at pieces of advice A and B. With a partner, decide which one is more meaningful for you at this point in your life. b Now read the book extracts about the two people who gave the advice in a and match pieces of advice A and B to the correct person. Explain how their advice reflects their life experience. o t The lowliest-looking person is filled with gifts and talents beyond your imagination. Love such people as yourself. Those living on the margins of society do not need to have their problems solved for them, they just need to be given the opportunity to solve them themselves. And in doing so, they will often solve the problems of others. There will be moments in life when a light may go on, when you think to yourself, 'I must do that,' whatever it is. It could be rescuing donkeys or whatever, and it's not because someone says you should do it, but because you feel there would be something wrong in the world if you didn't. If you find that light, acknowledge it. Find other people who share that passion. Cultivate it. Find that deeper purpose in your life. If I could tell you just thing... Richard Reed, the co-founder of Innocent Drinks, has met many inspiring people during the course of his career. He asked each of them to share with him some of their hard-earned wisdom and insights into life, and give one important piece of advice, which he collected together into a book. Annie Lennox, singer and women's rights activist Annie Lennox has two voices. Her first has sold more than 80 million albums, won her four Grammys and eight Brit awards. Her second voice is the one she has lent to women's rights and AIDS awareness in Africa. Those dusty plains of sub-Saharan Africa are a long way from the working-class tenement housing in Aberdeen where Annie was raised. Her family were poor but musical, and she chose the flute as her principle instrument. 'It was my passport out of there,' she has said. It led to Annie, aged 17, finding herself in London for the first time, beginning a degree at the Royal Academy of Music. In her first lesson, the teacher said she'd been taught incorrectly and would have to relearn the flute from scratch. T thought to myself, "No, I'm not going to do it, not after all that hard work," and I basically dropped out.' Some tough years followed. T was lonely and poor. I lived in 21 or 22 different places all over London: hostels, bedsits, that kind of thing, doing whatever I could to make ends meet.' Her one constant through it all was singing. '1 would sing and sing and sing, walking down the street, in the shower, all the time, just by myself At the same time, she started composing her own songs. 'I'd sit in my bedsit with a harmonium and come up with my own stuff. I'd been writing poems since I was 12 and I had a lot to say' Luck came at Camden Market, where Annie had a stall. It was there she got to know a guy selling records who said, 'You should meet my mate Dave'. Within a few years, she and Dave Stewart were dominating the charts as Eurythmics. Her life story is of a woman following her passions, wherever they may take her, and her advice fits that story perfectly: Alexander McLean, founder of the African Prisons Project Alexander first visited Africa as an 18-year-old, when he volunteered at a hospital in Uganda. It was when working there he noticed that prisoners brought in were often left chained to the bed and not given treatment. He couldn't help think that if they were treated this badly in hospital, how much worse would it be in prison? So he talked his way into one and found out. Such were the appalling conditions, he found himself compelled to raise money to build a basic health centre and library. His work reduced the mortality rate from 144 to 12 in one year, and he's not stopped doing such work since. Alexander points out that most people in these prisons are there for crimes of poverty: stealing food, not paying debts, being a vagabond (the Dickensian-sounding crime of being homeless). Most have not even been to trial. The result: prisons are hugely overcrowded with, more often than not, innocent people. It's a depressing situation. Alexander's work brings hope to such places. He, of course, makes no distinction between whether people are innocent or not. He starts from the position that they are all human beings and deserve to be able to live, and inevitably sometimes, die, with dignity. He is a truly remarkable man, shining light into some of the darkest places imaginable. His life is a manifestation of the advice he gives: Read the extracts again. With a partner, decide which of the personal qualities from the list you think each person has. Give examples from the extracts to justify your choices. altruism charisma creativity determination energy enthusiasm people skills Now read six more pieces of advice from Richard Reed's book, given by people in the public eye. Match them to summaries A-F. A *Do more than you thought was ever possible.' B Don C Don D the word you hear in each group. Practise saying the words, making a clear differentiation between each sound. 1 a teens 2 a fool 3 a debt 4 a match b tins b full b dirt b march c much c cut 5 a caught b cot b © 1-19 Listen and write some words from this lesson with short or long vowel sounds. In each group, the sound is spelled in different ways. 1 lil___ 2 Iv.l___ 3 Id___ 4 lull___ 5 Id/___ 6 ted___ 7 lad___ 8 /a/___. 9 Id___ 10 Iz-J___ c Compare your spellings with a partner, and (arcj^i the letters which make the sound. Are there any other possible spellings for the sounds? Why do you think the he/ sound wasn't included in b? d Communication Short and long vowels A p.86 B p.90 Dictate sentences, focusing on making the vowel sounds short or long. WRITING © p.94 Writing A discursive essay Analyse an essay about the pros and cons of free-range parenting, and write a discursive essay. a Watch the conversation. Complete 1-3 with the name of the speaker. 1 _completely agrees with the question. 2 _partly agrees, but thinks that changing environments also play a part. 3 _partly agrees, but thinks that people tend to have the same values as their parents. b Watch again. Answer the questions with a partner. Why...? 1 has Tim tried to be physically close to his own children 2 didn't he have a problem with screen time with his older children 3 does Syinat plan to have an equal relationship with her children 4 is Devika surprised that one of her cousins is bringing their children up in a very liberal way c Based on your experience, or that of family and friends, do you think people's parenting styles are influenced by the way their own parents brought them up? d Watch some extracts and complete them with the modifiers used. 1 I think you are always going to be influenced by the way you were brought up yourself. 2 ...it's always _ of a tussle, a fight with them, to get them off screens. 3 ...there were screens, but they weren't_ interesting... 4 ...I_plan on doing that with my children as well. 5 ...even if that is___ positive thing. 6 ...people of my generation were brought up in _strict households... 7 ...one of my cousins is bringing up their children in ___way,... e Now have a conversation in groups of three. Discuss the questions. 1 Do you think children are less independent now than they used to be? 2 Do you think parents nowadays bring up sons and daughters in the same way? Revise and Check USE OF ENGLISH a Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given. 1 I wish I hadn't dropped out of school, shouldn't I shouldn't have dropped out of school. 2 Productivity has gone up dramatically, increase There_in productivity. 3 Do you want to go to university or get a job? rather _to university or get a job? 4 Passenger numbers have dropped significantly since 2019. downturn There_in passenger numbers since 2019. 5 We're worried that many jobs will be lost in the town, losses We're worried that_ in the town. 6 I can't believe they didn't phone us yesterday, should They_us yesterday. 7 There were around 200 people at the conference, so There_people at the conference. 8 It looks as if it's going to rain next week, outlook The_is rain. 9 I don't want to get the train - I want to drive, sooner ]_get the train. 10 I can't turn the printer on. won't The_. 11 He's always phoning me at work - it drives me mad! keep He_at work - it drives me mad! 12 I'm not surprised he was tired when he got here -I imagine he was driving all night. would I'm not surprised he was tired when he got here - he_all night. b Read the text below and think of the word which best fits each gap. Use only one word in each gap. Are teenagers children or adults? It1 would appear that every parent and teenager goes through a period when the parent still treats the teenager like a child, but the teenager thinks they 2_ _ be treated as an adult. This can be problematic, since if there's one 3_that teenagers hate, it's not 4_ _allowed to do what they want. So, what can you do? Teenagers 5_ usually respond well to being involved in decision-making. This will help to build their 6_-confidence, and make them feel that their opinion matters. And it will mean fewer 7melt_ _, which will make your household a more peaceful place. And 8_you rather have peace and cooperation than unhappiness and conflict? READING You are going to read four descriptions by journalists of teachers who inspired them. For questions 1-4, choose from the people A-D. Which journalist...? 1 expresses a similar opinion to D implying that the best lessons are the ones that challenge you most 2 shares B's view that their teacher was influential in changing the direction of their studies 3 together with C believes their teacher introduced them to a completely new idea 4 tells us least about what their teacher was like 14 My most inspiring teacher O Hadley Freeman I met Charlie Ritchie when my mother and I travelled up to Cambridge together in 1998, looking for a boarding school for me. He was enthusiastic, laidback, inspiring, friendly, and, as a bonus, he had a Scottish accent that I thought exotic and my mother found impenetrable. I was an obsessive student, channelling my anxieties into my studies. But whereas some teachers would encourage that, Charlie wasn't having any of it. He encouraged me to think of my studies as fun, a heretofore unconsidered concept. But more than that, he urged me to do more than just study. He would casually let me know when a movie or play he thought I'd like was on in town, and he suggested I start writing for myself, not just to do well in my A levels. In short, he told me to stop taking everything so seriously while also telling me to have more confidence in myself. 20 years on, I still remember his lessons. Only the best kind of teacher can get you to do that. 0 Decca Aitkenhead Andy Pickering taught me a skill I would use every single day of my life - how to approach an essay not as an opportunity to demonstrate how many facts I'd managed to memorise, but as an exercise in presenting competing arguments. He also taught me to identify salient facts, and deploy them to maximum effect to justify an argument. It was a total revelation. At university I discovered that this was a secret very few had been taught. When I landed an internship at my first newspaper, the editor asked me to create a new daily feature - The Big Debate - presenting two contradictory arguments about issues of the day, such as euthanasia or foxhunting and so on. 'But this is easy!' I remember thinking. 'It's just what Andy taught me!' It was on the strength of The Big Debate's success that my career in journalism began. I have been a journalist for more than 20 years now, and can still detect Andy's teaching in every single column, feature, and interview I have ever written. O Lola Okolosie Most of us will remember one teacher in particular. We carry vivid images of their gait and can recall the way in which they held a room. At their very best, they can be the most captivating of professionals. For me, it was Mrs Jones, my English literature teacher, who had a huge impact on my school life. I was all set for studying sociology, but Mrs Jones' lessons made me reconsider. There was her glamour and sense of style. With the red lipstick and chunky jewellery, she stood out, and made learning English cool. Mrs Jones inspired me because she resisted treating us like children. At times it felt a little bruising, but then the knowledge that she expected the absolute best from you made you believe you were, in some way, capable of it. By the time I began my undergraduate degree it felt like an anti-climax, we seemed to be covering old ground. She collapsed the sense ^ of distance that shrouds literary giants, such as Shakespeare and Keats, and made them seem as | much ours as anyone else's. 03 O Paula Cocozza He would enter the room swinging a briefcase, which he often slammed on the desk with a moody thud. The class bristled with expectation and dread. You never knew what you were going to get with Mr Hartley. He demanded concentration. Once, he stood on his desk and watched us file in, remaining statuesque long after we took our seats. Another time, he sang Elvis. In his classes we hovered on the edge of adulthood. One lesson was spent investigating how we knew we existed. The question seemed to us idiotic. But Mr Hartley rebuffed all our proofs and, when the bell rang, we trudged out wearily, as if we had fought for our lives. That was our introduction to Descartes. Most of all, he gave me a love of books. I carried his reading list for years from the age of 12.1 would stop at the library on my way home. I was spending more time alone with a book, but I felt so much less alone. My family had always veered towards work rather than education, and as my GCSEs approached I began to consider which apprenticeship to apply for. But books had taken hold and I enrolled instead for A levels at the local sixth form. Mr Hartley unlocked worlds forme. I sidestepped the future. Overcoming adversity Overcoming what frightens you the most strengthens you the most. Matshona DhViwayo, Canadian author G modal verbs (2): can / could/ be able to, may I might | V prefixes and suffixes I P words that can be pronounced in two ways 1 LISTENING a Are there any smells that have powerful associations for you? What are they? Are they pleasant or unpleasant? What do they make you think of? b Look at the photos and read about Jo Malone. Have you heard of her products? What do you think of the packaging? What do you think might make a perfume very successful? c © 2.1 Listen to Part 1 of an interview with Jo Malone on a popular BBC Radio 4 chat show called Saturday Live. What adversities did she have to confront as a child, both at school and at home? Glossary Crayford, Dartford, Blackheath, Tunbridge Wells towns or areas south-east of London a two-up-two-down a very small terraced house with only two rooms upstairs and two rooms downstairs Jo Malone setup the fragrance company bearing her name in 1983 and it became a global success. Her classic scent 'Lime, Basil and Mandarin' is one of the most famous citrus fragrances in the perfume industry. In 1999, she sold the company to Estee Lauder, but remained the creative director. Listen again and mark the statements T (true), F (false), or DS (doesn't say). 1 Jo's teacher made her stand on a chair because she was bottom of the class. 2 Jo is still angry with her teacher for humiliating her at school. 3 Jo has always had confidence in her own abilities. 4 Jo started inventing perfumes at an early age. 5 Jo learned to be a good saleswoman by working in a market. 6 Jo's dad was a very talented artist. 7 Jo's family were very reliant on the money she earned. 8 Jo felt sorry for herself for being poor. e E> 2.2 Now listen to Part 2. What was the most devastating thing that happened to Jo as a result of an illness? How did it affect her life? Glossary a curve ball something which is unexpected, surprising, or disrupting (from baseball, 3 ball that moves in a curve when thrown to the batsman) Adriamydn, Cytoxan, Taxol, Taxotere trade names of medication f Listen again. Explain what Jo is referring to when she mentions the following: 1 'I...didn't expect it, didn't deserve it' 2 'under a year' 3 'I was the little girl that stood on the chair and wouldn't take no for an answer' 4 'I was one of the first women' 5 'walking a tightrope without a net' 6 'metal' 7 'I didn't want to be the figurehead' 8 'I wanted to quit every single day' 9 'I made every mistake in the book' g What particular part of Jo's story had the most impact on you? Can you think of any other people in the public eye who have overcome negative experiences to become stronger? 2 PRONUNCIATION words that can be pronounced in two ways JjD Fine-tuning your pronunciation: words with more than one pronunciation Several common English words can be pronounced in two different ways even though they have the same meaning. Both versions are correct. Knowing both possibilities will help you to understand these words, whichever pronunciation is used. I® 2.3 Listen to an extract from Jo Malone's interview in 1. How does she pronounce neither? What other way can it be pronounced? What other word does this apply to? With a partner, look at some more words that can be pronounced in two ways, and decide what you think the two possibilities are. 1 controversy 7 privacy 2 garage 8 schedule 3 envelope 9 sandwich 4 harassment 10 room 5 often 11 kilometre ó Friday 12 ate CD 2.4 Listen and check. GRAMMAR modal verbs (2): can I could I be able to, may / might CD 2.5 Listen to another extract from the interview where Jo talks about different smells. Complete the gaps with three or four words. And just as you mentioned at the beginning of the show, you know, it's-we all have stories, things, you know, your mum, the smell of cooking, it makes us feel safe and secure. And 1 _ _ a pair of shoes that your dad wore and the smell of the leather, or 2 _the smell of your newborn child.3_ son when he was born. I've *_ . the smell of my _recreate it, but it's, it's the smell of new life for me. So, I think smell is a, really powerful, memory-evoking - it's the nearest thing, sits by the brain near the memory, which is why my dyslexia and 5_create fragrance is, what life took away with one hand, it gave me back with another because they sit side by side. b Answer the questions with a partner. 1 Could Jo have used may instead of might in the extract? 2 Why does she use be able to rather than can / could? c © p.118 Grammar Bank 2A d Look at the list of sentences and choose two of them to complete the conversations below. We may as well give it a go. You might at least have said sorry. I suppose it could be true. I couldn't possibly accept. mm pacebook I'll never be able to live it down. You might have told me earlier! Long may it last! a&TfiiNl 're. -f \ 1 !\ _____. 1 A Are you convinced by the theory that we're constantly being watched by giant tech companies? B Well,_. Personally, I think it's unlikely. 2 A How did your presentation go? B It was a total disaster. It turned out I'd put all my slides in the wrong order._ e Work with a partner. For each of the remaining sentences in d, think of a circumstance in which you might say it, and write a two- or three-line conversation. 17 VOCABULARY prefixes and suffixes a Look at some motivational quotes on a Pinterest board. Complete the gaps with a prefix or suffix. READING Q Overcoming adversity He who believes is strong; he who doubts is weak. Strong convictions 2_cede great actions Some people will just go with the flow of things in life while others will fight against the currents and go5_stream to reach their destiny. A truly strong person does not need the 6approv_ fo face, &afe>sf strength of others, any more than a lion needs the approv_ of sheep. Use what you've been through as fuel, believe in yourself and be4_stoppable b © 2.6 Listen and check. Then, with a partner, try to think of another word with the same prefix or suffix as 1-7. c If you had to pick one quote to stick on your computer, including the one at the beginning of the lesson, which one would you choose? d © p.143 Vocabulary Bank Prefixes and suffixes THE DIVING BELL /'daivirj be! '<>) a container that has a supply of air and that is open at the bottom, in which a person can be carried down to the deep ocean J a Look at the still from a film based on a memoir by Jean-Dominique Bauby and read the definition. What do you think might have happened to him? Why do you think he might have chosen the title? b Now read the prologue from the memoir on p.19 and check your answers to a. c Read the prologue again and complete it with sentences A-G. A It is often enough to bring relief to a painful limb. B The duty nurse interrupts the flow of my thoughts. C But improved resuscitation techniques have now prolonged and refined the agony. D My room emerges slowly from the gloom. E Enough rambling. F You can visit the woman you love, slide down beside her and stroke her still-sleeping face. G I did not fully awake until the end of January. d Language in context Look at the highlighted phrases in the prologue. Underline the metaphorical word(s) in each phrase. What do they mean In this context? Do you know the literal meanings? e Do you think books or films like this inspire other people to overcome adversity, or are they simply depressing? Can you think of any similar examples? 18 6 SPEAKING AND THE BUTTERFLY Through the frayed curtain at my window, a wran glow' announces the break of day. My heels hurt, my head weighs a ton, and something like a giant invisible diving bell holds my whole body prisoner.1_, I linger over every item: photos of loved ones, my children's drawings, posters, the little tin cyclist sent by a friend the day before the Paris-Roubaix bike race, and the IV pole overhanging the bed w7here I have been confined these past six months, like a hermit crab dug into his rock. No need to wonder w7here I am, or to recall that the life I once knew was snuffed out on Friday 8 December, last year. Up until then, I had never even heard of the brain-stem. I've since learned that it is an essential component of our internal computer, the inseparable link between the brain and the spinal cord. I was brutally introduced to this vital piece of anatomy when a cerebrovascular accident put my brain-stem out of action. In the past, it was known as a 'massive stroke', and you simply died. 2_. You survive, but you survive with what is so aptly known as 'locked-in syndrome1. Paralysed from head to toe, the patient, his mind intact, is imprisoned inside his own body, but unable to speak or move. In my case, blinking my left eyelid is my only means of communication. Of course, the sufferer is the last to hear the good news. I myself had twenty days of deep coma and several weeks of grogginess and somnolence before I fully appreciated the extent of the damage. 3_. When I finally surfaced, I was in Room 119 of the Naval Hospital at Berck-sur-Mer on the French Channel coast, the same Room 119 infused now with the first light of day. An ordinary day. At seven, the chapel bells begin again to punctuate the passage of time, quarter-hour by quarter-hour. After their night's respite, my congested bronchial tubes once more begin their noisy rattle. j>, My hands, lying curled on the yellow' sheets, are hurting, although I can't ra tell if they are burning hot or ice cold. To fight off stiffness, I instinctively gj stretch, my arms and legs moving only a fraction of an inch. 4_. •g My cocoon becomes less oppressive, and my mind takes flight like | a butterfly. There is so much to do. You can wander off in space or in 9 time, set out for Tierra del Fuego or for King Midas's court.5_. You _S can build castles in Spain, steal the Golden Fleece, discover Atlantis, jj- realize your childhood dreams and adult ambitions. 6_. My main task now is to compose the first of these bedridden S travel notes, so that I shall be ready wrhen my publisher's emissary ™ arrives to take my dictation, letter by letter. In my head, I churn over ♦j every sentence ten times, delete a word, add an adjective, and learn my m text by heart, paragraph by paragraph. Seven thirty. 7_. Following a wcll-cstablishcd ritual, she draws c the curtain, checks tracheostomy and drip-feed, and turns on the TV q so I can watch the news. Right now, a cartoon celebrates the adventures i! of the fastest frog in the West. And what if I asked to be changed into a E frog? What then? p _ Glossary Midas in Greek mythology, a king who turned everything he touched into gold the Golden Fleece in Greek mythology, the magical golden coat of a male sheep Atlantis in Greek literature, a beautiful island that disappeared underthe sea 01 an accident or illness that you recovered from something that you struggled to leam, but were finally able to master a mistake you made which you learned a lot from something you succeeded in doing that you had previously been very afraid of something you thought you had lost forever that you recovered a bad habit that you managed to give up a Look at the topics above and choose two that you think you could tell an anecdote about, or choose an idea of your own. Plan in your head what you are going to say. Use the points below as a checklist. • Is your anecdote interesting, amusing, inspiring, thought-provoking? Try to aim for at least one of these. • Structure your anecdote; put your ideas into a logical order. • Check you know all the vocabulary you are going to need. • Remove any irrelevant details. Think of a good way to end the anecdote. Ending an anecdote We often end an anecdote on this kind of topic with a third conditional sentence, a general truth, or a connection to the present. If I'd known how hard it was going to be, I might never have started, but I'm glad I did. And it just shows you, whatever people say, you can stop if you really want to. And to this day, I never put my phone in my back pocket b Work in small groups. Say which topic you are going to talk about. Then tell your anecdote. A big adventure You can't call it an adventure unless it's tinged with danger. The greatest danger in life, though, is not taking the adventure at all. Brian Biessed, British actor G participle clauses | V ways of moving | P consonant clusters with s READING & LISTENING a Look at the map. How far do you think it is from London to Singapore? How long do you think it would take to do the journey by plane? b Read the Introduction to an article about a TV reality show called Race Across the World. Check your answers to a. What 'rules' did the pairs of competitors have to follow? Race Across the World Could you travel by land to Singapore - with just £25 a day^ m TraiVf* standing nn some Hrv ffrass hv a dimtv mad hoardina a nlan<» fnthnrwisfl. a 1 2-hnur trint Thpv'rR ffivtm You're standing on some dry grass by a dusty road under a harsh sun, somewhere in Greece. You urgently need to reach Athens, but it's hundreds of miles away and the bus isn't running - you've no idea why. Trying to hitch is useless - cars speed past, ignoring you. You don't have a phone, by the way, or any credit or debit cards, because neither of these arc allowed. You're exhausted, hungry, and thirsty and you don't speak the language. Well, what now? This is just one of many scrapes in which couples find themselves, as they battle to win the BBC series Race Across the World. The programme challenges live pairs of 'ordinary' people to cover the 12,000 miles from London to Singapore - crossing two continents, twenty-one countries and four seas - in 50 days without boarding a plane (otherwise, a 12-hour trip). They're given a limited budget for the whole trip, which they have to keep within (this adds up to approximately £25 per day). When you're used to booking online, calling ahead, and checking timetables and maps on your smartphone, and your comfortable hotel is booked and paid for, it's hard to imagine how tricky it is to travel - especially under pressure - when none of this is possible. Stripped of our pocket computers and credit cards, our modern helplessness swiftly becomes apparent. The race starts in Greenwich, in south-east London. Five pairs, including business partners Josh and Felix (both 32), and childhood friends Natalie and Shameema (both 38), are gravely handed their passports and informed that their first checkpoint is Delphi. Go! Marina Bay Sands Hotel, Singapore, where the race ended c © Communication Race Across the World A p.87 Read about Josh and Felix. B p.91 Read about Natalie and Shameema. Tell your partner about them. d ®2.10 Listen to what happened in the end. Answer the questions. 1 How many couples finished the race? How did they travel, and what kind of things did they do? 2 How much was the prize money? 3 What positions in the race did Natalie and Shameema and Josh and Felix finish? 4 What did the contestants discover about people in general all over the world? What moments did they particularly remember? 5 What did Josh and Felix and Natalie and Shameema do when they got home? 6 What was the most compelling thing about the programme for the TV viewers, according to Josh? e If you were going to take part in a race like this, who would you choose as your travelling companion? What qualities do they have that would make them the right person? GRAMMAR participle clauses a Look at sentences 1-4. In pairs, cross out some words in each highlighted clause in order to make it more concise. Check your answers in the article in 1. 1 When we have been stripped of our pocket computers and credit cards, our modern helplessness swiftly becomes apparent. (Introduction) 2 While they were travelling through deprived areas, they felt guilt at their privilege... (Josh and Felix) 3 But because she was craving freedom, she left home to go to university... (Natalie and Shameema) 4 After she was diagnosed at two with sickle cell anaemia, Natalie had to cope with illness throughout her childhood... (Natalie and Shameema) b Which two participle clauses in a are active and which two are passive? Read a news article about the winners of Race Across the World. What are they going to do with their prize money? Are they still in touch with the other couples? c © p. 119 Grammar Bank 2B Tony and Elaine Teasdale from Yorkshire,1 who had recently retired as P.E. teachers, sailed past rivals Darron and Alex, Josh and Felix, and Natalie and Shameema to win the BBC series Race Across the World. Through tears, starvation and sheer perseverance, every team came out a champion in their own right, but Tony and Elaine took home £20,000. The couple are going to share their winnings. 2When he revealed their plans to Metro.co.uk. Tony said, 'We're going to split it five ways because we have three children and ourselves.' Although they were the oldest, at times Tony and Elaine were days ahead of their nearest competitor 3and they won three of the six stages. 4When they were going into the final stage, they even managed to spend one afternoon by the hotel pool. Race Across the World was just as much about the camaraderie between the teams and each other as it was about the end goal. 5Four months after they returned to the UK, the entire cast are still always on the phone and 6if they are given the opportunity, they plan to go on new adventures together. Rewrite the underlined phrases as participle clauses, to make the writing more concise. 3 SPEAKING & WRITING a Think about a challenging trip or journey you have been on. Make notes of the key details to help you to describe it. b Work in pairs. A tell your story to B. B take notes. Then swap. c Write a short news article about each other's journey in the style of a magazine article. Try to include at least four participle clauses. When you've finished, get your partner to read your article to make sure you got the details correct. LISTENING & SPEAKING a Look at the cover of a book by Alastair Humphreys and read an extract from his website. Who are microadventures for? Why does Alastair think they are important? I MICROADVENTURE is an adventure that is short, simple, local, cheap - yet still fun. exciting, challenging, refreshing, and rewarding. As the world's population becomes increasingly urbanized, busy, and stuck in front of a screen, microadventures offer a realistic escape to simplicity and the great outdoors, without the need to ski to the South Pole or go live in a cabin in Patagonia. The appeal of microadventures is that they make adventure accessible to people who may have very little outdoor experience. If you are too busy, too stressed, too broke, too tired, or too unfit for an adventure, then you definitely would benefit from a microadventure. © 2.11 Listen to Alastair reading an extract from his book. Choose the correct option to summarize the points made. 1 In Alastair's experience, most people_having an adventure. a are afraid of c are not keen on b put off d look forward to 2 What people need to start having adventures is_. a more time c encouragement b more money d a health reason 3 It's essential for the first experience to be something that_. a you have always wanted to do b doesn't test you too much c you can do at the weekend d isn't an adventure at all 4 For a first microadventure, Alastair suggests beginning by_ to somewhere 30 miles away from your home. a cycling c taking a bus b driving d taking your bike on a train 5 Alastair says that you should find your way home_. a without any help at all b without using a map or satnav c with a map but without satnav d with a map or satnav only if you really want to. 6 During your trip home, you_something to eat. a should enjoy having c will probably not need b shouldn't stop for d should make sure you have <&2.12 Now listen to part of the extract again. Complete 1-7 with the key information in order to do this adventure (two to four words). 1 ...choose a station, _ that's about 30 miles away from your home, 2 Buy_. 3 If you're on foot, or if you _, then do a shorter trip. 4 ...decisions that crop up along the way are therefore_and serendipity. 5 Don't let any of the ideas in this book put you off! Just_ to what appeals to you. 6 If you travel slowly and with a_, then you will meet different people,... 7 ...you will have had an unusual and rewarding day and...you will have realized that you are_... What does the extract tell you about the kind of person Alastair is? Would you be prepared to try the microadventure that he describes? Look at some more microadventures from Alastair's website. Have you ever done any of them? Would any of them 'open the door to adventure' for you? Are there any that you would never do? Why not? Glossary Crowsflight a GPS compass app that points in the correct direction, but doesn't give you a route to follow spend the night in your garden stay somewhere local but new to you sleep outdoors without a tent sleep by the sea sleep under a full moon sleep out on a frosty night forage for your food and eat it for supper cook on a fire you built yourself swim wild, for example, in a river, lake, or sea paddle a river by canoe learn to identify birds or trees 22 5 VOCABULARY ways of moving a Read the extract from a travel article. What do 'bite-sized' and 'time-poor' mean? Which adventure would you choose? 5 bite-sized adventures for the time-poor 1 Climb Mount Snowdon by night Head off to the highest mountain in Wales. Hike up the valleys in the evening, reach the summit under the stars, and watch the sunrise from the slopes. 2 Take a private tour of Stonehenge Wander around the ancient stone circle on an early-morning guided tour, before the crowds arrive. 3 Try a working weekend Learn basic carpentry in the woods around a historic English country house. At the end of the day, trudge back, weary but happy, to the communal dormitory, which is often visited by deer. 4 Tick off two continents After a ferry ride across the Bosporus to IstanbuL, spend the afternoon at the Spice Bazaar, and stagger home late after sampling the street food stalls, the taverns, and the Late-night burger vans of Taksim Square. 5 Italian fizz Spend a day in Italy's prosecco-producing region After tasting the wines, take a tour of the vineyards, have a Long Lunch, and finaLLy stroLL through the scenic ALpine foothiLLs 7 OVIDEOLISTENING J b In pairs, find one verb in each adventure for different ways of walking. Which ones describe moving slowly? Which ones describe moving with difficulty? c O P-144 Vocabulary Bank Ways of moving PRONUNCIATION consonant clusters with s a Practise saying the consonant clusters aloud. sc / sk scr sp spr st str sw b ® 2.14 Now listen and say the following verbs, paying attention to the clusters with s. scamper skulk scramble speed sprint stagger stride stroll struggle strut swagger c Say the following phrases, focusing on the accurate pronunciation of the consonant clusters in pink. sprint across the street stroll along the seafront struggle through the crowds stride across the fields scramble up the rocks skulk behind the bushes d Think of five bite-sized adventures which people could do in the area where you live. Write a few sentences about each. Try to include a different verb from the Vocabulary Bank in each one. e Read your sentences from d to a partner. Which adventure would they most like to go on? Watch Part 1 of a documentary about the Lake District Mountain Rescue Service. Complete the notes with a few words or a number. different Mountain Rescue Teams (MRTs) 2_or so call-outs in the last year More than 3_Rescue Team members Gordon Barker:1_ _of Keswick MRT David Stewart: 5_ of Kirkby Stephen MRT for the last *_years Three key areas to prepare for mountain adventure: 7_, 8_, 9_ b Watch again. Summarize what happens during a typical mountain rescue call-out. c Now watch Part 2, about the rescue of Stephanie Coulshed. Then read the account and, in pairs, correct any mistakes. Last November, Stephanie went walking in the Lake District with her family. They walked from Borrowdale to the High Spy Ridge, but on the way down she slipped and fell on a patch of ice. She injured her right ankle and couldn't walk. Her daughter immediately phoned the Mountain Rescue Service, who arrived an hour later. The team treated her injuries and strapped her to a stretcher. They carried the stretcher for the first 100 metres or so, and eventually they were able to drag it down to the waiting ambulance at the bottom of the fell. Stephanie was taken to hospital and operated on the same day. Glossary fell hill (in northern England) d Watch again and check. How 'adventure smart' are you? 23 tevise and Check USE OF ENGLISH a Read the text. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. Travel is easy - why make it hard? There is a type of TV adventurer who seems obsessed with ^recreating the hardship of travel in the 19th century. Not for them the convenience of modern 2_travel. They prefer to make life hard for themselves, and positively enjoy the 3_of travelling thousands of miles by camel instead. But the 4_of this approach is open to question, to say the least. Yes, some of the journeys they make and : of the places they go are undeniably *_ _. But surely it is 7_to make life so difficult for themselves? What is the point of sailing a tiny boat across the ocean when there are 8_flights crossing overhead? In 1911, the only way of getting to the South Pole was to walk there, an incredible _. Now there is a whole 10_there, including airstrips and accommodation, and getting there is no longer the 11_ battle that it used to be, so why suffer the 12_ of walking for weeks through snow and ice? CREATE NATION ADVERSE WISE REMARK PICTURE PRODUCE ATLANTIC ACHIEVE STRUCTURE ORDINARY PLEASANT b Read the sentences below and decide which answer (A, B, C, or D) best fits each gap. 1 It D be a cheap phone, but it does everything I need it to do. A can B could C should D might 2 We_go away for the weekend or stay home - which do you fancy? A might B could C may D are able to 3 I closed the door quietly and up the stairs, trying not to wake anyone. A ambled B tore C scrambled D tiptoed 4 Darwin wrote a detailed account of his journey, thus_us to read about it centuries later. A allowing B allowed C he allowed D having allowed 5 There's nothing to do here, so you_as well go home. A may B should C can D could 6 He_along so fast that we could hardly keep up. A trudged B crept C stormed D strode 7 The stew will taste even better if_the day before. A making B being made C made D make 8 _off the light, he went to sleep. A To turn B Having turned C Turned D He turned READING You are going to read guidelines about five ways to prevent mosquito bites. For questions 1-10, choose from the paragraphs A-E. The paragraphs may be chosen more than once. Which paragraph includes the following information? 1 You should try to prevent mosquitoes getting into your room. 2 The writers do not guarantee that these particular methods are effective. 3 ■ You are less likely to be bitten in cooler conditions. 4 This product will not damage the objects that it is applied to. 5 This method can be harmful to you or your personal possessions if not properly applied. 6 Insecticide used in this way provides a maximum of 24 hours' protection. 7 The effectiveness of some products against malaria has been misrepresented. 8 Some of these products are effective for longer than others. 9 This method is used incorrectly in the vast majority of cases. 10 This product is only effective if it is undamaged and used correctly. Measures to prevent mosquito bites As malaria prevention in travellers becomes reliant on bite avoidance, much greater attention to the correct use of insect repellents is required. It is concerning to note that in a study published online recently, only 2.5% of travellers applied the recommended dose of repellent. DEET is a common insect repellent and is available in a variety of concentrations. A 50% concentration is the most effective. Lower concentrations are available, but they may not be as effective as 50%. A variety of studies has concluded that there is a low risk of adverse effects when DEET is applied according to product directions. DEET can damage some plastic watch straps, watches, and jewellery; these items should not be allowed to come into contact with DEET. The user should ensure that repellents are not ingested or inhaled and do not come into contact with their eyes or mouth. If sleeping outdoors or in unscreened accommodation, insecticide-treated mosquito nets should be used. Protective efficacy against malaria for travellers has been estimated at 50%. Mosquito bed nets must be free of holes and should be tucked in under the mattress. Insecticide-impregnated bed nets improve protection because they help to prevent (a) mosquitoes biting through the net on parts of the body touching the net, and (b) mosquitoes surviving long enough near a net to find any holes in the net which may exist. Most of the nets now available are long-lasting impregnated nets. In these products the insecticide is incorporated into the material of the net itself. They have an expected useful life of at least 3 years. If using standard (i.e. not long-lasting) nets, these will need to be re-impregnated every 6 to 12 months (depending on how frequently the net is washed) to remain effective. If a traveller purchases a standard impregnated net, the 6 months starts from the date when it starts to be used and washed, as washing and handling are the main factors removing the insecticide. Within the limits of practicality, cover up with loose-fitting clothing, long sleeves, long trousers, and socks if out of doors after sunset, to minimize accessibility to skin for biting mosquitoes. There is no evidence that the colour of clothing is relevant to mosquitoes. Clothing may be sprayed or impregnated with an insecticide, or purchased pre-treated to reduce biting through the clothing. As an alternative, cotton clothing (for example socks) can be sprayed with DEET. DEET is useful as a clothing repellent. DEET preparations for use only on clothing are commercially available. Air conditioning reduces the likelihood of mosquito bites because of substantial reduction in nighttime temperature. Ceiling fans reduce mosquito nuisance. Doors, windows, and other possible mosquito entry routes to sleeping accommodation should be screened with fine mesh netting which must be close-fitting. The room should be sprayed before sunset with an insecticide to kill any mosquitoes which may have entered the accommodation during the day. During the night, where electricity is available, use an electrically-heated device to vaporize a tablet containing an insecticide in the room. A new tablet is needed each night. We strongly advise against relying on any herbal remedies for the prevention of malaria. Herbal remedies have not been tested for their ability to prevent or treat malaria. We also strongly advise against relying on any homeopathic remedies for the prevention of malaria. There is no scientific proof that homeopathic remedies are effective in either preventing or treating malaria. In addition, the Faculty of Homeopathy does not promote the use of homeopathic remedies for malaria prevention. Electronic buzzers (emitting high frequency sound waves) are completely ineffective as mosquito repellents. Companies selling them have been prosecuted and fined under the UK Trades Descriptions Act and our advice is that they should not be used. There is no evidence that vitamin B1 or vitamin B12 taken orally repel mosquitoes. There is also no evidence that garlic taken orally repels mosquitoes, nor that tea tree oil is an effective mosquito repellent. 3A G determiners: articles and quantifiers Live your age Is someone different at age 18 or 60? I believe one stays the same. Hayao Miyazaki, Japanese film-maker V research language I P verb / noun word stress, stressed and unstressed articles 1 READING & SPEAKING _ UAr».tc drive * ■ a Look at photos 1-6. In pairs, say what you think is generally the best age for each of these things, based on what you know or personal experience. b According to recent research, the ages in the list below are best for the things in a. Try to match them to photos 1-6. Do any of them correspond to the ages you discussed? 17 28 31 40 50 69 c Now read the article and check your answers to b. Write the ages next to each heading. Glossary AA (Automobile Association) an organization which provides support and advice for motorists The perfect age for everything There arc some things we may not be looking forward to as we get older, but research is increasingly showing that many of our mental and physical peaks occur well after our youth. There's a best age to do everything, from resolving conflicts to running marathons... Studies have proved happiness isn't necessarily for the young, and definitely not for the middle-aged, who always come out of the data the most miserable. A study at the London School of Economics using German data found that people aged 69 were at the peak of well-being, and there was also a smaller peak at 23. rIhose aged 45-54 were at the lowest point. 'We usually see happiness develop over life as a U-curve,' says Meik Wiking, the chief executive of the Happiness Research Institute. 'One theory is that we become better at prioritizing what matters most, choosing what will improve our happiness.' Have a baby Biologically speaking, our grandmothers were right: the time to have babies is from the late teens to early twenties. The decline in fertility starts from about 32, and this accelerates rapidly from 37. However, John Mirowsky, at the University of Texas, spent years studying the data, and found that women who felt fittest and most energetic in middle and old age had their first babies at 29 or 30, and those with the lowest rates of chronic disease and pain in later life had them at 34, as did those who lived the longest. That gives rise to a best age of 31, he concluded. Run a marathon You may expect it to be younger because aerobic fitness as measured by oxygen uptake peaks between 23 and 25. That's the best age range for shorter races, but marathon-running requires more skills. 'It's a combination of strength, speed, endurance and the actual experience of running marathons,' says John Brewer, professor of applied sports science and veteran of 19 London marathons. 'You rarely run your best marathon first - there's a learning effect of running 26.2 miles - the build-up, diet, hydration, pacing and mental attitude.' A Spanish study of New York marathon times shows that 18-year-olds take as long to finish as 55-year-olds, while the best times for men were achieved at 27, and for women, 29. Do your best work Einstein claimed that if you hadn't made a great contribution to science before 30, you never would, but research shows that 40 is now the age at which most Nobel prize-winning work is conducted. That also holds true for lesser mortals with more mundane jobs, concluded the authors at the US National Bureau of Economic Research. Another study seems to back that up: researchers in Canada conclude that the best-quality academic papers are written 12 years into a person's career, and after that, quality and quantity tended to decline. Leam tO drive You're more likely to pass your test if you take it aged 17, according to government figures. That's when pass rates are the highest: 58 per cent for boys and 53 per cent for girls. Pass rates then fall steadily throughout life to about 35 per cent in your fifties. 'It's probably because 17-year-olds are used to learning and their brains are open to new skills - I've watched 26-year-olds learning and they definitely find it more difficult, possibly because they are more scared,' says Edmund King, the president of the AA. However, whether 17 is the safest age is another question. Young drivers (aged 17 to 24) make up 18 per cent of drivers involved in road accidents, despite doing only 5 per cent of miles. Do maths in your head You may expect younger brains with their superior processing speeds to be best at arithmetic, but a study of 48,000 people's cognitive powers across the ages in 2015 revealed the peak for mental maths was actually 50. Why? Possibly because older adults have more experience, so they use a better mix of strategies to work out sums, to compensate for their slower speed. However, Professor Stuart-Hamilton, at the University of South Wales, suspects it might be a generational thing. 'I'm 58 and I was drilled in mental arithmetic at school, and I've had students look at me like I'm a master of the dark arts because I can multiply 56 by 24 in my head,' he says. "O p.98 Writing An article Analyse an article about why women are still a minority in certain professions, and write an article. 4 LISTENING & SPEAKING 'They're organic, vegetarian, and they challenge traditional gender roles.' a Read the explanation of 'gendered language'. Then look at statements 1-6 below. With a partner, underline an example of gendered language in each one. Decide how you think you could make the statements gender-neutral. Gendered language English does not really have a grammatical gender as many other languages do. It doesn't have a masculine or a feminine form for nouns, unless they refer to biological sex (e.g. woman, boy, Ms, etc.). Gendered language is commonly understood as language that has a bias towards a particular sex or social gender. This includes using gender-specific terms referring to professions or people, such as 'businessman' or 'waitress', or using the masculine pronouns (he, him, his) to refer to people in general, such as 'a doctor should know how to communicate with his patients'. This type of language is no longer considered acceptable in many sectors of society, so it is useful to learn how to avoid it. 1 a A council spokesman said that 150 affordable homes would be built next year, b The dustmen come at 6 a.m., so please put your bins out the night before. 2 Vegan actress Natalie Portman is well known for her environmental campaigning. 3 The charity helpline is manned by trained volunteers. 4 I like that new weather girl they've got on Breakfast TV now. 5 If your child is interested in going to university, he can get good advice online. 6 All boys and girls are welcome to join the under 11s football team. b Q} 4.2 Now listen to a lecture about ways in which you can make your language gender-neutral. What are the six ways the lecturer mentions? c With a partner, using the information from your notes, check your answers to a. d Listen again and answer the questions. 1 What was inherently unfair about women having the titles Mrs and Miss? 2 Why has it been necessary to change the words for several different jobs? 3 What are the gender-neutral terms for the following jobs: a chairman a policewoman a fireman an airhostess 4 Why don't we use the job titles manageress and governess anymore? 5 What gender-neutral words or phrases could you use instead of the following: mankind man-made the man in the street 6 Why is shop girl a pejorative expression? 7 How could you reword this sentence to make it more gender-neutral? 'A scientist needs to be completely objective in his research.' 8 What is an acceptable order if you want to talk about men and women? e Are any of the points made in the lecture issues in your language? Does everyone think they are an issue or just some people? Do you? f Read the comments below. Then discuss in small groups. / am in my 60s, and when I go out with female friends, i often say 'I'm going out with the girls tonight.' I think that's fine, ^^^^^j Barbara We shouldn't accept the older generation using gender-biased language without thinking. We should make Just because you them aware of the impact talk about firemen Df their language, doesn't mean you're Noah sexist. Most firemen This whole gender-neutral language thing is just political correctness gone mad. I don't think most people really care one way or the other. Neil are men anyway. Alice If we don't eradicate gender-biased language, we will never be able to get rid of stereotypical opinions and behaviours. Andrew Using their instead of his and the human race instead of mankind isn't going to secure real equality for women, like equal pay, for example. Emma 38 5 VOCABULARY & PRONUNCIATION binomials a What phrase with and has always been a typical way of beginning a formal speech to a mixed audience? Do you think it is appropriate in today's world? If not, what would be a good replacement? LZ) Binomials Binomial phrases are extremely common in English ('binomial' means 'having two parts'). They consist of a pair of words joined by a conjunction {usually and, or) or a preposition (to, in, by, etc.). The word pairs often have a similar or supporting sense, e.g. loud and clear, or an opposite meaning, e.g. more or less. Apart from the recent trend with gender-related binomials, e.g. men and women, boys and girls, word order in these phrases is fixed. Binomials are pronounced with the three words linked together, so they often sound like one word. LOUD © 4.3 Listen to six short conversations and complete each gap with a common binomial. 1 A Have you done all your Christmas shopping? B Pretty much, apart from a few_. 2 A So do you consider the project to have been a success? B _. I think we achieved almost everything we set out to do. 3 A You looked really fed up after the meeting. B Yes, I'm_of being put down every time I make a suggestion. 4 A How often do you visit your parents? B I see them_, but not as much as I should. 5 A Are you feeling better now? B Yes, thanks, I've been_ of days. . for a couple c Listen again and check. Then answer the questions with a partner. Practise saying the binomials, linking the words together. 1 What do the binomials mean? 2 How is and pronounced? d © p.148 Vocabulary Bank Binomials e © 4.7 Listen to six short conversations which contain more binomials. Look at the phonetics below and write the binomials for each conversation. 1 /.baeksn'faW 2 /.hauman'drai/ 3 /.hvsn'bm/ 4 /.tnston'tuind/ 5 /.tnzOT'auts/ 6 /(pik3n'tju:z/ 'Ladies and gentlemen, today we're going to get down to the nuts and bolts.' 6 A Did you catch the 6.15 train? B Yes, but it was_. We didn't get to the station till ten past and had to run to the platform. 39 ř Live to work? You should not confuse your career with your life. Dave Barry, US author Q aspect: perfect and continuous tenses | V acronyms and initialisms | P acronyms and initialisms 1 LISTENING & SPEAKING a Read the beginning of three recent news articles. What different aspect of the working day or week is each article discussing? Do you think what they are saying applies in your country? Ten reasons we work too many hours Britons work an average of 38 days over and above their paid contract every year, according to a new study. Researchers found a typical member of staff puts in an extra 305 hours and 30 minutes each year- often unpaid and unappreciated. The study of 2,000 working adults shows on average people start work at least 17 minutes before they're officially meant to. They only take 31 minutes of their hour lunch break and leave the building 16 minutes later than they should... J String of British firms switch over to four-day working week A series of small British firms have switched their workers over to a four-day week, The Guardian can reveal, amid mounting political interest in the idea that working less could deliver higher productivity and better balance between life and work... b Q> 4.8 Now listen to the first part of a radio programme about recent trends in work habits. Answer the questions. 1 Why might employers and employees object to reducing their hours? 2 According to a recent study, what kind of people were the most productive? 3 In any 70-minute period, what is the best split between work and rest? How have these figures been rounded up? 4 How shouid people change the way they plan their work? 5 What might prevent this strategy from working? There's an optimal way to structure your day - and it's not the eight-hour workday The eight-hour workday is an outdated and ineffective approach to work. If you want to be as productive as possible, you need to let go of this relic and find a new approach. The eight-hour workday was created during the industrial revolution as an effort to cut down on the number of hours of manual labour that workers were forced to endure on the factory floor. This breakthrough was a more humane approach to work two hundred years ago, yet it possesses little relevance for us today. A study recently stumbled upon a fascinating finding: the length of the workday doesn't matter much; what matters is how people structure their day. Abridged from the British press CD 4.9 Language in context Listen to some extracts from the programme and complete the gaps. With a partner, say what the expressions mean. 1 ...___that many employees may not want a drop in salary... 2 In particular, people who were__ breaks... 3 They discovered that the ideal_-_ _was... 4 ...simplifies daunting tasks by breaking them into_ 5 If you want to follow the research recommendations 3 SPEAKING taking short d CD 4.10 Now listen to the second part of thep£ogramme, where HR manager Martha comments on the research.(Qrcje)the correct option. 1 Martha says that the 52:18 ratio could never work I is already common I is being trialled in the office environment. 2 She thinks people who work from home frequently choose to / nowadays usually I may prefer not to work like that. 3 Martha completely agrees I partially agrees I disagrees with the presenter that working a four-day week can present issues for employers and employees. 4 Martha thinks that for university students, these ideas are not realistic I something they already do I not an efficient way of working. e Talk to a partner. • How long do you normally tend to study or work without taking a break? Do you think the suggested ratio would improve your productivity? • Do you know any people who are either very happy or very unhappy with their working hours? What is it that makes them feel like this? • How do you think working conditions have changed since your parents or grandparents were working? 2 GRAMMAR aspect: perfect and continuous tenses a Complete the sentences with a perfect, continuous, or perfect continuous form of the verb work. Use contractions where possible, 1 I feel as though I've been with this company forever; in fact, by 2030, I_here for 25 years. 2 I never knew he_as a teacher when he was younger. I thought he'd always been in the music business. 3 I_ _as a waiter in a cocktail bar when I met my partner. 4 Both my kids _ _this summer because they want to earn some money to go travelling in September. 5 _you really_in the garden all morning? It doesn't look as though you've done very much! 6 Ann is a world-class make-up artist and_with over 200 Hollywood stars. 7 Most of the Ford employees . on the new model for over six months when the news of the factory closure was announced. 8 _you_from home at all next week, or will you be in the office every day? b CD 4.11 Listen and check. If you had a different form, do you think yours is also possible? c 0 p.123 Grammar Bank 4B Making conversation Being able to make conversation is an important skill in both social and work situations, for example, if you need to entertain colleagues. If you take every opportunity to make conversation in English, you will improve your fluency. Once a conversation is in progress, two useful tips for keeping it going are: • reacting to what the other person is saying. • asking good follow-up questions. a Work in pairs. A choose one of the sentences below to start a conversation with. B respond with a question. Try to carry on each conversation for at least a minute. Then swap roles. I'm really worried I'm turning into a workaholic. I'm forever forgetting where I've put my phone. This time next week, I'll be lying on the beach. I've never ever travelled abroad. I've been doing yoga for four years now. When I started at this school, I'd already been learning English for five years. I've seen my favourite film at least ten times. I've been wanting to go to Iceland for years. I really wasn't expecting to enjoy the match so much. I'm really worried I'm turning into a workaholic. CWhat do you mean, a workaholic? I How many hours do you work a day? b Change two of the conversation openers in a to make them true for you. Start a conversation with your partner. 41 4 READING Look at the examples below of things people say in meetings and what they really mean, from a book by a former senior manager at Google. What do you think the author is saying about meetings? This wasn't on my calendar. / deleted this from my calendar. Can you repeat that? I was loofaVig at Facebook. Definitely! Probably not! b Now read an extract from the book and complete the subheadings with one word. How would you describe the tone? Happy to discuss this further. Don't ever bring this up again. Sounds good to me. I have no idea what you are saying. CAN'T TALK NOW, I'M IN A MEETING HOW TO APPEAR SMART Meetings generally fall into one of three categories: painful, useless, or soul-destroying. But no matter which of these types of meetings you find yourself in, you can be sure that one of these tricks will make you appear smart. Translate percentages into !fr_. If someone says, 'About 25 per cent of all users click on this button,' jump in with, 'So about a quarter,' and make a note of it. Everyone will nod, secretly impressed by your quick maths skills. 2A_the presenter to go back a slide. 'Sorry, could you go back a slide?' They're the seven words no presenter wants to hear. It doesn't matter where in the presentation you shout this out; it'll immediately make you look like you're paying closer attention than everyone else is. Don't have anything to point out? Just stare silently for several seconds, then say, 'OK, let's move on.' Make an analogy that's so simple, it sounds 3d_. When everyone is trying to define the problem, make an analogy about baking a cake, or something just as completely unrelated, Talking completely over their heads will make you seem exceptionally profound and intimidatingly creative, even though the truth is, you really just like cake. If someone comes up with a good idea, say you had that 4s_idea years ago. If someone puts forward an idea that everyone seems to like, say you had the idea before. This way you've aligned yourself with the good idea by indirectly taking credit for it. DIAGRAMS YOU CAN DRAW It can be incredibly intimidating to go up to the whiteboard and draw something during a meeting, and that's precisely why it's one of the easiest things you can do to appear smart. Draw a pizza with a 5qu_ mark inside it. Say each project has different pieces, and we need to find out which are the big pieces and which are the small pieces. ® Write words, such as 'strategy', '9- .', or 'action plan' in capital letters. Underline the word twice. Then just sit down. Draw a few stick 7f_. Then say, 'We need to talk about our customers.' Circle one of them and say. This is Lucy. Lucy's a mum. What does Lucy want?' PRESENTATIONS How to give a brilliant presentation without actually saying very much. Start with a shocking ^_. Begin your presentation with something strong and memorable, such as a personal story you stole, or a startling fact that no one is quite sure is true. This will get everyone's attention for a minute or two and then be stuck in their heads, so they don't listen to anything else you say. Put one 'I_word on each slide. When designing your slides, simply put one word in the centre of every slide. This word can be in white text over a dark background, in black text over a light background, or in white text over a half-opaque field over a photo you stole from Google images. It should also be as big as possible. Read the word aloud, then look at the audience and say, 'I'm just going to let that sink in,' If they aren't completely overwhelmed by your intelligence, they'll at least be wondering why they aren't. fUAje try tc ktep up Ask someone else to 10c_ the slides. Asking someone else to run the slides for you immediately puts you in a position of power, where you can say things like, 'Next slide, please', 'Just go back a few slides', and, 'Please try to keep up with me, Janet,' Abridged from 100 Tricks to Appear Smart in Meetings: How to Get By Without Even Trying by Sarah Cooper Look at the highlighted phrasal verbs and idioms in the extract. With a partner, say what you think they mean. Look again at the ten 'tricks' in the extract. Have you ever done anything like this in your work or study environment? Do you know anyone who has? Do you think any of the tricks would actually work? 5 VOCABULARY & PRONUNCIATION acronyms and initialisms 6 O VIDEO LISTENING 'I'll start with the weekly progress report. Ms. London, on my right, will act as acronym and jargon translator.' a Look at the cartoon. What's the difference between an acronym and jargon? b Look at some acronyms and initialisms commonly used to refer to jobs, positions, or departments. With a partner, decide whether you think they are pronounced as one word (an acronym) or as individual letters (an initialism). What do you think they stand for? CEO HR POTUS PA PR TED c © p.149 Vocabulary Bank Acronyms and initialisms d ©4.16 Listen to five short extracts. For each one, write the acronym(s) or initialism(s) you hear. e Talk to a partner. • Do you use many acronyms or initialisms in your language, either in speaking or writing? Which ones? • Are any acronyms or initialisms in your language the same as English ones? If they are different, can you say why? Watch a documentary about work-life balance. Do you think the statistics would be similar in your country? Do you know anyone like Amy who has changed their life completely to improve their work-life balance? Watch again. Choose a, b, c, or d. 1 20% of UK employees... a work a 38-hour week. b have had problems sleeping in the last year. c would like to work shorter hours. d are frequently very tired while working. 2 Amy's office job was stressful because... a she didn't enjoy working in teams. b she had to travel a lot. c she couldn't get everything done during her official work hours. d the company asked her to work unreasonable hours. 3 Symptoms of Amy's deteriorating mental health included... a doing much less physical activity, b a general lack of energy, c working late into the night, d comfort eating. 4 The catalyst for change was when Amy realized that she... a couldn't do her job as well as she wanted to. b was being underpaid for the work she was doing, c preferred spending time with her children, d didn't really enjoy the work she was doing. 5 Amy's work-life balance has improved now because... a she's not as busy as she was in her office job. b she only works from nine to five, c she's flexible about when she works, d she never has to work in the evening. 6 Amy recommends that people whose work-life balance is unsatisfactory should... a study mindfulness techniques and ideally join a group, b make sure they make time for more physical activity, c accept that they probably need to make a radical change in their lives, d take time off to reflect on how to improve their lives. Why do you think Amy's company is called No More Shoulds? Can you think of one change which would really Improve your own work-life balance? tevise and Check USE OF ENGLISH a Read the text below and decide which answer (A, B, C, or D) best fits each gap. Inequality in the kitchen? Although women have played a prominent role in the hospitality industry for many years, only 17% of professional chefs in the UK are women. 1Cthat discrimination on the 2_ of gender is illegal, there must be another reason for this. Explanations in the past have included the fact that working in a restaurant kitchen goes3 in hand with long hours, and that a highly pressurized, even aggressive, environment can be part and of the job, but neither reason stands up to close examination in today's world. One interesting theory is based on the fact that historically women did almost all domestic cooking. As a 5_, when women's roles in the jobs market expanded in the 1960s, they may have wanted to escape from the home, and first and &_ from the kitchen - 7_the lack of female chefs in the last 50 years. But now, little 8 little, the balance is being redressed, and every year more and more women are establishing themselves as professional chefs. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given. 1 Female employees have gone on strike because they want equal pay. grounds Female employees have gone on strike on the grounds that they want equal pay. 2 He feels that he should have a pay rise because of his increased workload. light He feels, is increasec workload, that he should have a pay rise. 3 I start at 8.00, so I should be able to leave at 4.00. seeing I should be able to leave at 4.00, _at 8.00. 4 We started work here four years ago. working Next year, _ _ for five years. 5 The company is struggling because of strong competition. result _, the company is struggling. 6 We're going to replace all the computers by the end of the year. been All the computers_by the end of the year. 1 A Taken 2 A grounds 3 A head 4 A piece 5 A result 6 A most 7 A therefore 8 A for B Made B causes B hand B pack C Given C motives C together C parcel B outcome C product B fastest C forward B hence B to D Done D results D also D portion D conclusion D foremost C accordingly D why C by D and READING You are going to read an article about unequal pay for men and women. Six paragraphs have been removed from the article. Choose from the paragraphs A-G the one which fits each gap. There is one extra paragraph which you do not need to use. Historical reasons for the gender pay gap We never hear politicians or economists arguing that men should be paid more than women. Yet this reality is fundamental to the organization of our society. The gender pay gap for full-time work runs at 14.1%, rising to 18.4% if part-time work is included. And these pay gaps are just one aspect of the unequal division of work and wealth between the sexes. A historical perspective offers valuable insights into why unequal pay persists today. And it's a custom that goes back a long way. Setting women's work at a lower value than men's is not simply a characteristic of our own society. It has occurred in all human societies for which records exist. When we look at how men's and women's labour has been rewarded in the past, we are forced to admit that that assumption is not true. For hundreds of years, virtually all work has been segregated by gender, and men have always been paid more, though it is true that occasionally men did physically difficult work which might command a wage premium. In truth, there was rarely anything about the work itself that made some jobs male and others female - it was custom and tradition that determined who did what. Men's jobs were paid at a higher rate because men did them and men were responsible for maintaining their families, not because the job in question was inherently more valuable. Meanwhile, low female pay made it very difficult for a woman to live on her own. It forced her to depend on, first, her father and, later, her husband. o Yet the perception that women's work was less valuable than men's was carried forward into this new world. Indeed, it was given a new lease of life. According to the Victorians, women were 'naturally' inclined towards motherhood and home, while men were 'naturally' destined to govern, conquer and work. And Low female wages were not simply an expression of this worldview, they were also essential in maintaining it. The burden of housework has eased over the past century, with ever smaller families and modern appliances. But all homes - and particularly those with children - still require some domestic labour. We can pay for childminders and cleaners to do this labour; or we can do it ourselves for free. But it does need to be done. And even today, higher male wages and lower female wages mean that female labour is more available for cooking, childcare and cleaning. Today's gender pay gap plays an important role in maintaining the status quo. This lack of independence was consolidated in the 19th century with the Industrial Revolution. Whereas most work in pre-industrial England was carried on inside the home, the mechanisation of work involved the construction of large, expensive machinery, and mills and factories to house it. As a result, paid work started to move outside the home, and this created much sharper divisions between 'housework' and work - in other words, between unpaid domestic work by women, and paid employment undertaken by men outside the home. On the other hand, it can sometimes be difficult to appreciate why women would have been willing to work for lower wages than men, but we need to understand the very difficult conditions in which families used to live. Given how hard it was to make ends meet, any contribution to the household budget was better than none, so there was great competition even for low-paid jobs, especially in towns and cities where employment opportunities were limited. Q It is little surprise, then, that in the 21st century men and women still earn unequal pay. A historical perspective allows us to see that pay is connected to much deeper questions about paid and unpaid work. It is only by grasping the true extent and deep historical roots of unequal pay that we might take meaningful steps to address it. Q Further evidence of this inequality is that women in Britain continue to undertake a greater share of unpaid work within families, and are therefore more likely to work part-time or to not work at all. For these reasons, women's share of the nation's wage bill is even less than is implied by the pay gap. If we do not acknowledge the fact that men and women are not financially equal, we cannot hope to change it. But usually their jobs did not call for special skills or strength. If men are better suited to heavy work, why was laundry work always women's work, given its physical demands? Why was driving a tram or a train a man's job, when it requires no great strength? In 1914, when the tram drivers left to fight in the First World War, it quickly became apparent there was nothing in the work that women could not do. A striking example of this is that high wages in the factories had initially caused women to abandon the home in order to go to work. So wages were made lower to ensure that more women remained in the home performing the necessary tasks of the household - fetching water, making fires, shopping, cooking, child-rearing and cleaning. Low pay was not simply a convenience for employers; it also played a critical role in ensuring men's continued dominance over women in all areas of life. o We encounter many different explanations why this state of affairs still continues today: women work part-time; they take career breaks for family reasons; their work is low skilled; they work in the caring professions; they are under-represented in science and engineering. But these common explanations assume that there is a direct and logical relationship between pay and the value of the work done. » aoes, c An emotional roller coaster One can be the master of what on. does, but never of what one feels Gustave Flaubert, French writer VOCABULARY more sophisticated emotions a Look at four photos showing emotions. With a partner, decide how you think the people are feeling, and what might have made them feel this way. b O p 150 Vocabulary Bank More sophisticated emotions c Which of the adjectives from the Vocabulary Bank might you use to describe the people in the photos in a? 2 PRONUNCIATION stress in multi-syllable adjectives a Look at the list of three-syllable adjectives. Say them aloud and underline the main stressed syllable. Then answer the questions. contented dejected discouraged ecstatic elated frustrated indignant miserable offended overjoyed petrified resentful satisfied 1 Which is the most common stress pattern? 2 Which four adjectives have different stress patterns? What are they? b Q> 5.3 Listen and check. Practise saying the adjectives. c Now, in pairs, divide each of the four- or five-syllable adjectives from the list into the correct number of syllables. Then underline the main stressed syllable. apprehensive devastated disconcerted dispirited exasperated exhilarated inconsolable panic-stricken d © 5.4 Listen and check. Practise saying the adjectives. 3 WRITING & SPEAKING a Work in pairs. Invent a piece of good or bad news you've just had. Either write it on a piece of paper and give it to your partner, or send them a message on your phone. b Read the piece of news you've received, and write a response to it. Try to use the language of emotions to describe how you feel about the news, and about how the person who sent the message must feel. I've just got engaged!^ ( Wow, that's amazing. I'm so pleased I for you. You must be over the moon! c Talk to your partner. Can you think of a time when...? you felt... resentful because you weren't being treated fairly indignant because of something happening in the news apprehensive about a trip elated by something you'd achieved you were... overjoyed by some good news • exasperated with a member of your family petrified by an animal or insect dispirited because things kept going wrong 46 4 LISTENING a You are going to listen to a talk by psychologist Dr Tim Lomas about negative emotions. With a partner, discuss which of the emotions from the list might complete headings 1-6. loneliness envy anger guilt sadness boredom b Q) 5.5 Now listen to the talk and complete the headings. Did you predict the correct emotions in a? c Listen again and complete the notes. d Language in context Look at some extracts from the talk which Include words and phrases used metaphorically. Try to work out from the context what the highlighted words and phrases mean. In what context do you use them with their literal meanings? 1 ...creates a burden of expectation... 2 Much of what we label'anger'.,. 3 ...it can be harnessed for good,... 4 It's very important to tease those two apart. 5 .. .that clicks into gear when we are not focused,... 6 ...pause to unpick exactly why we are feeling guilty... 7 Don't beat yourself up about a past action,... 8 There are two types of envy: the hostile and corrosive kind... 9 Sometimes, loneliness acts as a prompt to reach out... 10 . ..the circumstances that brought us to this low ebb. e Work with a partner and use your notes. To what extent do you agree with Dr Lomas's ideas? Can you think of a time when a negative emotion resulted in a positive outcome for you, or someone you know? Why anger can be good for us and so can sadness .can be a force for good often confused with... • can be used to do good when relates to... important to teach children difference between... our goals two types; . helps us achieve two ways we can use good type to motivate ourselves: . unlocks creativity allows us to... famous example; • neuroscientists believe... • best to envy people who.. @ _needn't be painful • sometimes makes us- better to think of it as... _motivates us * can become better people and learn from it if... • don't punish yourself about... • instead... _gives us space • doctors nowadays often... this 'normal'feeling protects us because... READING & SPEAKING a You are going to read an article about how people in different jobs deal with feelings of stress. Look at the photos and... 1 discuss what aspects of their jobs probably lead to stress. 2 decide who you think would say: A 'Being approachable and understanding the team is key.' B 'I take the time to go boxing, do strength training, or just grab my trainers for a run.' C 'Writing, in particular, keeping a daily diary, can be very therapeutic' D 'I use carefully chosen playlists to regulate my mood.' b Read the article and check your answers to a. c Scan the article again and answer the questions with CA, HM, JH, or AH. Sometimes more than one answer is possible. Who feels or felt stressed...? 1 just after an important event, but accepts that it is inevitable 2 just before an important event and has sought help to deal with it 3 if they haven't done enough research beforehand and displays physical symptoms 4 when things aren't happening on time and tends to react by not speaking Who does these things to relieve stress? 9 listens to music 10 takes time to think about things 11 talks to people 12 writes things down 5 does physical activity 6 gives his / her employees responsibility 7 has an early night 8 imagines what's going to happen Look at the highlighted phrases related to stress. With a partner, try to paraphrase what they mean. Whose advice to combat stress do you think is the most helpful? What do you normally do to combat stress? How people in high-pressure jobs cope with stress... Clara Amfo I feci stressed when I feci unprepared. I like to research things meticulously, so if someone is coming on my radio show, or I'm hosting something on TV, I need to have all the material as soon as possible. If I don't, I feel very anxious. When I'm stressed for longer periods, I stutter a lot, my skin goes to hell and my short-term memory becomes laughable. When it comes to countering stress, I've realized the necessity of physical activity. I really feel the difference in my mood when I take the time to go boxing, do strength training, or just grab my trainers for a run. I started running in 2015 because I had FOMO from my mates who were in a running club. 1 hated it at first, then after training for my first half-marathon, I began depending on it as my stress relief. I've also become much stricter with my bedtime. Getting eight hours definitely makes me less anxious throughout the day. Corny as it sounds, the best advice I'd give is the same advice friends have given to me - 'this too shall pass'. Feeling stressed and anxious can be frustrating and crippling, but it can't last for ever, Henry Marsh As a neurosurgeon, I was in a state of mild chronic anxiety all the time. Surgery is intensely stressful - not so much the actual operating as having to deal with patients and their families afterwards, when things have gone badly. I never resented the anxiety, as I never doubted the value and importance of my work, and it seemed (and still seems) an appropriate price to pay for the privilege of being a surgeon. It helped to remind myself that I had been through similar crises before and survived, even if the poor patient hadn't. Physical exercise has always been extremely important for me; there are few problems that are not helped by a long walk or run, and I still try to run every day. I also find that writing, in particular, keeping a daily diary, can be very therapeutic. Talking to colleagues can he helpful as well; only they can properly understand what it feels like when a patient comes to harm. Over time, I got better at being open about my problems. It is only human to make mistakes. My advice? Ask for help. Have good colleagues. Be a good colleague in return. James Haskell I try to manage pre-match performance anxiety with visualizations. If I'm worried about a specific tackle, I imagine it going amazingly, and really feel every sensation of that great tackle. It makes a big difference. I've learned through working with a sports psychologist that music is also a really powerful tool. I use carefully chosen playlists to regulate my mood - whether that's to try and pump myself up and feel like a million dollars before a match, or to try and wind down when I'm experiencing stress relating to injury. Being injured is a very specific kind of stress. One of the most anxious periods of my career was in 2017, when I had toe surgery and wasn't sure I'd ever be ahle to play rughy again. 1 run a couple of businesses outside of rugby, and time management can be another source of stress. When I have a million things going through my head, writing notes of the most important things can help stop my mind from racing. An important lesson has been remembering to only worry about what you can control. You can't control other people, or situations that are out of*your hands; you can only control your response. Angela Hartnett When I'm feeling stressed in the kitchen, I can get quite quiet and irritable. If food isn't going out quickly enough, or something goes wrong, I've learned to stop and take five minutes. It's important to address smaller issues as they arise; dealing with the situation as calmly as possible means that it doesn't spiral out of control. When it comes to bigger problems, you shouldn't jump in straight away. If the situation allows, then sleep on it, or think about what's bothering you. Things can look easier the next day. Emails really up my anxiety levels, so I always pick up the phone or speak to someone face to face if I can. Years ago, when I was at the Connaught, stressed, and quite new to being a head chef, Richard Corrigan told me one of the most important things is to get to know your team. They might travel for two hours each day, or have other things going on outside of work, and as an employer, being approachable and understanding the team is key. At the same time, I've learned to try and guide people, but also to let them deal with things themselves I don't want to be like a kindergarten teacher. That balance is important. Glossary the Connaught a famous London hotel Richard Corrigan a well-known chef 6 GRAMMAR prepositions and sentence patterns a Without looking back at the article in 5, complete some extracts with prepositions. first, then 2_ I hated it 1_ my first half-marathon, I began depending' stress relief. training ■ . it as my being open' my Over time, I got better 5 problems. When I have a million things going 1 _ notes 8_the most important things can help stop my mind 9_racing. When it comes 10_ 11_straight away. If the situation allows, then sleep 12_it, or think 13_what's bothering you. my head, writing . bigger problems, you shouldn't jump b © p.124 Grammar Bank 5A 7 SPEAKING a Look at some things that often make people feel stressed. Mark each one from 1 to 5 {1 = it doesn't stress me out at all, 5 = it stresses me out a lot). It's the little things that Stress you out... Stress is usually associated with major Life events, like Losing your job or getting divorced, but it can often be the Little things that really stress you out. having to meet a ridicitteus work, or study deadline the internet or digital devices nut working being late fir something, or other people being late builders, neighbours, or family making too muck ncise I scrolling through social media i! being bombmde with non-stop group chats net being able, to find something being stuck, in traffic other people sharing their stress f%\ I trying to multitask thinking about money you. spent onsometking you didn't really need phoning customer service andge.ti.ing an automated reply being surrounded by mess at home or in your workplace putting things off when they really need doing watching yaw favourite team play Compare your marks with a partner and focus on any to which you have given 4 or 5. Explain why they are stressful for you and give examples. What other 'little things' stress you out? Crossing cultures The joy of tasting different cultures is it gives you a broad perspective, and you don't judge people from stereotypical characters you see in f ilms^fc Henry Golding, Malaysian-British actor Q advanced structures for comparing and contrasting I V individuals and populations | P contrastive stress READING & SPEAKING a What do you think it means when someone 'invades your personal space'? Give an example. b Look at some recent research, which shows the distances at which people feel comfortable with a stranger. With a partner, complete the chart with the countries from the list. Argentina China Hungary Spain Turkey UK USA WHO NEEDS MOST SPACE? E 5 E & fl a 0 at Country Distance 1 U Romania 1.39m 2 Q _ 1.30m 3 ^3 Saudi Arabia 1.26m 4 I I_ 1.23m 5 SS Uganda 1.21m 6 Pi Pakistan 1.19m 7 Estonia 1.18m Country Distance 8 Colombia 1.17m 10 I I_ 1.15m 16 E3 Switzerland 1.10m 26 n_ 99.4cm 30 □ 95.3cm 34 Greece 91.2cm 35 r 90.5cm Country 36 Russia 37 m Slovakia 38 ^3 Austria 39 Ukraine 40 Bulgaria 41 |*| Peru 42Q_ Distance 89.1cm 88.8cm 88.1cm 85.5cm 81.3cm 79.6cm 76.5cm oi -Q < c Read the introduction to an article about cultural differences. What is the writer saying about personal space in the two highlighted sentences? How different cultures handle personal space Our perspectives on personal space - the distance we keep between the person in front of us at an ATM, the way we subdivide the area of an elevator -are often heavily influenced by the norms of the places we inhabit. ... Of course, invasions of personal space aren't always merely awkward. If you need a primer on the cultural sensitivities the topic can provoke, take a journey through the results of this Google search for 'don't touch my hair'. 'Cultural space tells us a lot,' says Kathryn Sorrells, a professor at California State University-Northridge, whose scholarly interests include perceptions of personal space across cultures. 'It tells us a lot about the nature of a relationship, and people are constantly reading those things even if they are not aware of it. So if someone comes more into your personal space than you are used to, you can often feel like, "What's happening here?" And it's easy to misread what someone is actually communicating if you only come from your cultural perspective.' The article continues with two US journalists describing different attitudes to personal space in Cairo and Sao Paulo. Look at the photos. With a partner, compare what you think you already know about these two cities. Then decide which five statements you think describe each city. Write C or SP. 1 The streets are very narrow and crowded. 2 Young boys jump onto the back of buses to get a free ride. 3 It can take inhabitants three hours to get to work. 4 H Nobody minds couples being affectionate in public. 5 People park anywhere they like, even in the middle of the street. 6 People talk to each other on the metro. 7 It's typical to have street food for breakfast. 8 H People look out for each other and help strangers. 9 People tend to have small families. 10 In shops and government offices, there are special queues for old people and mothers with children. 0 Communication Two cities A p.89 B p.93. Read and tell each other what the two journalists noticed. 50 Now check your answers to d. Where do you think Brazil came on the chart in b? Egypt was not in the survey; do you think it would be above or below Brazil? Language in context Look at some sentences from the article and match the highlighted idioms and phrasal verbs to their meaning. We're 1squished in the back next to two other women, and 12 more people are 2piled in. Just now as I was talking, a man 3brushed up right against me, didn't even notice, didn't even apologize, because that's normal here. The country is just a lot more 4touchy-feely, she says. In most countries in the world, people are on the metro staring at their feet, or they've got their headphones on and they're 5in their own little world. Because of the high cost of living, they tend to be small, but families here are 6close-knit. PRONUNCIATION contrastive stress c expressing emotions too openly, for example through physical contact having strong relationships with each other loaded with things or people D pressed together E so concerned with their own thoughts that they don't notice what is happening around them F touch sth / sb lightly while moving close to it / them h Talk to a partner. • Do any of the aspects of Cairo and Sao Paulo apply to your town or city? • How would you describe the general attitude to personal space in your culture? Do you think this has changed through the generations? • Do you personally feel the same way? In what situations would you feel that someone was invading your personal space? GRAMMAR advanced structures for comparing and contrasting a Complete some more sentences about Cairo and Sao Paulo with a word or phrase from the list. almost twice far and away the fourth the more significantly unlike whereas 1 Sao Paulo is currently_ _ biggest city in the world in terms of population. 2 The further south you travel from Sao Paulo,_you notice the German influence in Brazil. 3 There is a popular cliche that Sao Paulo is Brazil's New York, _Rio de Janeiro is Los Angeles. 4 The cost of living in Sao Paulo is_ as high as that of Cairo. 5 _many other African capitals, Cairo has an extremely efficient metro system. 6 Alexandria, Egypt's second city, is_smaller than Cairo. 7 Cairo is_the most popular tourist destination in Egypt. 5.6 Listen and check. b © c © p.125 Grammar Bank 5B d Make similar sentences to those in a about cities in your country. /3 Contrastive stress There is a typical pattern for sentence stress in English where main content words are stressed, e.g. nouns, adjectives, etc., and others, like articles, prepositions, pronouns, are not. However, the stress can be shifted from this normal place to another place in the sentence. This shifting always slightly changes the meaning or emphasis of the phrase. © 5.7 Listen to sentences 1-5 and match them to continuations A-E. 1 I don't think she's Australian. 2 I don't think she's Australian. 3 I don't think she's Australian. 4 I don't think she's Australian. 5 I don't think she's Australian. A But I think her husband is. B But I know a lot of you do. C But she might be. D I know you think I do, but it's not true. E I think she's a New Zealander. © 5.8 Listen and check, ©5.9 Listen to the conversation below. Which word is stressed in the answer? Why? A So you're going to Amsterdam next week? B No, I'm going the week after. ©5.10 Listen to five questions and answers. Write down the stressed word in the answer, and the word or phrase it is contrasting with in the question. Work in pairs. Both write down five sentences about cities or countries, each of which includes one piece of false information. Take turns to read your sentences to one another. Your partner must use contrastive stress to emphasize the correct information. / think the capital of Turkey is Istanbul^ QWo, Ankara is the capital. VOCABULARY individuals and populations LISTENING a ©5.11 Listen to four people talking about cultural differences that surprised them. For each person, write the country they talk about and the custom or behaviour that surprised them. Have any differences like this ever struck you about another region or country? b Look at the countries in the list. In pairs, answer the questions for each country. Argentina Greece Japan Switzerland Thailand 1 What is the nationality adjective? 2 What is the singular noun for an individual person? 3 What is the expression for the population? c Now answer the questions with a partner. What's the word for...? 1 the population of Norway 2 a person from Belgium 3 a person from Pakistan 4 the population of Vietnam 5 a person from Afghanistan 6 the adjective from Lebanon 7 the population of Peru 8 the adjective from Wales 9 the population of Iraq 10 the country where they speak Dutch d Look at the chart, which explains exceptions to the rules. In these cases, there is often a different word for a person / the population. In pairs, complete the missing words. country / ad] person population Spain / Spanish a the Denmark / Danish a the Finland / Finnish a the Poland / Polish a the Scotland / Scottish a the Sweden / Swedish a the Turkey / Turkish a the Britain / British a the * * also a Brit ! the Brits (informal) or a British man I woman fj) Englishman, Frenchwoman, etc. With England, France, Ireland, Wales, and the Netherlands, we use -man / -woman to talk about an individual from that country, e.g. a Dutchman, an Irishwoman. e 0 Communication Nationalities quiz A p.88 B p,90 Ask and answer questions about the nationalities in d. 52 a Where is Burma? What name is used for it today? b Look at the photos and the family tree, and read the information about the history of this family. Then, with a partner, say as much as you can about the people in the photos. c © 5.12 Now listen to Steve and Bridget Anderson talking about how their mother's Burmese and their father's Welsh heritage has shaped their identity. Number the questions 1-6 in the order they answer them. A Did you feel more Burmese or more British as a child? B I What were the pros and cons of growing up in a multicultural family? C Can you describe your parents? D To what extent has being half English, half Burmese impacted on what you do today? E ■ Were you very aware of your parents being from two different cultures? F Were there any aspects of your life that were totally different from the lives of kids in Wales where you grew up? d Listen again. Answer the questions with S (Steve), Br (Bridget), or B (both of them). Who...? 1 I describes what their grandparents did 2 I describes how their parents met 3 I talks about their parents'different interests 4 mentions who they look like 5 wouldn't describe their family as multicultural 6 talks about racism in the 1970s 7 felt more British than Burmese 8 felt neither British nor Burmese 9 describes the food they ate 10 talks about being inspired by family members 11 feels very influenced by their background in what they do today ROUTES TO ANOTHER WORLD 6 Otheconversation (1S7S-19W) I (1S72-1W9) In 1906, William. Carr, a high-ranking British civil servant in Burma (now Myanmar) married Ma Khin, a young Burmese woman who sold cheroots in a local bazaar. It was an unconventional match because of the attitudes of the time. William's career suffered because of his marriage to a native woman, and Ma Khin's experience was perhaps even worse, shunned by her family and her community on the one hand, and looked down on by the British on the other. Their eight children grew7 up experiencing aspects of both their parents' cultures. They had a very easy and close relationship with Ma Khin and her big extended family, with whom they spoke Burmese — Ma Khin spoke no English. William, on the other hand, with his formal, very English manners, was more distant. lie spoke Burmese rather haltingly, preferred to eat English food, and when the children were young, only sawr them for a goodnight kiss after dinner, though as they grew: older and the children's English improved, they grew closer. After graduating from Rangoon (now Yangon) University in 1930, one of their daughters, Gertrude, married a Burmese university librarian known as 'K\ who later became director of the Burmese Broadcasting Service. However, they separated and she moved to the UK in 1947 with their three children and settled in London. Gertrude's eldest daughter, Rosemary, married a Welshman, Gerald Anderson, and they had four children: Bridget, Anthony, Michael, and Steve. The younger generations of the family were always aware of their heritage, and learned a great deal more about their family background when their grandmother, Gertrude, wras encouraged to record her memories of her upbringing in Burma. Bridget, now an academic, and Steve, a chef and restaurateur, have w'ritten a book, Burma: Food, family and conflict, based on their grandmother's memories, original historical research, and delicious and accessible regional recipes. Glossary cheroot a type of cigar e With a partner, say what you can remember about the details Steve and Bridget mentioned in d. f To what extent do you feel influenced by your parents' background? a Watch the conversation. Who...? 1 became clear about the benefits when he / she had to take a specific decision 2 thinks the benefits need to be promoted more now than in the past 3 feels strongly about the benefits based on a lot of personal experience b Watch again. What are the speakers referring to when they say these things? .. .we were always part of a very nternational community,...' ...one of the things that was important to me...' ...they really, they really celebrate that,...' That reminds me of an experience I had...' I think it's, sort of, almost a, a natural human tendency...' . .to be empathetic towards that.' Ida Ben Ben Ida 5 Tim 6 Tim What do you think are the top three benefits of living in a multicultural society? Watch some extracts in which the speakers give examples from their own experience. Complete the expressions. 1 And for me,_, I, I grew up, sort of, all over the world,... 2 Yeah, yeah, no, I agree. I mean,_ _, I've got, I've got a young son who's about to start school,... 3 And then there was_schoo __that really stood out... an experience I had in school in first grade.,. 5 ...when I am in a place that is...not that, and uncomfortable, sort of, I don't know... Now have a conversation in groups of three. Discuss the questions. 1 Think of people you know from other cultures. What have you learned from their cultures that you would like to integrate in your own? 2 If you had to go and live in another country, which one would you choose? What attracts you about the culture? tevise and Check EMOTION USE OF ENGLISH a Read the text. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. The limitations of emojis ©<8 According to recent US research, emojis are popular because they can express people's ^emotional state more quickly and easily than words. This may be true up to a point, but it is also 2_true that emojis can argue lead to an 3_to express able feelings accurately. If you add a smiley face to your message, does that mean that you're 1_or merely 5_ _? If a friend can't meet up with you when you're feeling down, does a sad face in reply mean that you're 6_, or might you actually be 7_, or even in the 8_ . of despair? Is an angry face a signifier of mild irritation, or are you in fact *_? If you agree that emojis are an impediment to clear communication, and fail to express the fine 10_of emotions that can make our everyday interactions more 11_, don't be 12_ - fight back, and use words instead. JOY CONTENT HAPPY MISERY DEEP RAGE DISTINCT MEAN COURAGE b Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given 1 They lived in Rome for a month because they were thinking of moving there permanently. view They lived in Rome for a month, with a view to moving there permanently. 2 I just think he can't help offending people-incapable I just think_offending people. 3 Oh dear, I'm afraid this party isn't going to be a success, sinking Oh dear,_ _this party isn't going to be a success. 4 The coffee in Kenya is far better than in Uganda, nowhere The coffee in Uganda_in Kenya. 5 His driving completely terrifies me. daylights His driving_out of me. 6 Her accent is no better than yours, just Your accent is_. READING You are going to read five synopses of psychology and self-help books. For questions 1-10, choose from the paragraphs A-E. The paragraphs may be chosen more than once. Which synopsis makes the following statements? 1 The book deals with a subject that has been little understood until now. 2 I The author was one of the first to write this genre of book. 3 I The author encourages the reader to completely reassess how we think about certain roles. 4 I This book gives lifestyle advice based on the findings of scientific research. 5 The techniques in this book are still relevant today. 6 I The topic of this book is closely linked to physical and mental health. 7 The subject of this book has been a lifelong interest of the author. 8 This book was inspired by a specific experience the author had. 9 This book claims to be able to help with almost any problem in your life. 10 This book will help you to understand a wider range of people. QThe Descent of Man, Grayson Perry Grayson Perry has been thinking about masculinity - what it is, how it operates, why little boys are thought to be made of slugs and snails - since he was a boy. Now, in this funny and necessary book, he turns round to look at men with a clear eye and ask, what sort of men wouLd make the world a better place, for everyone? What would happen if we rethought the old, macho, outdated version of manhood, and embraced a different idea of what makes a man? Apart from giving up the coronary-inducing stress of aLways being 'right' and the vast new wardrobe options, the real benefit might be that a newly fitted masculinity will allow men to have better relationships -and that's happiness, right? Grayson Perry admits he's not immune from the stereotypes himseLf...and his thoughts on everything from power to physical appearance, from emotions to a brand new Manifesto for Men, are shot through with honesty, tenderness and the belief that, for everyone to benefit, upgrading mascuLinity has to be something men decide to do themseLves. They have nothing to lose but their hang-ups. O How to Win Friends and Influence People, Dale Carnegie The most famous confidence-boosting book ever pubLished; with saLes of over 16 miLLion copies worldwide. ...In How to Win Friends and Influence People Carnegie offers practical advice and techniques, in his exuberant and conversational style, for how to get out of a mentaL rut and make Life more rewarding. His advice has stood the test of time and will teach you how to: make friends quickly and easily; increase your popularity; win people to your way of thinking; enable you to win new clients and customers; become a better speaker and a more entertaining conversationalist; arouse enthusiasm among your colleagues. This book wiLLturn your relationships around and improve your dealings with all the peopLe in your life. Dale Carnegie, known as 'the arch-priest of the art of making friends', pioneered the development of personal business skills, self-confidence and motivational techniques. His books...have sold tens of millions worldwide and, even in today's changing ch'mate, they remain as popuLar as ever. O Surrounded by Idiots: The Four Types of Human Behaviour, Thomas Erikson Do you ever think you're the onLy one making any sense? Or tried to reason with your partner with disastrous results? Do long, rambLing answers drive you crazy? Or does your colleague's abrasive manner get your back up? You are not alone. After a disastrous meeting with a highly successful entrepreneur, who was genuinely convinced he was 'surrounded by idiots', communication expert and bestselling author, Thomas Erikson dedicated himself to understanding how people function and why we often struggle to connect with certain types of people. ...Erikson's Surrounded by Idiots is aLready an international phenomenon... . It offers a simpLe, yet ground-breaking method for assessing the personalities of people we communicate with... . Erikson will help you hone...communication and social skills, handLe conflict with confidence, improve dynamics with your boss and team, and get the best out of the people you deal with and manage. He also shares simple tricks on body language, improving written communication and advice on when to back away or when to push on, and when to speak up or indeed shut up. ...Surrounded by Idiots will help you understand and influence those around you, even people you currently think are beyond all comprehension. © The Power of Habit: Why We Do What We Do, and How to Change, Charles Duhigg ...Why do we do develop habits? And how can we change them? ...In The Power of Habit, award-winning New York Times business reporter CharLes Duhigg translates cutting-edge behavioural science into practical self-improvement action, distilling advanced neuroscience into fascinating narratives of transformation. Why can some people and companies change overnight, and some stay stuck in their oLd ruts? The answer lies deep in the human brain, and The Power of Habit reveals the secret pressure points that can change a life, from Olympic swimmer Michael Phelps to Martin Luther King Jr., from the CEO of Starbucks to the locker rooms of the NFL, Duhigg explores the incredible results of keystone habits, and how they can make all the difference between billions and millions, failure and success - or even life and death. The Power of Habit makes an exhilarating case: the key to almost any door in life is instilling the right habit. From exercise to weight Loss, child-rearing to productivity, market disruption to social revolution, and above all success, the right habits can change everything. Habits aren't destiny. They're science, one which can transform our businesses, our communities, and our lives. 0 Why We Sleep: The New Science of Sleep and Dreams, Matthew Walker Sleep is one of the most important aspects of our Life, health and longevity and yet it is increasingly neglected in twenty-first-century society, with devastating consequences: every major disease in the developed world - Alzheimer's, cancer, obesity, diabetes - has very strong causal links to deficient sleep. UntiL very recently, science had no answer to the question of why we sLeep, or what good it served, or why its absence is so damaging to our heaLth. Compared to the other basic drives in life - eating, drinking, and reproducing - the purpose of sleep remained elusive. Now, in this book, the first of its kind written by a scientific expert, Professor Matthew WaLker expLores twenty years of cutting-edge research to solve the mystery of why sleep matters. Looking at creatures from across the animal kingdom as well as major human studies, Why We Sleep deLves in to everything from what realLy happens during REM sleep to how caffeine and alcohoL affect sLeep and why our sLeep patterns change across a Lifetime, transforming our appreciation of the extraordinary phenomenon that safeguards our existence. Hi-tech, lo-tech Technology is nothing. What's important is that you have a faith in people, that they're basically good and smart, and if you give them tools, they'll do wonderful things with them. Steve Jobs. US co-founder of Apple Computers V common adverb collocations, verbs for making things I P sentence intonation with adverbs 1 READING & SPEAKING a Do you know (or remember) anything about what life was like in the 1980s? Can you think of any examples of.,.? music films fashion technology world events b Imagine you are back in the 1980s. How do you think you would do the following things? Compare with a partner. • remember a friend's phone number • find your way to a pub or cafe that you only know the name of pay someone £100 • find your way around a big city book a cab • find out what's happening in the news book a table at a new restaurant C Read paragraph 1 of an article by Hattie Crisell. Do you think that going 'back to the eighties' will be a challenge for her? Why (not)? d Quickly read the rest of the article. Does Hattie have a generally positive or negative experience? Then match topic sentences A-F to paragraphs 2-6. There is one sentence you don't need. A My meeting was on a street I've been to a million times, except that I couldn't remember exactly where it was. B Of course I was more relaxed at the end of the experiment, because for days I had achieved barely anything. C But the first morning that I was due to head out in eighties mode, going to a meeting and then the office without my phone, I panicked. D As my day got underway, I soon found that it was a mistake to mention the experiment. E When I tuned out of digital technology, life quickly began to feel under control again. F My colleagues seized on the idea with enthusiasm and started laying down rules. e Language in context Read definitions 1-6, then complete the glossary with cultural references from the article, Glossary 1_ an online taxi service 2_ a small book with pages that can be added or removed easily, used for writing addresses, a diary, notes, etc. _ a person opposed to new technology or ways of working (from 19th-century factory workers who believed new machinery was threatening their jobs) *_ a book containing street maps of all the areas of a large city 5_ a telephone service that you can use to find out a phone number 6_ one of the institutions which form part of the University of London A millennial goes back toF .... mum Born in 1983,1 just scrape into the category 'digital, native'. By around 14,1 was using email and instant messengers; by 18, a mobile phone; by 23, Facebook. Within a year or two of starting work in London, I had apps in my pocket that presented me with a door-to-door route to wherever I needed to go. Innovations have flowed steadily into my life, making everyday tasks simpLer, quicker. The problem is that they also make my Life manic. Dead time used to be built into our lives: waiting for a letter to reach somebody and their response to reach you, for example. With modern tech, if you haven't completed five tasks in the next five minutes, weLl, what the hell have you been doing? It's probably why I've been a bit overwrought lately - my eyelid twitching, my brain waking me up an hour after bedtime. So I asked myself this: would 1 have been a more relaxed woman in the eighties? I decided to find out. — 'You can only use cash!', 'No more Uber!', 'Get a Filofax!' they chorused. I walked to a stationer's near the office where there was a large and dusty Filofax dispLay. ALL the organizers were firmly attached to the dispLay. 'Do people steal them?' I asked. 'You wouldn't beLieve how often,' repLied the assistant, grimly. Back at the office, I scrawled down the names and numbers of everyone I might need to contact, and copied out the next week of my calendar from my phone. That night I met my Luddite cousin Sarah for a drink. As it happens, she has barely progressed past the technology V 56 of 1988 anyway, and had arrived at the pub by writing its name on a scrap of paper and asking strangers where it might be. She owed me £6o, and rather than transfer it to me, had brought a cheque. This would be my new Life. _ I delayed leaving. I double-checked I had all the right numbers written down. I packed my A-Z and checked my email as many times as I could before actually having to walk out of the door. I circulated the number of my desk phone to rny parents, my sister and my flatmate, in case of emergency. I set up an email auto-reply notifying anyone who wrote to me that I wouldn't be online, and so if they needed something urgently, they should call. Then I set off, feeling both weighed down (map, Filofax, printed newspaper - The Times app not being an option) and strangely light. H So I had to consult the A-Z. This is part of the price we pay for being a digital native: because we know that we can googLe it, our brains don't botherto remember it. At work, a colleague asked me to write a paragraph for a newsletter, so I dictated it to her. We both enjoyed the novelty, but there's no doubt it was an utter waste of time. Then I persuaded a friend at work to go out for lunch with me, but I didn't have the phone numberto book a table atthe restaurant, and was not allowed to google it. I tried ringing a series of numbers, half-remembered by colleagues, for directory inquiries. After 25 fruitless minutes, I asked around the office to see if anyone had an old-fashioned phone book, and in return I received nothing heLpful whatsoever. I snapped, and googLed the phone number. Lunch itself was a delight. Once I accepted that I couldn't check my phone to see if any disasters were unfolding at the office, it was blissfully relaxing. H It was a sorely needed reminder that it isn't a world-shattering catastrophe to waste a bit of your time. But more surprisingly, I realized that my ever-vigilant email habits make me feel like I'm being chased. Maybe that accounts for the fight-or-flight adrenaline rushes that had been waking me up at antisocial hours. Ben Carter, a senior lecturer at King's, told me an anecdote; a colleague had sent him an email, and on not receiving a response in the first half hour, pointedLy walked past his office door several times. '20 years ago, he wouldn't have expected a reply in writing within two weeks,1 said Carter. 'As a society, we've got ourselves into the situation where we think we should respond to something immediately.' H While I was off-radar, I had received more than 100 emails each day, which meant that a lot of people got my out-of-office reply to 'Call me if it's urgent'. Yet I didn't get a single phone call. So much shouting in my inbox, and not one urgent matter. I have now reverted to Google, and contactless payments, not cash. But I am logging out of my email when I leave the office, and creating more dead minutes in which I can quietly zone out. It's left me with more time to ponder the big question, too: why on earth would someone want to steal a Filofax? Abridged from The Times f Now read the article again and answer the questions. Para 1 What does Hattie mean by 'dead time'? Para 2 What is the overall effect of using the following words: scrawled down, copied out, scrap of paper? Para 3 What do all Hattie's preparations show about how she was feeling about the day ahead? Why do you think she feels 'strangely light'? Para 4 What did Hattie find frustrating during the morning? What finally caused her to snap? Para 5 How does Ben Carter say technology has radically changed the way we behave? What example does he give? Para 6 What do the expressions be off-radar, out-of-office reply, and log out show about how Hattie's habits have changed? g Are you a 'digital native', a 'digital immigrant', or somewhere in between? Which things from the pre-digital age would you now find the most annoying? VOCABULARY common adverb collocations a Look at extracts 1-5 from the article in 1. In pairs, try to remember the missing adverbs. Which two of the bold phrases do you think are common adverb collocations? 1 All the organizers were f_attached to the display. 2 I set off, feeling...and str_light. 3 Once I accepted that I couldn't check my phone to see if any disasters were unfolding at the office, it was bl_ _. relaxing. 4 A colleague...p_ walked past his office door several times. 5 I can qu_zone out. b O p.152 Vocabulary Bank Common adverb collocations 3 GRAMMAR position of adverbs a Look at sentences 1-5. In pairs, decide if there is any difference In meaning, emphasis, or register between options a and b. 1 a I deny categorically stealing any money from the company, b I categorically deny stealing any money from the company. 2 a James is really clever. 3 a Frankly, I think you're wrong, 4 a Marta even likes raw fish. 5 a I like your new bag very much. b © p.126 Grammar Bank 6A b James rea//y is clever. b I think you're wrong, frankly. b Even Marta likes raw fish, b I very much like your new bag. 4 PRONUNCIATION sentence intonation with adverbs a Listen to ten sentences and write the adverbs. b Listen again and write the whole sentence. c Now listen again and focus on the intonation. Does the adverb have a} normal stress, or b) extra stress? What kind of adverb is It? READING & LISTENING a Look at three photos of simple inventions. What do you think they are? 6.5 Read about William Kamkwamba. Then listen to Part 1 of the audiobook of his story. What happens...? 1 at the beginning of the story 2 at school on 1st February 3 when William speaks to his father 4 when William goes to the library Glossary kwacha the currency in Malawi In pairs, look at the diagrams. Put them in the correct order, 1-6, to make a prototype windmill. Do you think this model would work? The boy Who harnessed The Wind William Kamkwamba is a poor schoolboy from a village in Malawi. When the country is devastated by famine, the government does very little. The crops fail, so people have to sell their possessions to survive and many try to leave to escape the drought. William realizes that one of the main problems in the village is the lack of electricity, without which people can neither power their homes nor pump water to grow their crops. So he comes up with a plan to use simple technology to bring electricity to the village. The Boy Who Harnessed The Wind tells his story. d Q) 6.6 Now read and listen to Part 2 and answer the questions. Paragraph 1 Check your answers to c. What is the problem? Paragraphs 2 and 3 How does William try to solve the problem? What tools and materials does he use? Part 2 I could picture the windmill I wanted to build, but before I attempted something that big, I wanted to experiment with a small model first. I found an empty plastic jar... . Leaving the lid intact, I sawed off the bottom of the jar, then cut the sides into four large strips, then fanned them out into blades. I poked a hole through the centre of the lid and nailed it to one of the bamboo poles my father was saving.... I planted the pole in the ground behind the kitchen. But the wind hardly moved this contraption at all. The blades were too short. I needed extensions. The floors in our bathhouses often fill with water so we install PVC pipes to serve as a drain. Several years earlier, a bathhouse.. .collapsed, and they simply built another one beside it. I knew there was a piece of pipe still buried under the bricks, and after 20 minutes of digging around, I pulled it free. I sawed off a long section, then cut it down the middle from top to bottom. I stoked the fire in my mother's kitchen, then held the pipe over the coals. Soon it began to warp and blacken, becoming soft and easy to bend, like wet banana leaves. Before the plastic could cool, I placed it on the ground and pressed it flat with a piece of iron sheet. I then carved four blades with a saw, each one maybe 20 cm long. I didn'r have a drill, so I had to make my own. First I heated a long nail in the fire, then drove it through half a maize cob, creating a handle. I placed the nail back on the coals until it became red hot, then used it to bore holes into both sets of plastic blades. I then wired them together. I didn't have any pliers, so I used two bicycle spokes to bend and tighten the wires on the blades. That's when my mother arrived. 'What are you doing messing in my kitchen?' she said. 'Get these toys out of here.' I tried to explain about windmills and my plan to generate power, but all she saw were some pieces of plastic stuck to a bamboo stick. 'Go help your father in the fields,' she said. .. .It was pointless to explain. What I needed now was a bicycle dynamo or some kind of generator, and I had no idea where I was going to find such a thing. e Q) 6.7 Listen to Part 3 and answer the questions. 1 Which of the following things did William use to make a) his prototype windmill, b) the bigger windmill? a dynamo part of an old cassette player old cars and abandoned farm machinery a radio wires 2 How did he know that the prototype was working? 3 How did he manage to get hold of the dynamo? 4 After making the main part of the bigger windmill, what was the next stage of William's plan? f Read Part 4. Complete the gaps with a verb from the list. banged dropped fastened grabbed hooked poured pulled remained weighed wobbled PART 4 The windmill's frame 1_about 90 lb, and I knew the only way we would get it to the top of the tower we'd built was to use a rope and pulley. I used my mother's thick clothesline wire instead. We 2_ it to the windmill's bamboo handle. Taking the other end, I climbed the tower and 3_ _ the wire over the top rung, then 4_ _ it down to Gilbert. Geoffrey stood below on the middle rungs to guide the machine as it went up. Standing there, I could see over the acacia tree to where the fields joined the highlands. 'OK, Gilbert,' I yelled. 'Bring it up!' Carefully, he 5_the wire. First, the windmill's handle lifted, then the frame rose and 6_. Little by little, the windmill made its way up the tower. With each pull, it swung and 7 _its cumbersome blades against the tower's wood frame. When the handle came within reach, I a_hold and screamed, 'Tie it down!'... Once the windmill was fastened, we looked at each other and smiled, ft felt sturdy and very strong. Sweat 9_down my face. I could hardly wait to watch the blades spin. While Geoffrey made his way down the tower, 110_atop my perch. To the north, I could see the iron-sheet roofs of the trading centre and the brown row of huts that sat behind the main road. Then something strange began to happen... Abridged from The Boy Who Harnessed The Wind by William Kamkwamba g ® 6.8 Listen and check. What do you think is the 'strange' thing that is going to happen? h G> 6.9 Listen to Part 5 and answer the questions. 1 What do the spectators think at first? How do they react in the end? 2 How does William feel about his 'electric wind'? What does he do today? VOCABULARY & SPEAKING verbs for making things a How handy are you at making or repairing things? Do you know anyone who is really good at this kind of thing? b Look at some words related to making things. Are they nouns, verbs, or both? Write N, V, or B. 1 I bend 2 clip 3 fan 4 hole 5 H loosen 6 nai 7 saw 8 tighten 9 I unscrew 10 wire c How confident would you be carrying out these tasks (1 = not confident, 3 = very confident)? Compare your scores with a partner. If you have a higher score, explain to your partner how to do the task. If you have the same score, share your knowledge and see what you can learn from each other. ■ putting up a shelf ' unblocking a sink • putting a new SIM card in a phone ■ replacing the bulb in a spotlight • changing a tyre • jump-starting a car • sewing on a button • fixing a puncture on a bike • moving a very heavy piece of furniture • bleeding a radiator « setting up a barbecue • hanging a picture It all adds up Without mathematics, there's nothing you can do. Everythinc^ around you is mathematics. Everything around you is numbers^B Shakuntaia Devi, Indian mathematician and writer Q singular and plural agreement | V numbers and measurements | P stress and intonation in long numbers VOCABULARY numbers and measurements I INational Numeracy Challenge Brought Co you by UK charity National Numeracy 1 A pizza contains 18% of the Recommended DaiLy Amount of fat. If you eat 2/3 of the pizza, what percentage of the DaiLy Recommended Amount is that? HOWEVER MATHS MAKES YOU FEEL. YOU'RE NOT ALONE Welcome to the National Numeracy Challenge Get started to check your number skills arid learn the maths adults need in daily life and at work. Read a page from the website of the National Numeracy Challenge. Who is it for and what does it aim to do? Check your basic maths knowledge. Say the following sums aloud. How do you say the highlighted symbols? What verbs do you use for +, -, x, and ■*-? 1 4 + 7 = 11 2 8-3=5 3 9 x 4 = 36 4 15-5 = 3 c O p-154 Vocabulary Bank Numbers and measurements d © 6.14 Listen and answer the questions. e Now look at eight quiz questions from the National Numeracy Challenge. In pairs, decide which answers you would click on. f ©6.15 Listen to the answers, and the explanation of how to do them. How many did you get right? Did you use the same method? g How did you feel about doing the challenge? PRONUNCIATION stress and intonation in long numbers a ©6.16 With a partner, decide how to say the number below. Then listen and check. 1,234,567,890 3 Which of these measurements uses imperial units? 4 A rectangular box has dimensions 3 cm, 5 cm and 8 cm. What is its voLume? 5 If today is Tuesday 14th April, what is the date of the Last Thursday in ApriL? TUUMN APRIL 14 29th April 24th ApriL 60 6 The ratio of flour to sugar in a recipe is 5:2. If you use 200 g of flour, how much sugar will you need? 7 The pie charts show last week's sales of different types of tickets at two cinemas. The manager of the Galaxy Cinema says, 'We soLd more Child tickets than the Palace did,' How would you rate this claim? Breakdown of Cinema Ticket Sales • Prestige • Child Adult •Senior Palace Cinema Galaxy Cinema Definitely true aijmwu'.iH» 8 The bar chart shows the number of minor and major road accidents reported to the police in a town in one week. What percentage of the week's accidents were major? Road Accidents this Week Major Minor Mon Tue Wed Thu Fri Sat Sun b ©6.17 Listen and write three more long numbers. Then add them together without a calculator. Say the answer to a partner. Did you get the same number? c ©6.18 Listen to three people saying the digits below. Answer the questions. 447710618647 1 Which person is...? A I reading out a list of numbers B saying a phone number C saying part of a credit card number 2 What rules can you work out for how to say these number types? 3 What different ways are there of saying repeated digits and the number '0'? d Write the following and then dictate them to a partner. 1 two high numbers 3 a credit card number 2 a phone number 4 a list of numbers LISTENING & SPEAKING a You are going to listen to four people talking about maths. Before you listen, look at some things they mention. Do you remember studying any of them at school? algebra differentials equations integrals logarithms long division long multiplication probability b ©6.19 Listen to the people once. How many of them were generally positive about maths at school? c Listen again. Which speaker, 1-4, ...? A always has the right money ready before paying in shops B had a good teacher who used drawings to explain things C found he / she learnt how to do maths through actually doing it at work D didn't enjoy some of the maths in the last years of secondary school E I has a degree in maths F I never understood the reasons behind mathematical processes G regrets not having been taught certain computer skills at school H spent one school year working on maths by himself / herself d In small groups, take turns to speak for a minute, answering these questions. * What was your attitude towards maths when you were at school? Did you identify with anything that the speakers mentioned? : Were there any aspects of maths that you enjoyed more than others, or found more difficult? * What would you say were the strengths and weaknesses of your maths teachers? * Do you think anything that you learnt in maths at school is useful to you now in your daily life? How useful is it today to be able to do maths in your head when you always have a calculator on your phone? 4 READING a Read the definition of the idiom and look at the title and content of the book being reviewed. What do you think the missing word is? Do you think it's a good title? eat humble pie idm Humble - A comedy of to admit that you were wrong b Now read the book review. What examples does Matt Parker give of where professionals have got their maths wrong? c Read the review again and complete it with noun phrases A-G. There is one phrase you don't need. A 1,234,567,890 seconds having passed B a resonant frequency of the building C units of measurement D a general fuzziness about maths E shutting the computers down F making mistakes in calculations G the mathematically correct shape d Language in context Look at the highlighted words related to maths and computers. With a partner, try to explain them in your own words. e Does the review make you want to read the book? GRAMMAR singular and plural agreement a © 6.20 Listen and write the words you hear. b Complete the chart by adding the words from a to the correct column. (There are four more words in each.) Plural nouns with no singular Irregular plural nouns Uncountable nouns that end in s Collective nouns earnings ratios mathematics team c © 6.21 Compare with a partner and try to agree on any differences. Then listen and check. Glossary Millennium bug a computer problem that was expected to happen in the year 2000 Y2K the year 2000 maths errors by Matt Parker Impossible footballs, skyscrapers that shake, the next Millennium-style bug - what happens when maths goes wrong. Most of us have 1_. 'For example,' says Matt Parker, 'we are not good at judging the size of large numbers.' A million seconds, he points out, is less than two weeks, but a billion seconds is 31 years. And even the mathematics of professionals can fail in critical situations, if our models of how things behave are incomplete. No one imagined that a single exercise class on one floor could make a whole skyscraper shake, as one did in South Korea in 2011. (The song playing, Snapl's The Power, encouraged people to jump up and down at a tempo that matched2___.) There may well remain other principles yet to be discovered, as we make everything bigger and longer. In the meantime, engineers continue to make mistakes as elementary as confusing 3_. Parker tells the alarming story, for instance, of a passenger jet on which both engines failed mid-flight because the fuel had been weighed in pounds rather than kilograms. (Luckily, the pilot was able to fly the plane down like a glider and land safely.) Famously, too, a Martian probe burned up in the atmosphere because one piece of software was using imperial units while the rest of the software was programmed to expect metric. While such examples come with serious lessons about ways to make systems more tolerant of user failure (because users will always fail), Parker is consistently very funny. His chapter on geometrical errors reports with pride that he started a petition for the UK government to replace all football signs - which show an impossible football made entirely out of hexagons - with4_, comprising 20 hexagons and 12 pentagons. There are, too, highly entertaining discussions about probability, randomness, and other concepts we commonly get wrong unless we think really hard. Fair warning is here given, too, of another bug like the famous Millennium (or Y2K) bug, that is due to hit in 2038. To keep time, computer clocks are all silently counting the seconds since 1970: Parker is the sort of person, he happily tells us, who went out on a boozy night with his mates in 2009 'to celebrate 5_'. Unfortunately, the computers were only given a 32-digit binary address to keep the total number in, and it will run out of space in 2038, which will result in6_, unless the problem is fixed. Parker is, of course, the kind of person who knows that the original Millennium bug really was a huge danger. 'Through a massive effort, almost everything was updated. But a disaster averted does not mean it was never a threat in the first place.' d Use your instinct to (arcjg>the correct option. Tick (/) if both are possible. 1 Neither of us has I have ever been any good at maths. 2 At least two thirds of the class tend / tends to arrive late on Fridays. 3 I don't know about you, but for me, a hundred pounds is / are a lot of money. 4 A large majority of people in this country believe I believes that the Prime Minister should resign. 5 The orchestra is / are playing well. 6 My new pair of jeans is / are a bit too tight. 7 Many young people today think I thinks that politics do / does not relate to them in any way. 8 My family has I have been spending the summer holidays in Cornwall since the 1990s. e © p. 127 Grammar Bank 6B 6 LISTENING & SPEAKING a © 6.22 Look at the pie charts below and listen to a presentation of the information they show. Answer the questions. 1 What are STEM subjects? 2 In which subjects have student numbers a) increased, b) dropped? Changes in percentage of students taking STEM subjects at A level at Dashwood Secondary School between 2015 and 2020 8 O VIDEO LISTENING 2015 8.4% 2020 i 1.1% 26.4% 28.5% 20.5% b Listen again. Complete the subjects that each colour represents, and the percentages for 2020. c © Communication Describing a chart A p.89, B p.93 Take turns to describe how a university spent its money over a five-year period and draw a pie chart. WRITING © p.100 Writing Describing data Analyse a description of information shown in the charts, and describe some data. Watch an interview with mathematician and broadcaster Bobby Seagull about maths anxiety. What three factors does Bobby mention that help young people to enjoy maths? Watch again. Choose a, b, c, or d. 1 After first doing a maths degree, Bobby continued with his studies at... a Oxford University. c London University. b Cambridge University, d Southampton University. 2 He became famous after... a writing puzzles for BBC Radio 4. b publishing articles for the Financial Times. c appearing on the quiz show University Challenge. d writing a book about maths anxiety. 3 Bobby first discovered he was good at maths as a... a toddler. c pre-teen. b young child. d teenager. 4 He got hooked on maths as a result of... a a wonderful teacher. b a football match. c a difference of opinion with a friend, d a book he read. 5 At the end of a class, Bobby sometimes uses a game where pupils have to... a choose one of four options. b answer questions in pairs. c run to the board to write up answers. d capture each other's pieces. 6 One of the areas Bobby mentions to show how maths is useful is... a ensuring you're paying the best price for your car. b comparing house prices. c calculating the total cost of shopping. d measuring distance. 7 Bobby thinks that some children have problems with maths because... a their parents don't consider maths to be important. b they were born that way. c they have never had their mistakes corrected. d their experience of maths has made them afraid of it. Do you agree with Bobby that there is no such thing as a 'maths brain'? USE OF ENGLISH a Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given. 1 Handmade furniture can cost far too much for most people. prohibitively Handmade furniture can be prohibitively expensive for most people. 2 Quite a few of my friends have said that's a brilliant book. highly Quite a few of my friends have_. 3 It's unusual that he didn't come to work yesterday, normally He _ _ to work yesterday. 4 There's no way I'll want to go for a walk if it's raining, definitely I_for a walk if it's raining. 5 The living room is three metres by four, square The living room is_. 6 He'll always do his best to make sure you get what you want. mile He'll always_ to make sure you get what you want. 7 Draw two lines at 90 degrees to each other, right Draw two lines_to each other. 8 The Prime Minister is completely untrustworthy, inch I wouldn't_. 9 He helped a lot with designing the new computer system. actively He was. designing the new computer system. 10 Only one person I know doesn't have a smartphone. vast The_I know have a smartphone. 11 It's easy to buy nails and screws online, readily Nails and screws_online. 12 I think he only pretended to enjoy the film, actually I don't think_the film. b Read the text below and think of the word which best fits each gap. Use only one word in each gap. The joy of primes Mathematics Vs my passion (and my job). And within the field of maths, I love prime numbers 2_particular. A prime number is one that can only be divided 3_itself or 1, for example, 7 or 19. I spend all day at work exploring the world of prime numbers, and often the evenings, too - my family all 4_I'm mad, and in a way, I quite 5_with them! I freely4_it's not an area that interests many people. But the applications are wide-ranging, including credit card security and computer coding, and a significant number of artists and writers 7_ _also been influenced by prime numbers, including Messiaen and Carl Sagan. I'm confident that the full potential of primes hasn't been discovered s_ _. READING You are going to read four people's opinions of London's tallest skyscraper, the Shard. For questions 1-4, choose from the people A-D. The people may be chosen more than once. Which person...? 1 agrees with A that the Shard's position on top of a railway station is a good thing 2 I disagrees with D about the Shard's perfect harmony with the natural elements 3 disagrees with B about how successful the different uses of the Shard are 4 isn't convinced that the Shard will be commercially successful 64 o Op inions on nzo Piano's Shard, London Q AMANDA LEVETE, ARCHITECT_ In many ways the Shard is a one-liner - but what a line! Its height and relationship to the city is daring and awe-inspiring, respectful of both historical neighbours and contemporaries without yielding its confidence and command of the cityscape. One of my favourite views is from the top of Parliament Hill, where the Shard stands like a proud grandfather overlooking an infant St Paul's Cathedral nestling below. In what other city, with a history dating back to Roman times, could one of the world's most advanced skyscrapers be built on top of one of the world's oldest railway stations? It's this juxtaposition and tension between tradition and progress that gives London its edge and life. The prowess and technical feats of Victorian infrastructure and super-modern tower are beautifully expressed side by side. It would have been more perfect if the planners had not reduced the height by 300 feet. Having bravely agreed to a towerso high, why take off the top? Whose views would have been compromised 1,300 feet up in the air? London has never really been comfortable with tal! buildings, but hopefully acclaim fortheShard will change that. @ SIMON JENKINS, WRITER AND JOURNALIST This tower is anarchy. It conforms to no planning policy. It marks no architectural focus. It offers no civic forum or fu nction, just luxury flats a nd hotels. It stands apart from the City cluster and pays no heed to its surrounding context in scale, materials or ground presence. The Shard was furiously opposed by local people, by Southwark council and by historic buildings and conservation authorities, but it was pushed as a symbol of Britain's love affair with financial bling at theturn of the 21st century. There is no case for buildings like this on grounds of urban density. Their space ratios make them costly and inefficient to service. Any Londoner knows there are thousands of acres of unused and underused land within the M25 awaiting the high-density, low-rise building preferred by the property market. s Some people find the Shard beautiful. I am sure I would in the Gulf, as I admire the Burj Khalifa. But London isnotDubai. Noristhisjusta matterof one person's opinion against another's. It is the destruction of one ■£ forthe other's gain. There are plenty of places for architects to play their games. Why must they tip paint E over my Canaletto? 03 Q CHARLES JENCKS, ARCHITECTURAL HISTORIAN_ Renzo Piano says he was inspired by 'London spires' but this is a reminderthat, as built, the Shard is a very secular structure, and as for his'sailing masts', they also underline the missing reality, further boat imagery and curves of the first design. The 'shards' are neitherthe potsherds of the name, northe slivers of ice, stone and glass of the main metaphor. Instead they are large, flat, industrial window-walls that taper - long, thin 'sky-wedges of see-through rectangles' - that may create a pleasing silhouette, depending on the view, and weather. The 'pyramid and obelisk', also invoked by critics, are traditionally backed up by solarsymbolism at a smallerscale - also missing. And the six-degree slope does not quite 'reflect the sky' on most days, because the glass is so transparent. Indeed, if visual metaphors are the issue then the major architectural fault is not only their lack of resolution in details, but the repetition of an inadvertent meaning. The result is the typical Late-Modern Malapropism -'Monothematatis'. As if to confirm this interpretation, the social and cultural differentiation of a vertical town of 10,000 people is given no articulation, no symbolic expression. But still I like the Shard and am glad to see it built, especially when contemplating what commercial architects might have done. As for positive visual metaphors, the Shard provides a 'navigation point' for lost Londoners, popping helpfully into view at many points, yet disappearing into clouds when they are low. Indeed, as a naturalistic and cosmic metaphor it is something of the ultimate 'cloudscraper'. I can even like the buildingfor its non-precious detailing, the way its remorseless windows disappear into nothingness. But maybe I'm not the only person conflicted between opposite tastes and thoughts. Europe's biggest building demands to be judged at the highest level. Q RICHARD ROGERS, ARCHITECT_ The Shard is the most beautiful addition to the London skyline. Its beauty is in part due to the ever-changing play of light across the facades of the building. Even when the sky is dark it captures the light around it and stands like a blade cutting through the clouds. The Shard represents the ideals behind the 'vertical village', with live-work and leisure facilities stacked one on top of another. It is also located in absolutely the right place, standing above one of the most important transport hubs in Europe, limiting the need to use a car, It is, after all, more sustainable to take a lift than drive a car. The Shard anchors the best piece of urban regeneration in the world - the walk from Westminster Bridge to Tower Bridge and beyond - and will help regenerate Southwark: one of the most run-down areas of London. It is a welcome new London landmark. Whodunnit? Punishment is not for revenge, but to lessen crime and reform the criminal. Elizabeth Fry, British prison reformer Q complex passive forms IV punishment |P understanding an accent LISTENING & PRONUNCIATION understanding an accent Do you know of any cases, in your country or worldwide, of miscarriages of justice? What were the people accused of? What happened to them? I I 0 7.1 You are going to listen to part of an interview with ex-prisoner Anthony Ray Hinton from a BBC Radio 5 Live series called Eye of the Storm. Listen to Emma Barnett introducing the interview. What was Anthony accused of, and what was he sentenced to? Why was it clearly a miscarriage of justice? /0 Tuning in to an accent Many speakers of English have a strong regional accent and some use non-standard grammar, which can at first be difficult to follow. It helps to tune in to the sound of the voice, and after a while, it becomes easier to understand. C> 7.2 Anthony Ray Hinton is from the state of Alabama in the south of the USA. Look at some things he says in the interview. Underline the non-standard grammar. What would It be in standard grammar? Then listen and read, and try to tune In to how Anthony speaks. 1 I goes out and I fire up the old lawnmower, and about 25 minutes into cutting the grass I just happen to look up, and there stood two white gentlemen that I'd never seen before. 2 I said, 'Well, you got the wrong guy. I ain't done none of that.' 3 I kept wondering how a innocent man that was out cutting grass, how do he go from cutting grass to all of a sudden his whole world is turned upside down, and now the judge is saying, 'I sentence you to death'. 4 And they told me how proud they was that I was going home, and even some gave me advice, and: 'Pop, it's a different world out there than what you was used to.' 5 I don't care when it raining, I walks in the rain because for 30 years rain was not allowed to fall on my body, and every time it rain I walks in the rain, it feel, like, so cool and so refreshing. Anthony at the time of his arre« d © 7.3 Now listen to Part 1. Answer the questions. 1 Who were the two 'white gentlemen' who appeared in Anthony's garden? What document did they have with them? 2 What did Anthony keep asking the two men? What three crimes was he being charged with? 3 How did Anthony react when he was convicted and the judge passed the death sentence? 4 How did Anthony behave during his first three years in prison? What was his overriding feeling? 5 After three years, what changed Anthony's attitude? Whose advice did he remember and how did he respond to the prisoner? 6 Who is Lester Bailey? How long have he and Anthony known each other? How often did Lester visit Anthony in prison? Glossary Birmingham a city in Alabama, USA warrant a legal document that is signed by a judge and gives the police authority to do something first degree the most serious level of crime, e.g. first-degree murder, robbery a five-by-seven a prison cell (5 foot by 7 foot) e Q> 7.4 Now listen to Part 2 and complete the information with one word. * The Equal Justice Initiative is a group that fights i • Anthony felt that Bryan Stevenson would help him prove his innocence because Bryan was also an 2 • The lawyers at EJI took 3_years to win Anthony's freedom. • When he first heard that he was going to be released, Anthony 4_. • The young prisoners thought that Anthony had had some 5_news. • Anthony's first experience of modern technology was when he got into Lester's 6_ _. • At first, Anthony thought the GPS was a 7_ actually in the car. • When he heard the voice, Anthony was e_ • Lester told Anthony that he would have to learn 9_again. • Anthony says his time in prison has taught him that 10_is the most important thing for anyone. f What is the most impressive thing for you about Anthony's story? What do you think it is about his personality that made him able to come through the experience? What other things in the modern world might surprise someone leaving prison after 30 years? 2 VOCABULARY punishment a Look at the stages Anthony Ray Hinton went through between 1985 and 2015. Put them in the correct order, 1-7, according to his story. He had his conviction quashed. 1 He was arrested. He was convicted. He was sentenced to death. He was released. His lawyers fought to prove his innocence. He was charged with murder. b Q p.156 Vocabulary Bank Punishment 3 SPEAKING For young people, a prison sentence is not an effective deterrent. We believe that the main purpose of prison is punishment, not rehabilitation. if you are sentenced to 20 years in prison, you should go to prison for 20 years. a Work in groups of four, A, B, C, and D. You are going to debate one of the motions above. A and B will be 'for' the motion, C and D will be 'against'. • First, in your groups, agree on one motion. Then, in pairs, prepare your arguments. Think of at least four points you want to make, two for each person to speak about, and make notes. Think of at least one reason and one example for each point. You can use the story of Anthony Ray Hinton and the information in the Vocabulary Bank, as well as your own ideas. • Now work in your groups. Take turns to speak 'for' and 'against'. A starts. While you are listening, make notes about the arguments, reasons, and examples. • Now, in your groups, take turns to ask questions about what each person has said. b When you have finished your debate, take a short time to think about your own opinion. Are you 'for' or 'against' the motion? c Have a class vote on each motion. What does the class believe? 4 WRITING © p.102 Writing A report Analyse a report about education in prisons, and write a report. 5 READING & SPEAKING a How much do you know about crime fiction? Look at the photos, and, in pairs, try to match investigators A-H to the stories they appear in. 1 ■ 1868 The Moonstone, Wllkie Collins 2 ■ 1887 A Study in Scarlet, Arthur Co nan Doyle 3 1934 Murder on the Orient Express, Agatha Christie 4 1942 The Body in the Library, Agatha Christie 5 1971 Coiumbo, Richard Levinson and William Link 6 1992 The Dogs of Riga, Henning Mankell 7 2007 The Killing, S0ren Sveistrup 8 ■ 2011 The Bridge, Hans Rosenfeldt b Have you read any books, or seen any films or TV series featuring these detectives? Did you enjoy them? c Now read an article by Dr Erica Wickerson from Cambridge University, which contrasts different styles of crime fiction. What is it that makes The Moonstone and The Bridge different from typical crime fiction? d Read the article again and match last sentences A-G to gaps 1-7. A As Gabriel Betteredge says, we are left burning 'with detective fever', on the edge of our seats about what could happen next. B But both The Moonstone and The Bridge play with time in a particular way that enhances the suspense already provided by the question: whodunnit? C Each time there is a major breakthrough with the case, it increases the sense of threat about what will happen next. D And the movement back and forwards continues. E However, we are intermittently dragged backwards to past events as well. F One strand moves backwards in time while the other moves forwards, creating a constant tension. G With the suspense plot we wonder: what has happened and what is about to happen? WHODUNNIT? From Sherlock Holmes to Hercule Poirot, Miss Marple to Coiumbo, Sarah Lund to Saga Noren, we have long been gripped by detective fiction. An opium addiction, elaborate moustaches, a knitting habit, a shabby overcoat, lovely Nordic jumpers, and a green Porsche: the only thing these idiosyncratic and frequently frustrating sleuths seem to have in common is their ability to solve crimes. So what is it that makes the whodunnit such compelling entertainment? A crime is committed, the detective arrives; we watch in suspense as he or she tries to piece together the clues to apprehend the baddie in time. A killer is on the loose, and they need to be caught. But this misses the complexity of detective fiction. The trick in fact lies in its manipulation of time. Tzvetan Todorov, the Bulgarian-French critic, said that there were three types of narrative drive in crime fiction: the drive of the whodunnit, that of the thriller, and that of the suspense plot. The whodunnit effectively moves backwards to piece together past events (a la Poirot); the thriller moves forwards in step with the characters (a la James Bond); the suspense plot combines both (a la Hitchcock). The whodunnit poses the question: what happened? The thriller makes us ask: what will happen next? 1_ This formula has had us riveted for at least 300 years. Crime writing was popular in the 18th century, with the added tension of the death penalty imposed even for minor misdemeanours. It was, however, only really in the 19th century that the idea of the whodunnit was born. The poet T.S. Eliot believed that Wilkie Collins's The Moonstone (1868) invented the genre. The great crime-writer Dorothy L Sayers called it the finest example ever written, and its tale of theft, murder and intrigue continues to grip 21st century readers. More recently, the final season of the Nordic noir series The Bridge garnered huge contemporary audiences at home and abroad. The Moonstone is set in an upper-class English country home in 1848. The Bridge takes place between Sweden and Denmark in 2018. The Moonstone follows the disappearance of a priceless diamond stolen by the British from India. The Bridge investigates the gruesome murder of a civil servant. At first glance, these two works seem totally different.2_ Most classic detective stories start with a crime, and then pit an ordinary policeman against the brilliant mind of the private detective or amateur sleuth. There is one plot, and the whole story is told in retrospect by one narrator, typically by a loyal companion (e.g. Dr Watson for Sherlock Holmes), who replicates the experience of the reader, witnessing events and desperately trying to keep up. The Moonstone and The Bridge, on the other hand, contain not one but two interwoven plots.3_ Wilkie Collins structures The Moonstone in a highly innovative way, using multiple narrators. The story oscillates between the drive backwards on the quest for knowledge, and the drive forwards as a kind of thriller. Rachel Verinder, a young heiress, is bequeathed the priceless but cursed moonstone. On the night of her 18th birthday, the jewel goes missing. The investigation into the crime by Sergeant Cuff dominates the beginning of the story. The first narrator is the head servant, Gabriel Betteredge, who writes down not only what he remembers of the theft, but also of the original tragic history of the moonstone, moving us backwards in time. But at the same time, the investigation moves forward; we focus on relationships in the present, while the puzzle of the past lingers in the background.4_ The Bridge plays with perspective and time in a similar way to The Moonstone. Season four starts with one murder which is quickly followed by two more bodies. When detective Saga Noren discerns a pattern in the murders - execution methods used to carry out death sentences - suspense about the future rises. We discover that there are seven methods of execution used in the world today, so four more to come. Who will the victims be? And when? 5_ But also, by season four, the audience already knows some of the characters' histories. Now, we find Saga in prison, falsely convicted of murdering her mother, and conducting an unofficial investigation into the historical disappearance of her colleague Henrik's children. We continually look back to the characters' pasts - Saga's childhood and Henrik's hallucinations of his daughters - alongside the forward-moving investigation into serial killings in the present. As with The Moonstone, the development of personal relationships and the investigation provide forward momentum. *_. The puzzle of detective fiction is enthralling. The characters may know something that we desperately want to discover, or we may have witnessed something and worry that the detectives won't catch up in time. This timing of knowledge is crucial to the creation of suspense. But the really thrilling stuff combines multiple plots and multiple time perspectives. In expert hands, this combination creates constant momentum. It is not simply the concealing of the significance of certain clues or emphasizing red herrings, but a careful oscillation between piecing together past events and foreshadowing future ones.7_ Adapted from The Independent Make notes on what the article says about points 1-5 below. Then compare with a partner. 1 the difference between a whodunnit, a thriller, and a suspense plot 2 the basic plot of a typical detective story 3 where and when The Moonstone and The Bridge are set 4 examples of the plot moving forwards and backwards in The Moonstone 5 examples of the plot moving forwards and backwards in The Bridge Language in context Look at the highlighted words and phrases connected to crime. With a partner, say what you think they mean. If you haven't already done so, would you like to read The Moonstone or watch The Bridge? Do you generally 'care whodunnit'? 6 GRAMMAR complex passive forms Rewrite two sentences about the plot of The Moonstone in two different ways. 1 Her uncle leaves Rachel a priceless moonstone, a Rachel... b A priceless moonstone... 2 There is a rumour that someone had stolen the moonstone from an Indian temple, a The moonstone is rumoured... b It is rumoured.., 0 p.128 Grammar Bank 7A Work in small groups. Look at the prompts and try to come up with something or someone for each one. Give more details. Can you think of a book or a film / TV series where...? • someone is falsely accused of a crime • a prisoner escapes after having been locked up for several years • the person responsible for a murder is never caught • someone is suspected of having committed a crime but is never convicted Can you think of a news story where someone...? ■ is or was suspected of being involved in spying has or had been imprisoned without trial for political reasons • was given points on their driving licence had something valuable stolen or was burgled d Compare with another group. Did you come up with any of the same answers? [ So, a film where someone is falsely accused of a crime is [ The Shawshank Redemption... J never considered a difference of opinion f.i • I r • I ^ in politics, in religion, in philosophy, as /\l/"vr^Q /~\ J" \A/|+K"| TriOnHC ' cause for withdrawing from a friend. »» Ivl IC Vl VVILI I V_J O • Thomas Jefferson, former US President G special uses of tenses IV connotation | P linking 1 READING a Can you think of any jobs which involve spending a lot of c Now read about three people who time on your own? Do you know anyone who does a job like don't mind being alone and answer the this? Do they enjoy it? questions. _ . . . , . .... _ , | 1 What exactly does each person's job b Read the introduction to the article. What does Sara Maitland . , 0 involve; say is'the difference between solitude and loneliness'? Why _ .... , , , , ,. . 1 . ir, „ 2 What strategies do they have tor dealing does she think people contuse the two terms? ^ solitude7 How to be alone Does the idea of being alone fill you with dread, or seem a luxury? What's the difference between solitude and loneliness? We may confuse the two because we've been trained since we were young to think about them as the same state. By sending children to their rooms as punishment, we teach them the idea that aloneness is a privation. 'It should be a reward,' says Sara Maitland, author of How to Be Alone. 'It should be: 'You've been so good that now you can go to your room to be by yourself and do anything you like!" Sarah Drummond, fire tower officer, 48, Western Australia Every weekday morning, I climb Mount Frankland, up to a tower at the granite peak, 'there are windows all around and I can see miles and miles of forested hills. I use binoculars, or just my eyes, to spot fires during the bushfire season. When I see smoke, I plot it on the map and radio in the coordinates to the office. They then send out a spotter plane or a truck to check it out, If it's serious, they'll call out the water bombers. Hours can pass without seeing anyone. I live alone, and when I'm not on lookout, I spend my time writing or reading. I enjoy having the freedom to dream. I like to listen to classical music: it's thinking music. Occasionally, friends or family will visit me, but unfortunately, after that climb, they don't often come back. It's only about 700 metres, but up steps and ladders most of the way - people are usually gasping by the time they get to the top. I would like a boyfriend, but this lifestyle doesn't seem conducive to meeting someone special. There are tourists, but they don't stay longer than 20 minutes. Sometimes I'll have a chat, but if I'm feeling as if I'm a photo opportunity, I'll hide. Loneliness is simply being alone and not liking it, says Maitland. And while over nine million adults in Britain say they are often or always lonely, she doesn't believe we have a loneliness epidemic. Rather, Maitland believes we are 'underskilled' when it comes to being by ourselves, and that we were deprived of those skills as children. 'We put enormous amounts of effort into training our children to be sociable. We tell them, 'Don't fight, say thank you, share your toys...', we send them to playgroup. We're depriving them of the skills for being alone.' So what's the art of being alone? I asked three people whose jobs involve spending a long time without the company of others. Jordan Farmery, lorry driver, 32, South Ayrshire, Scotland I spend most of my days driving across Europe by myself in my lorry. I do 11 days away in a row, and then three days at home. When I'm driving, I think about family and what I'm planning for my days off, but I mostly think abouL the job; where I'm going next. Your concentration's taken up by driving; you can't let it slip. On my breaks, I park up at a truck stop or services somewhere, go for a meal al a hotel or a pub and watch sport. I try to keep lit by getting a walk in every night because you don't get a lot of exercise otherwise. I spend my three free days with my kids; three boys who are ten, eight and four. My wife doesn't seem to mind my work; she's got used to it. I do at least a phone call a day. I miss my children when I'm away, especially after I've been home. The first two nights away are particularly hard. But I do enjoy my work life. I'd probably prefer to have a driving job that got me home at night, but then the money isn't as good. There are maybe two or three days throughout the fortnight when I just don't speak to anybody face to face. I don't mind that. 70 What positives and negatives of the job does each person mention? Reading between the lines, who do you think Is most comfortable being on their own? Would you be able to cope with any of these jobs? Which one would you most / least like to do? 2 VOCABULARY connotation a The three adjectives below all mean 'on your own'. Which one a) is the most neutral, b) means sad because you are by yourself, c) can imply that being by yourself is a choice or that you enjoy it? lonely alone solitary 'You need to have some creativity to keep your mind going/ Alexander Kumar, expedition doctor, 34, London and all over the world It's very isolating to be an expedition doctor. I spent 11 months in the Antarctic, working towards understanding the psychology and physiology of sending humans to and from Mars - we were using the Arctic and Antarctic in winter as a space analogue environment. It was -80T sometimes, and we had three months of darkness. You watch the human mind unzip at the seams. One in ten people who are in Antarctica over winter have a psychiatric illness. Keeping busy was really important. You need to have some creativity to keep your mind going. I used to wander around outside at 1.00 a.m. taking photographs; honestly, I've never been more alone. But I enjoy solitude. I think I'm so happy in my own company because I was the youngest sibling by four years and I was often left to my own devices. The key to being alone is having things to do: a sense of a quest and a purpose. Being alone in your flat with nothing to do is probably more isolating than being in the Antarctic with nobody around for miles. Connotation In addition to its main meaning, a word may often have a connotation, i.e. an emotional association which may have the effect of making it more positive or more negative. To use a word correctly, it's important to be aware of any connotation it may carry, e.g. the adjective interested is a generally neutral word, while curious tends to have a more positive connotation (being strongly interested to know something), and nosy has a negative connotation (being too interested in things that don't concern you). Cultural or regional connotations can also affect the meaning of certain words, e.g. tea may refer to 'an evening meal' in some households, but to 'afternoon tea' in others. Read the information about connotation. Then look at the pairs of adjectives. With a partner, decide on the precise connotation of each word. Try to think of a more neutral word for as many of the pairs as possible. 1 second-hand vintage 5 affordable cheap 2 youthful childish 6 smarmy charming 3 original weird 7 determined stubborn 4 thrifty stingy 8 aggressive assertive CD 7.9 Listen to eight gapped sentences.(6irciJ)the best option for the missing word from 1-8 in b. ©7.10 Listen and check. 3 SPEAKING a ©7.11 Listen to someone talking about things she prefers doing alone and with other people. What activities does she mention for each category and why? Do you agree with any of the things she says? b With a partner, talk about the activities below. Say if you prefer doing them alone or with others, and why. exploring a new town or city driving a long distance visiting a museum or an art gallery going to a concert or festival having a spa day or gym session doing a jigsaw, crossword, sudoku, or other puzzle going on a shopping spree decorating a room or flat going for a leisurely stroll cooking a complicated recipe £) Expressing preferences I (much) prefer. ..alone. On the whole, I'd rather... by myself. I find it a lot more...on my own. If I had to choose,... 4 LISTENING a Have you ever been on holiday on your own? Did you enjoy it? Who do you usually go on holiday with? b Read the introduction to a podcast by a journalist about holidays with friends. With a partner, brainstorm all the possible reasons why going on holiday with friends might be a bad idea. Episode 3 Want to lose friends quickly? Go on holiday with them... When you're having a drink together on a lazy Sunday afternoon, it seems like such a good idea. You're the best of friends, you get on well, what could be better than going on holiday together? Well, before you get carried away and log on to Tripadvisor, let me give you one word of advice. Don't. asm 0 7.12 Listen to the podcast and check whether your ideas from b were mentioned. How would you describe the tone? What does the journalist say was the main problem with...? 1 the motorhome holiday in Canada 2 the villa holiday in Spain 3 the holiday in France Glossary Joanna Trollope a British novelist the Waldorf a chain of luxury hotels Supernanny a TV show where a trained nanny helps parents to deal with problem children, often by being stricter with them than their parents are Listen again. Then, with a partner, complete the sentences. 1 The journalist thinks you won't find out that you don't actually get on with a good friend until... 2 She thinks one of the biggest problems is that people... 3 She expected to enjoy the camping holiday in Canada because... 4 Her friends were not happy when she suggested... 5 The thing most likely to cause holiday arguments is travelling with... 6 Her friends Amanda and Simon didn't like the fact that her husband... 7 Her friends in France weren't very pleased when she and her husband didn't want to... 8 She thinks the reason she still keeps agreeing to go on group holidays is... ©7.13 Language in context Listen to some extracts from the podcast. With a partner, explain in your own words what the highlighted phrases mean. 1 Believe me, I know. I've been there. 2 Which is all fine if they don't mind going it alone,... 3 ...North American campsites are known for all their mod cons,... 4 ...when theirs are still bouncing off the ceiling at midnight, hyped up on fizzy drinks and video games. 5 And they were most put out that we couldn't drop everything and hit the town at night, like in the old days. Look at some online comments in response to the podcast. With a partner, discuss whether you agree with them and why (not). I always enjoyed holidays with friends, really. Probably because my friends have a similar attitude of mind and we also have the same ideas about how a vacation should be. Going on holidays with certain relatives can be much worse, trust me. I went on holiday with my then best friend. We still speak, of course, just not to each other. Ridiculous - of course it can work, you just don't want to be together 24/7. The best holidays my husband and I have had have been when we've been with friends. Separate accommodation helps, and just meet up at night - if you want to. Always worked for us! g Have you, or has anyone you know, been on a disastrous holiday with friends? What happened? 72 5 PRONUNCIATION linking a ®7.14 Listen to three phrases from the podcast in 4. Why are the marked words linked? 1 a hypochondriac^control freak 2 the difference Jn ^expectations 3 You're looking forward to relaxing on the beach b f© 7.15 Listen to two more phrases. What consonant sound disappears when the two words are linked? 1 Joanna Trollope's latest must read 2 Amanda and^her husband c CD 7.16 Now listen to some individual words, and then the words together in phrases. A the ultimate the^ultimate get-away-from-it-al B your own your^own can be bad enough C no amount no^amount of spectacular scenery In which pair of linked words is...? 1 H a /j/ sound added 3 a hi sound added 2 a /wl sound added d © 7.17 Listen and write five sentences. Then practise saying them, linking the words where appropriate. 6 GRAMMAR special uses of tenses a 07.18 Imagine that you are A, and you are on holiday with friends B, C, and D. Read and listen to three conversations. Which situation would you find the most annoying? 1 A i was wondering if you were thinking of helping with dinner tonight? B Me? Terribly sorry, I've promised to have a game of tennis with Adam. 2 C So, I'm sitting at this cafe and a really good- looking waiter asks me what I want to drink, and... A Sorry, but isn't that your daughter crying? C .. .and he says you look as if you need company... 3 A OK, kids, it's time you went to bed. Put away the toys and off you go. D Actually, if you don't mind, I'd rather you didn't speak to Alfie like that. We think he needs to make his own decisions. b Look at the highlighted verbs. Which tense is being used...? 1 to be more dramatic 2 to be more polite 3 to express a hypothetical future action c © p.129 Grammar Bank 7B 7 O THE CONVERSATION a Watch the conversation. What do the speakers think the answer to the question depends on? Write J, A, or D next to the correct statement. There are three statements you don't need. It depends on... 1 the sort of support you need at different times. 2 the kind of family you have. 3 whether you have children or not. 4 the size of your extended family. 5 the point in your life that you're at. 6 whether you're married or not. b Watch again. Who...? 1 currently considers his / her family more important than his / her friends 2 currently considers his / her friends more important than his / herfamily 3 doesn't mention their own situation 4 mentions friends who no longer have a relationship with their family 5 split up from his / her partner not long ago 6 was closer to his / her friends when he / she was younger c For you, is family more important than friends, or vice versa? d Watch some extracts and complete the expressions. 1 ...I also think we can't deny the fact that families come in all shapes and_. 2 And as I've got older, and had, you know, kids and a family, that's kind of taken centre_. 3 ...once my children_along, that was my main focus. 4 Everything that I had was_in them,... 5 ...I have now discovered that as much as my family have_there for me,... 6 ...my two sons have been my_, and they really have been amazing,... 7 ...my friends are the ones that have got me_ everything,.,. e Now have a conversation in groups of three. Discuss the questions. 1 Can parents ever really be friends with their children? Should they? 2 What kind of things can you only talk about to friends and not to family? f Revise and Check USE OF ENGLISH a Read the text below and think of the word which best fits each gap. Use only one word in each gap. Spend some time behind bars! For a truly unusual family day out, why not visit Shrewsbury Prison? Built in 1793, it was one of the most feared prisons in the country. Experience the terrors of capital 'punishment, and see where those unfortunate inmates sentenced to death have been executed. See the tiny windowless cells where prisoners were 3_up for 24 hours a day, and spend an hour in 4_confinement, just as if you 5_a real prisoner (don't worry, every 15 minutes you'll be checked up6_ to serve a life7_ _!). Learn what it was like _, and experience the desperation of those who were wrongly 1 and ' freedom taken from them despite having 10_ crime. So come and visit - it's time you 11_ bars! And you'll look forward to 12_ end of your sentence.,. . their _ no _ a day behind released at the READING You are going to read an article about a Norwegian prison. Six paragraphs have been removed from the article. Choose from the paragraphs A-G the one which fits each gap. There is one extra paragraph which you do not need to use. The prison where inmates are treated like people On Bastoy prison island in Norway, the prisoners live in conditions that critics brand 'cushy' and 'luxurious*. Yet it has by far the lowest reoffending rate in Europe. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given. 1 Some people say the painting has been stolen by a criminal gang. rumoured The painting is rumoured to have been stolen by a criminal gang. 2 They watched the suspects 24 hours a day. surveillance The suspects_24 hours a day. 3 We need to do more to combat cybercrime, needs More_cybercrime. 4 Somebody should tell me whenever a customer complains, supposed I'm_whenever a customer complains. 5 Not all convicted criminals should be sent to prison, deprived Not all convicted criminals_their freedom. 6 The police still aren't investigating these allegations, and they should do so immediately. high Before he transferred to Bastoy, Petter was in a high-security prison for nearly eight years. 'Here, they give us trust and responsibility,' he says. 'They treat us like grown-ups.' I haven't come here particularly to draw comparisons, but it's impossible not to consider how politicians and the popular media would react to a similar scenario in Britain. o Four years ago I was invited into Skien maximum security prison, 20 miles north of Oslo. I had heard stories about Norway's liberal attitude. In fact, Skien is a concrete fortress as daunting as any prison I have ever experienced and houses some of the most serious law-breakers in the country. I wasn't sure what to expect on Bastoy. A number of wide-eyed commentators before me have variously described conditions under which the island's 115 prisoners live as 'cushy', 'luxurious' and, the old chestnut, 'like a holiday camp'. I'm sceptical of such media reports. It's . these allegations. 74 o I can see why some people might think such conditions controversial. The common understanding of prison is that it is a place of deprivation and penance rather than domestic comfort. Prisoners in Norway can apply for a transfer to Bastoy when they have up to five years left of their sentence to serve. Every type of offender may be accepted, so long as they fit the criteria, the main one being a determination tD live a crime-free life on release. 0 Other jobs are available in the laundry; in the stables looking after the horses that pull the island's cart transport; in the bicycle repair shop (many of the prisoners have their own bikes, bought with their own money). The working day begins at 8.30 a.m. We walk past a group of red phone boxes from where prisoners can call family and friends. A large building to our left is where weekly visits take place, in private family rooms. o Through the office window I can see the church, the school and the library. Life for the prisoners is as normal as it is possible to be in a prison. It feels rather like a religious commune; there is a sense of peace about the place, although the absence of women (apart from some uniformed guards) and children is noticeable. Nilsen has coined a phrase for his prison: 'an arena of developing responsibility'. He pours me a cup of tea. 'In closed prisons we keep them locked up for some years and then let them back out, not having had any real responsibility for working or cooking. In the law, being sent to prison is nothing to do with putting you in a terrible prison to make you suffer. The punishment is that you lose your freedom. If we treat people like animals when they are in prison, they are likely to behave like animals. Here we pay attention to you as human beings.' The reoffending rate for those released from Bastoy speaks for itself. At just 16%. it is the lowest in Europe. Abridged from The Guardian Thorbjorn, a 58-year-old guard who has worked on Bastoy for 17 years, gives me a warm welcome as I step on to dry land. As we walk along the icy, snowbound track that leads to the admin block, he tells me how the prison operates. There are 70 members of staff on the 2.6 sq km island during the day, 35 of whom are uniformed guards. Their main job is to count the prisoners. Only four guards remain on the island after 4 p.m. Thorbjorn points out the small, brightly painted wooden bungalows dotted around the wintry landscape. 'These are the houses for the prisoners,' he says. Every man has his own room and they share kitchen and other facilities. 'The idea is they get used to living as they will live when they are released.' Q After the security officer signs me in and takes my mobile, Thorbjorn delivers me to governor Arne Nilsen's office. 'Let me tell you something,' Thorbjorn says before leaving me. 'You know, on this island I feel safer than when I walk on the streets in Oslo.' The first clue that things are done very differently on Bastoy prison island, which lies a couple of miles off the coast, 46 miles south-east of Norway's capital, comes shortly after I board the prison ferry. I'm taken aback slightly when the ferry operative who welcomed me aboard just minutes earlier, and with whom I'm exchanging small talk about the weather, suddenly reveals he is a serving prisoner. He notes my surprise smiles, and takes off a thick glove before offering me his hand. 'I'm Petter,' he says. I ask Thorbjorn what work the prisoners do on the island. He tells me about the farm where prisoners tend sheep, cows and chickens, or grow fruit and vegetables. 'They grow much of their own food,' he says. There are big differences between the two countries, of course. Norway has a population of slightly less than five million, a 12th of the UK's. It has fewer than 4,000 prisoners; there are around 84,000 in the UK. But what really sets us apart is the Norwegian attitude towards prisoners. Slight and fair-haired, he says he has been in and out of penal institutions since he was 15. Drugs have blighted his life and driven his criminality. There are three golden rules on Bastoy; no violence, no alcohol and no drugs. Here, he works in the stables tending the horses and has nearly four years left to serve. How does he see the future? 'Now I have no desire for drugs. When I get out I want to live and have a family. Here I am learning to be able to do that.' Q Despite the seriousness of their crimes, however, I found that the loss of liberty was all the punishment they suffered. Cells had televisions, computers, integral showers and sanitation. Some prisoners were segregated for various reasons, but the majority were offered education, training and skill-building programmes. The teacher explained that all prisons in Norway worked on the same principle, which he believed was the reason the country had, at less than 30%, the lowest reoffending figures in Europe and less than half the rate inthe UK. J Food of love To me, food is as much about the moment, the occasion, the location and the company as it is about the taste. Heston Blumentbal, British chef Q expressing conditionally I V eating and drinking I P vowel sounds and spelling 1 READING a Look at the photos and, with a partner, say what food or dish each one shows. b Read an article by a well-known cook and cookery writer about food memories. Check your answers to a. For each photo, say the exact name of each food or dish, and what it reminds him of. Food Memories Nigel Slater G: I am not the only one for whom many of life's most intimate details come flooding back at the sight, smell and taste of particular foods. Everyone I speak to seems to have a favourite or, in some cases, a most hated dish with which they can recall particular moments of their lives. In many cases the taste or smell of a sweet, a cake or an entire meal is capable of painting a picture with richer, deeper brush strokes than any snapshot in their photograph album. It is curious that, while I struggle to remember my mobile phone number or grapple helplessly to recall the closest of friends' names when I am required to introduce them to someone, the merest sniff of chocolate ice cream has been known to bring back memories from 20,30,40 years ago with frightening clarity. Put that same ice cream on a little wooden spoon and I can recall the cinema I was in when I ate it, the feel of the (red) velvet seats on the back of my bare knees, the colour of the ice cream attendant's overall (lemon, with green piping). Details more glowing than if I had eaten that ice cream two hours ago. Curiously, although the flavour of beetroot in vinegar might still instantly transport me to the back lawn of 67 Sandringham Road, Wolverhampton on a summer's day in 1965, it is actually what hits the nose - sweet, earthy, acidic - rather than the tongue that really hits the mark. In terms of total immersion in a time long gone the nostrils seem to win over either the eyes or the taste buds. When people say tomatoes don't taste like they used to, they may be commenting on the changes in commercial production of the fruit (the variety, the soil, the modern chemicals) or simply on their own taste buds' inability to experience a flavour the way they used to. Yet I would argue that it is the aroma from the freshly snapped stalk of a home grown tomato that is more likely to whisk them off to Dad's old greenhouse than putting one in their mouth. Of course, food linked with memorable events is more likely to kick off a few reminiscences than something we eat every week, which is why we probably remember birthdays more clearly than the average Sunday lunch. Even so it was nothing more than a mundane pickled herring that whisked me back to St Ives on a magic-carpet ride of onion, dill and vinegar the other day. And not only just to St Ives, but to the car park where my young niece slammed her fingers in the car door. Sharp flavours that brought back every tearful moment of a painful event. Having had many a herring since that dark day, it was only this one, with its distinctive piercing whiff of dill and white vinegar, that opened that particular box. And ho w one particular mango out of the hundreds whose juices dribble down my chin each year, was the one that reminded me of a woman I once met in a hotel in Sri Lanka. A crazy woman, who played opera at full blast from the bedroom of her hotel in the early hours of the morning - and yet someone I had completely forgotten about till every line in her face came back to me with one bite of that absurdly juicy fruit. And what exactly was it about that mouthful of boiled potato that reminded me of my school history teacher? Of all the food triggers that can pop up in our lives there are a few that have done it for me more than others. Treacle tart makes me think of a mysterious uncle, gammon and parsley sauce is unmistakably linked to a row with my stepmother, grilled kippers to an Edinburgh bed and breakfast where I tossed my bacon into a plant pot in the dining room, eggs mayonnaise of being sacked from a job in a hotel, cucumber soup conjures up one of the happiest days of my life. Recipes that all spark deeply detailed recall of not just where 1 was and whom I was with, but of details so bright and sharp they could have happened yesterday; to tell the truth, probably a damn sight clearer. Glossary Wolverhampton an English town in the West Midlands St Ives a seaside town in Cornwall 76 Read the article again. What might you infer from the article about...? 1 Nigel's family and where he grew up 2 reasons why he has visited certain places 3 his work experience Language in context Find words in the article related to food and the senses to match the definitions. 1 three synonyms for a smell___. 2 the small structures on your tongue that allow you to recognize the flavours of food and drink _ 3 the two openings at the end of your nose that you breathe through_ 4 a verb meaning to let liquid come out of your mouth and run down your chin_ Is there a kind of food or a dish which reminds you of a particular moment in your life? 4 SPEAKING a Look at the food memories below. Choose four or five that mean something to you and think about what you could say. a food that reminds you of one or both of your parents a meal that someone in your family could cook really well ® a place you often went out to eat when you were a child a food which reminds you of summer holidays 2 VOCABULARY eating and drinking a Look at the photos of food in 1a. Which ones might you...? 1 chew 2 slurp 3 lick b Q P-158 Vocabulary Bank Eating and drinking 3 PRONUNCIATION vowel sounds and spelling a In pairs, read aloud the following words related to food, eating, and drinking. How do you pronounce the vowels in pink? What do the words have in common? 1 gammon cabbage carrots pineapple 2 herring pepper cherries lettuce 3 sniff dill dribble kipper 4 scoff chopped broccoli porridge 5 guzzle stuffed mussels Brussel sprouts b © 8.4 Listen and check. What is the pronunciation rule? c How do you spell the past simple of sip and the comparative form of hot? Why? d Look at the words in the list. What sound does the a make after /w/ before a double consonant? swallow quarrel swapped squabble quarry waddle e © 8.5 Listen and check. f © 8.6 Listen and write 16 food words. Try to judge from the sound whether the word is spelled with a double consonant. g Compare your words with a partner and check the spelling and meaning with a dictionary if necessary. a food someone in your family used to make you when you were ill an eating or drinking 'rule' in your family a food-related incident or accident the food you usually had for a special occasion a truly amazing restaurant meal you once had a food or drink you thought you wouldn't like and then found you did your favourite comfort food a particular brand of food you used to love, or still love now b In small groups, talk about your memories. Try to help the conversation flow smoothly, by finding a way to link with what went before. ( / actually have a very similar memory. I've chosen the same food, but for a different reason. 77 5 LISTENING & SPEAKING a CE> 8.7 Read about the BBC programme The Food Chain and look at the photos of two couples. Then listen to two short extracts from the interviews. Summarize the issues the two couples have. 1 Sheryl likes..., but Dharmesh prefers... 2 Rebecca is..., but Saj'sfavourite... A* Sheryl and Dharmesh from Atlanta, USA Rebecca ant and Saj from London ch Download b CD 8.8 You are going to listen to the interview with Sheryl and Dharmesh. First, in pairs, complete the glossary with words from the list. Then listen and check the pronunciation. biriyani fettuccine alfredo Gujarat masala pot roast roti Tennessee Glossary 1 2 3 4 5 6 7 a southern American state a state in western India a rice dish with meat or vegetables and spices a mixture of ground spices jsed in Indian cooking an Indian flatbread a pasta dish with butter and Parmesan cheese a piece of meat cooked on the stove with vegetables CD 8.9 Now listen to the interview. Answer the questions with a partner. 1 Which of them do you think has had to adapt the most, and why? 2 Do you think they have resolved their differences? How? Listen again and choose the correct option. 1 When Sheryl first had a meal at Dharmesh's home, she was shocked by_. a the meal itself and how they ate it b the fact that they were vegetarian c the kind of bread that they ate d how his mother served the food 2 Sheryl found it hard that Dharmesh_. a never helped with the cooking b didn't want to eat meat or chicken c didn't seem to enjoy her food d always criticized her cooking 3 As a result of the 'tug of war' between Dharmesh's mother and Sheryl,_. a he decided to ban his mother from the house b he asked Sheryl to cook less often c he tried to learn to like Sheryl's food d he ate too much because he was trying to please them both 4 Sheryl's problem with Indian food stemmed from the fact that Dharmesh's family_. a were never prepared to try her kind of food b forced her to cook it c took a long time to accept her d always insisted on adding their condiments to her food CP 8.10 Now listen to the interview with Rebecca and Saj. Answer the questions in c. 78 Listen again. Why do they mention the following foods? Make notes in the chart. 1 chicken teriyaki 2 milk chocolate desserts 3 vegan scampi 4 sausages 5 a little bit of fish and chicken 6 a lot of meat and dairy 7 Chinese pork dumplings g Talk to a partner. • Of the four people you heard, whose food habits would you find most difficult to live with? • Are there any differences of opinion about food within your family, or with the people you live with? Do you think that having different attitudes to food can cause serious family problems? • Do the roles of Sheryl and her mother-in-law as the ones who cook in their household reflect what happens in your country, or do men and women now have similar roles in the kitchen? • In what way do you think different generations in your country have different attitudes to food and cooking? 6 GRAMMAR expressing conditionally a Look at two sentences from the interviews in 5. Which phrases, a-d, could you use instead of the highlighted phrase? 1 My mother would bring food daily if I allowed it. a as long as I allowed it b provided that I allowed it c unless I allowed it d assuming that I allowed it 2 If Rebecca had been a vegan when you first met, would this relationship have ever got off the ground? a Had Rebecca been a vegan b If Rebecca would have been a vegan c Supposing Rebecca had been a vegan d Even if Rebecca had been a vegan b @ p.130 Grammar Bank 8A c In pairs, look at sentences 1-8. Are they true for you? If not, change them to make them true. 1 I enjoy spicy food, as long as it's not too hot. 2 I'd eat something somebody had cooked for me, even if I didn't really like it (always assuming I wasn't allergic to it). 3 If I were to fall in love with a vegan, I'd have a bit of a problem, 4 I rarely eat red meat, unless it's a special occasion. 5 But for my busy lifestyle, I'd spend more time cooking. 6 If someone criticizes my cooking, I immediately feel offended. 7 My parents really object if we don't have one family meal together every day. 8 I think children should be forced to eat a wide variety of vegetables even if they don't like them. 7 WRITING © p.104 Writing A formal email Analyse a written enquiry to a catering company, and write a formal email. People discuss my art and pretend to understand, as if it . ■ . I •/* r I were necessary to understand, when Seeing things differently Q adjective order IV ways of seeing I P stress and intonation 1 READING Read what James Pawelski from the University of Pennsylvania says about how most people look at art. How long do you think the average visitor spends in front of a work of art? According to research, the average visitor spends_seconds in front of a work of art, When you go to the library, you don't walk along the shelves looking at the spines of the books and on your way out tweet to your friends, "I read 100 books today!" Yet that's essentially how many people experience a gallery. They see as much of art as you see spines on books. You can't really see a painting as you're walking by it. James Pawelski Now read an article about different ways of looking at art. Do you already do any of these things? Is there anything here that you would never do? How the experts look at art There's never been a better time to see art in Britain. Across the UK there are more than a thousand places where you can stroll in and stop in front of an artwork, Yet galleries can be crowded, confusing, alienating, Which is the best way to look? Should you see everything or one thing; mug up on the back story or approach it fresh; find a sequestered spot or fling yourself into the throng? Should you look at the label first, hold up a magnifying glass, pull out your sketchbook, stand on your head? We asked some people from the art world to offer their personal tips. CLOSE YOUR EYES - Tim Marlow, Royal Academy of Art I remember doing a teaching session with a group of ten-year-olds and hitting on Ihe idea that the children should look at a work, then close their eyes, remember what they had seen and then look again, 1_I find the notion of seeing and remembering bolh fascinating and, with age, problematic; somehow this helps me to focus. The other issue I - along with many others in my profession - have is the volume of artworks we need to look at When visiting a new exhibition or museum I try to scope the range and extent of what I'm going 1o see - a walk through and then starling again - which gives me a better chance of being able to focus on what really interests me or needs to be seen properly. GET UP CLOSE - Francis Outred, Christie's auction house I went to Chelsea art school, so I have always been very focused on the way things are made. I like to get very close, to see Ihe brush strokes, layering and texture, which for me is as integral os the image. I was taught that it helped to half-close your eyes, and I often do this. It cleans the way that you look, helps you to pick ou1 the colours more sharply, to notice the contrasts and the way that a composition is constructed. Think of a Jackson Pollock abslract, for instance.2_So to get the best out of a painting, I will first confront it head-on with eyes wide open, then take a few steps forward and squint before going close up and peering right in. GO TO BED - Marc Quinn, sculptor For me, Ihe best place to look at art is in bed, first thing in the morning or last thing at night. Art is similar, after all, to a waking dream. You look at something and, although you are physically present, your mind and emotions start wandering. I have a place in front of my bed where I put work, so that I can see it as soon as I wake. It's the purest moment of the day, especially if I've just been dreaming. At the moment, I'm looking at a 6th-century BC helmet. Its amazing to see it as soon os I open my eyes: first as an abstract form, then, as my mind starts to move, to think about its history, to consider it as a work of art. 3_So, beds in galleries! That's my campaign. The Brilish Museum organizes sleepovers for kids. The Tate or National Gallery should start organizing them for adults too. Read the article again. Match the extra information the experts give to explain their tips to gaps 1-5. There is one sentence you don't need. A This is particularly true of a painting or drawing, because your first encounter is with the whole of it in one go; it's a lot to take in, but you get an impression. B Yet what goes on behind the canvas can be as interesting as what is painted on the front. C I still use this process myself, although discreetly, because a constant opening and closing of eyes in a public place can give the idea that you're in some sort of distress. D It might come across as an all-over painting, but look with half-closed eyes and you see that forms start to appear and you can pick out the structures of the composition. E When a picture has taken hold of my senses, transported my mind, I find that having maximum contact with the ground is a much-needed source of strength and comfort. F All sorts of ideas start rolling about, and later in the day, I might use them in my own work. Which suggestion from the article do you think would be most useful for someone who's not used to going to art galleries? Have you got any other suggestions? GIVE IT TIME - Bornoby Wright, Courtauld Gallery I have a five-minute rule. If a work that is new to me altracts my attention in a gallery, I like to give it five solid minutes - it feels longer than it sounds. It helps me to know whether, eventually, I will go on to establish a long-term connection with it. I guess it's a bit like speed dating, except unlike dating, I am hoping to make several new relationships. And, crucially, I want these to be relationships that can last a lifetime. The American artist Barnell Newman compared an encounter with a painting 1o an encounter with a person. 4_If you make a bond, then wilh time, you start noticing more, discovering more of its character, its history and the smaller details, and finding yourself surprised at what you hadn't seen or felt before. What we are always trying to do at the Courtauld Gallery is to encourage visitors to spend longer with each work. I think it's a small triumph if I see someone stand for five minutes in front of a pidure. GO BAREFOOT - Emily Patrick, painter Since being a teenager, while visiting European art galleries - in Italy, Spain and the National Gallery in fondon -1 have been incessantly scolded by security guards telling me to put my shoes back on. Walking in clean socks is something they find wrong. In Japan, it is obligatory to remove your shoes in most buildings. For me, removing my shoes is a part of preparing my mind to be open to what I am about to see. Looking at pictures is an exhausting process.5 _ I do wear my shoes when painting. Then I need to feel alert and critical. H's like sitting up straight and being dressed for work. Maybe towards the end of a picture the shoes will be off and I will be in total disarray. Abridged from The Times 2 VOCABULARY & SPEAKING ways of seeing -close your eyes, and I often , helps you to pick out I was taught that it helped to 1_ do this. It cleans the way that you 2_ the colours more sharply, to3_the contrasts and the way that a composition is constructed... I will first confronl it head-on with 4_open, then take a few steps forward and _, before going close up and 6_right in. eyes 5 a Look again at some of Francis Outred's advice from the article in 1. Can you remember the missing words? Demonstrate the actions. b Read the definitions in brackets, and complete the sentences with a verb from the list in the correct form. gawp gaze glance glare glimpse observe peek peer spot stare 1 I_at the driver who stole my parking space, but she just ignored me. (= look angrily) 2 We waited for ages, but we only_the princess as the cars drove past. (= see very briefly) 3 When I found Tom's diary, I couldn't resist _inside. {= look quickly and secretively) 4 Those guys over there have been_at us for ages - do you know them? (= look fixedly at sb / sth) 5 Steph quickly at her notes before starting her presentation. (= have a quick short look) 6 I_through the window, but I couldn't see anything In the darkness. (= look carefully or with difficulty) 7 The lovers_into each other's eyes, and time stood still. (= look steadily at sth for a long time because you are very interested / surprised) 8 Everyone stood around_at the statue of a naked man. (= look at sth in a rude or stupid way) 9 After_ _the participants for ten days, psychologists noticed several changes in their behaviour. (= look carefully to learn sth) 10 I couldn't see her at first, but then I_her in the crowd by the fountain. (= see or notice suddenly) c ®8.11 Listen and check. Which verbs from b can also be used as nouns in phrases 1-4? 1 take a_(at sth) 3 exchange_ 2 catch a_(of sth) 4 give sb a blank_ 8.12 Listen and match speakers 1-5 to situations A-E, a problem on a train__ a case of mistaken identity__ an incident on the motorway_ a problem with a regular journey . coinciding with a celebrity_ Listen again and write the verbs and phrases for seeing that they use. Verb challenge Think about the incidents in d. Have you ever been in any similar situations? Tell a partner. Use as many different ways of seeing as you can. S^.^ #• ■ ■.vl.'f'v- M While Neil MacGregor was Director of the British Museum, he created the BBC Radio 4 landmark series and book, both called A History of the World in 100 Objects, in which he explored world history through works of art and artefacts. In pairs, look at six of the featured objects and answer the questions. 1 Where do you think they are from? Europe Africa Asia Latin America 2 Which do you think is a) the oldest, b) the most recent? © 8.13 Listen to an audio guide and complete the information about each object. Then check your answers to a. 1 Diirer's is a woodblock. made -year-old in the year_. 2 _of Augustus is a_ sculpture made of_, which shows the emperor at the age of about_. 3 _ . Reindeer is a sculpture made about _years ago. It's made from an_ _tusk. 4 The Great_is a traditional_ 4 a It was made in about 5 Akan West of 6 Double-headed is a musical instrument made in _in the_century. It is made and deer_, _is a_made of _tiny pieces of turquoise which may represent the god Quetzalcoatl. It was probably made in the late_century. Now listen again. Focus on the historical events that were taking place at the time, and the significance of each object in history. Make notes to answer the questions about each object. 1 Why did an Indian sultan give the Portuguese governor a live rhinoceros? How was it transported to Europe and what impact did it have? How do we know that Durer never actually saw it? How does Durer's rhino print represent a point when more people were able to have access to art? 2 How was the head used by Augustus during his reign? What did an invading army do with the statue and why? What evidence is there still of this event? 3 Why were reindeer significant for the people who lived at that time? Why does the object tell us that these people were starting to be more like modern humans? 4 What was Japan's relationship to the rest of the world in the early 19th century? In what two ways does The Great Wave show that Europe was beginning to have an influence on Japan? What happened when Japan began to trade with the rest of the world in 1853? 5 What was the drum originally labelled as by the British Museum? How was its actual origin proven and how is it thought that the drum arrived in America? Why is the drum so important and what does it symbolize? 6 What did the Aztec emperor Montezuma II think about Hernan Cortes? What did he do as a result? What two opposite aspects of the Aztec Empire does the serpent represent? Why is it especially significant? Neil MacGregor's 100th item reflected a challenge we face in the 21st century. What do you think it was? 0 Communication The 100th item p.86 Did you guess correctly in d? What do you think of his choice? GRAMMAR adjective order Look at three more objects from the British Museum. In pairs, agree the best order for the adjectives in brackets, 1 a_ (stone, Mayan, black) 2 a__ llama (Incan, gold, 15th-century, tiny) 3 a___ (Asian, beautiful, jade) O p.131 Grammar Bank 8B 5 PRONUNCIATION stress and intonation 7 O VIDEO LISTENING Keeping the listener interested When we are giving interesting information, for example in a presentation, or describing something unusual or exciting, we use stress and intonation patterns which help to 'tell the story' and engage the listener. We use pauses to break up the information into chunks and extra stress to indicate which words we feel are most interesting and important. a Read six unpunctuated extracts from the audio guide in 3. Think about where to pause and which words you would choose to give extra stress to. 1 But if you compare this image with a real rhino something isn't quite right. 2 The eyes which very unusually had not become detached from the statue are dramatic and piercing and the head radiates charisma and raw power. 3 The sculpture which is about eight inches long is carved from an ivory mammoth tusk. 4 It is a traditional Japanese print showing a deep blue wave filling the left side of the picture and towering above three tiny fishing boats. 5 It is made of wood and deerskin and the wooden sides have been carved with a simple decoration of striped bands. 6 It is a mosaic made of about 2,000 tiny pieces of turquoise set on a curved wooden frame. b Compare with a partner, and read your sentences aloud to each other. c ©8.14 Now listen to the extracts. Mark/where the speaker pauses and underline the stressed words. What do you notice about the intonation before the pauses? How similar were they to how you read them aloud in b? d Listen again and copy the speaker's stress and intonation. 6 SPEAKING & WRITING a In pairs, choose a 21st-century man-made object which you think has shaped the world we live in now. Prepare a short presentation. Make notes on the following: 1 What kind of object is it? 2 When was it made? Where is it from? 3 What does it look like? What is it made of? 4 Why did you choose it? Why is it significant in world history? b Give your presentation to the class. Try to keep your listeners interested. Did anyone choose the same objects? c Use your presentation notes to write a short text to describe your object. Use the script on p.115 as a model. Watch a documentary about the Pitt Rivers Museum in Oxford. What examples does the narrator give of how the museum is 'looking to the future'? Watch again. Then, with a partner, complete the sentences below with one word. 1 Visitor numbers to the Pitt Rivers Museum have _over the last few years. 2 In 1884, the British Empire was at its peak and included much of Africa and_. 3 Some early European travellers not only photographed, but also_the people and places they saw. 4 They brought back many exotic_ _, which in some cases they had simply taken. 5 The Pitt Rivers is now trying to_its own history, by talking to people from places where its exhibits originated. 6 In 2017, a Maasai delegation from Kenya and _visited the museum. 7 The Maasai Living_Project was set up to discuss how to deal with the issues around Maasai objects. 8 The museum also holds many objects from the Haida Nation, including a magnificent carved war_. 9 The huge Haida totem pole, covered in carvings of animals and birds, is now a_of the museum. 10 Gwaii, one of the Haida artists who visited the museum, was very moved when he saw the chief's_. 11 Gwaii and Jaalen, another Haida artist, learned the skills of their ancestors by carving a _of The G reat Box. 12 The Pitt Rivers Museum is working hard to _ the wrongs of the past, and to show that the past belongs to everyone. What's the most memorable museum exhibit you can think of? What does it tell you about the culture it comes from? 83 USE OF ENGLISH a Read the text below and decide which answer (A, B, C, or D) best fits each gap. Why English food is (sometimes) the best Say that English food is the best in the world, and people will 1B at you as if you're insane. But it sometimes is. On a cold winter's morning, you don't want to be2_a croissant delicately, you want to be tucking 3_a full English breakfast. And nothing stirs the taste buds like the 4 of frying bacon. If you're having a bad day at work, choose your favourite biscuits and 5_an entire pack. *_with overpriced delicacies in a fancy bistro holds none of the appeal of polishing 7_a big bag of fish and chips from the local chippy. And an infallible way to rescue a wet day at the seaside is buy an ice cream, huddle under an umbrella, and 8_it slowly while the rain lashes down. 1 A gawp B stare C glare D gaze 2 A tasting B guzzling C dribbling D nibbling 3 A into B onto C off D out of 4 A sniff B whiff C nose D aroma 5 A scoff B chew c pick at D dig in 6 A Wolfing B Toying c Tucking D Picking 7 A off B on c down D in 8 A slurp B suck c lick D devour Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given. 1 If you bought two paintings, I could offer you a discount, were If _i v/ere to . two paintings, I could offer you a discount. 2 If there's a fire, please leave the building immediately, event _, please leave the building immediately. 3 If I'd known you were paying, I'd have ordered some champagne! had _, I'd have ordered some champagne! 4 I'll drive there if you drive back, long I'll drive there_drive back. 5 We only saw the eclipse very briefly before the clouds came over, caught We only_of the eclipse before the clouds came over. 6 Three thousand years old, this magnificent sculpture is from Egypt. Egyptian It's a_sculpture. READING You are going to read a short story. For questions 1-6, choose the answer (A, B, C, or D) which you think fits best according to the text. 1 What does the writer tell us about his grandmother's perfume? A It could have a bad effect on the wearer. B It contained dangerous ingredients. C It had an extremely unpleasant smell. D It had an extremely strong smell. 2 The writer chose what to have for lunch... A because the name made it sound exciting. B because he was proud that he knew exactly what it was. C because it was one of his favourite dishes. D because he loved the garnishes that came with it. 3 His grandmother wanted him to eat the peas... A because she knew it would annoy her daughter. B because she knew they were good for him. C because they would have to be paid for. D to prove that she could make him eat them. 4 The writer carried on eating the peas... A because he wanted to please his grandmother. B so as to make his mother happy. C in spite of the tense atmosphere. D because they didn't taste as bad as he'd thought. 5 The next time the writer was offered peas, his mother made him feel... A remorseful. B unnerved. C wistful. D resentful. 6 When he eats peas now, his mother reminds him of the incident... A if he shows his dislike for them. B every time she serves them. C if he doesn't finish his serving. D if he refuses to eat them. A Plate of Peas ■a. u CO < 3 My grandfather died when I was a small boy, and my grandmother started staying with us for about six months out of every year. She lived in a room that doubled as my father's office, and which we invariably referred to as 'the back room'. She carried with her a powerful aroma. I don't know what kind of perfume she used, but it was the double-barrel, 90 proof, knock down, render the victim unconscious, moose-killing variety. She kept it in a huge atomizer and applied it frequently and liberally. It was almost impossible to go into her room and remain breathing for any length of time. When she would leave the house to go spend six months with my Aunt Lillian, my mother and sisters would throw open all the windows, strip the bedding and the curtains and the rugs, and spend several days washing and airing things out, trying frantically to make the pungent odor go away. This, then, was my grandmother at the time of the pea incident. It took place at the Biltmore Hotel, which to my eight-year-old mind was just about the fanciest place to eat in all of Providence. My grandmother, my mother and I were having lunch after a morning spent shopping. I grandly ordered a Salisbury steak, confident in the knowledge that beneath that fancy name was a good old hamburger with gravy. When brought to the table it was accompanied by a plate of peas. I do not like peas now. I did not like peas then. I have always hated peas. It is a complete mystery to me why anyone would voluntarily eat peas. I did not eat them at home. I did not eat them at restaurants. And I certainly was not about to eat them now. 'Eat your peas,' my grandmother said. 'Mother,' said my mom in her warning voice. 'He doesn't like peas. Leave him alone.' My grandmother did not reply, but she got that certain glint to her eye and grim set to her jaw that signaled she was not going to be thwarted. She leaned in my direction, caught my eye, and uttered the fateful words that changed my life. 'I'll pay you five dollars if you eat those peas.1 I had absolutely no idea of the impending doom that was headed my way like a giant wrecking ball. I only knew that five dollars was an ENORMOUS, nearly UNIMAGINABLE amount of money, and as awful as peas were, only one plate of them stood between me and the possession of that five dollars. I began to force the wretched things down my throat. My mother was livid. My grandmother had that self-satisfied look of someone who has thrown down an unbeatable trump card. 'I can do what I want, Ellen, and you can't stop me.' My mother glared at her mother. She glared at me. No one can glare like my mother. If there were a glaring Olympics, she would undoubtedly win the gold medal. I, of course, kept shoving peas down my throat. The glares made me nervous, and every single pea made me want to throw up, but the magical image of that five dollars floated before me, and I finally gagged down the very last of them. My grandmother handed me the five dollars with a flourish. My mother continued to glare in silence. And the episode ended. Or so I thought. My grandmother left for Aunt Lillian's a few weeks later. That night, at dinner, my mother served two of my all-time favorite foods, meatloaf and mashed potatoes. Along with them came a big, steaming bow! of peas. She offered me some peas, and I, in the very last moments of my innocent youth, declined. My mother fixed me with a cold eye as she heaped a huge pile of peas on my plate. Then came the words that were to haunt me for years. 'You ate them for money,' she said. 'You can eat them for love.' Oh, despair! Oh, devastation. Now, too late, came the dawning realization that I had unwittingly damned myself in a hell from which there was no escape. 'You ate them for money. You can eat them for love.' What possible argument could I muster against that? There was none. Did I eat the peas? You bet I did. I ate them that day, and every time they were served thereafter. The five dollars was quickly spent. My grandmother herself passed away a few years later. But the legacy of the peas lived on, as it lives to this day. If I so much as curl my lip when they are served (because after all, I still hate the horrid little things), my mother repeats the dreaded words one more time. 'You ate them for money,' she says. 'You can eat them for love.' Communication 1A DON'T BE VAGUE! Student A a Ask B your first question. He / She will answer with vague language. Ask lots of questions to try to get B to give as much detail as possible. 1 What do you want to do tonight? 2 What would you like me to get you for your birthday? 3 What have you packed for your weekend in Paris? 4 How many people do you want to invite to the party? What do you want to do tonight? ^Whatever you like. I don't mind. But there must be something you'd rather dcO (^No, really. Anything is fine. How about going to the cinema?^ ^p^-So maybe a comedy or an action movie?) ^Whichever you prefer... b Now answer B's first question with vague language. Try to carry on being vague until B forces you to answer more precisely. c Continue with your next question, until you have both asked all your questions. d Do either of you know anyone who often behaves like this? How do you feel about it? 1B SHORT AND LONG VOWELS Student A a Dictate the five sentences below to B. Focus on making the vowel sounds short or long. 1 Fifty quid for a pair of flip-flops is a rip-off. 2 These three children need to be in a different stream. 3 I'm looking for a good cookery book. 4 The school rules about food are too confusing. 5 The Foreign Office wants to stop travel to Australia. b Write the five sentences that B dictates to you. c Compare sentences to check you got the correct spelling of the short and long vowels. 3A THE PERFECT AGE Student A a Read your two paragraphs. Underline the reason why the age is perfect, and what research was done and by whom. Think about how you could communicate this information in your own words. Concentrate Well 43 More than 10,000 people aged 10 to 70 were asked to do a four-minute computer test where they had to hit the spacebar if they saw a picture of a city scene, and not press it when they sawa mountain scene. Researchers found 43 was the age when people had the perfect combination of decent accuracy rates (which increased from age 17 to 43) and reaction times (which slowed after 44). 'While young adults may surpass others in the speed and flexibility of information processing, and older adults may possess the most stored knowledge, we find that middle-aged adults have the greatest capacity to remain attentive,' says Joe DeGutis, a research scientist at the Boston Attention and Learning Laboratory. Resolve conflicts 65 It's not just a cliche: older adults really do possess the most wisdom, according to a study analysing which age group was the most successful at resolving conflict. It was the oldest group, aged 60-90, who were most able to analyse the conflict, see different points of view and come up with solutions, said the researchers. Wisdom appeared to peak at 65, they concluded. b Now, in your own words, tell B about your perfect ages, then listen to his / her information. Did you guess the decades of life correctly? 8B THE 100TH ITEM Students A+B Neil MacGregor's final object is this solar-powered lamp and charger, made in China out of glass and plastic. As well as providing light, power from this panel can be used to charge mobile phones. This object has been chosen to reflect our ingenuity, and the challenges we face in the 21st century. The kit uses a range of new materials and technologies, including silicon chip technology, which can also be found in computers and mobile phones. There are currently 1.6 billion people across the world without access to an electrical grid. In these areas, objects such as this allow people to study, work, and socialize outside daylight hours, vastly improving the quality of many lives. 86 2B RACE ACROSS THE WORLD Student A Read about contestants Josh and Felix. Use the glossary to help you. Make notes about these things: how long they've known each other * what they do for a living • the reason they wanted to take part their childhood any highs or lows from the journey things they learned from the experience Josh and Felix Josh and Felix, both 32 and friends for ten years, met while they were working at an inner-city arts centre. They then launched a successful theatre company, but recently they discovered they would have to move premises. They were drawn to the challenge because of the opportunity to work out 'what to do with our lives'. Also, Josh says, 'We enjoy being outside our comfort zone.' Josh grew up in a small seaside town. He was an only child, but his parents always encouraged him to go and make friends. '1 love people, he says. He spent a carefree childhood in woods and at the beach, and only left his home town when he went to university. Meanwhile, Felix, from London, was a wild-haired eccentric at his inner-city comp. A lover of books and known to correct teachers in assembly, he says, 'I was someone the school embraced as being quite strange.' They are well travelled (every year they plan an adventure such as cycling through Albania), but their initial efforts in the race are, Josh admits, 'bumbling'. They blow £140 on day one. After getting to France via ferry, they find some of the other couples have got accommodation for free. T think we've been too ready to pay for things,' Felix says gloomily. When Ihey reach Munich, they cheerfully work in a stable for a day to earn cash. The toughest thing was the tiredness because they slept on buses to avoid the expense of hotels. But Felix says that the miserable risks of running a business and facing debt when a project has failed put the frustrations of being tired, hungry, and stuck somewhere in Greece into perspective. 'Out of nowhere,' Josh says, 'we end up talking to some people who take us to their beautiful hotel, give us the most beautiful breakfast, then this guy drives us three and a half hours to the port. At my lowest moments,' he marvels, 'there are human beings who can lift me up again.' Most of us don't go anywhere without a plan, says Josh, so accepting that not every decision would be right was an important learning curve. At first, while travelling through deprived areas, seeking help from people with very little, they felt guilt at their privilege, but later they realized that there was value in simply connecting. Felix says, 'They felt part of our adventure, giving us food, shelter, directions. They wanted to help us. You realize that everyone all over the world is just a human. That was a comfort.' Glossary inner-city comp a state secondary school in a big city bumbling careless, making mistakes blow (£140) spend or waste a lot of money on sth b Tell B about Josh and Felix. Use your notes to help you, and explain any words or phrases that were in the glossary. c Now listen to B tell you about Natalie and Shameema. Listen for the information in a. d From what you have read and heard about their personalities, which couple do you think is likely to be more successful in the race? Why? If you had to do the race with one of these four people, who would you choose? 3B SHAKESPEARE-TRUE OR FALSE? Student A a Read more information about three of the statements in the quiz, Tell B and C whether they are true or false. Explain why. You start. Then take turns. 1 Shakespeare's parents were illiterate. Probably true. Despite Shakespeare's eloquence and flair for the English language, it is believed that his parents were illiterate - as were many people in those days. His father, who was a glove maker, signed his name with a mark. However, it is suggested that Shakespeare's daughter Susanna was educated and literate, as she is thought to have written the memorial epitaph to her mother. 4 Shakespeare isn't the author of some of the plays attributed to him. Probably false. Shakespeare's authorship was first questioned in the middle of the 19th century, and more than 80 alternative authors have been put forward. Supporters of alternative candidates argue that theirs is the mare plausible author, and that William Shakespeare lacked the education, aristocratic sensibility, or familiarity with the royal court that they say is apparent in the works. However, no direct evidence, such as title pages or testimony by other contemporaries, exists for any other candidate, and the vast majority of scholars support Shakespeare as having written the plays. 7 The original Globe Theatre in London, where many of Shakespeare's plays were first performed, is still in use today. Definitely false. The original Globe Theatre was built in 1599, but in June 1613, it went up in flames when a cannon misfired and hit the roof during a performance of Henry VIII. It was rebuilt the following year, but then pulled down again in 1644-5. A modern reconstruction of the theatre, called Shakespeare's Globe, opened in 1997. It is based on the original design and is located 230 metres from the site of the original theatre. Did you already know any of the facts about Shakespeare? Do you know anything else about him or his plays, or about any other films or books based on his work? 3B OTHELLO Students A+B Read the summary of the play and check your answer to d on p.33. Othello is one of Shakespeare's greatest tragedies. Othello, a general, has been tricked by his treacherous right-hand man, [ago, into believing that his wife Desdemona is having an affair with a man named Cassio. In the scene Diane mentions, Desdemona has lost the handkerchief her husband gave her as a love token, and she is afraid he will be very angry. Othello becomes increasingly suspicious of Desdemona, and finally, he kills her in a fit of jealous rage. 4A THE GENDERED BRAIN Student A Q So why do these theories of male and female brains persist? One problem, Rippon says, is that studies that find no evidence of difference go unreported. Another is that the mainstream media tend to focus on the few studies that do identify differences, and not always accurately; hence 'pink brain / blue brain' theories are reinforced, even after they have been discredited. One University College London study found that 'research was being applied out of context to create dramatic headlines'. One example Rippon refers to is the 2003 work of Simon Baron-Cohen of Cambridge University, which formed the basis of Dr Drydakis's research. Baron-Cohen identifies two types of brain: systemizing v empathizing. The first type of brain he calls 'male', the second, 'female', although he points out that 'your sex does not dictate your brain type.. .not all men have the male brain, and not all women have the female brain'. 'In that case,' Rippon asks, 'why use the words 'male' and 'female' at all? Describing a brain as 'male* means, for many people, that it is the brain of a man.' What incenses Rippon even more is that Baron-Cohen goes on to recommend that 'people with the 'female' brain make the most wonderful counsellors, primary school teachers, nurses, carers, therapists, social workers and personnel staff, while those with a 'male brain' are better 'scientists, engineers, mechanics, bankers, toolmakers, programmers or even lawyers'. The key evidence, argues Rippon, is that we now know how 'plastic' the brain is. We can measure brain changes in adults who play video games or learn origami or the violin, whilst babies and children are 'tiny sponges' whose environments and experiences clearly alter the way their brains develop. New techniques that allow us to examine the brains of newborns as they perform tasks show that no sex differences are found. Therefore, the subtle messages that children receive - Lego or dolls; sport or chatting -can change the way their brains form. The Gendered Brain is one of those books that should be essential reading before anyone is allowed to be a teacher, or buy a child a present, or comment on anything on Twitter, ever again. The message at the heart of this book is that a gendered world is what produces a gendered brain,' Rippon states - which is important 'not just for women and girls, but for men and boys, parents and teachers, businesses and universities, and for society as a whole'. a Read the rest of the article. Complete the notes about each paragraph. Paragraph 2 • Qina Rippon gives two reasons why people still believe the theories about male and female brains. They are... Paragraph 3 • Drydakis's research is based on a theory by Simon Baron-Cohen which says that... • Rippon thinks calling brains 'male' and 'female' results in... • What makes her really angry is... Paragraph 4 • Rippon's main argument against the male / female brain theories is the fact that the brain is 'plastic', which means... • The development of babies' brains is influenced by... Paragraph 5 • Rippon says the fundamental cause of the difference in behaviour between males and females is that... b Now explain the main points made in the article to B. Use your notes to help you. 5B NATIONALITIES QUIZ Student A Take turns to ask each other questions. The answers are Which famous Dane wrote children's stories including The Little Mermaid and The Snow Queen! (Hans Christian Andersen) 2Which people may live in either Europe or Asia, depending on which region they are from? (the Turks) 3What's the difference between Scottish and Scotch? (Scottish is the nationality, Scotch is the whisky) in brackets. A Are Björn Ulvaeus and Benny Andersson Danes, Finns, l or Swedes? (Swedes - the ABBA men) 5Who wrote an opera called The Flying Dutchman? (Richard Wagner) Which Welshman has played the roles of Richard Nixon, Pablo Picasso, and Hannibal Lecter? (Anthony Hopkins) 5B TWO CITIES Student A 6B DESCRIBING A CHART Student A Cairo This is a noisy city, a crowded city of some 16 million people. In the summer, it feels like everyone is sitting on top of you in the smog and heat. On my balcony, I can see the lady across the alley ironing her clothes. Last week, I was watching television and someone yelled from the building next door to turn it down. My producer Dina Saleh and 1 spent one day on a microbus, a type of minivan Egyptians use to get around the city for the equivalent of about 25 cents. We're squished in the back next to two other women, and 12 more people are piled in. But it's a national holiday, and Dina says this is nothing compared to a work day. Young boys with no cash jump on the back for a free ride. Walking around the city is like dealing with an obstacle course. The narrow streets are made more narrow by cars haphazardly parked on the sidewalks, sometimes even in the middle of the street. Standing in one of the most crowded parts of Cairo, Giza Square, there's really no sense of personal space. There are just too many people to have that. There's no legal time to cross the street, you just cross when you can. Just now as I was talking, a man brushed up right against me, didn't even notice, didn't even apologize, because that's normal here. In the morning, Egyptians crowd around breakfast stands throughout the capital. Men serve up hot fava bean mash, with veggies and bread. People eat at the stand as others flash money above their heads to get service, bodies pressed up against each other. A friend jokes that by the time you get your food you need to shake the other patrons out of your clothes. Without space, there is no privacy. In every Cairo apartment building is the bawab, the building guard. He knows the comings and goings of every resident on the street. And to this day, when a young woman is getting married, families of the groom will interrogate the bawab about the potential bride. Do men come and go from the apartment? Does she come home late at night? But the closeness is also comforting. It is a fundamentally kind city. If you fall, a slew of people will rush to your aid. No one will walk by thinking, Not my problem. It is loud, crowded and claustrophobic, and it is maddening and wonderful at the same time. Leila Fadel a Read what US journalist Leila Fadel says about life in Cairo. Underline any information you think is interesting, particularly regarding people's attitude to personal space. b Tell B what Leila noticed about life in Cairo. Cover the following things: • where people live • street food • public transport • living in an apartment building • being a pedestrian • the positive side c Now listen to B tell you what Lourdes Garcia Navarro says about life in Sáo Paulo. a Listen to B talking about how the University of Wessex changed how it spent its money on facilities and services over a five-year period. Draw the pie chart for 2020. University of Wessex 2015 University of Wessex 2020 b Now look at the table below, which gives information about how the University of Northam changed how it spent its money on facilities and services over a five-year period. Tell B about the changes in each area. Start like this. r\n 2015, the University of Northam spent around one third of its money, 33%, on teaching. By 2020, this had increased by 15%, to 48%. Regarding IT and library costs, in 2015,... Costs 2015 2020 teaching 33% 48% IT and library 11% 21% student support services 9% 10% student accommodation 18% 8% sports and leisure facilities 18% 7% campus catering services 6% 3% student bursaries 5% 3% c Compare the pie charts for the two universities. Which one do you think you would prefer to be studying at in 2020? If you had to prioritize the seven areas, what order would you rank them in? 1A DON'T BE VAGUE! Student B 3A THE PERFECT AGE Student B a Answer A's first question with vague language. Try to carry on being vague until A forces you to answer more precisely. b Now ask A your first question. He / She will answer with vague language. Ask lots of questions to try to get A to give as much detail as possible. 1 Where shall we go on holiday this year? 2 What shall we have for dinner tonight? 3 I can't close the cupboard door in your room. What on earth have you got in it? 4 What shall we do at the weekend? Where shall we go on holiday this yearly (^Wherever you like. You decide. But there must be somewhere you'd like to g°_^) f^No, really. Anywhere is fine. How about going on a beach holiday?^ \0K. Maybe Greece or Italy?^ ^Whichever you prefer... c Continue with A's next question, until you have both asked all your questions. d Do either of you know anyone who often behaves like this? How do you feel about it? 1B SHORT AND LONG VOWELS Student B a Write the five sentences that A dictates to you. b Dictate the five sentences below to A. Focus on making the vowel sounds short or long. 1 My daughter was born on the 4th of August. 2 There's a demand for more car parks in Cardiff. 3 Dutch youngsters are encouraged to have fun. 4 I've never ever sent a text message. 5 Our journey to Birmingham was the worst. c Compare sentences to check you got the correct spelling of the short and long vowels. Read your two paragraphs. Underline the reason why the age is perfect, and what research was done and by whom. Think about how you could communicate this information in your own words. Get married 30 To give yourself the best chance of avoiding divorce, it makes sense to get married between 28 and 32, according to a recent study of divorce rates. Before 32, each additional year of age at marriage reduces the odds of divorce by 11 per cent. After that the odds of divorce increase by 5 per cent a year - possibly because leaving marriage till later means that you're more set in your ways, says Nicholas Wolfmger at the University of Utah, who led the study. When it comes to finding the right partner, 26 is your magic number, according to Professor Tom Griffiths, a cognitive scientist. He created the 37 per cent rule algorithm for human decisions, which suggests that people make their best decisions after screening 37 per cent of the options: enough to have a choice, but not so much that they're weighed down by indecision. From this rule, he concluded that 26 is the best age for picking a partner. Make friends 25 This is the age of peak friendship', according to analysis of the phone records of 3.2 million people by scientists at Oxford University and Aalto University in Finland in 2016. That's especially true for men, who have more friends at 25 than women, but men's and women's social circles contract after 25, with men experiencing a steeper fall-off in friends through their twenties and thirties. At 45, our social circle stabilizes, then decreases further from 55 as we become even less sociable. Listen to A tell you about his / her perfect ages, and then, in your own words, tell A about yours. Did you guess the decades of life correctly? SB NATIONALITIES QUIZ Student B Take turns to ask each other questions. The answers are in brackets. Ole Kirk Christiansen was the founder of Lego. What nationality was he? (Danish) 2Which famous Pole took French citizenship, but never lost her sense of Polish identity? (Marie Curie) 3Which people in the United Kingdom celebrate St David's Day as their national day? (the Welsh) 4Which Spaniard has won the French Open tennis tournament a record number of times? (Rafael Nadal) 5Which famous Swede created a set of prizes which are still awarded every year? (Alfred Nobel) Which Scandinavian people speak a language which is related to Estonian and Hungarian? (the Finns) 6 90 2B RACE ACROSS THE WORLD Student B a Read about contestants Natalie and Shameema. Use the glossary to help you. Make notes about these things: how long they've known each • their family background other » any highs or lows from the what they do for a living journey • the reason they wanted to • things they learned from the take part experience Natalie and Shameema Natalie is an artist's agent, and Shameema is a cognitive behavioural psychotherapist. Both 38, and having met at school, they have been friends for 30 years. On day one, they schmooze their way from London to France (they are briefly stuck on the A2, but such is their charm that a woman at a petrol station buys them tickets to Dover). In Lille, they stay in a Travelodge for free. 'We're relying on the kindness and goodwill of strangers,' Natalie says. Neither Natalie nor Shameema took part in the race in order to escape. You sense it was more about understanding themselves when life hasn't been straightforward. Shameema's parents, who came from Bangladesh, were strict, and her older sister had an arranged marriage, which was expected for Shameema, too. 'My life was already decided for me,' she recalls. But, craving freedom, she left home to go to university, where she met and married a man of her choosing. After 19 years, the pair recently separated and, with 'the way the culture looks at divorce', Shameema felt her parents' disapproval yet again. The BBC's call to adventure came when she was attracted by the idea of doing something a bit irresponsible. She says, 'I work, and I have children (her daughters are 15 and 17). I live around my ex-husband's family and we all have great relationships, but I've felt like I've needed some time to take a step back from life.' Unlike Shameema, who didn't own a backpack and was stunned to discover that in hostels you share a room with other people, Natalie had travelled widely, but had had a very hard early life. Her father died when she was seven, and her mother when she was 19. Diagnosed at two with sickle cell anaemia, Natalie had to cope with illness throughout her childhood, and had to spend six months in hospital at the age of 14. Despite all these painful childhood memories, she laughs a lot, is serene yet exuberant, and people respond to her. Also, from Turkey onwards, 'No one had ever seen a black person.' People kept taking photos of her. 'It was intense: picture, videos, picture, picture.' We walked into the Grand Bazaar to a round of applause...because I had massive hair.' Race Across the World, she says, was unique. 'Nobody knows you. You can be whoever you want to be. You can be who you actually are.' Glossary schmooze to talk in an informal and friendly way with sb, especially in order to gain an advantage by persuading people to like you and do what you want A2 a main road from London to the south-east coast Travelodge a chain of inexpensive hotels sickle cell anaemia an inherited blood disorder b Listen to A tell you about Josh and Felix. Listen for the information in a. c Now tell A about Natalie and Shameema. Use your notes to help you, and explain any words or phrases that were in the glossary. d From what you have read and heard about their personalities, which couple do you think is likely to be more successful in the race? Why? If you had to do the race with one of these four people, who would you choose? 3B SHAKESPEARE-TRUE OR FALSE? Student B a Read more information about three of the statements in the quiz. Tell A and C whether they are true or false. Explain why. A will start. Then take turns. 2 Shakespeare wore a gold earring. Probably true. The only existing portrait of Shakespeare believed to have been painted during his lifetime is by the artist John Taylor, and is known as the Chandos portrait. It hangs in the National Portrait Gallery in London, and is thought to show Shakespeare wearing a gold hoop earring in his left ear. This was a creative, unconventional look in the 16th and 17th centuries. 5 Shakespeare never acted in his own plays. Definitely false. Apart from writing his numerous plays and poems, Shakespeare was also an actor. From 1594, he belonged to a company of actors who performed many of his own plays, as well as those of other playwrights. There is evidence that he played the ghost in Hamlet and Adam in As You Like it. 8 The Lion King (1994) and West Side Story (1961) are both based on Shakespeare plays. Definitely true. If you loved The Lion King growing up, you probably learned most of the story of Shakespeare's Hamlet. In both, a good king is murdered by his brother, who soon becomes king in his place. The wicked queen in Disney's Snow White and the Seven Dwarfs was also based on a character from Shakespeare, Lady Macbeth. The musical West Side Story is based on Romeo and Juliet, and the two ill-fated lovers, rather than being from rival Italian noble families, belong to families from opposing gangs in 1950s New York. b Did you already know any of the facts about Shakespeare? Do you know anything else about him or his plays, or about any other films or books based on his work? 4A THE PATRIARCHY PARADOX Student B Q In a survey of about 130,000 people from a total of 22 countries, scientists from the University of Gothenburg in Sweden have shown that countries with more women in the workforce, politics, and education are also those in which men and women diverge more as regards psychological traits. In China, which still scores low on gender parity, the personality traits which men and women had in common was found to be about 84 per cent. In the Netherlands, which is among the most gender-equal societies, it turned out to be just 61 per cent. 'It seems that as gender equality increases, as countries become more progressive, men and women gravitate towards traditional gender norms,' Dr Erik Mac Giolla, the lead researcher in the study, said. 'Why is this happening? I really don't know.' Q Steve Stewart-Williams, from the University of Nottingham, said that there was now too much evidence of this effect to consider it just coincidence. 'It's not just personality,' he said. "The same pattern has been found in many other areas, including choice of academic speciality and choice of occupation. Women are tending to choose areas of work and study which have always been considered more typically feminine. This is definitely a challenge to one prominent stream of feminist theory, according to which almost all the differences between the sexes come from cultural training and social roles.' Dr Stewart-Williams said the explanation could be that those living in wealthier and more gender-equal societies have greater freedom to pursue their own interests and behave more individually, and consequently, this magnifies natural differences. ^} Whatever the reason for the findings, Stewart-Williams argues that they mean we should stop thinking of sex differences in society as being automatically a product of oppression. "These „ differences may be indicators of the opposite: a relatively free and | fair society,' he said. 'It seems completely reasonable to think that, f- in cultures where men and women are treated very differently £ and have very different opportunities, they'll end up a lot more E different than they would in cultures where they're treated more ii similarly and have a similar range of opportunities. But it turns ~% out that the exact reverse is true. Treating men and women the & same makes them different and treating them differently makes 5 them the same. 1 don't think anyone predicted that.' a Read the rest of the article. Complete the notes about each paragraph. Paragraph 2 • Dr Erik Mac Giolla from Gothenburg University in Sweden led a recent study which surveyed... • The results showed that... • He admits he doesn't know why... Paragraph 3 • Dr Stewart-Williams from Nottingham University backs up this research and says that evidence suggests that... • This challenges the feminist theory which says that... • Dr Stewart-Williams thinks the explanation could be that... Paragraph 4 • Dr Stewart-Williams's surprising conclusion is that although we would expect..., the opposite is true. b Now explain the main points made in the article to A. Use your notes to help you. 3B SHAKESPEARE - TRUE OR FALSE? Student C a Read more information about three of the statements in the quiz. Tell A and B whether they are true or false. Explain why. A will start. Then take turns. 3 Shakespeare had just one son, who was called Hamlet after one of his most famous creations. Definitely false. Shakespeare and his wife, Anne Hathaway, had three children: a daughter, Susanna, and twins, Judith, a girl, and a boy called Hamnet, who were born in 1585, at least 15 years before Shakespeare wrote Hamlet. Hamnet died aged 11, and it is suggested that this tragedy affected Shakespeare deeply. Although his two daughters both married, none of Shakespeare's grandchildren survived, so he has no direct descendants today. 6 All the female roles in Shakespeare's plays were performed by men. Definitely true. It was illegal for women and girls to perform in the theatre in Shakespeare's lifetime, although women did attend the theatre in significant numbers. All his female parts were written for boys, and this is referred to in the text of some plays like Hamlet and Antony and Cleopatra. The first woman appeared on the English stage more than 40 years after Shakespeare's death. 9 According to the Oxford English Dictionary, over 2,000 words and phrases in common use in English were first recorded or written down by Shakespeare. Probably true. Among Shakespeare's greatest contributions to the English language must be the introduction of new vocabulary and phrases which have enriched the language, making it more colourful and expressive. Some estimates at the number of words coined by Shakespeare amount to several thousands. The Oxford English Dictionary records over 2,000 as having been first recorded or written down by Shakespeare; however, an article by a historian in National Geographic points out that the Victorian scholars who read texts for the first edition of the 0ED paid special attention to Shakespeare, so he is often credited with the first use of words which can, in fact, be found in other writers' work. b Did you already know any of the facts about Shakespeare? Do you know anything else about him or his plays, or about any other films or books based on his work? 5B TWO CITIES Student B 6B DESCRIBING A CHART Student B Säo Paulo I'm in Sao Paulo's metro system. This is a city of 20 million people - one of the largest cities in the world. Some people take three hours every day just to get to work, going from one side of the city to another. One thing you will notice when you ride the public transport system here is that it does feel very, very different than it does in the United States. Very Brazilian. Paula Moura works with NPR in Brazil. The country is just a lot more touchy-feely, she says. 'I've been to other countries and nobody touches each other. It seems there is space for everybody. Personal space is bigger in other countries. Here it's not.' PDAs aren't a problem either. 'I can see people are kissing each other and they don't worry about other people seeing them,' Moura says. In most countries in the world, people are on the metro staring at their feet, or they've got their headphones on and they're in their own little world. But here people are very engaged, talking to one another, interacting. It's a much livelier scene than in many other cities. Another surprising aspect to life here: there is a lot of respect for the elderly and mothers with children. At the supermarket, at the cinema, at government offices, they have special lines that give these individuals priority. Family is important here. Because of the high cost of living, they tend to be small, but families here are close-knit. Everyone gathers on a Sunday for lunch, but they often visit during the week as well. And that sense of caring translates into how people treat others in public spaces. As I'm standing on the metro, I see a young woman offer her seat to an older one with a smile. Railda is a retiree and is now comfortably sitting down. She says she often gets offered a seat. Still, she tells me, Brazil is an incredibly violent country and she's often nervous when out in the city. And that's what makes all this all the more surprising. People say that crime is one of their main concerns when they go on public transport, but that doesn't stop them from this important human-to-human contact. Lourdes Garcia Navarro ~. Glossary PDAs an initialism meaning 'public displays of affection' a Read what US journalist Lourdes Garcia Navarro says about life in Sao Paulo. Underline any information you think is interesting, particularly regarding people's attitude to personal space. b Listen to A tetl you what Leila Fadel says about life in Cairo. c Now tell A what Lourdes noticed about life in Sao Paulo. Cover the following things: • public transport • public displays of affection • attitudes to family and older people • a surprising fact Look at the table below, which gives information about how the University of Wessex changed how it spent its money on facilities and services over a five-year period. Tell A about the changes in each area. Start like this: r In 2015, the University of Wessex spent 45% of its money on teaching. By 2020, this had decreased by 10%, to 35%. In terms of IT and library costs, in 2015,... Costs 2015 2020 teaching 45% 35% IT and library 18% 10% student support services 11% 8% student accommodation 15% 22% sports and leisure facilities 6% 14% campus catering services 3% 3% student bursaries 2% 8% b Now listen to A talking about how the University of Northam changed how it spent its money on facilities and services over a five-year period. Draw the pie chart for 2020. University of Northam 2015 STUDENT SUPPORT SERVICES ^ STUDENT ACCOMMODATION IT AND LIBRARY TEACHING SPORTS AND LEISURE FACILITIES CAMPUS CATERING SERVICES STUOENT BURSARIES University of Northam 2020 c Compare the pie charts for the two universities. Which one do you think you would prefer to be studying at in 2020? If you had to prioritize the seven areas, what order would you rank them in? Writing A discursive essay KEY SUCCESS FACTORS • presenting clear and thoughtful arguments backed up with examples • signposting your ideas clearly within paragraphs • checking your writing for inaccuracies ANALYSING A MODEL TEXT a Which of the activities below were you allowed to do without adult supervision as a child? What are the pros and cons of letting children do them? Discuss your ideas with a partner. • walking or cycling to school or the loca shops • travelling on public transport • playing in the street / a playground / a park / woods or fields b Read an essay about the pros and cons of free-range parenting and focus on the content. Do the writer's arguments include any of your ideas from a? Make notes to complete the plan for the essay in b. Paragraph 1 Introduction • Introductory statement - child-rearing a conundrum for parents Definition of FRP -Development of definition -Examples -Paragraph 2 Advantages of FRP Point 1 - develop problem-solving skills Point 2-Point 3 -Point 4 - Paragraph 3 Disadvantages of FRP Point 1 - may be accused of neglect, risk prosecution Point 2-Point 3 -Paragraph 4 Conclusion Personal opinion - dangers are overexaggerated Point 1 - culture too risk-averse Point 2-Final statement - The pros and cons of free-range parenting The question of how to raise a 1well adjusted child is a conundrum facing every parent. 'Free-range parenting' is an approach to child-rearing which emphasizes children's need to experience the outside world alone, without having their parents constantly hovering around. This approach has developed as a backlash against over-protective parenting; it involves allowing 2kids to engage 3on a range of unsupervised activities, from walking to the local shops to playing outdoors or taking public transport. Clearly, "there is several advantages to allowing children more autonomy. Advocates of this approach argue that if children have to confront unexpected obstacles or make their own decisions, they develop problem-solving skills and become more adaptable, resourceful, and resilient. They also gain 5bigger awareness of danger and how to stay safe, which in turn builds confidence and enthusiasm for exploring the world. Arguments against free-range parenting mostly centre around legal issues. Parents may confront 6acusations of neglect or even face prosecution if they inadvertently break 7salvaguarding laws. A further potential problem is that if children are not ready to deal with problems, they may lose self-confidence. But perhaps the most compelling argument against 8the free-range parenting is that it may place children in actual danger from traffic, gangs, or criminals. My own view is that the dangers of free-range parenting are over-exaggerated. Arguably, our culture is too risk-averse, and moreover, statistics show that the world 'becomes a safer place. In conclusion, as long as children are not exposed to too much danger, free-range parenting lets them 10to develop tools to navigate the world, and provide valuable preparation "thus for adulthood. d Read the essay again and focus on the language. Look at highlighted errors 1-11. Correct them, and then match them to the categories below. singular / plural agreement article gerund / infinitive incorrect word preposition punctuation register spelling tense word order wrong collocation e Based on your answers in d, which aspects of accuracy do you think you have most problems with? Compare with a partner. USEFUL LANGUAGE f Underline words or phrases used in the essay to introduce some of the points in the plan in c. g Cross out the incorrect alternative in 1-10. With a partner, decide if there is any difference between the correct alternatives. Introducing a topic 1 The question as to / about / of how to bring up a child is becoming increasingly controversial. 2 Parenting is a topic that can provoke lively / heated I excited debate. Introducing advantages or disadvantages 3 Clearly, there are several advantages to / plusses of I arguments in favour of free-range parenting. 4 Arguments against free-range parenting mostly centre around 1 focus on I put emphasis on the child's self-confidence. 5 Perhaps the most deep-seated I persuasive I compelling argument against is... 6 Advocates / Believers I Opponents of free-range parenting argue that... Presenting facts 7 It is certainly true / the case / factual that... 8 Experts have investigated I Statistics show I All the evidence suggests that... Giving a personal opinion 9 My own view / particular belief I personal opinion is that... 10 It seems to me that I According to me, 11 personally believe that the advantages outweigh the disadvantages. PLANNING WHAT TO WRITE All children should be pa rented in a gender-neutral way for the first two years of life. a Look at the essay title above. With a partner, think about the topic. • Clarify what issue the essay title is raising, i.e. here, what does parenting 'in a gender-neutral way' actually mean? • Why is it important, relevant, or controversial? • Have people's opinions or actions been changing recently, and if so, why? • Think of examples of how the topic affects you, your community, or the world. • Consider different points of view, e.g. the child's, the parent's, friends and relatives, etc. b Brainstorm the pros and cons. Then decide on three main arguments on each side that are relevant to the title, and organize them Into an essay plan. c In your pairs, A write a paragraph outlining the arguments in favour of gender-neutral parenting, and B write about the arguments against. d Read each other's paragraph and discuss which side you agree with most, and why. TIPS for writing a discursive essay: • In the introduction, explain the relevance of the topic; define it and / or illustrate its scope. • Decide on two to four advantages and disadvantages that you consider to be interesting or important. Decide whether you think the advantages outweigh the disadvantages or vice versa. • Present a balanced argument. Outline the advantages first, then the disadvantages. Back up your opinion with reasons and examples. • Give your personal opinion in a conclusion. • Write in a formal or neutral style, using synonyms to avoid repetition and replacing simple words with more interesting ones. • Use discourse markers or sentence frames to signal the introduction of new points. WRITING Write an essay of between 220 and 260 words. DRAFT your essay, based on your plan. Write four paragraphs, using the model essay as a guide, your notes from the planning stage, and the TIPS above. EDIT the essay, making sure you have covered the main points, cutting any irrelevant information, and checking it is the correct length. CHECK the essay for mistakes in grammar, vocabulary, spelling, punctuation, and register. Op-13 £) Proofreading your work Avoiding obvious mistakes will really improve the reader's response to your work. • First, read your essay for sense. Think about whether your arguments are logically organized. You may find it useful to translate back into your language. • Pay attention to your first and last sentences; these make the most impression on the reader. • Be aware of your own typical mistakes, for example, subject-verb agreement, collocations, use of the correct preposition after a verb, use of apostrophes, etc. • Read your work slowly several times, looking for one type of mistake at a time, i.e. first grammar, then spelling, then punctuation, and so on. Remember that spellcheckers won't pick up words that are spelt correctly but used wrongly, • Exchange your work with another student and ask them to underline any errors they spot. Writing A review KEY SUCCESS FACTORS • commenting on the play / film, etc., from a range of different viewpoints, balancing objective description with personal reaction and interpretation • justifying your comments by giving precise details ANALYSING A MODEL TEXT a With a partner, look at the list of aspects of a play or film. Which three are the most important for a really memorable performance, in your view? Are there any other areas to consider? Discuss and give reasons for your ideas. acting cast themes plot script direction screenplay cinematography costumes set sound lighting special effects emotional impact b Read a review of the play Kindertransport and focus on the content. Answer the questions. 1 Which of the aspects in a does the reviewer mention? In which paragraph(s) is each mentioned? 2 What background information or objective facts about the play does the reviewer give? 3 What details does the reviewer include to justify the following evaluations? • The play is timely. • Eva's evolving identity crisis is emotional. • The set echoes the theme of fractured identity. • There is a weakness in the production. • The performances are assured and convincing. • The play raises important questions. 4 How many stars out of five do you think the reviewer gives? Give reasons for your answer. 5 Does the play appeal to you? Why (not)? c Read the review again and focus on the language. Answer the questions. 1 Which tenses are mainly used to describe the play? 2 Look at the highlighted words / phrases in the review. Which ones are for generalizing and which are for emphasis? £) Discourse markers Generalizing: By and large, Generally speaking, On the whole, For the most part, In the main Emphasizing: Basically, Essentially, In essence, Most of all Kindertransport The 'Kindertransport' was an organized initiative to evacuate predominantly Jewish children from Nazi-occupied Germany just before the outbreak of World War Two. Diane Samuels's haunting play Kindertransport, which is currently showing at Nottingham Playhouse, is a nuanced and deeply moving exploration of loss, survival, and gratitude. Directed with insight and sensitivity by Fiona Buffini, it is particularly timeLy in the context of today's refugee crisis, which sees anguished parents again sending their children out to face unknown futures. Q The play tells the story of Eva, a German refugee child who is pLaced with a foster family in England. As the action unfolds, we are drawn into the raw emotions of Eva's evolving identity crisis, which plays out in her adoption of the English name Evelyn, and above all in her heartbreaking rejection of her birth mother, who has come to take her home. The versatile set design, with its mountain of jumble that evokes abandoned possessions, echoes the theme of fractured identity. The enigmatic music in turn adds much poignancy to the drama. If there is a weakness in the production, it is that the acting occasionally descends into a shouting match. But overaLl, the performances are assured and convincing; Jenny Walser brings vulnerability to the roLe of young Eva, while Denise Black gives a rounded performance as Eva's down-to-earth foster mother, LiL. Cate Hamerin particular is compelling as the older Evelyn. Kindertransport raises important questions, such as How can I come to terms with my past? Who am I? Who can I be? Ultimately, though, the triumph of this powerful and involving production is its warmth and humanity. Catch it if you can. J USEFUL LANGUAGE PLANNING WHAT TO WRITE Match the underlined words and phrases in 1-12 to the more expressive alternatives A-L. 1 The play, which is set in England during World War Two, is about the difficulties faced by immigrants. 2 It is a(n) emotional production which builds to a climax in the confrontation between a mother and her daughter. 3 It is particularly important in the context of today's refugee crisis. 4 Some of the plot twists are not believable. 5 The scene when Eva left her parents made me sad. 6 The ending makes you feel better. 7 Cate Hamer delivers afn) very good performance as Evelyn. 8 The brilliant performances of the lead actors make up for the largely poor performances of the supporting cast. 9 As the story unfolds, the audience Is very interested in Eva's evolving identity crisis. 10 The versatile set design makes you think of the poignancy of abandoned possessions. 11 The best thing about this production is its warmth and humanity. 12 Diane Samuels's complex play shies away from cliches and avoids simplistic conclusions. A triumph of, stand-out aspect of, highlight of, most impressive feature of B nuanced, subtle, multi-faceted, ingenious C is uplifting, provides a catharsis, is heart-warming, dispels the gloom D haunting, powerful, deeply moving, involving E brought tears to my eyes, brought a lump to my throat, was heartbreaking, was unbearably poignant two-dimensional, uneven, clichéd, melodramatic drawn into, gripped by, engrossed in, mesmerized by is especially timely, could not be more relevant, has particular relevance, is particularly pertinent tells the story of, traces the development of, focuses on, depicts far-fetched, contrived, implausible, unconvincing evokes, is evocative of, echoes, recalls assured, rounded, compelling, electrifying Choose five of the more expressive words and phrases from d and use them to write sentences describing plays or films you have seen. Read your sentences in small groups. a Think of a play or film you have seen recently that has made an impression on you. Make notes on the background information and plot, e.g.: Who wrote / directed it? Where / When is it set? Where is it currently showing? What happens in it? Who is in it? Is it based on true events? b Now make notes on your personal views and reactions, e.g.: What do you consider to be the main themes? Does the play or film have a particular relevance to today's world? How would you evaluate the acting, direction, set design, special effects, etc.? What are the most impressive features? Are there any weaknesses? What emotional impact did it have on you? What questions does it raise? c Work with a partner. Based on your notes, describe the play or film you have chosen. d Now listen to your partner's description of a play or film. If you have seen it, do you agree? If not, are you inspired to see it as a result? Why (not)? TIPS for writing a review of a piay or film: • Introduce the review with background information. Include factual details, such as the people involved, where and when the play / film is showing, etc., and summarize the themes. • Give basic details of the plot, so that the story makes sense to someone who doesn't know it. • Comment on and evaluate the play / film from a range of aspects (acting, set, direction, etc.). Include details to justify your opinions. • Conclude the review by describing the impact the play / film has had on you / the audience, including emotions it evokes and questions it raises. • Make a recommendation about whether or not to see the play / film. B Use a range of precise and expressive language, including appropriate tenses and discourse markers. WRITING Write a review of between 220 and 260 words. DRAFT your review. Write five paragraphs, using the model review as a guide, your notes from the planning stage, and the TIPS above. EDIT the review, making sure you have covered the main points, cutting any irrelevant information, and checking it is the correct length. CHECK the review for mistakes in grammar, vocabulary, spelling, punctuation, and register, Op-33 Writing An article KEY SUCCESS FACTORS • having a clear aim, e.g. entertaining, persuading, or inspiring • selecting the appropriate register and content for the target reader • using a range of strategies to engage the reader's attention ANALYSING A MODEL TEXT a Statistics show that STEM (science, technology, engineering, and maths) occupations are still male-dominated globally. Why do you think this could be? With a partner, make notes on possible causes. b Read an article about gender and employment and focus on the content. Answer the questions. 1 Choose the best title. a A passion for science b Jobs for the boys? c The changing face of engineering 2 Match the headings to paragraphs 1-4. Find evidence for your choices. a Challenging the stereotypes b An unconventional choice c H The gender gap in STEM d Obstacles to success 3 Where do you think you might read the article? a in a science journal b in a general interest magazine c in a school magazine 4 Which of these aims do you think the writer had in mind? If more than one applies, what is the main aim, in your view? to convince to encourage action to entertain to inform to inspire to raise questions c Read the article again and focus on the language. Answer the questions. 1 How would you describe the style of the article? Give reasons for your choice. a impersonal and academic b informal and chatty c emotive and dramatic d light-hearted and humorous 2 Find examples of the following in the article, a addressing the reader b describing a personal experience or ambition c asking other questions 3 Look at the information box. Then find two more expressions for giving examples in the article. Did you ever dream of being an engineer when you were at school? My best friend Hannah has just finished an engineering degree in the UK, and is looking forward to a lucrative, high-powered, and socially useful career. But Hannah is in a minority: in her class of 130 at uni, only 25 were girls - and there were virtually no female lecturers in her department. Even today - in a so-called age of gender equality - men far outnumber women in STEM (science, technology, engineering, and maths) occupations. To take just one example, in the UK, around a third of graduates in STEM subjects are female; of these, incredibly, only 14% go on to work in STEM careers. As for research and development, barely a third of scientists working in the field worldwide are women. So what's going wrong? Curls do just as well as boys in science exams at school, so it can't be down to an innate lack of talent. Is it simply a case of gender stereotyping, with parents and teachers failing to encourage girls to believe in their abilities? Or perhaps it's the working conditions in these male-dominated professions that put girls off, not to mention the distinct lack of female role models (after Marie Curie and Ada Lovelace, how many pioneering female scientists can you name?). Organizations promoting gender diversity in STEM are working hard to challenge preconceived notions: by creating awards for women in science; by organizing special conferences, workshops, and research projects for girls; and most of all, by introducing girls to real-life role models in STEM careers. But we can all play our part in inspiring the next generation of girls to see that science is not just a boys-only zone. j3 Discourse markers: giving examples For example, for instance, say, by way of illustration, to say nothing of,.., Take the case of..., A case in point is..., ...to name but a few, ...among others USEFUL LANGUAGE PLANNING WHAT TO WRITE Punctuation: a review Correct punctuation is important in creating an appropriate tone and style in your writing. Commas are used: 1 after an adverb or adverbial phrase at the start of a sentence or clause. At present, few women are studying STEM subjects. 2 to separate clauses. If you study engineering, you'll get a well-paid job. 3 before and after words and phrases that interrupt the sentence structure. There aren't enough teachers, particularly in STEM subjects, to teach children in the UK. 4 to separate items in a series or list. We did exams in biology, physics, maths, and chemistry. Semicolons are used: 5 to combine sentences that are related in meaning, especially if they are quite short. 6 to separate longer groups of words in a list, especially if these contain commas. Colons are used: 7 to add an explanation to a statement 8 to introduce a list of items, points, or examples. Brackets are used within a sentence: 9 to include information that is not essential to the main point. 10 to explain a word, phrase, abbreviation, or acronym. Dashes can be used: 11 instead of a colon or semicolon in more informal writing. 12 to replace brackets. d Read the information box about punctuation and find an example of uses 1-12 in the article. e Add punctuation to the following sentences. 1 According to new research on dream jobs gender lines are blurring nowadays. 2 A survey published last month has shed an interesting light on children's career aspirations today compared with what their parents wanted to do a generation ago. 3 The findings show that if you are a female over 30 the chances are you saw yourself as say a teacher ballerina singer or nurse not a mechanic research scientist or astronaut. 4 Today by contrast girls crave careers focused on science technology engineering and maths STEM with vet scientist doctor and nurse all appearing in the top ten dream jobs and teacher taking the top spot. 5 For the first time a career in science traditionally considered a male domain has entered the top ten dream careers for girls. 6 Meanwhile boys are more focused on the spotlight dreaming of becoming footballers policemen and vloggers video bloggers. Vlogger was the third top career choice for boys perhaps inspired by the popularity of YouTube becoming an influencer on YouTube is a dream for many. 7 One thing has not changed however girls are still more likely than boys to aspire to caregiving roles. An English language magazine is running a series of articles on how people's school experiences have shaped their views on the best way to educate children. Write an article on one of the topics below, describing your own experience, putting it in a broader context, and outlining your views. • co-educational or single-sex education • being educated at a private or state school • school rules and punishments a Read the exam task above. With a partner, choose one of the topics, and decide on the main aim of your article. Then brainstorm: • specific memories from your schooldays. • the experience of other people in your community or country. • what you think now about the topic. b Organize your ideas into a plan. c Think of a possible title for your article that will attract people to read it. TIPS for writing an article: • Decide on the aim(s) of the article and think of ways to achieve these. • Choose an attention-grabbing title and a concise subheading for each paragraph. • Write an introduction that engages the reader's interest, e.g. with an impactful first sentence, a question, and / or personal experience. • Explore the topic with background information and opinions, including personal experiences. • Maintain the reader's attention by addressing them directly, and including thought-provoking questions, anecdotes, and humour, if appropriate. • Write a conclusion which refers back to the idea(s) in the introduction, and end with a punchy statement or question. WRITING Write an article of between 220 and 260 words. DRAFT your article, based on your plan. Write four paragraphs, using the model article as a guide, your notes from the planning stage, and the TIPS above. EDIT the article, making sure you have covered the main points and included a title and subheadings, cutting any irrelevant information, and checking it is the correct length. CHECK the article for mistakes in grammar, vocabulary, spelling, punctuation, and register. ©p.37 Writing Describing data KEY SUCCESS FACTORS • identifying the key points in the data and making generalizations • organizing your description in a clear and logical way ;' making relevant comparisons and mentioning exceptions using precise and accurate language ANALYSING A MODEL TEXT University income sources Mercia Wessex How student tuition fees are spent Mercia Wessex V Student tuition fees Government grants Other research grants Other sources Teaching and research Study resources (library, IT) Buildings Student welfare Administration Scholarships and grants The charts firstly illustrate the sources of income of two British universities, and secondly present a breakdown of how student tuition fees are spent at each institution. At both universities, tuition fees provide 'the largest proportion of income; at Mercia, these 2account for just under half of the total income, at 47%, whereas at Wessex, the proportion is significantly higher, at 66%. The 3second largest source of income is government grants, accounting for approximately one third of Mercia's income and about a quarter of the total for Wessex. "Further funding comes from other research grants, with a small amount received from other sources. In terms of expenditure, there are fewer differences between the two universities. Both Mercia and Wessex 6devote by far the largest proportion of their budget to teaching and research, at 43% and 46% 'respectively. The remainder of the budget is spread out fairly equally on study resources, buildings, student welfare, and administration; the proportions are roughly similar, 'with the exception of student welfare, on which Mercia spends twice as much as Wessex (14% compared with 7%). The smallest amount at both institutions is allocated to scholarships and grants. Overall, the charts 10indicate that, while the sources of income and areas of expenditure at both universities are 11broadly similar, there are some small 12variations in the amounts received and spent by each institution. Look at two pairs of charts related to university finance and read a description of the data shown in them. In pairs, focus on the content and answer the questions. Charts A and B 1 What is the main source of funding? 2 What are the next most important sources? 3 How important are'other sources'? 4 Are there any significant differences between the universities? Charts C and D 5 What is the key spending priority for the universities? 6 What general point could you make about the other spending areas? 7 What is the least important area of funding? 8 Are there any significant differences between the universities? Read the description again and focus on the language. Match the less formal words and phrases from the list to their highlighted equivalents. apart from at Mercia and at Wessex differences form generally give more I the most next biggest rest show spending fO Discourse markers: inclusions and exceptions including, inclusive of together with, along with except (for), apart from, not including, excluding, other than, bar(ring), save for J USEFUL LANGUAGE c Complete the information by putting a preposition in each gap. 1 Research income grew steadily_the last decade, with significant increases_ research income _ 2010 and 2020. ELI sources were the fourth largest source of research income, accounting 15.4% of the total research income. 2 Campuses have become more international, _the proportion of non-EU students increasing_around 9% _ 13.8%. The number of UK domiciled students has decreased_0.9%. 3 Graduates are less likely to be unemployed when compared_non-graduates, even in a recession. Non-graduates from alt age groups had an unemployment rate_6.4%, while this stood_3.1%_ graduates of all age groups and 2.3% for postgraduates. d (^hxj^the option that best matches the phrase in bold. 1 Something like half of English 17- to 30-year-olds participated in higher education last year, a 44% b 50.2% c 60% 2 The largest proportion of EU students at British universities came from Italy, with as many as 13,985 enrolments last year. a 13,985 b 13,000 c 14,985 3 Well over 40,000 students in higher education are over 30 years old. a 40,200 b 43,495 c 78,000 4 Some 57% of all students in higher education were female. a 50% b 50-60% c 56-58% 5 Business & administrative studies attracted the highest number of students, with upwards of one million enrolments. a 1,000,000 b 1,080,590 c 2,000,000 6 Veterinary science attracted the lowest number of students, with enrolments somewhere in the region of 7,500. a of 7,460 b of 7,500 c of 7,800 7 Up to 79% of undergraduates worry about making ends meet. a less than 79% b approximately 79% c no more than 79% 8 Roughly 1 in 6 students had never budgeted before going to university. a 6% b 10% c 16% PLANNING WHAT TO WRITE The four charts show ratings for four different universities. Write a description of the data. Summarize the information by selecting and reporting the main features, and making comparisons where relevant. a Look at the task above and charts A-D. Write a sentence summarizing what the charts show. Then compare your sentences with a partner. b Discuss the questions with a partner. 1 What is the key feature of each chart? Is there a general pattern? Are there any notable exceptions? What are the similarities and differences, and how significant are they? 2 Study the charts in relation to individual universities. Which university has the best rating overall? Which has the worst? Are there any notable exceptions in the individual profiles? Are the differences between the universities significant? 3 Decide what information you will include in your description, and what you will omit. What would be the best approach to describing this to emphasize the key points? Organize your ideas into a plan. c Write sentences with your answers to each point in b. Then compare with a partner. TIPS for writing a description of data: • Study the data carefully, making sure you understand it. • Start your introduction with a sentence summarizing what the data shows overall. Ask yourself who, what, where, when, how much I many...?, and include all the relevant information. • Make notes on how you are going to present the information - organize it logically in different sections. • Make generalizations about the key points. You can follow this with significant examples and / or exceptions, and comparisons where appropriate. Summarize the information - do not simply reproduce it. Don't include minor details or irrelevant information. • Make sure your descriptions of the data are accurate. Don't interpret the data or give your own opinion. • Conclude by summarizing the key point(s) shown by the data. • Write in an impersonal and reasonably formal style, using a range of relevant expressions, and linking your ideas with conjunctions and discourse markers. WRITING Write a description of between 220 and 260 words. DRAFT your description, based on your plan. Write four paragraphs, using the model description as a guide, your notes from the planning stage, and the TIPS above. EDIT the description, making sure you have covered the main points, cutting any irrelevant information, and checking it is the correct length. CHECK the description for mistakes in grammar, vocabulary, spelling, punctuation, and register. Q p.63 Student-staff ratio Research quality Research intensity Overall score L St James's MSE | Charing Bridwell Writing A report KEY SUCCESS FACTORS • presenting factual evidence for the target reader • organizing your report with subheadings and recommendations • writing in a formal, impersonal style, using cohesive devices ANALYSING A MODEL TEXT A report on educational opportunities at Fernhill Prison Introduction This report presents the findings of visits to Fernhill Prison with the purpose of investigating the provision of education and training in the prison. 1_rhe institution holds just over 200 men, the majority of whom are serving long sentences. Evidence comes from observations, scrutiny of records and data, and informal contact with prisoners and staff. Basic skills and vocational training There is a strong focus on improving basic numeracy and literacy. 2This is a welcome emphasis, given that there is a lack of 3these elementary skills amongst the prison population; almost half reported having been permanently excluded from school, and one third self-identified as having a learning difficulty and / or disability. The amount of vocational training and provision of apprenticeship schemes is adequate. Secondary and higher education provision While there are some opportunities for inmates to study for secondary and degree-level qualifications, three-fifths fail to 4do so. It would appear that the primary reason for 5this is staff shortages, not helped by recent cuts in the prison budget. Clearly, the provision of classes is insufficient to meet the demand. Conclusion and recommendations Studies consistently show that education is a crucial factor in reducing reoffending rates. On the evidence from this investigation, Fernhill is providing useful basic and vocational training that can assist in offenders' rehabilitation after discharge. However, we would make 'the following recommendations: • We strongly recommend allocating more of the budget to educational provision. • More hours should be devoted to higher-level education. • The prison might consider providing more training for teachers. i What facilities / services are you aware of that are designed to help prisoners reintegrate into society after release? Discuss with a partner. 3 Read part of a report on education provision in a prison and focus on the content. Discuss the questions in pairs. 1 Who do you think the report was written for? a governors of local prisons b an education committee c interested general readers 2 Which sections of the report focus on...? a the aim of the report d findings b background information e a summary c how the information f action points was gathered 3 What are the strengths of the prison? What recommendations are made? : Now read three more paragraphs from the report and, with your partner, write some recommendations for each one. Regarding the quality of teaching, it is suggested that... Teachers might consider... Attendance could be improved by... In terms of the library, we strongly recommend... Quality of teaching Most of the prisoners expressed satisfaction with the enthusiasm and dedication of the teaching staff. However, the level of challenge is low, compared with 7that in other educational institutions. In addition, teachers fail to set achievable targets for their students or monitor their progress. Attendance There is no doubt that some prisoners engage well with the education provided. However, there is evidence that classes are regularly cancelled at short notice, and attendance is poor. 8This reluctance to attend may be due to past educational failures. Library This is an accessible and well-used 'facility. The range of books is extensive, though there is a shortage of computers and digital resources. There is an active Prison Reading Group and a volunteer scheme aimed at helping the men to record stories for their children. 10The latter initiative in particular is invaluable in engaging prisoners in collaborative projects. i Read the whole report again and focus on the language. What idea or information in the report do the highlighted words and phrases refer to? £) Cohesion Cohesion refers to the way we use grammar and vocabulary to link sentences together to form a coherent text rather than just a collection of sentences. The main cohesive devices are: 1 using discourse markers, e.g. Firstly, As a result, 2 repeating ideas using synonyms, e.g. business/ organization. 3 substitution: so / not (Yesterday, it was cold, but today it is more / less so.); that! those of {similar to that/those of prisons in Sweden). 4 referencing backwards or forwards in the text, using reference words such as the, this, these, such (a / an), the former i the latter, the above / the following. 5 using summarizing nouns / noun phrases (e.g. the situation, this issue, these features, such an increase, such evidence, such objections, many such schemes). e Look at the expressions in the information box about expressing degrees of certainty. Find four more similar phrases in the report and add them to the box. Expressing degrees of certainty It may / could be (the case) that It seems that/_ The findings suggest / indicate that USEFUL LANGUAGE f Complete the second phrase or sentence to express the first in a more formal way. Then check your answers in the report. 1 . ..so we could find out what education and training was like. . ..with the pu_ _ of investigating the pr_ of education and training. 2 They said they'd been thrown out of school. They re_having been permanently ex_from school. 3 That's mainly because there aren't enough teachers. The pr_reason for this is st_sh_. 4 There obviously aren't enough classes. Clearly, the provision of classes is in_to me_the demand. 5 Studying is the best way to avoid getting into trouble again. Education is a cr_fa_in reducing re_ra_. 6 The training can help prisoners settle into life after prison. The training can as_ _ in offenders' re_ after di_. 7 They said they were really pleased with the teachers. They ex_sa_with the te_st_. PLANNING WHAT TO WRITE There has been a rise in juvenile delinquency in your town. In order to address Ihe problem, the local council has commissioned a report into a) local sports and leisure activities, and b) employment opportunities. Write a report on one of these areas. I 8 Teachers don't give them realistic things to aim for. Teachers fa_to set ac_ta_ a Read the exam task above. Then, with a partner, choose one area to write about. b First, on your own, make notes on sections you might include, and the possible issues involved. Local sports and leisure activities location & access/biiity - all facilities quite far out of town, heal bus services infrequent c Now compare your ideas with those of your partner, and add suggestions to your partner's ideas. d Organize your notes into a plan. TIPS for writing a report: • Think about your target reader and give the report an informative title. • Plan the sections of the report in a logical order, and write clear subheadings. • In the introduction, explain the aim of the report, and give brief background information, including sources of evidence if appropriate. • Summarize the findings in different areas of the investigation, without giving too much detailed information. Avoid personal opinions. • Conclude by commenting on strengths and making recommendations based on the findings. Use bullet points or lists as necessary. • Use formal language, e.g. impersonal passive constructions, noun phrases, cohesive devices, and expressions describing degrees of certainty. WRITING Write a report of between 220 and 260 words. DRAFT your report, based on your plan. Write four paragraphs, using the model report as a guide, your notes from the planning stage, and the TIPS above. EDIT the report, making sure you have covered the main points and included a title and subheadings, cutting any irrelevant information, and checking it is the correct length. CHECK the report for mistakes in grammar, vocabulary, spelling, punctuation, and register. ©p.67 Writing A formal email KEY SUCCESS FACTORS • stating clearly your aims and the information or action you are asking for • including only relevant information • using polite and formal language, and a range of fixed expressions ANALYSING A MODEL TEXT a Have you ever had to organize a big party or family event? What aspects did you have to arrange? How did the party go? Compare experiences with a partner. b Read some information about a family event and answer the questions. 1 What kinds of text are A, B, and C? 2 Why do you think Kim has chosen to contact this catering company? 3 What kinds of things does she need to think about when planning the event? c Now read the email that Kim has written to Cornell Catering and focus on the content. Underline where she has included information from the texts in b. d Look at the example in Kim's email, then cross out four more sentences that are irrelevant or inappropriate. Welcome to Cornell (atepiik We are a friendly and professional family-run events catererwith over 18 years' experience in the events industry. Working from our 5-star rated kitchens, we create delicious bespoke menus and serve outstanding food for any event, whether it be a canape reception for 20, a buffet for a family party for 50, a wedding reception for 100, or a corporate summer barbecue for 350. Our aim is to offer enthusiasm and experience from start to finish, serving fantastic food with a smile. Contact us on 07700 953241 for a quote. Hello Kim, I'm on a gluten-free diet and Mandy has a nut allergy. Oh, and I'm not that keen on broccoli or mushrooms either. Tony Hi Kim, Would appreciate some vegan alternatives. Many thanks, Freya xx Hi Kim, We're all veggie - no allergies (as far as we're aware!). Looking forward to it! Best wishes, Clare Hi all, Just a quick one about the anniversary party in June. I'm trying to make arrangements with the catering company about the buffet - can you get back to me ASAP on your food requirements, allergies, etc.? Many thanks, Kim list June 'Dummerton Oiurdn nail, Wnsdale F-d eoofced iZ.oo-U.00 ■55-50 guests (induding ftds) Hot and to\d buffet - menu? Wine, soft drinfcs. tea and toffee Wo paper plates, or plastic tups! Czv tbe-j do a take? Cost? Dear Sir / Madam, I found your website on the internet and am writing to enquire whether you might be able to provide catering for a 50th wedding anniversary party on Saturday June 21st. My grandparents Terry and Sue have been happily married for that length of time, and I feel that they deserve a wonderful celebration. I have booked Summerton Church Hall on Amsdale Rd from 12.00 noon until 6.00 pm. We have arranged for a pianist to play their favourite tunes, and of course there will be speeches and tributes to my grandparents. At present, I am anticipating that there might be between 35 and 50 guests, including some young children. In terms of food, I would ideally like to offer a hot and cold buffet that would include some vegan and vegetarian options. I have also been advised that 1here is one guest with a nut allergy and another who is gluten-free, so I would need specially prepared dishes for them (preferably without broccoli or mushrooms). I apologize in advance for making so many demands. As for drinks, I would like to offer soft drinks in addition to red and white wine, with tea and coffee served after lunch and later in the afternoon. |p I also have two specific requests: Would it be possible for you to provide a cake for the occasion? I am sure that all guests would appreciate this. With regard to the tableware, I wonder if you are able to supply glasses and china plates and cups rather than paper or plastic? I would be grateful if you could let me know if you would be able 1o cater for this function, and if so, what the cost woufd be. My parents have kindly offered to pay for the party as an anniversary present. It would also be very helpful to have details of the menu you could provide. I look forward to hearing from you. Yours faithfully, Kim Ryan (Ms) 104 e Match paragraphs 1-4 to the purposes below. Food requirements Request for responses Additional questions General enquiry and background information f Read the email again and focus on the language. Find more formal equivalents for these words and phrases. ask at the moment expecting party (x2) plates, cups, and glasses told g Look at the expressions in the information box. Find three more similar phrases in the email and add them to the box. Discourse markers: introducing topics _As regards...,_... _When it comes to... (more informal) In this regard / respect,... (referring back to a topic) USEFUL LANGUAGE h Complete the sentences. Polite requests 1 I would be gr_if you co_ arrange for a plumber to come and visit as soon as possible. 2 Wo_ _/ Mi_ _ it be (at all) possible to change the dates of my reservation? 3 Would you be ab_ _ to supply a reference? 4 I would ap_it if you could look into the matter at your earliest convenience. 5 I wo_if you could po_send me a replacement certificate? 6 Do you think you might co_allowing children to visit on this occasion? 7 I would id_like to offer a hot and cold buffet (pr_without broccoli or mushrooms). Enquiries 8 Could you send me de_ summer courses? 9 It would be very he_ . of your . to have further information about the conference venue. 10 Could you let me kn _wh_ you have any vacancies for English language tutors? 11 I would like to know wh_ _your rates are. 12 I would be gl_if you could answer the fo_questions:... PLANNING WHAT TO WRITE a Read an extract from a teacher's school report, an advert offering tuition, and informal notes that someone has written in preparation for contacting a tutor for their daughter. Q Progress report: English Language I have a number of concerns about Amelia's lack of progress in this subject. In terms of her language skills, she is still making basic errors in spelling and punctuation, and finds it difficult to construct a coherent argument in her essays. As for her participation in class, she is easily distracted and appears to lack motivation. As a result, she has fallen well behind the standard anticipated at this stage of her schooling, o ENGLISH AND MATHS TUTOR Tutor far Amelia % Start immediately Twice a week after school (or weekends?) Find out why she's having problems Need to liaise with teacher re course materials Lessons must be fun! Experience / Qualifications? References? Rates? Qualified, patient, and friendly tutor offers remedial tuition in English and maths. Experience with all ages: 6-18. Preparation for SATs tests, GCSEs, A levels, and International Baccalaureate. Hours by negotiation. Email: mikegrenvillezyx@oup.com b With a partner, underline points in the report that would be relevant for a potential tutor to know. c Using the information in A, B, and C, plan an email to Mike Grenville. TIPS for writing a formal email: Explain the purpose of the email and give brief background information. • Explain your main requirements. Start a new paragraph for each section of the email, e.g. to change topic, or to make any extra requests or points. Don't include irrelevant details. • Conclude by making it clear what information or action you require. • If you are sending an attachment, write Please find attached..., or Attached is... • Use formal language, i.e. avoid contractions, abbreviations, very informal words, and slang. Where possible, find alternatives to phrasal verbs and get. WRITING Write a formal email of between 220 and 260 words. DRAFT your email. Write four paragraphs, using the model email as a guide, your notes from the planning stage, and the TIPS above. EDIT the email, making sure you have covered all the relevant points from the texts, cutting any irrelevant information, and checking it is the correct length. CHECK the email for mistakes in grammar, vocabulary, spelling, punctuation, and register. ©p.79 105 Listening © 1.9 Here's a solid gold piece of advice: be wary of an/one offering you solid gold pieces of advice. The friend who advises you to. say, stay in your relationship or leave yourjob may well be looking out for you, but she's inescapably looking out for herself, too, whether she realizes it or not. Maybe she thinks her own marriage is not perfect, and that you, too, should accept a similar situation. Maybe she adores your company so much she could never recommend a career step that might involve your leaving town. Moreover, research suggests that people will genera lly advise you to act more ca utiously than they would act themselves in a similar situation - perhaps because they don't want it on their conscience if you take a daring leap and fall flat on yourface. I here's a happy flip sloe to this, though, for parents, teachers, managers, and anyone else who finds themselves in the position of needing to motivate others: far better than giving them advice is to give them the opportunity to give advice. That's the conclusion of a new study by psychologists at the Universities of Chicago and Pennsylvania, who found that American middle-school pupils were much more enthusiastic about doing their homework after dispensing advice on the topic to younger children than after receiving advice from teachers. This motivational effect lasted weeks and was also observed among adults who were attempting to lose weight, save money, control their temper, or find a job. Teach a man to fish and he'll know how to fish - but get him to teach others how to fish, and he might actually do some fishing. This result isn't all that surprising, I suppose, when you consider how flattering it feels to be invited to give advice. Faced with a challenge, we tend to assume we need to seek advice in order to obtain more knowledge about how to proceed: yet the truth, very often, is that we know exactly what we need to do - we just lack the confidence to do it. The act of giving advice reacquaints us with the knowledge we already possess, which instils confidence, which motivates action. In fact, there are few bigger compliments you can pay another person than to ask, preferably sincerely, for their advice. As Benjamin Franklin, politician and founding father of the USA, famously observed, to ingratiate yourself with someone, it's better to ask for a favour than to perform one: the favour-doer will come to think of you as the decent and likable sort for whom they do favours. The same surely applies to advice: rather than giving it, ask for it, ©1.11 1 Kathy So, the best advice I've ever been given. ..Well, in my early career I remember I'd been having - I'd been having trouble with a more junior colleague in our department, and I wasn't particularly senior - important - at that time where I was working, but I did need to get him to do something that he really didn't want to do and he kept avoiding it. And I didn't want to upset him by insisting on it, and I really just couldn't get anywhere with it, and now I think my boss could see what was going on. She was quite a.. .quite a perceptive person. Anyway, she said one evening she could give me a lift home, and she just asked me point blank what the matter was, and I was so stressed by that point that I just told her the problem I was having with this colleague, and she said: 'Well, if you're sure you're right about this, and I think you are, then go ahead.' And I said I was just really worried that we wouldn't be able to get on - me and this colleague -anymore. And she said, 'Well, I think you're right about that, but the best advice I can give you is: he's your colleague, and not your friend, and just remember that it's not important that everybody likes you.' I was quite shocked, but in fact it was really good advice and, in difficult situations through my working life, I've remembered and, and followed that advice, 2 Emma In terms of the best piece of advice I've ever been given, it's not something that was given to me personally, but I've been listening to a lot of podcasts recently, about body positivity, and confidence, and being healthy, and all that kind of stuff, and I'm not sure who it was but one of the podcasters basically said, you know, no one's actually looking at you - everyone's very self-conscious. When you put on swimwear, when you're in your summer clothes, you think that you're going to walk out onto a beach and everyone's just going to turn around and stare at you, but the reality is, everyone's just far more concerned about themselves than they are about you. I think that's quite a good thing to live by, and I do try to think like that.. 3 Cecile The only thing I can think of off the top of my head is when I was with my sister shopping and we went into a department store. I think we were looking for a present for someone, and I fell in love with some really expensive shoes, and they weren't even dressy shoes, they were just trainers - very nice ones, I just love them - and my sister said to me, 'I think you should get them. They're so "you" and you'll wear them loads.' Anyway, she convinced me, and I've been wearing them for the last three years, day-in, day-out. If you use that system of dividing the price of something by how often you wear it, they sort of worked out cheap, I think. © 1.12 I'd say my parents were pretty strict. I mean, they were.,.they were very strict about some things in particular; not so much about, I don't know, playing outside, or things like that. In fact, I remember we used to go off and play all day and they wouldn't know where we were or care what time we came back, so long as we didn't miss a meal or something like that. But they were very strict about studying. They were very demanding: they wanted us to always be top of the class; they'd be very upset if we didn't do well. On the other hand, they didn't use to control how much homework we were doing, they never helped us with our homework, they just assumed we would be getting on with it, and they were very angry if we didn't get - well, when I say 'they', my father much more than my mother -would be very angry if we didn't do well in exams. My mother would be disappointed, but my father would be angry, and I remember with my A levels got two As and a B, and he didn't say 'Well done', he just said, 'Why did you get that B?' And, er... so, my dad was controlling, I mean, he was pretty authoritarian and he controlled our tastes-well, he tried to control our tastes - in all sorts of things, in the sense that he thought we should agree with everything he liked. So, he didn't approve of football, but he liked tennis, so watching tennis was fine, but watching football wasn't. And he adored classical music, but loathed pop music, and I remember that, er, if he came in and my sister and I were watching a programme like Top of the Pops on television, he would immediately switch it off, and I think he actually broke some records that we'd bought of Beatles songs or something like that. ©1.13 Presenter Good afternoon, and welcome to the programme. Now, we all know that parents take different approaches to bringing up their kids, and, thinking of our own upbringing, and people we know, we all probabiy have an idea about which styles of parenting we approve of. We've been hearing a lot in the media recently about different parenting styles - for example, 'free-range' parenting, where children have lots of freedom with not much supervision, or 'tiger' parenting, where parents are very demanding and put a lot of pressure on children to achieve. In particular, there's been a lot of attention given recently to the phenomenon of so-called 'helicopter parents' - the ones who hover over their children and control their every waking moment - and this is generally regarded as a negative thing. Joining us today is an expert on the psychology of parenting, who's going to discuss a new book called Love, Money and Parenting, written by economists Matthias Doepke and Fabrizio Zilibotti, It argues, controversially, that, in fact, in the UK and the USA, the children of helicopter parents do better at school, are more focused and conscientious, and are less likely to take risks with drink and drugs. Hello, Janice, and thank you for coming on the programme. Janice Hello. ©1.14 Presenter So, Janice, what's your take on the book? Janice Thanks, Sam. Well, this is a very interesting book. According to the authors, helicopter parents are a combination of strict and supportive. They have high expectations about what their children should achieve, both academically and in their general lives, but they are also available to talk to them and give them help when they need it. This is very different from authoritarian parents- the so-called tiger parents - who put a big emphasis on obedience. Presenter And what do the authors say is the main benefit of helicopter parenting? Janice Well, the main benefit of this type of parenting is in academic achievement, There are several studies that prove that children of helicopter parents get the highest exam results - regardless of background, they achieve higher scores in maths, reading, and science - and these children are also very likely to go on to university. Presenter So, how does this compare with other types of parenting? How do theirchildren do? Janice Well, apparently, children of free-range parents get the second-highest results, followed by children of tiger parents. Presenter Which is interesting, because people normally think that children of tiger parents get the top results! So, what kinds of things do helicopter parents do with their children that make such a difference to academic performance? Janice Well, reading with children, telling them stories, and, when they are older, discussing politics: these are all things which they say push up test scores significantly, and, apparently, doing all three regularly can account for a huge increase in test scores. But, in fact, they do say that it's not so much the specific activity that makes a difference, it's more that these parents are closely engaged with their children. They 106 give them lotsof attention —the right sort of attention. Presenter And they're also very keen on extracurricular activities: the music lessons, the sports, and so on. Do they make a difference, too? Janice Yes. Well, helicopter parents commonly insist that their children learn an instrument or a foreign language, or do a sport. This is significant, the authors say, because certain types of extracurricular activities have an important influence on a child's development. For example, encouraging a child to play the violin or piano is not just for the pleasure of music: it also trains them to focus better on a task. © 1.15 Presenter Presumably, not everyone is convinced by this research? Janice No. The book hasn't been well-received by the free-range parent community, who argue that any kind of intensive parenting ruins family life. They say it harms children's happiness and doesn't produce particularly successful or creative offspring. Presenter Yes, they tend to think children are hugely over-supervised these days, that they don't have time to think for themselves and just expect to be entertained... Janice Yes, but the authors of the book say that the evidence doesn't really support that. They argue that it's about finding a balance. The really clever part about helicopter parenting when it's done well is that these parents use what social scientists call 'soft power'. They are aiming to shape children's values and preferences so that the children appear to be making those choices of their own accord. So, their children tend to acquire a good work ethic and resilience when they are faced with challenges - and these are valuable personal characteristics that will have an effect on their future success. There's also a Swedish study which says that these children are less susceptible to depression, better at concentrating, and generally more self-confident. Presenter Does the book imply, then, that this is the best parenting system regardless of what country you're from or what the education system is? Janice No, and this is, in a way, the most interesting argument. The authors don'tsay that there is only one possible parenting style. What they explain is that parenting styles are a reflection of the economic situation in a particular country at a certain time. So, in countries where there is considerable economic inequality, such as the UK or the US at the moment, there are more parents who push their children to succeed from a young age, because there's so much to be gained by doing well in life. However, in the UK in the 1970s, when there was less difference between the lives of the most and least successful, parenting styles were generally more relaxed, which was appropriate at that time. And, today, if you look at countries where the average income is higher and they have less economic inequality, such as Sweden and Finland, again, parenting can still be more relaxed because there's not so much to lose by not being a high achiever. And, typically, children in Scandinavia and the Netherlands tend to be far less competitive, and qualities such as creativity and independence are more highly prized, because that's what they need to succeed. Presenter So, what kind of parents are the authors? Do they say in the book? Janice Both authors say they're almost certainly helicopter parents, but, as I was saying, they don't think that this is the only 'right' parenting style. Presenter Just that it produces the best outcomes in unequal societies? Janice Yes, that's right. And they highlight the importance of having the right parenting style for your circumstances. For example, being an over-controlling parent - a tiger parent - may produce great exam grades, but these children, often those from countries where there is a huge focus on academic achievement, such as Singapore and South Korea, have the most mental health and youth suicide problems, along with low levels of creativity. These children never have the opportunity to develop their natura talents, and it can make them stressed and unhappy in the short term. And, with free-range parenting, children may develop their creative side and learn to make their own decisions, but they may also make the wrong decisions, or miss opportunities because their parents aren't involved enough. Presenter Well, how fascinating, and how difficult to get that balance right. If you want to read more, the book we've been discussing today is Love, Money and Parenting: How Economics Explains the Way We Raise Our Kids, by Matthias Doepke and Fabrizio Zilibotti, published by Princeton University Press. Thank you very much, Janice, for talking to us today. ..So, what kind of parent are you? I have to say I'm totally free-range... ©2.1 Part 1 Rev. Richard Coles .. .her story is one of determination and hard graft, which took her from leaving school at 15 with nothing to the icon of elegant living she is today. But, Jo, what went wrong with your schooling? Jo Malone Um, I was dyslexic -1 am dyslexic, horribly - but it wasn't.. .it wasn't discovered until I'd left school. So, I can remember at the age of 11 cheating in an exam because I was so fed up being the bottom in the class, and so I looked at a multiple choice, and I could copy the multiple choice. And I was caught, rightly so, and made to stand on my chair, and the teacher turned round and said to me, 'You are lazy and stupid and you'll never make anything of your life.' I don't blame her, you know, what she was- she was dealing with a situation at the time - but I knew I was neither. I was smart, I was clever, i was hardworking, 1 just learned in a very different fashion. Rev. Richard Coles Because that can go either way, can't it? You can either, sort of, take that on board and feel crushed by it, or you can think, 'Actually, I'm not accepting that.' Jo Malone I think I've lived my life not being defined by other people's opinions of me. Everyone's always got an opinion of you, haven't they? They. ..and you can either allow yourself to be defined by that, or you move on. And I knew - I knew I was always two steps ahead, so, I could make face creams, I could do all sorts of different things, so, I could do things that other children couldn't do. Rev. Richard Coles Great knowledge to have for an entrepreneur, isn't it? And you did start out very early; I mean, you were on market stalls selling your dad's paintings and stuff, and learning the rudiments of, um, how to encourage people to buy. Jo Malone Yeah, I loved that, absolutely. So, I had three jobs when I was little - one was the market stall. So, I would go from the age of seven. I'd go with my dad to Crayford, Dartford, Blackheath, Tunbridge Wells, and he was a painter, and we came from a very poor background, so we had lived in a two-up-two-down, and as I would walk through the door on a Saturday morning to go to the market my mum would say, 'There's no food in the fridge, Jo. If you don't sell a painting, there is nothing to eat.' So, I knew my job... Rev. Richard Coles No pressure! Jo Malone Well,, .But, you know something? When you grow up like that, it feels like the most natural thing for you. You don't feel like, you know, 'poor'. I didn't ever feel 'poor me', by the way, ever. So, I knew I would always have to sell the first painting very quickly, and I did, and I'd pocket the money, knowing that we had enough to pay the rent, or, you know, certainly put a couple of meals in the fridge. ©2.2 Part 2 Rev. Richard Coles Erm, and then, of course, as you say, life is full of stories, life is full of adventures and misadventures, light and shade, and then you had this devastating diagnosis of cancer, um, and that, for a moment, put you completely out of the game. Jo Malone I'd - yes, it did. I was 38 years old, my son was just two, I'd sold my business to Estee Lauder, I was having the time of my life, and a curve ball...it camefrom nowhere, I didn't anticipate it, didn't expect it, didn't deserve it, but no one does. And I was, um, I'd found a lump in my breast, went to have it checked, thought it was a cyst and it wasn't, it was a very, very aggressive form of breast cancer, and I was given a pretty grim diagnosis of under a year. And I remember sitting there and putting that same head on as when I was the little girl that stood on the chair and wouldn't take no for an answer, and I thought, 'No one's going to tell me when I'm going to die, I'm going to fight this and - and try and survive.' So, I went to New York City. 1 was one of the first women to take chemotherapy in a very different way, in much longer periods but shorter spaces of time, and I spent a year, surgery after surgery, lost my hair, lost half my body, and then found a way of putting my life back together again. Came through all of that, and was given...you're not given the all-clear straightaway, but I was... I was told, you know, 'It's time to go back and live your life.' And it's like walking a tightrope without a net, it's a really scary moment. And then I realized I couldn't smeil: that chemotherapy had taken away my sense of smell. Rev. Richard Coles How did that - how did you discover that? Jo Malone Because I couldn't,..All I could smell was this... I mean, I had been on Adriamycin, Cytoxan, Taxol, Taxotere - you name it, they'd thrown it And let me tell you, I'm all-clear still. It worked. Rev. Richard Coles Great, yeah. Jo Malone So, you have to balance life. But, all I could smell was metal, and all I could taste was metal, so I couldn't create fragrance, and it was the most devastating thing for me, because that's who I am, Rev. Richard Coles It's your creativity. Jo Malone It's- it's how I interpret life, it's...And so, I was left by this person, and that was why I decided to - to waik away and leave...um, couldn't bear to be around something I couldn't be creative with, and I didn't want to be the figurehead. And so, I made the decision to leave the business that I'd founded, Narrator Miraculously, five years later, Jo had regained her sense of smell, and set up a new fragrance company. Jo Malone Well, in 2011 I launched, er, Jo Loves, and, um, so, she's seven years old now, and is now flying. But it - I promise you, it was a very tough journey getting there, and the first two years I wanted to quit every single day. It was just excruciatingly difficult. Rev. Richard Coles Harder the second time around...? Jo Malone Much harder. Rev. Richard Coles Why? Jo Malone Urn, I made every mistake in the book, the second time round. I got the packaging wrong, I got the distribution wrong... I know, I know. Guest But, why? Jo Malone I don't know, I don't know. We're people, we're human beings, we make mistakes. And when... Guest Yeah...You don't expect that of someone who's been so successful, though. Jo Malone Well, that's what the world thinks, but actually, in reality. ..But if I hadn't done it, I hadn't made those mistakes -! am living the most amazing adventure of life right at this moment. I wouldn't be here. So, you learn from those mistakes, don't you? ® 2.10 Five couples left London at the start of the race, and one was eliminated during the journey, leaving four to cross the finish line in Singapore. The couples had travelled by train, bus, boat, and taxi, through mountains, deserts, and tropical islands. They had worked in farms, flower shops, hostels, and animal sanctuaries on their journeys, exploring different cultures, taking risks, and confronting their fears. The eventual winners were 61-year-old retired teachers Tony and Elaine, who claimed the £20,000 prize money. Natalie and Shameema finished third overall and Josh and Felix last - they didn't have enough money to reach the final checkpoint, but were given the money by Natalie and Shameema so that they could complete the race. The contestants remember relying on people's help, laughing, connecting without a common language, feeling exhausted, despondent, and jubilant, finding their courage, and discovering that if you show respect, kindness is universal. The 'loveliest moments', they all say, were chatting with people on trains - tales of hair-plaiting, exchanging chocolate for chicken, sharing photos, the gesture of a hand on heart. The teams returned home in December. Before jumping back into work, Josh and Felix took a holiday with their girlfriends. Natalie went on a month's silent meditation. Shameema enrolled in a boxing class and won a match in front of 1,000 people (including her daughters and Natalie). Josh recalls that at first the production crew tried to 'gee up' the competitive side of the race, but soon, he says, 'They realized it was about the human stories. It's always about the human stories.'