Down underI come from a land. doun under

WVtere Luo?nen glow and men plunderFrom Down Under by Austrolion bqnd Men At Work

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First lmpressionLook at the map of Australia. What information can youdeduce about the following?

. -Where the main areas of populatlon are.

. liThere the climate is most suitable for habitation.

. 'What the various regions of the country are like.

How many famous Australians can you name? Why are

they famous?

What other information can you add about Australia?Where did you get your information from?

Quick QuizHow many of the multiple choice questions can youanswer? Be careful, more than one answer may be

correct!

; Who:weretheoriginalEuropean,inhabitantsofAustralia?

! 'o convicts from England b farmer.s from,Wales :

r ' G sailors from Scotland d 'piratbs fr:om lreland

ll .i!.1 n

n"lJ,?ooomm_E:::::i;:i E":+

Wher:e do most of the inhabitants of Australia live? *

rt in the centre . b in the south eastc in the''north , t jn the west , ,

Which oJ the followin g statements a re true about Austra lia ?a , lt's the driest of all the inhabited continentsb . lt'S the.Coldest of all the inhabited continentsc lt's flatter than all other inhabited continentsd lt's the hottest inhabired continent

How many ofilh:e world,s most poisonous snakes live inAustralia? , ,

c halfofthem b noneofthemc most:ofthem , e all ofthem

Whieh,of theifollowing actors were born in Australia?n Nicole Kidman b Russell Crowee MelGibson d Brad pin

43

Answers at the bottom of page 125 (Extra! Unit 8).

3

I unit

44

Listening 1

a You are going hear some information about Australia.Before you listen, look at the list of Australian lexical

items on the left. Try to match them with their British

English equivalents on the right.

tbe busb

tbe outbackweekender

cobber

sbeiladrongopom or pommycrookriinkrLm

Englisb immigrclnt

foolJriendgenuinegit"l

boltday cottage

natural uegetatiotl

unwellu,i/clentess otttside cities attd tott'tts

[=J Now listen to the tape. Listen to the first speaker and

check your answers.

l=l Now listen to two more speakers. Each of them willgive you information about a different subject. Which ofthe following subjects do they refer to?

. The status of Aborigines in present-da}' Australian society

. The establishment of prisons in Ar,rstralia.

. The constitution and relations with Britain.

. Animal lile in Austral.r,

[=-l Listen again and explain what the following dates

and figures refer to:

1975 1999 1OO,O0O 130,0OO

400,OOO 4 million 17.5 million

Reading 1

The extract is taken from a book called Down Under byBill Bryson.

Before you read the text, look at these names of fiveAustralian creatures. From the name, what can youimagine about (a) what they look like (b) where they liveand/or (c) what they can do?

.funnel-web spicler hox jelffish stonefisb

blue-ringedoctopus paralysistick

Read the list of subjects below. Then scan the text quickly

and see which of the subjects are referred to.

. dangerous creatures

. famous film and TV starso the arrival of the first humans. political institutions. the reaction of the first Europeans. some unique things about the country

Do-lt-Yourself comprehension questions:

. RerJ ilre lullos ing qur-tinn'.

. Re-l'rite then-r. naking ihen rtore interesting. You can

ask fbr extra infomration- tr' r ou 1ike. It cloesn't matter ifthe extra inforluation is r:.r:l in lle te\t.

. Give your list ol nes que:tiar:tj til tnother student.

. Try to ans\\'er the questic-,ns c,i: the list t'ou teccir-e.

. Il the rnfornation i-s not in ihe :err. t-tlake a guess about

the anslr.'er.

Exauplz: Whar kind clf' tt i;iii:t.'ir€-i it? -ltrstralia!'Hou dangerolt-s A l/-,e u i:,i':,e t l::cb lircs in Australia?

1 \X/hat kind of ri'ildLle iir es Lr \ustralie?

2 'Who were the fir-st hunrn :;'i.rhitent:?

3 \Xrhat did European r,ntj :h;,t ',-'..r-s dilterent?

4 Is Australia unusuli?

Re-state the following expressions in other words.

Explain what the words r? or r'fs refer to.

1 Llne 20: as innocent iouris:-. ;re e1l too \\'ont to do

2 Line 22: nol iust e,stc,undng,r sn rrt and testy, but

exceedingh- \ enor]tou:

3 Line 2i: r'ou mav be t:rn1i"' chon-rped bv sharks or

crocodiles4 Line 30: Australia ha-s Lttn all but silent geologically

5 Line .i6: It is an eccc,npLisLntenl so sLngular and

extraordinan. so unccinJbfiahle sith scrutin)', that most

histories breeze or-er it in a paragraph or tn'o,

6 Line iB: lt-s creatures >eern to har-e evolved as if they

had n-rrsread the manual.

7 Line 61, The continent teetned with unlikely life.

8 Line 66: Eighn- per cent of all that lives in Australia,

plant and anirnal. erisls nou'here e1se.

9 Line 6l' It e-vsLs in an abundance that seems

incompatible s ith the harshness of the environment,

10 Line -3: It teer-t-ts nith life in nunbers uncounted.

Read tng 2Find five different ways in which comparatives and

superlatives are used in the text. Think of two or threeother examples, using the same form.

Exatatplp: Au-stralia is tbe honte of tbe largest liuing tbing.L

on Eafth.Hungarl is the bome of the largest inlartri lake

in Europe.

Look at the extremely long sentence in italics in thesecond paragraph. Rewrite it in your own words, making

as many sentences as you want.

db

d

4

5

b

Australia is the world's sixth largest country and

its largest island. It is the only island that is also a

continent, and the only continent that is also a

country. It was the first continent conquered from the

sea. and the last. It is also the only nation that began

as a prison.*It is the home of the largest living thing on eafih,

the Great Barrier Reef, and of the most striking

monolith, Ayers Rock (or Urulu to use its now

ofhcial, more respectful Aboriginal name). It has

more things that will kill you than anywhere else. Ofthe world's ten most poisonous snakes, all are

-\ustralian. Five of its creatures - the funnel-web

spider, box jellyfi sh, blue-ringed octopus, paralysis

tick and stonefish * are the most lethal of their typein the world. This is the country where even the

fluffiest of caterpillars can lay you out with a toxic

nip. where seashells will not just sting you but

actually sometimes go for you. Pick up an innocuous

coneshell from a Queensland beach, as innocent

tourists are all too wont to do, and you will discover

that the little fellow inside is notjust astoundinglysu'ift and testy, but exceedingly venomous. If you are

not stung or prolonged to death in some unexpected

manner, you may be fatally chomped by sharks or

crocodiles, or carried helplessly out to sea by

irresistible currents, or left to stagger to an unhappy

death in the baking outback. It's a tough place.

Unit ffiffi

And it is old. For 60 million years, since the formation of30 the Great Dir-iding Range, Australia has been all but silentgeologically. rl hich has aliowed it to preserve many of theoldest things e'er found on earth - the most ancient rocks andfossils. the earliesr aniilar tracks and riverbeds. the first faintsigns of life itself. At sctrne undetermined point in th" g*otimmensity of its pasr _ perhctps 15,000 years ago, priop,60,000, but certai.nh, before rlterc u.rrr'^odrri h'u*orrr'i, th"Americas or Europe _ it v.as quieth. invaded by a deeplyinscrutable people, the Aborigines, tt,ho have no clearlvevident racial or linguistic kinship to their neighbours in the40 region, and whose presence in Australia ccm be explained onhtby positing that they invented and mastered nrron'-goirg ,iofrat least 30,000 years in advance of anl,one etse fnlrdel n 'undenake an exodus, thenforgot or abanrjotteri nearly oll thatthey had leamed and scarcely ever bothered with rhe ope:nsea again.

It is an accomplishment so singular and extraordinary, souncomfortable with scrutiny, that most histories breeze over itin a paragraph or two, then move on to the second, more

-- '-

explicable invasion - the one that begins with rhe arrival of50 Captain James Cook and his doughty tittte ship ffx4sEndeavour in Botany Bay in 1770. Never mini that CaprainCook didn't discover Australia and that he wasn,t even acaptain at the time of his visit. For most people. incJudingmost Australians, this is where the story 6"ginr.

The world that those first Englishmen found was famouslvinverted - its seasons back to front, its constellations ;;;. -down - and unlike anything any of them had s"en b"f#,

"v"nin the near latitudes of the pacilic. Its creatures seem to t un"-

^ evolved as if they had misread the manual. The most60 characteristic of them didn,t run or lope o.

"unto,iut bouncedacross the landscape, like dropped balls. The conrinent t..;.Jwith unlikely life. It contained a fish which could climb trees;a fox that flew (it was actually a very large bat); crustaceans sobig that a grown man could climb insidelheir shells.

- .

In short, there was no place in the world like it. There stillisn't. Eighty per cent of all that lives in Australia, pfr",

"rJ'^^animal, exists nowhere else. More than this, it exists in anabundance that seems incompatible with the t u.rt n"r, oi-tir"environment. Australia is the driest, flattest, hottest, ;";

-'-70 desiccated, infertile and climatically aggressive of all the

inhabited continents- (Only Antarcti.a*ii mor. t ortit. io fif.l.This is a place so inert that even the soil is, technicallvspeaking, a fossil. And yet it teems with life in numbersuncounted. For insects alone, scientists haven.t the faintestidea whether the total number of species i, f OO,OOOorl rnor"than twice that. As many as a thirJ of those species remainentirely unknown to science. For spiders, tfr" p.opo.tion .ir",to 80 per cent.

ryff&Krc3ffiryffi#l#wwwww=#

4t

'r.r r,vill hear more information about this in activity G (Listening).

$ unit

5 Listening 2You're going to hear some more informationabout the Australian aborigines. Withoutlooking back at the previous page, whathave you already learnt about them?

You will hear the following words in thelistening text. Choose the correct meaning

for each word or phrase.

1 Indigenous people are:

(a) people who belong naturally to a place

(b) a type of Indian2 \When thrown correctly, a boomerang

(a) returns to you (b) flies in a siraighr lrne

J Kangaroos are known for(a) their unusual method of cam'rng ihek r oung(b) their long ears

4 A creation rnlth describe:(a) hon'to create certain important things(hr hon rhe nurld cante nto e.\isrencr

5 If something rs sacred. it is considered(a) holr (b) strange

6 lf a socieq- is hierarchical,(a) everyone is considered to be equal(b) some people are more powerlul than others

7 A consensus means that:(a) one person took a decision(b) there is general agreement

8 'When you reach a turning Point:(a) there is a big change (b) things improve

c l=.1 Look at the topics below. Listen to the informationabout the Aborigines and number the topics from 1 to 6 in

the order that they are mentioned.

early tools I languages 2tbe aryiual oJ wbite peopte i) social org,anisatictn l)

early an Z creation mlttbs Z

l=l Listen again and answer the questions below.

1 \What evidence of early Aboriginal culture has

been found?

2 Name an animal and a weapon depicted in the hunting

scenes.

3 What is the Dreamtime?

4 How were decisions reached in Aboriginal groups?

5 Explain these expressions in your own words:(a) handed down by oral tradition(b) superior s,'eaponry

lsl Listen again. Use the topics in activity 6c as headings'

Take notes under these headings in preparation for an

essay about Aborigines.

ffi i, Blffi.-i -:iit::.{

f Work with a partner. Read each other's notes and add in

any information from your partner's notes that you have

not got.

7 WritingWrite an essay entitled The Aborigines based on the notes

you have taken of the listening passage and anything else

you know. Write about 200-250 words.

I DiscussionDiscuss the following questions, in relation to the

Australian Aborigines, and to any other tribes or ethnic

groups that you know something about:

r \fhat fictors cause the decline of particular ethnic

groups and their cultureT

. Apart lrom superior \\ eaponry, what makes one ethnic

group able to destlo-v the culture of another?. Is it itnportant to cherish and maintain different cultures,

or is it better that r.r,e all adopt a similar culture?. What do 1ou unclerstand by the expression 'the

NlcDonaldisatron ol the world'?

Fridge, Dustbin or Suitcase?

The following words and phrases appeared in thisunit. Put them in your fridge, dustbin or suitcase

vocabulary lists. Then look back through the unitand add another two or three words to each list.

bounce breeze ouer cdnter cJesiccated dottghty

exctdtls Jbssil .funnel-urcb spider inet't

innocuotts inscrutable kinship lethal lope

mcnciitb ocean-going craft outback poisonotts

sctutiny sting teem uith life toxic

uenomorts uont to do

How many of the words have something to do withpoison or danger?

-*-s**:

ffi$r-:3,.

d

46

i'a ?i: i

RTfi{i@:",J,r.Wr:.€=

Practice page

LJsing emphasis

-cok at the following example from the reading text:

. ..: ntt accomplisbment so singu/ar an.d extraordittatry'. so

.1.:.)tilfoftab/e utitb scnrtin1t. thal nost ltistctt'ies l:reeze otter

.: :'i d p.tr1tgraph or tuo ...

lnere are various grammatical ways of emphasisingrformation in a sentence. Some of the most important are

lescribed below.

' a Cleft sentences: These are sentences that begin withit is/uas. Different parts of a sentence can be

emphasised using cleft sentences.

-]e htrctpeans reached It tuas tbe EtLropeans tltoCleft sentence

reached rhe coctst.

It's the Aborigines I tttinterested irt.It Luas 1esterday that I satc tbent.

Sct cctlcl u.rs it that m1

.fingerc.froze.

Rephrase each sentence, beginning as shown, so that themeaning stays the same.

1 Tiie -\:r,-r:'r:r:rts n ere the first people to populatc

Au-str:LiL:l

It s as thc

2 It is the sun ,rr-rJ the outdoor lif'e that lures people to

Australia.

\(/hat ..,

3 The iand is so inimrcel to Life th:rt tt is a u,onder

anvtl-ring gron's there et e1L.

So ...,i The,v \\rere so ferocior-ts thet the rttcn fled befbre thern.

Srrch ...

5 The w'hite men stoie lancl. the Abongines birthrigl-rt.

frorn them.

Lancl, ...

6 It ma,v seem strange, br-rt it is clear that the Aborigines

arrived in Australia frotn thc sea.

Strange ...

7 Aboriginal cultule declined because of the sr-rpcriol

sreaponl,v of the n'hite man.

It was Lrecause ...

B Tl-re zoologist u'as only interestecl in tl-re habits of the

funnel-n-eb spider.

All the ...9 \What on eafih made him backpack alone in such a

dangerous place?-iflhatever ...

10 Captain Cook ancl his rnen sailed rnto Botant- B.tt-

in 1770.

It n'as in ...

Choose the most suitable words underlined.

1 A1'g15 Rock rs absolutely extraordinery/interestrng.2 I clo/much enjoy vlsiting places like the Australian

outback.

3 \When l,-e got to the beach, there were no tourists

whatever/r'hatsoer-er.:i Thev're ofienlah'a)'s saying tl-rat the,v r.rrant to explore

the bush.

5 I m].self/b),' rnr-self heve seen soil]eone ettackecl by

a shark,

6 Not onll,,/both the boxfish lellr'fish ancl t1-re blue ringedoctopus can kill you with their sting.

7 StdneY Opera House is utterl)' stunning/attracti\re.

E W-e r,'ere not all/b]' no r-ne:rns sure that n'e li'oulcl be intine to catch tl"re plane.

9 He can't be tl-re/a John Rolancll He looks much too

ordinary.10 On the r,er.v,/special clal. that \\'e wel'e clue to fly, there

rru.as a strike at the aifport.

*

Normal sentence

.,'r COAST.

,it ittterested in. ': -11:origit'Les.

. :,ttt tbent yesterday.

b Cleft sentences can also be used with ubatand beca.use.

Normal sentence Cleft sentence:,-e cante because be ran,g, It uns because he rang

tbat she came.

:t tlirl somethirtg ten'ible. Wbat yor,t cllcl u:as terrible.

Fronting: ln a normal sentence, the subject of a verb is

piaced first. ln fronting, an adverbial phrase is placed

f irst. This kind of language is used to tell stories.

l,lormal sentence Fronting'';., lefi ln the mornin,g. Irt tbe morning. tae leJt.

-,.' ttalked dou:n the road. Doun tbe road be tt:alkerl..:-: ron ltTto tbe room. Into the roont be ran.

Inversion: ln this kind of sentence, the normal wordorder is changed. lnversion can be used withprepositional phrases of position and intransitive verbs.The prepositional phrase is placed before the verb. The

verb order is also inverted. This kind of language is used

to tell stories.

I'lormal sentence lnversion-.'. itTsect 1a1,, t,t.nrler a stone. Unaler 6t stone la-y an insect

lnversion can also be used with the structure so +

adjective + tlxat:

,. -r ji-r -so cold tbat,.. . irtgerc.froze.

-"' to page 140 for further information and page 147 for-':r:r practice.

4/

TYpically EnglishTbe Englisb are not a t'erJ' sPit'itual people, so theyinuemted a'icket to gite tl.tettt sonrc idea of etentitl'

w

b

First lmpressionWhich of the photos on

this page do you think is

'typically English'? Give

reasons for your choice.

Do you know anythingabout the followingaspects of English orBritish life? What do you

have the strongestimpressions of? Whatimages or words come tomind? Where do theseimpressions come from?

. Engli.h cLLl:rre

. the culttne oi other

Briti-sh pcople (Scots,

\\relsh. etc. )

. English foocl

. r'rreathct

. rlodern music

. classical nrusic:

2 Reading 1

The reading text is taken from lhe English byJeremy Paxman.

BackgroundJereml' Paxman is a journ:rlist and broadcaster, fatttous fbrhrs pugnacious interv-ieu's with politicians on a BBC'IVplogramme cilled Ne nsrt|gh t.

His Lrook Tbe Englisb is rrn rrtteml)t to pinpr,int exactll'u,'hat it means to be English, as op1-rosccl to tsr'itisl-r. Tl-rc

extract is taken from a chapter in the book that deals n'ithEnglish attitucles to fbreigners.

Before you read, find the meanings of these adjectives,some of which are quite antiquated. Which of them are

positive attributes, and which are negative? Of the words,which do you think is the best you could say aboutsomeone, and which is the worst?

ardent bold courageous cruel

inconstant kincl heafted ot:erbearing rasb

treacherous t,aing/ori.otts

4B

3::':: l:'^crd Show, lrish wriler (1856-195C1

h Before you read the whole text, read the sentences

containing the verbs in bold. Choose the more likelymeaning of the verbs, ls there any connection at all

between the words and the incorrect definitions? Use a

dictionary to help you.

c:rre for (:L)llr ''l; -,i.r:-rltt lLke

scofT at ( r I er. l- lr.rkc firn ofconfirrlt to :l :rr:,[ilt (b) O]lc\-

get a\\'e\ nrth :, (:cepe (b) avoicl being criticisecl

turn olrt I li ) lr:( )J.rce (b) ss itch off

Now read the text carefully, one paragraph at a time. Stop

after each paragraph and answer the following questions.

Paragraph 1:

7 It s hartl t() escdl)e the conclLtsictn cloes this rnean

thc authr.,r thrnks the conclusion i.s a goocl one or .r

becl onc?

2 Re-state nl-rat the \,'enctian tl-rought about the English inr our os'n q'otcls.

Patagraph2z3 \\ihich is stronger - care li.ltle or tlespisel Gir.e reasons

for t.our opinron.i Hou. rlo -vou tl-rink the Duke of Wiirttemberg ancl the

I)r-rtch n-rerchant arrived at their c4rinions?'

ParagraphJl.5 Explain in youl or,r'n wotcls - absurcll-y dcttecl

mise-en-scine.

6 what exxctly clicl Oru'ell notice about \{brlcl -J(/ar One

soldicrsi'

I

j)

+

5

dEfl

Paragraph 4 (including the stereotypes):7 Hon' does one gesticulate u'ikll.yt Is it a usefirl

to do?

I \Xll-ry I'oulcl :ln Italian ri'ant to carry a stilenol

Patagtaph J:9 Wl-ry cloes the author think the stereot,vpes are10 In 1's111 ou,'n worcls, explain nhy the erjthor of

unit p

Read ing 2Read the text again and discuss the following:

. Wh] clo vorL rhink the author uses such old examples ofEnglish attitudc: to toreignersi,

. Does he gir e the intpression that he thinks the sameattitucles are pre\ alent toclay?

. Does he agree or disagree s'ith the attitudes that hen'rites about'i Horl clo r-ou knon''l

Before you read the text, were you aware of any of theseEnglish attitudes to foreigners? lf so, where did you getthis information from? lf not, did you have a completelydifferent view of the English attitudes to foreigners?

FRENCHMAN: Wears beard, gesticulates wildly.SPANIARD, MEXICAN, etc: Sinister, treacherous.

ARAB, AFGHAN, etc: Sinister, treacherous.

CHINESE: Sinister, treacherous. Wears pigtail.

ITALIAN: Excitable. Grinds barrel-organ or caffies

stiletto.SWEDE, DANE, etc: Kind-hearted, stupid.

NEGRO: Comic, very faithful.

Note that Americans do not appear in this list ofhilarious stereotypes. But then, speaking English, they

weren't really foreigners. It would have been impossible

for 'Frank Richards', the author of these hugely

successful stories, to have got away with the simple-

minded caricatures Orwell despised had the English not

had a profound ignorance of foreigners.

As he had been turning them out for thirty years,

Orwell assumed the name to be a nom de plume for a

team of writers. He underestimated the man: Richards

once wrote 18,000 words in a single day, and his lifetimeoutput was estimated at the equivalent of a thousand

ordinary novels. To his astonishment, after the articleappeared, Frank Richards (real name Charles Harold St

John Hamilton and still only sixty-four) demanded the

right of reply. On the question of stereotypes he wrote,'As for foreigners being funny, I must shock Mr Orwellby telling him that foreigners are funny. They lack the

sense of humour which is the special gift to our own

chosen nation: and people without a sense of humour are

always unconsciously funny.'

49

thing

bi.larious?

the stories

3a

s.as .io successful'l

Patagraph 6:11 In N'h:rt xray \vas Or-w.ell mistaken about the stories in b

the boys' magazines'l12 \X/ho is ref'errecl to in the follou,ing extracts'/

(.a) As he bad been turning thenl out ...(lt') He underestinnted tbe man.(.<:) To his astottishntent . ..

ld) The.y lack tbe sense of'bumour ...

1 It's hard to escape the conclusion that, deep down,

the English don't really care for foreigners. In 1191, a

Venetian noticed that 'the English are great lovers ofthemselves, and of everything belonging to them; they

think that there are no other men than themselves and no

other world but England; and whenever they see a

handsome foreigner they say 'he looks like an

Englishman' and that 'it is a great pity that he should not

be an Englishman'.l0 In describing a visit to England by Frederick, Duke

of Wi,irttemberg in 1592, a German author commented

upon the fact that 'the inhabitants ... are extremely proud

and overbearing ... they care little for foreigners, but

scoff and laugh at them'. Another visitor, the Dutchmerchant Emmanuel van Meteren, noticed the same

arrogance when he listed the qualities of the Englishcharacter. 'The people are bold, courageous, ardent and

cruel in war, but very inconstant, rash, vainglorious, lightand deceiving, and very suspicious, especially of

20 foreigners, whom they despise.'

The picture had hardly changed by the middle ofthis century. In 1940, George Orwell, who had noticedhow little ordinary soldiers were affected by theirexposure to foreign cultures in World War One, turned

his attention to the boys' magazines the Gem and the

Magnet. He hated almost everything about them, fromtheir conservative politics to their absurdly dated

mise-en-scine.As a rule fhe wrote] it is assumed that foreigners of

30 any race are all alike and will conform more or less

exactly to the following patterns:

$ unit

4 Writing 1: SummaryWrite a summary of the passage on page 49.

. Quote particular examples ii space ellorr's, e.g. the Dukeof rJiltirtternburg. X,Iake general stxtements about rvhat all

the people said.. rVhen )'ou refer to the bovs r-nagazines. talk about

Om.e1l's general conclusions.. \frite no more than 100 n'ords.. -ffhen \rou have hnished. n'ork n'ith a partner. Reacl

your partner's suflrmary. Hol- is lour partncr"s sLlrr]rr.ut'

different? Discuss these difference,s s'rth \-our partner.. You m2ry want to ch;rnge vour sulllnlan'as a result of

vorrr cliscrrssion.

5 Writing 2a Read the article below about a football match between

Turkish team Galatasaray and Leeds United from England.The match is the semi-final of the UEFA Cup (Union ofEuropean Football Associations). The venue of the match is

the Leeds stadium at Elland Road.

1 9th April 2000

Read the tr.o eie*s :: :r Erg ish newspaper on thesubject of 'the -a.-*s :.r--

=r.c, ,: and answer the questions.

l'=- E.i.tc,r.*::r ',r.ill people realise

::..., _..'iball hooliganism is the:.. --_,-,; r-rustration? The 1970s

- ! . lreated an underclass

- B..:.:n that can only express.,": - -:frru{h \,iolence. These-,: __-: ,-r3id nelp. not: -:-,.:-lr:nt. They need-_-:::- ,!. not prison. It,s time;- .::_;ied out a helping

1"1 --, : - B:rrett. Oxford

* Popescu formerly ployed for London teom Tottenhom Hotspur (Spurs).

1 Explain the headline in your own n'ords, \X/hy does the

nes/spaper use the word clash rather than footballmatcb?

2 What problen.r is facing Galatasaray's players and hou..

did the problem arise?

1 \\ i'1.:: :

:lt-: :- -

2 \\ ir..: ,,'. - -.. r:. ,.1 .t,..i.,r'iia-rs isi Does \.our country:l:.',- ,,:- --l-,:t- -.:: , :,r. ilitn \\'aS it CfeateClT

\\:r,.. -, .- ,. -::: -,rcl bv thc tbllos'ing: bonotr.r and3

: ::l.i phr;lses rllore sillpll'il-;,r. '-.,, ;.-:.''-. ,,:"i r,ttt'a/:)iltltnnten sink to?

!.:' ;. . - :. i''.; rr: :L iii de-?etterctte -.ti11 rt{ftber.\\-1,.: .,r::: - :.,.,p]e s'rote tlie tl'o letters, do vor-r

lil::-; i-i, ',. . 1ti rr-rrgl-rt ther- be7 \\'hat are their attitr.rcles

ti R:::-,:llSn'-r:::c:ili'. hos are the ts'o letters different? Givetr::r--illg 5.

- \\-fr::t r: the lrrst s'riter's solr,rtion to football hooliganism?\\-hrt r> the second w-riter's solution?

E \\'hich letter do vou fincl the nost persuasive? Can 1.elr:ar' $'hl'?

Write a letter to the newspaper either agreeing ordisagreeing with one of the letters above. Here are someuseful expressions to use.

I tu urrttwtl in ruponre to t/,w ktter wrinett by . . .

t uu wrttwi4 r,tt coi,trutinrc wllt+ . .

r'd hke t;^^dd Lu/ tuf.portto t{4p t unt oxprettd, b/ . . .

I f^i th" na.u-s of . . . total./y ul4ruef+abb

50

Trouble brews beforeUEFA clash by Hank Groves

Tension is running high in both

Istanbul and Leeds after

Galatasaray players claimed to

have received death threats

from English fans, befbre

tomorrow night's Uefa CUP

semi-final decider against Leeds

at Elland Road.

Romanian GalatasaraY

defender Gica Popescu told me:

'The club receives dozens offaxes and emails dailY fromEngland threatening to kill us ifwe come to Leeds.Our families

are worried. TheY don't want us

to go.'

Describing the deaths ofLeeds fans ChristoPher Loftus

and Kevin Speight in Istanbul

two weeks ago as 'regrettable'

the 32-year-old ex-SPurs*

player added: 'We were on the

pitch and not on the sffeets.'

Dear Edirc,r.

\\-hat n:: :::'_-,, :i - _icounln mer. -;:_., : . :someone uh, ._,,_- :-._-the fact thar B::..: , _. .. - _

country tliat beli:..:: . :,.-and lair pla-,. 1.-.-,. . . - _- _-tremble uhen th.-. :__-..._phrase 'En-ull.h -,

. .- - . -:knouing rheir i-:*-.-. ...violence and de.::-_:_ -:.Football hoolit"r:-.: -.: -,_

locked up anti :n: i... .---.awa;. lf not. uur .-_*.__J ..degenerate stilj iur::::Andreu Carr. B..u-r - ,

76 DiscussionRead the following quotations about the English. Findones which suggest the following:

. English people are careful \l-ith their lnone\

. the-v are unwilling to talk :rbout their l-realtl-r problems

. English food is ternble

. the \\'eather is terrible too

1 The English instinctiveil' aclmire any ntan rr'ho fia.s ncr

talent and is rnodest about it.Jomes Agee (1909-1953), Americon writer

2 T1-re English rnay not like mr-rsic but tl-rev absoluteh, lovethe noise it makes.

Sir Thomos Beechom 11879-19611, Eng ish orchestro conductor

3 The rnost dangerous thing in the l'or1cl is to rnake a

fiiend of an Englishman, Lrecause he'1l conre ancl sleepin your closet rather.than spend ten shillings on a hotel.

Irumon Copote 11924-1984), Americon writer,1 In England, failure is all the rage.

Queniin Crisp {1908-,1999), English writer who relocoted io New York

5 The English find ill-health nor only interesting butrespectable ancl often experience death rn 2tn ef'fort toar"oid a firss.

Pomelo Fronkou 11908-1967), Americon novelisi,journolist ond shori story wriier

6 the clilnate of EnglancL h:rs been the u'orld s mostpou.'erfu1 colonising irnpulse.

Russell Green, Americon humourist

7 If you \\'ant to eat I'cll in England, eat three breakfasts.Somerset Moughom ll 87 4-l 9 65J, English novelist

8 An Englishman, e\ren if he is alone, likes to form anorderly queue of one.

George Mikes ll9l2-1987), Hungorion-born wriier ond sotirist

Explain what the quotations mean to you, so as to givean idea of the characteristic that the speaker is tryingto illustrate.

Exa*nplz:Ja-tunr Aqee su4qutr that rn4lwh p4-op/4 A*pp*p/" uth^o are"rcot fi.iy qood.

^t ar4ithlt:4, ani, ktww it.

' rk h44flkAr 'n,L

thft !;4 ba/, at souteihug anil,u40fu5t k bettet than bury good, at sor,u"etltuEan/, arroaant.J

Discuss the content of the quotes. Consider the following:

. \irhat does the age of the quote tell you'l Does it tneanthat it is no longer likely to be true?

. Does tl-re fact that many of the quotes are by Arnericanssuggest an1'thing to you? \(/hat are the adr,-antages anddrsadv:rntages of nlaking humorous renarks aboutnational characteristics?

unit $

Listen ingYou are going to hear people from the followingcountries: France, Germany, ltaly, Brazil and Japan. All thepeople say both positive and negative things about theirown nationality. Before you listen, what do you expectthem to say?

The following are lines taken from each person'sstatement. Guess which nationality said which:

1 \We have the bestlooking lnen in the world as q'e11. butthe problenr is that they know it.

2 The thing I like best about mv country is the stl.lislrclothes that young people wear.

3 We also have a very good health senice and the bestrailu'ays in Europe.

4 It's clean, safe, n'e have beautiful beaches, beautifulwomen and fantastic soccer players.

5 We also have very successful environmental policies.

$=l Read the following extracts. Then listen to them incontext and explain what the speaker means by them.

1 chauvinistic about our language2 we get paicl pretty well for what we do3 I rniss Italy a lot,1 There's too nuch corruption in high places

5 I'he rnain thrng I clon't like is the influence of othercountries

Do any of the things that people say surprise you?

ForumWhat are your country's good and bad nationalcha racteristics?

Work in groups of four. Divide into two pairs.

Pair 1: Discuss the question and nake a list of yournationality's goocl points.

Pair 2: Discuss the question ancl make a list of yournationality's weak points.

Re-convene as a group of four and discuss what you havewritten. lf you like, you can then debate the points youhave raised in front of the rest of the class.

Have a class discussion about your nationalities' goodpoints and weak points.

5I

a

b

C

d

Ib

a

b

C

Practice page

1 put the verbs in the brackets below into either thepast sirnpLe. the pasi per{ect or the past perfect

continuous:e-s:,

, :_.-: :: -_ -._:1. 1)flgnW.hO

I Fi:::,,..::- "'-

'a - - -''iltel'lncr,. .- -.r)'

3 li :, ,.: -- : :a : ' : l.:- - - r' Clrk) ifnd On11t

:-:

+ \\ h.. . : .' : - --- -t--- - ,i rclecide) who

tht:t:. -.= ' : : - .- : : 'r seeks before the

gal-i-ie;

i ,{hc::l--.:---- -' : i.: --=':rtt'us $'ith

h.r1':"-. " :

5 tBe' iir tl' -,. -: : - -: -': : .:.:: :rll dar'?

I \\hen :l:. : ...-.. : ::.. .-,- iin-s (chant) football

lnLli. ': - j'8 Threc :l-:a --.:: la '.- : I - . -: --- rI]le-based team

.r lr..,J9 Theic t. . '-- ..-:' . - . -,:lt1 our team still

nOtr:'.-i.==-- a -"'. -1.net.10 I rhe ' :'- :: -

:-: - -:: : .. '-,::-- -'- -,ril hrs friencls (talk)

..1' .l :

2 Complete each sentence v.'ith a suitable word or phrase.

1 Ther- r --: " - : ..::- I lt.::' qa, io e\erl tnatch his

l , t''.. ..I J n;: - : -:-:: : -le grrrle $'hen a friend rang

:llr: , -: : :' . : ---, : ., itCket fOt tleJ I -: '.- ..: ---- : -i::: :''lncl(rrr n'hel-r the fight began.

+ Tirc:r --: : : ::,-: :-r stoppecl. It s til-t-re they . . ale :: :-

i tl:r,,c l-,: ,.. :- ,r goal. the s'i-ro1e staclium r'vent mad.

b I ..::-- --::-- ::--. ilr-tsbancl .. the house on S:rturday tcr

l -i::--- -. .l-:-; rl-rftCh.

- He ., --:--:.: -.:theppv and I l'ondered il his tean .

tht:t--,:-l:E Sn::i- :.rnning s'ith the ball when Jones took it from

hi::--

9 Ksr rheech' .. . to go to the lnatch rvhen his fiiencl

:l:ie.l iriln if he $'antecl to go.

11,) Hi-.R lons ... \\-as it that our tean actu'.rlly won a match?

Turn to page 141 for further information and page 147 forfurther practice.

<)

g

Past perfect or past perfectcontinuous?Look at the following examples from the reading text:

In 194O, George Onuell, ubo bad nof[cecl hotu little ordinary

solrJiers uere alfected by their eaposttre to Jbreigtt cultttres inWorld War One, htrned bis attentiotT to lJJe bols' magazines

the Gem and tbe Magnet.

As he bad been turning tbem otttfor rbift.t'-t'earc' Onuell

assuntecl the name to be a nom cle plttnte ...

We use the past perfect tense when we need to show thatone action takes place before another action in the past.

Compare: I phoned, my father. W'e bac{ d lat18 cotlL'ersdtion.

And: I pbonecl n'ty.father. We bad bad a lottg collL'ersottion

Compare: 'Wben ue arriuecl tbe train left.

And: Wben we ctrrit,eci the train bacl lefr.

Sometimes there is little difference between the past

simple and the past perfect:

Afier tue (barl) an'it.'ecl. Lce unpacked.

As soort as ue (had.) got there, ue had a meal.

However, the use of the past perfect can be necessary toshow that two actions are independent of each other:

Wen I had eaten. I did some uork.

ln contrast, the use of the past simple can suggest that one

action causes or leads into another:

Wen sbe statled talking, euetlone laugbed.

We use the past perfect with the phrase by tbe time:

B.y the time sbe paid. the bill, the company bacl motprl

We use the past perfect to express hopes and wishes thatare not realised:

We bad boped that someone would be there to meet Lrs.

We use the past perfect continuous when we want toemphasise the continuous nature of an action that takesplace before another in the past. ln contrast, the past

perfect simple emphasises the completion of an action.

I bad been tuorking all day when they rang.

We had already eaten u'hen tbey aniued.

The past perfect continuous is often used to emphasise thetemporary nature of an action, while the past perfect is

used to emphasise permanence.rff/ben he cAn'Le to stay I'd been liuing in tbe Jlat Jbr a month.

€ gre Positive thinking€w'Dream as if you'll liue foreuer;liue as if you'tt die tomorrora.

Jomes Deon, film oclor

First lmpressiona Faced with a glass containing 50

per cent of its contents, somepeople say that the glass is halffull, and others say that theglass is half empty. What does itsay about someone if they are ahalf-full or a half-empty person?

b Make lists of half-full and half-empty people in the class, as

follows: Work in pairs. Make a

note of at least five otherpeople in the class. Then,working separately, put the fivein one of your lists. Put yourselfand your partner in one of thelists as well.

c Compare your lists with your partner.Do you agree about everyone?

Vocabularya Look at the following list of adjectives. Do they describe

half-full or half-empty people? Which words don,t relateto either group?

optimistic pessimistic careful ambitiot,tsruthless reckless careless bopeless sensible

timid determined irresponslble besitantapprebensiue ctiffic.lent

Use words from 2a, or words derived from words in 2a, tocomplete the following sentences.

1 Clir.e seems to be the suprenre ,.. . He's convincecl thateverything will turn out well.

2 Sandra seems to be ... in love with Sarn.

3 When the examiner asked the question, m}, rnincl wentblank. I wasn't sLlre of the answer, so I ansu,.ered .,.

4 I'm not lrightened of flying, but I an'r :r little .,. .

5 It was extremell' ... of her to lear.e her baby unattendedfor such a long ttme.

Write your own exercise.Write three more gap-fill sentences, illustrating wordsfrom 2a that weren't used in 2b.

z

B Listeninga Read the following questions and write down a short

answer to each one. You don't need to show your answersto anyone.

1 $Ihat is vour arnbition in lif'e ancl how conlident are yor.r

of achieving it?

2 \{rhat skills or experience do you think you need toachieve your alt'rbition?

3 \Wl-rat is your feeling when you see people r.ho aredoing r.hat you li'ant to doi,

b E Now listen to three people, Helen, Ben and Victoria,answering the questions. you will hear the followingunusual or colloquial words and expressions. Out ofcontext, what do you think they refer to? When youIisten, are the expressions clear in context?

1 I can slap it on if I have to,2 I wouldn't n-rind having a lao at that.3 I haven't the foggiest how to ser about cloing it.4 I tend to clan'r up r.r'hen I'm talking to people I don,t

know.5 The volunteers w.ere from er.eq.n'here under the sun.6 They all looked very up about q..hat thel' wslg 6.irt.

c Which of the three sound positive about their ambitions?What is it that tells you this - the words that they use orthe way they speak?

53

!_+

ff g's Unit# F+P

WritingAdd information about the three people and theirambitions to your own answers to the questions in 3a.

Now write an essay about your ambitions, and your hopes

of achieving them. You can include as many ambitions as

you like, work, travel, personal development etc. lndicate

in your essay how realistic your hopes are. Wherepossible. compare or contrast your ambitions with theones you heard in activity 3. Write 300 words.

# Reading 1

The reading texts on these pages are taken from a self-

help book called Feel the fear and do it anyway, by Doctor

Susan Jeffers.

a Read the background information. Discuss with otherstudents the positive and negative aspects of attending a

course called Feel the fear and do it anyway. Howmany people in the class think that such a course wouldbe useful?

b Get into groups of four. Read the Pain-to-Powervocabulary box.

Backgroundl)octor Jef'fers' experiments in controlling her ou..n f'eers led

her to begin teaching a course called Feel tbe J'ear and clo itan1un1 at the Neu' School tbr Social Research in Nevn YorkCity. Doing the course nacle her realise the necessity ofrvriting a book r-ith the sarle title . The lrook has non' solcl

millions of copics all over the vu.orlcl.

One of Dr Jeffbrs' te chnique s is to help people turnnegatir.e f'eelings rnto positir-e f'eelings. olien just b1'

suggesting that thel' use clif'ferct-tt rr,'orcls. Chapter 3 ol the

book is entitled Ft'ctnt Pc.tirt to Pott'er.'To help ]l<lll on ,vourpain-to-pou..er path,' she says. 'it's impclrtant that you begir-r

to clevelop a Pain-to-Pon'er r-ocalrr-rla1v. Ti-re w-a1' you use

u,orcls has a tr-ernenclous imp:rct on the quelit). of vour lif'e.

Certain n'ords are clestructirre: others are empou'ering.' The

cl-rart belon- is an example of n'hat she means.

c Each member of the group should take two expressions.(E.9. Student 1 works on I cetn't and I should. Think ofsituations where it would be more positive to replace theexpression on the left with the expression on the right.

Exanple: r c lft dn thi.s h"om"e.anrk.

t unwt d..o tilis h"on"enork u,trti/' r'w dnn",sou,tp reuuiln'.

t4

fulake roias aDcJ'i il'e sit!at ons you have thought about.rr\iithout rea! -E il'a comptete arlicle, explain your positiveideas tc:'€'.s: ar !"r;r g'cup,

DAI

".-3.PO],', E R \i'OCABULARY

Pnitr - Fott er

.-'-. ' ' .: .' . -a:tonsible

- . ::. i,;Llttft'

b

b

, '-',,t. i,ttttrl/e it. _ij.:-,:-, er"perience

& Reading 2

a Before you read t"i::!,: - ceie I, check the meaning ofthe words and pr';s:s I s,3 c,

Continue working :: g'c-cs of four, Read the section ofthe text which rela:es :f --': sr,pressions you worked on

earlier. When y'ou ha': :l "ead y'our sections. close your

books and tell Vour rar"tn.rs in y'our own words what theauthor said in y'orr seci,cn

Now read the corp ete text and answer the followingquestions. Some of rhe questions may require informationthat you have learnr n other classes. lt may be best todiscuss the ansv,'ers vrlth the whole class. There may be

questions here thai no one has the def initive answer to.

.. , - ;l-iL-l//t1.in]e:lni

- - . .---.- ,.uihot: :uggestion that your

-,- :-:::--:r it-tiotntrLtiot-t ()Il tts co114r1tet

.. -'-,- tjt.t'a (iellaote to l host than to s:r1.

, . ,i', :r,ntetl.tittg tl at l:as a higber priontJ;l,:: ::Lc rr hich ciisputes the truth of this

' ri' i.tr,Lt et' ts t1ken att'atJ' et'en) tLnrc yot.t. u.fLer,i::a::: l_

i: | , ' t l

< T:-::-.irl:1.; \\

(t 1-.1a i,)Ll

',,.iral!'iil5

; i .;i.,.,trld.

:rcnrircr a tilre \\-hen )'gu saicl: 'It's tlot m))

1) s:rling it a sign of lveaknessT

tirink ol a personal exan.rple of tbe gili in life's

- \\'h:rt ,loe: rt rnean if sorleone is sensitire ahout a.n

;-i-iira? Can r-or-r tl-rink of any examples arnong peoplethat vou knorl'?

.! Ovelall. how convinced are you by the suggestions that

the auihor rnakes about positive thinkingT

7 Writing 1: SummaryWrite a summary of Text 1 on page 55. Write about70 words.

""n Gu{,G

' 'I can't' implies you have no controlover your life, whereas 'l w-on't'puts asituation in the realm of choice. Fromthis moment on, strike 'I can't' fromyour vocabulary. When you give yoursubconscious the message 'I can't,' your

subconscious really believes you and

registers on its computer: WEAK ...WEAK ... WEAK. Your subconscious

10 believes only what it hears, not what istrue. You might be saying 'I can't' 10

simply to get out of a dinner invitation

- such as, 'I can't come to dinnertonight. I have to prepare fortomorrow s meeting.'but yoursubconscious is registering.'He'sweak!' In fact. 'I can't come to dinner'is an untruth. The truth is 'I can come

to dinner, but I am choosing to do20 something that has a higher priority at

the moment.' But the subconscious can'tdiscern the difference and is stillregistering'weak'.

Although you may want to be more

delicate to your host thrn to utter the

above statement, yoll can still stay away

lrom the words 'l can't'. 'l'd love tocome to dinner, but I have a meetingtomorrow that's important to me. I'11

30 feel better walking in totally prepared.

So I'll pass for tonight and hope you'llinvite me again.' That statement has

truth, integrity and power. The

subconscious hears you stating yourpriorities with clarity and choosing the

outcome that serves your own growth.Choosing this way doesn't leave youthe helpless victim of your meeting.

'I should'is another loser. It, too,a0 implies that you have no choices in life.

'l could'is more powerlul. 'l could visitmy mother. but I'm choosing 1o go tothe movies today.' This puts things inthe realm of choice rather than

obligation. 'l can visit my mother or I

can go to the movies. T think I'll choose

my mother today.' 'Shoulds' bring onguilt and upset - totally drainingemotions. Your power is taken away

50 every time you utter the words 'Ishould'.

'It's not my fault' is anorher beauty. Once again, you look helpless.It's better to take responsibilitv for whatever happens to you in life thanalways to be the victim. 'It's not my fault I got sick;, ,It's not my fault Ilost the job.' If you are *'il1ins ro take responsibility, then you might seewhat you can change in the future. Relative to illness, say,,l'm totalll-responsible for my illness. Let's see what I can do to prevent it fromhappening again. I can chan_9e mv diet. I can reduce stress. I can stopsmoking. I can get enough sleep.'And so on. Watch how powerful youbecome! The same occurs with the lost job. If you are responsible, youcan be better prepared the next tiire: you can find out what made thedifference. You are in control. Each time you find yourself in bettercontrol of your life, you are mo'in-s io a position of power, which willultimately reduce your fear level.

'It's a problem'is another deadening phrase. It,s heavy andnegative. 'It's an opportunity' opens the door to growth. Each time youcan see the gift in life's obstacles, you can handle difficult situations in arewarding way. Each time you have the opportunity to stretch yourcapacity to handle the world, the more powerful you become.

1 t hope' is another victim,s phrase. ,I know,has farmore power.I hope I wilt get a job.I know I will ger a job.What a differencel The first sets you up for worry andsleepless nights. The second hus p.uce u"i *f_ about it.'If only' is borinq. you ."" h;;; ;;ie behind jt. , Next

1ir11, imnlies rhar yo; nuu. t"u.nii.;;;'r,**ion and willput the leaming to us

, o i, uon i, # ;;: ; ffi 1::r;:,,ffi ,*: ;Tff :,"; :T ;i'J isensirive abour rhis issue. Nexr ri;;.';; ;.";;;;,;;i,;;..,'

1 'What will I do?'Again, you can hear the whine and the fearimplied in these words. you, like everyone else, have incredibleresources of power within that you haven't used before. lt wouldserve you to say to yourself, ,I know I'll handle i/. I have nothingto worry about.' Instead if, 'I've lost my job! What will I do?, try'I've lost my job. I know I'll handle it.'

'It's terrible'is bandied about in the most inappropriatecircumstances. For example, 'I've lost my wallet. Isn't thatterrible?'What's so terrible about losing a wallet? It,s certainly an

10 inconvenience; it's hardly tenible. .I gained two pounds. Isn'tthat terrible?' It's hardiy tenible to gain two pounds. yet that's theway we talk about trivia in our lives. And our subconscious isregistering DISASTER ... DISASTER ... DISASTER. Replace'it's terrible' with '1r's a learning experience'.

from Feel lhe Feor ond Do tf Anywoy by Suson Jeffers, Arrow poperbock edition, First published lgg7.

-55

€ ft UnitgaF

R Questionnairea Answer the questions about words and phrases in the

questionnaire.

1 rffhat's t1-re difference between an emigrant ancl an

immigranf/2 If sonreone ts drtutittg 1-ou mad, u'-hat kind of things

rnight t1-re1' be doing?

3 .W'hy n.right you see /e.s.s oJ somecmd.1 If you zrge soneone to do something, u'hat tlre \ oll

tryin51 to c1o?

5 'Wlrat cloes a counsellor clo?

6 Describe the behaviour of someone sllo is takirtg their

proble'ms ottt o,7 .Yott.

b Read the questionnaire and decide which choices you

would make. Then discuss your choices with a partner'

(\n\,ll

Your best friend has been depressed

for some time and talks continually

about his"her problems' lt's driving you

mad! Would You:

q see /ess of then?

b spend a lot of tine with them listening to

thetr problens?

C urge then to talk to a counsellar rather than

to you?

Your father seems tired and stressed all

the time. He is taking it out on you and

the rest of the familY' Would You:

o tatk to your mother about talking to hin?

b ask hin what the problem is and explain

that it's making You feel bad?

c avoid him whenever Possible?

-\Iake notes for your introduction, in I'hrch you talk

generally about achievements and relationships.

Plan the middle section, You should rvlite two or three

paragrzrphs answering the question You should explain

u'h-v achievetnents or relationships are nlore important

to you. You should also give exanples, either from )'ou

own life or from others' lives

Plan a conclusion, summarising what you have said in

the middle section,'Write the essay.

Read it through carefully, checking for mistakes

You wouldn't

ca'lch ue up in one ofthose things.

.-*

ffi'ffi #E#*s, choicas, G*xffi $smm B

Wtum'E wsuld YOU de?

::::.: You have an important exam tomorrow and

i;,L1 Vou ne.O to do more revision' Your best

S.l trienO rings you with the news that his/her

parents have had a car accident and are

seriously ill in hospital. Your friend is deeply

upset and begs you to come and see him/her'

Would you:

d forgetyour exam revision and spend the

evening comforiing Your friend?

b explain your situation and say you'll come

the next daY, after Your exam?

c see your friend for an hour or tvvo and stay

up Iate to revise?

.::.1..1ti.,' Your father has been offered a job with

'' j9 much better pay in Australia Your

'r** parents decide to emigrate to Australia

w*lvour u,:'':,1:*n,rls sten

lne,v

otrelvou

S Writing: Essay

Write an essay answering the following question. Write

about 250-300 words.

Wltich takes precedence -people or acbieuements?

The implication behind this question is that sometimes

there are decisions that you have to make where you must

decide if what you want to do (achieve) is more important

than the effect your actions will have on those around you

(friends and family).

)o

the choice of either going with them or staying

with an aunt and uncle and completing your

final year at school. Your English is very good'

You get on well with your aunt and uncle'

Would you:

a sta1 and conPlete the final Year?

b go to Australia with your parents and enter

school there?

;,$!$ Someone has been stealing money--

'ti$ ftot students in your class You see

'"'$::1$' another student going through the coat

pockets of classmates. The student looks very

embarrassed when you see him/her' He/she is

not a pafticular friend of yours Would you:

a go straightto a teacher and tell then what

you saw?

b tetl the student that you suspect him/her and

that if s/he does it again, you will repoft then?

C saY nothing?

Look at tl:is cafir,c,it. \Yhat s the joke?

Is there a deeperneariittg.t If so tt'hat is it?

Practice page

Conditional sentencesLook at the following extracts from the reading text onpage 55:

Il.you are responsible, you can be better prepared the

next time ...

If only I hadn't said tbat to Tom ...

We use conditional sentences to refer to the followingsituations. With all these structures, modals can be used inthe main clause:

1 Situations that are always true (present + present/past + past):

If 1-ou boil uater, it turns into ste6rm.

If people arriued late, tbey tuere sent borne.

2 Situations that may happen (l;f + present + future):

If I see tbem. I'l.l tell tbem. I ma.y tell them if I see tbem.

3 lmaginary situations or ones that the speaker considersunlikely (f + past + would):

If I barl her money. I'd spencl it more taisel1t.

If we went awa.y tbis sunrmer, tue'd haue to econontise.If u,te economised, ue could go away tbis sLtmmei..

If only I had the money/ (Bttt I hauen't.)

We often say If I were you .. . when giving advice,and occasionally use uere rather than was with he,tslceas well.'

Il.be were more intelligent, be wouldn't do tbat.

4 Imaginary past situations: (If + past perfect + uouldbante):

IJ'I hacl knoun, I wotLlcl haue belped her. I migbt bauestayed if tbey'd askerJ me.

I.f only I bad knownl (But I didn't.)

5 Past imaginary situations with a present result:

If they bad explained propeily, ute uouldn't be in thissitrtdtion,

Turn to page 14'l for more information and page 147 lor morepractice.

re Complete the sentences with the correct form of the verb.

1 \'ou can change r.our life cornpletely, rf you ... (choose)

to make the eflort.2 If I had rnr' 1if-e over again, L.. (make) exacth' the sarle

choices.

3 \ill-rat ... \'olr ... (do) il vou hacl been in my shoes?,1 If hr-urrans \\'ere ... (studr') themselr-es more calefullr',

thrr'd lrc r Iot hrpprrr.5 If you q'ill agree to help me, L.. (be) so pleasecl.

6 She cor,rld ,.. (be) a 1ot more successfr-rl if she had used

dillcrcnt tcchniques.

7 If .fohn ... (be) older, he woulcln't fincl it so difTicult tornake up his mind.

8 X,Iight you ... (got) the job if you had rnade a greater

efforti'

9 People ... (able , forgive) if they can truly understancl the

other person.

10 If you're going to talk to me like that, I ... (have to, ask.)

you to leave.

Rewrite each sentence, beginning as shown, so that themeaning stays the same.

1 If you don't take responsrbilitl' fbr yor-rr actions. you u,illzrlways be a victim.Unless .,.

2 If Marh had aclmitted her rnistakes. she n-ouldn't havegot the sack.

Hacl ,..

3 If you hadn't been so foolish, we q..oulcl have beenalright.

tsut for ...,1 ln rny opinion, you should go on a positive{hinking

COUISC.

rf r .,.5 If you nere to choose your r,'ords more carefully, you

would soon notice a change.\fere ,.,

6 I n'ish I hacl had the strength to do u,'hat should havebeen done.

If only ...Paul recoverecl because he completely changed hislifest1.le.

If Paul ...

Start using a dif'fbrent vocabulary, and you'll be amazedrt l)ow diflercnt 1uu feel.If vou ...

9 You'll get the results you want, provicled you lbllowthe rules.

You won't .,.

10 If you shoulcl meet the authol of the booh, give her rn1.

congratulations.Shor-rld ...

57

%&

alking point

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IIL-1

I

!J

The British have long been characterised as 'a nation of animal-lovers'

and it has been pointed out that there is a Royal Society for the

Prevention of Cruelty to Animals but only a National Society for the

Prevention of Cruelty to Children.

ls too much money spent on animals and their welfare world-widewhile other less popular issues are ignored? Or have we become a less

caring society where animals need our protection more than ever?

The burning issue: Are we as good friendsto animals as they are to us? =

. Language studyCheck you understand what is meant by the followirwords and expressions: denteattirtg, oLfi on tbe toutn,

re in c arn a.te rl, clr i 1 tlp s. s e l.f- a tt' a re n e s s, Att am, Fid o, tb t

West, tbe TbirctWbrld. Ask other members of the clas:

until you find someone who can tell you' lf all else

fails, use a dictionary or ask your teacherl

. Reactions

React to the opinions expressed in the soundbites b1

numbering them 1-5 (1 being the speaker you most

agree with and 5 the speaker you least agree with)'Compare with a neighbour and then both compare

with another pair. Do you agree or wildly disagree?

. Animal vocabularyBrainstorm for two minutes and write down the

names of all the four-legged animals you can. See w

has got the most and ask them to write these up on

the board for all to see. Add any others until you he

a full class list. Now each person in turn chooses an

animal and gives as many words as possible connect

with it. This could be the female/male, the young, tlhome, the cry or a part of the body. E.g.: for horse y

could give nfire/st.tlliort. foal, stable, neigb, mane.

Continue until everyone has had a turn or until you

get to the end of the list.

. Avoiding being misunderstood

All the speakers are keen to make sure that they ha

put their point across clearly and that their listeners

have followed their argument. To this end, they har

used certain expressions to avoid any possible

misunderstanding and to stress what they want to s

Two examples are: 1 mean ... and ly'of ... but ,..

Work with a partner to list all the examples. Then tr

to use them by having a short conversation with yo

pad(ner on the subject 'Dogs are better than cats'.

Make a statement - perhaps a fairly strong one - aI

then check you have got your meaning across with<

being misunderstood. E.g.'. Cats are uery selJisb

artirnals. I'm not suggesting tbe! can't loue tbeirou'ners but tbey'll aluays tbink of tbemselues

Jirst'tA dog4 can be a real companion - not a substit

for bttman companionsbip of course but a great

fr"iend for tbe lonely.

'l hate the word "pet". Not the sound but what it implies' lt's

demeaning and gives the impression the animal has no life of its

own. I think we should use the word "companion".'

'My cat has a greal life. I mean ... she iust eats, lies around all day

and then goes out on lhe town every night. ll ever I'm reincarnated. I

hope I come back as a cat.'

'l read somewhere that recent research has shown thai some

animals - I think gorillas, chimps and dolphins were mentioned -have something special in their hrains which is exactly the same as

what we have in ours - a kind ol self-awareness. That raises all

sorts of issues. I wouldnt go as lar as to say they have souls, but

shouldn't we be tteating them with more respect?'

'My brother-in-law is a doctor and he says animal hospitals often

have much better lunding and conditions than the hospitals for

people that he works in. ll makes him mad. And I agree. Don't gel me

wrong. I like animals, but we only have limited resources. People

must come first.'

There's so much Gruelty to animals it makes me sick. Just think of

birds and hamslers imprisoned in tiny cages and large dogs stuck in

small llats alone all day. Animals have no voice - so we have lo

shout for them. I'm not suggesting we protest in the street or anything

like that. I iust think everyone should know what's going on. ln the

Bible doesn't it say that God gave the animals to Adam to look after?

58

Writing

Discussion and Debate\'ou are participating in an Animal Rights Forum whereanimal rights campaigners meet with the general public todiscuss issues concerning animal welfare, with a view tomaking recommendations to the government regardingaction and possible legislation. lssues are first aired in sub-groups who then report back to the forum.'/cu will be allocated a group and an issue to examine. Before., cu start, choose one person whose job it will be to remain:part from the discussion and to take notes on what is said:nd the conclusions that are reached" Then take about five'ninutes and discuss the issue, trying to look at all sides fairly.

,'Vhen you have finished your discussion, ask the note_taker tosum up for you what has been said and what your concrusions,'",ere. Add to or adjust their account where necessary.

Each group now reports back to the forum. The note_takersgive the account of what was said and what conclusions werereached. You should listen carefully and note the outcome ofeach of the discussions.

5nd with a general discussion on the issues" lf you had tomake two recommendations only to the government, whichtwo would you choose to put forward for legislation andreform?

Here are the cases on the agenda today:

. The issue of stray dogs and what should be donewith themlncreasing numbers of stray dogs are roaming round avillage and have bitten several of the residents, includingchildren. Should the dogs be captured and put down?Should they be castrated and then sent to a dogs, home? ltis unlikely that they will be found new owners, so how longwillthey be kept and who will be expected to pay?

. The issue of dogs in small flatsNeighbours have complained about the noise and smell

Iatking poinr dY

comrng from a flat where a frail old lady lives alone withRex, her faithf ul companion. Unfortunately Rex never getsout and has taken to barking loudly at night which stopsothers in the block from sleeping. Althouqh residentsappreciate that the old lady relies on Rex for company, theysaythat something must be done. A large dog is not asuitable pet for her and they would be happy to clubtogether to buy her a canary or a goldfish instead.

. The issue of legal restrictions on buying petsChildren can go into pet shops and buy whatever animalsthey want. This causes problems and irate parents maystorm back to the shop to demand a refund from the petshop owner who is often understandably reluctant to takethe animal back. Vets can be asked to put unwanted pets tosleep or find new homes for them_ ln the worst cases, suchanimals are simply abandoned. Should the law be changedto say that only adults could buy pets? Should we go evenfurther and say you must have a licence to own a pet? Afterall, if you can't afford the licence. you can,t afford the pet.

. The issue of dangerous and exotic animalsIt can be seen as fashionable to have an unusual pet. Somehave fierce guard or fighting dogs, such as a Doberman,while others like to show off snakes or other large reptiles.Should such animals be banned to the general public?Should only those with a legitimate interest such as zoos,naturalists or breeders be permitted to keep such animals,as it would be expected that they would be able to providethe correct facilities.

. The issue of circus animalsA seaside town has a circus every year during the summer toattract visitors" However this year the local council hasreceived complaints from animal groups who object to theuse of animals in the circus and say it must be banned. Theorganisers say the circus is a tradition, that there have neverbeen any complaints from visitors or any accusations thatthe animals were badly treated. ls it time to ban all circuses?lf we ban circuses, will banning zoos be the next step?

5o, choose an animal and get into its skin. Then write ,A day inmy life'. remembering to use the first person (1), a bit ofhumour and changed perspective and that all animals speakperfect Englishl you might like to read out your accounts or putthem up on a notice board and see if otheri can guess whichanimal you are. lf the accounts were computer_written, it wouldalso be fascinating to see if the authors could be identified _how much of your personality would still shine through ananimal's eyes?! Write at least 150 words.

!-et's now look at things from the animal.s point of view _completely!

Woof! (Allan Ahlberg) is a very popular children,s book andTV series about a boy who keeps changing into a dog andall the adventures he has. Black geauty {Anna Sewell) is achildren's classic in which the narratoiis a horse andl, Houdini (Lynne Reid Banks) is the autobiography of aself-educated hamster.

59