extracted_text:
CUS
ADVANCED

CAMBRIDGE

COPY

COLLECTION

A resource book of speaking activities
Adrian Wa ork
CAMBRIDGE
UNIVERSITY PRESS

CAMBRIDGE

COLLECTION

D CUS

A resource book of speaking activities

Which is more difficult to
do? Give or take? Listen or talk? Praise or criticise? Why
do we remember some people and forget others? What's the difference
between a good or bad rule? Who has most influence on your opinions?
Would your ideal friend be beautiful or sincere?
These are just some of the questions asked in Discussions AZ
Advanced, a photocopiable resource book of speaking activities
designed to encourage lively and meaningful
discussion among advanced level students.

Covering such thought-provoking subjects as medical ethics, freedom
of the press and moral values, the material consists of 26 topic-based
units running from A to Z, each filled with a variety of stimulating
activities. The units contain authentic reading and listening texts which are
intended to be used as springboards for the discussions.
The teacher's pages give clear instructions for each activity, as
well as providing a wealth of background information on each
topic, keys to the activities and complete tapescripts.
•
offers a fresh perspective on a variety of discussion
topics
•
encourages fluency through personalised activities
•
gives suggestions for follow-up speaking and
writing activities
•
flexible and free-standing: activities can either
be used in sequence or independently
•
easy-to-use format: teacher's notes and photocopiable
student's material are on facing pages
•
subiect index: enables teachers to search for
topics which fit in with the student's main coursebook
The accompanying cassette features
a good variety of native speaker accents.
CAMBRIDGE
UNIVERSITY PRESS

ISBN
  0-521-55979-0
9
  780521 559799

Introduction to the teacher

5

Opinions

64

Advice

8

Personality

68

Quizzes

72

Class

16

Revolution

76

Difficulties

20

Science

80

English

24

Fear

28

Utopia

88

Acknowledgements          4            No                       60

Gender

32

Value

92

War

96

X-certificate

100

You

104

Zodiac

108

Subiect index

112

Links index

113

Home                     36
Intelligence             40
Justice                                             44
Language               52
Memory                   56
AC kn OWI
ed m n ts

I
would like to thank above all Angie Graham for getting this project started and
for all her subsequent advice. Thanks also to my father, Basil Wallwork, for
doing a lot of the legwork and dogwork and for passing on to me his interest in
words; to Andreina Marchesi and Tommaso for being a constant source of
inspiration; to the many students who were guinea pigs for my ideas; to
Francesco Oriolo for his immense knowledge and wit; to LIST SpA for letting me
use their equipment; to International House in Pisa, in particular Chris
Powell, Lynne Graziani and
Antonia
Clare; to Tau Pei Lin, Honor Routledge and Marcheline Frontini for their voices
an ideas; to Robin Routledge for reading the early proofs; to my American,
Dutch, South African and Ugandan neighbours for access to their brains and book
shelves; and to Lindsay White help and patience in the early stages.
I
would also like to thank the following people at Cambridge University Press who
suffered a lot ofburning e-mails and faxes: Jeanne McCarten, Geraldine Mark,
Nóirín Burke and Isabella Wigan. Thanks also to James Richardson,
who produced the recordings, for being amazingly patient. I would also like to
thank Felicity Currie for providing the listening extract of old English on p.
24.
Particular thanks are due to the following
institutions and teachers for their help in testing the material and for the
invaluable feedback which they provided: Jonathan Beesley, The British Council,
Kuala Lumpur; Chris Evenden, CentroBritánico-Centro Español,
Oviedo, Spain; Bob Hastings,
Eurolingua,
Córdoba, Spain; Sue Fraser, IALS, Edinburgh;
Elizabeth
McCallan, Executive Language Services, Paris, France; Sean Power, ELCRA Bell,
Geneva; Tony Robinson, Eurocentres, Cambridge; Zofia Bernacka-Wos, Poland.
Possibly
my greatest thanks should go to the authors ofthe 200 or so books that I read
while preparing this book and its accompanying volume. I would particularly
like to thank the following sources which provided me with a wealth ofideas:
Time magazine, The Sunday Times, The Times, R. Ash: The Top 10 of
Everything, The
Oxford English Dictionary, The Penguin Thesaurus, Webster's New World
Dictionaty (third college edition), C. Wade and C. Travis: Psycholoo.
The
author and publisher are gratefill to the following for permission to use
copyright material in Discussions A—Z Advanced While every effort has been
made, it has not been possible to identi6r the sources ofall the
material used and in such cases the publishers would welcome information from
the copyright owners: Mel Smith and GriffRhys-Jones for the extract on p. 9
from The Smith andJones World Atlas; Laurence Pollinger Ltd. for the extract on
p. 9 from the Letters ofScott Fitzgerald (UK and Commonwealth rights); US and
Canada rights to the extract on p. 9 exerpted with permission of Scribner, a
Division of Simon & Schuster from F. Scott Fitzgerald — A LiJè in
Letters by Matthew J. Bruccoli. Copyright (0 1994 by the Trustees under
Agreement dated 3rd July, 1995 created by Frances Scott Fitzgerald Smith; Reed
Books (UK and Commonwealth rights) and Simon & Schuster (US and Canada
rights) fòr the extract on p. 1 1 from How to Win Friends and Influence
People by Dale Carnegie; Virgin WH Allen for the extract on p. I l from The Art
ofLiving by Princess Beris Kandaouroff; HarperCollins Publishers for the
extracts on pp. 16 and 76 from Keywords, the extract on p. 93 from The Book
ofTests by M. Nathenson and the extract on p. 29 from Psychology, 2nd ed. by
Carole Wade and Carol Travis; Ancient Art & Architecture Collection for the
photo (Mereworth House) on p. 17;
Acknowledgements
Popperfoto for the photos (The
Beatles, Johann Sebastian Bach) on p. 17 and p. 97; Prentice-Hall for the
extract on p. 17 from SOCIOLOGY Understanding Society; the estate ofG.L. Brook
for the extracts on pp. 25 and 105 from An Introduction to Old English by G.L.
Brook; Oxford University Press for the extracts on pp. 28 and 29 from Phobia —
the Facts by D. Goodwin; the University of Natal for the extract on p. 31 from
Focus, 1994, Vol. 5, no. 4; Plenum Publishing Corporation for the extract on
p.
32 from Sex Roles, Vol. 23; Simon & Schuster for the extract on p. 33 from
I've done so well— Why do Ifeel so bad? by Celia Hallas and Roberta Matteson;
The Reader's Digest Association Ltd. for the extract on p. 35 from The Right
Word at the Right Time C) 1995; Panos Pictures for the photos on pp. 39 and 99;
Funk &
Wagnalls Corporation the in(Ormation on p. 39 from The
World Almanac and Book ofFacts; Express Enterprises fòr the extract on
p. 41 from the Sunday Express, 19 July 1992; Express Newspapers plc for the
photo on p. 41; Open University
Press
for the extract on p. 42 from The Skilful Mind by
A. Gellatly; Prion for the extract on
p. 47 from Mindwatching by H. & M. Eysenck; Little Brown (UK) Ltd. for the
extract on p. 47 from Book ofChildcare by H. Jolly; the British Association of
Non-Parents for the extracts on pp. 48 and 49 from their leaflet No Regrets
(Ibe Casefor Remaining Childless); the British Agencies for Adoption and
Fostering (BAAF) for the extract on p. 50 from their leaflet; Souvenir Press
Ltd. for the illustrations from Signs Make Sense by C. Smith on p. 55; Penguin
UK for the extract on p. 58 from Conceptual Blockbusting by James L. Adams (UK
and Commonwealth rights) and the extracts on pp. 85 and 104 from
Sociolinguistics by Peter Trudgill; Addison-Wesley for the extract on p. 58
from Conceptual Blockbusting by James L. Adams (US and Canada rights);
Routledge for the extract on p. 65 from Pros and Cons by M. D. Jackson;
National Magazine Company for the extract on p. 67 from Cosmopolitan magazine;
Omnibus Press for the extract on p. 69 from Bob Dylan in his own words; Econ
for the extract on p. 71 from The Personality Test by Peter Lauster; British
Telecommunications plc for the extracts and illustrations on pp. 72, 73 and 75
from their booklet The Language ofSuccess; School of Living for the extract on
p. 77 from Go Ahead and Live by Mildred J. Loomis; the Equal Opportunities
Commission for the extract on p. 78 from The Inequality Gap; the Academic Press
for the definitions on p. 81 from the Academic Press Dictionary of Science and
Technolow; Victor Gollancz and Virginia Kidd Literary
Agency
fòr the extract on p. 83 from The Dispossessed by Ursula Le Guin; MIT
Press for the extracts on pp. 84 and 104 from
Style
in Language by T.A. Sebeok; Piatkus Books and Dr Lillian Glass fòr the
extract on p. 86 from Coefzdent Conversation by
Dr
Lillian Glass; Stanley Thornes fòr the extract on p. 87 from
Teaching Children to Think by Robert
Fisher; W.W. Norton & Company fòr the extract on p. 89 from Robert
Adams' translation of Utopia by Sir Thomas More; Brooks/Cole Publishing Company
fòr the extract on p. 95 from Social Psycholow on the 80s by Deaux/
Wrightsman; WWF UK fòr the extract on p. 99 from The WWF Environment
Handbook; Mary Evans Picture Library for the photos (UFO and When Martians
landed) on
p. I l l ; Planet Earth Pictures for the photos
(satellite, cluster of colliding galaxy, Vlar telescope, pace telescope) on p.
1 11.
Illustrations
by Graham Cox: pp. 29, 33, 63, 65, 85, 95;
Chris
Pavely: pp. 13, 55, 57, 61, 81; Graham Puckett: pp. 33 (top),
37 (bottom); David Seabourne and
Tommaso Wallwork: p. 83; Peter Seaboume: pp. 49, 51; Gary Wing: pp. 17, 37
(top), 45, 67, 71, 77, 109. Page layout by David Seabourne.

Introduction

Summary for those in a hurry

•
Structure:
There are 26 topic-related units — one for each letter of the alphabet. Topics
overlap between units, which means that you can pass from one unit to another,
and so give your students a sense of
thematic continuity.
•
Level
and use: Use the book both for back-up material to your coursebook, or
independently as the basis of a conversation course and try it with lower
levels as well.
•
Where
to begin: If your class is not familiar with discussion activities, the best
entry point is Talk which has several activities to get students thinking about
how to conduct a discussion. Otherwise start with the warm-ups from Advice or
Zodiac.
•
Subject
and Links index: Use the subject index to decide what exercises to use. This
index is designed to help you locate exercises which will tie in with your
coursebook; many unit titles and headings of typical upper level coursebooks
are covered in this index. You can use the links index to plan a conversation
course — it tells you the various connectlons among units.
•
Choosing
exercises: Don't feel you have to do every exercise from every unit. Combine
exercises from various units as you choose both from this book and from
Discussions A—Z Intermediate. Don't follow the order of the exercises unless
you want to (or unless advised in the teacher's
notes).
•
Timing:
Exercises vary in length from five to about ninety minutes depending on your
students' level and interest in the topic. Don't impose any rigorous time
limits unless you have to, but don't persevere with a discussion that's getting
nowhere. However, it is important that students feel they've completed an
exercise and been linguistically productive in the process.
•
Personalisation:
Try and relate exercises to current events and things relevant to your own
students' lives.
•
Taboo:
Some topics may be sensitive for your students — they are marked with a . Don't
let this put you off doing them unless you're sure they will react badly. If
you think they might, make sure you have back-up material ready (for example,
exercises from the Qiizzes unit).
•
Discussion
groups: Most of the discussion exercises work best in pairs or small groups.
Explain to students that you won't interrupt them while they talk (unless you
notice them repeatedly making the same mistake), but that you'll note down
mistakes they make for analysis at a later point. In any case, before embarking
on an exercise you should anticipate any vocabulary and grammar problems that
are likely to arise, and revise these beforehand if necessary. With more
reticent classes you may need to drill or feed them with relevant structures
useful for the specific discussion task.
•
Other
uses: Don't think that you have to use this book just for discussions. Some
ideas could lead you on to other areas: vocabulary, grammar, composition writing
etc.  Flexibility: Be flexible. Choose
your own path through the book. Use the link cross references on the teacher's
pages to guide you. Select and adapt the tasks to suit your students' needs.
Rework the exercises or use them as models for your own ideas.
•
Comments:
Please write to me at Cambridge, or e-mail me (adrian@list.it) and let me know
your opinrons and criticisms on the book.
Speaking

Most exercises on the
student's page consist of a set of questions to discuss. When these questions
are preceded by an introductory reading passage they should not be treated as
comprehension questions but as a springboard to discussion. If you see no logical
ordering in the numbering of the questions let students read all the questions,
and then just select the ones they wish to discuss. Alternatively divide
students into small groups and ask them to discuss, say, only the first five
often questions. Those who finish their discussion quickly can be asked to move
on to the other questions, whilst the more loquacious groups are given enough
time to finish their debates.
Don't let students think they have to stick to
answering the questions directly. Let them float around the questions and bring
in their own ideas.
Questions not discussed
in the lesson can be set as titles for compositions for homework; or summaries
can be made of those questions that were in fact answered during the lesson.
Reading

Most of the texts are authentic and come from a
variety of sources; some have been condensed or slightly modified. They have
been kept deliberately short and are not designed for developing specific
reading skills. Encourage students to guess:
 where the texts come from —
newspapers, scientific journals, women's magazines, letters, interviews,
literary works (for sources see PA)  why they were
written — to inform, instruct, convince, advise, shock, amuse, deceive  who
they were written for — age group, sex, nationality, specialist, casual reader  when
they were written (where applicable) Although the aim of the text is not to act
as a comprehension exercise, students should obviously understand most of what
they read. Before photocopying, underline in pencil any parts that you feel are
essential for

an
understanding of the text. Check the meaning of these before going on to look
at the text in more detail.

[Introduction

Depending
on the type of text as a written follow-up, students can:
•
rewrite
the text from a different point of view.
•
imagine
and recount what happened either before or after the event described in the
text. Alternatively they write up an interview with the people mentioned in the
text. This interview could even take place ten years later, to find out their
new situations or feelings.
•
summarise
the text, or simply delete any words or phrases that they consider could be
redundant.
Listening

The listening exercises vary in level
to a much greater extent than in the reading and speaking exercises and can be
used with a good range of classes. These exercise are also designed to provide
information and provoke discussion but some listenings can also be used as
free-standing exercises to improve listening skills.
None of the listenings are referred
to on the student's pages, so you should give clear instructions for the
exercises. You will also need to dictate the comprehension questions, or write
them on the board for students to copy. Feel free to adapt the questions or
invent your own to suit the level or interests of your students. Pre-teach any
essential vocabulary that has not already come up during the preceding
discussion exercise.
Some listening exercises feature
native speakers doing the exercise on the student's page. Ask students to read
all the questions but without answering them. Then get them to listen to the
first two speakers. On the first listening they identify which point is being
discussed. After the second listening elicit the structures and vocabulary used
— this will then serve as a basis for the students' own discussions. The other
speakers can then be used at the end of the exercise, purely as a comprehension
test.
Culture and maturity

I am English, but you will notice
that there is a considerable American input too. Most of the subjects covered
thus reflect a fairly liberal Anglo-Saxon background, and my age (born 1959).
Some subjects may encroach on taboo areas in your students culture and you
should take care to consult students in advance about any potentially delicate
topics where they might feel embarrassed or exposed. A very simple way to check
possible problems areas, is to give each student a copy of the subject             (page
112) and get them to tick any subjects they would feel uneasy about. I would
also get them to write their name, so that you know exactly who has problems
with what. This means that such subjects could be discussed in such people's
absence. This is a good introductory exercise in itself, and combined with the
Talk unit, should get your students analysing what verbal communication is all
about. Also, check out any extreme or prejudiced opinions your students may
have, whilst these could actually be used to good effect (as a kind of devil's
advocate), they might upset other students.
Don't attempt subjects that are
simply outside the realm of your students' experience — no amount of
imagination is going to be able to surmount the problem. But if you ask them to
pretend to be part of a doctors' ethics committee, obviously they can't be
expected to know what a real doctor would do, but that shouldn't stop them
saying what they would do if they were in such a position.
If you do unwittingly embark on an
exercise which students find too difficult or embarrassing, or which promotes
little more than uneasy silence, just abandon it — but try and predict such
events and have back-up exercises at the ready. Feel free just to ignore some
exercises completely, but tell students that the nature of the book is not to
cover every exercise systematically and in order. You'll soon learn the types
of exercises that will go down well with your students. I would suggest letting
the students decide which exercises they want to do.
Most exercises in this book have been
designed to be very flexible, and an exercise that might appear to be too
difficult or delicate can often be adapted to suit your students' needs. In
countries where students are likely to seize on a writing exercise, however
brief the writing, and use it as a substitute for speaking rather than a
prelude to it, you may need to rethink some of the exercise instructions. For
example, in one exercise students are asked to rate some moral values (Values)
from one to five according to unacceptability. Don't let them get hold of their
pen and merely write numbers, but give them clear cut instructions to which
they can't avoid talking: 'Look at the situations below and decide if they are
wrong. If they are wrong, how wrong are they? Tell your partner what you think
and give reasons for your opinion'. (I am indebted to Jonathan Beesley of the
British Council in Kuala Lumpur for these and other suggestions.)
If you feel students cannot cope with
a certain exercise because they wouldn't know what to say, then you might have
to provide them with a concrete stimulus. For example, students are asked to
answer the question 'What difficulties do homeless people have?' If they have
difficulty in putting themselves in other people's shoes, you could put them
into pairs — one Journalist and one homeless person and give them role cards.
On the journalist's card you specify areas to ask questions about (e.g. sleep,
food, clothes, money, friends, consideration of and by others — but in a little
more detail than this). On the homeless person's card put information that
could answer such questions (e.g. sleep under a bridge, at the station,
hospice, etc.). Alternatively, in pairs again, they imagine they are both
homeless people, but from two different parts of the world (e.g. New York and
Calcutta). By giving them such obvious differences (climate, lifestyle,
culture), you get them focusing their ideas more clearly. This principle can be
applied to many of the exercises.

[Introduction

How to conduct
a discussion

The word 'discuss' originally meant
to 'cut' with a similar origin as 'dissect'. This meaning, along with its
current use of 'examining the pros and cons' gives a good idea of what a
discussion is all about, i.e. a dissection of an argument into various parts
for analysis, followed by a reassembling of all the relevant elements to a draw
a conclusion from the whole. Discussions A—Z is based on this principle.
One problem with question answering
is that without some coaching on how to answer questions, students may simply
answer 'yes', 'no', 'it depends' etc., and then move on to the next question. Many of the questions
in this book have been formulated so that they avoid a simple
'yes/no' answer. Others are designed to be deliberately provocative.
Consider
the following case. Students are asked whether it should be up to the
government or the people to decide on where people can smoke. If students
simply answer 'the government' or 'the people', there won't be much to discuss.
Alternatively, students (either alone
or in groups) should first write down a set of related questions, e.g. Where
are smokers free to smoke now? Why do we need to change this? Why do we need a
law to tell us we can't smoke in       certain places? Who
would object to anti-smoking legislature? Who would benefit? What should be
done with offenders? etc. The process of formulating and answering these types
of questions will get the students really thinking, and along with some
examples from their own personal experience, should lead to intense language
production.
The same kind of approach
can be used for brainstorming. Suppose you're brainstorming the students on the
ideal qualities of a judge. Without any
prior instruction, most people will come up with personality characteristics
such as intelligent, well-balanced, rational, experienced — which is fine. But
it would be more productive if students first wrote down a set of questions
related to judges: Why do we need judges? What is a judge? How old should he
be? Even the phrasing of questions can be indicative of how we see a judge —
why do we refer to a judge as 'he' and not 'she'? Are men more rational, and
therefore better judges than women, and why is it that there are so few female
judges? You should add other, less orthodox questions, to provoke your students
into thinking about other aspects of being a judge, e.g. how relevant are race,
height and physical appearance, hobbies etc.? Students may think that the
height of a judge is totally irrelevant; this is probably true (though research
has shown               that there is a link between height
and intelligence), but
often by saying what is not important we get a clearer
idea of what is important. As a follow-up activity students could design a
training course for judges.
Now let us see how we can
apply the same approach to problem-solving activities. Suppose your students
are part of a government board which gives funding to scientific research
projects. Their task is to decide which one of the following projects to give money
to: (1) a group of marine archaeologists who have found Atlantis; (2) some
alchemists who have found a way to convert the Grand Canyon into gold; and (3)
some genetic engineers who have developed a way to produce square fruit. In
order to generate a valuable discussion students should begin by writing down a
series of related questions: Why did the scientists involved propose the
projects? Is there a real need for such a project? Is it practical? Do we have
the necessary technology to carry it out? Should such projects be funded by the
government or by private enterprise? Who would benefit and why? etc. Then, when
they are into their discussion, they should try and extend their arguments and
reasoning and see where it takes them.
For example, a discussion
on Atlantis might, if pre-questions have been written, lead naturally into an
analysis of what we can learn from history, how and why legends arise, why
archaeology of any kind is important, what things we can learn from past
civilisations, how our past affects the present, etc.
In
summary, this approach to discussion involves:
•
A
pre-discussion activity where students, either in groups or Individually, write
down related questions, some of which you, the teacher, can feed.
•
A
discussion initiated by answering such questions, and if possible, drawing on
students' own personal experiences.
•
The
logical or illogical extension of ideas brought up by the discussion.
•
A
round-up of conclusions involving cross-group questioning followed by whole class feedback.
•
A
written summary for consolidation.
The result is obviously a
much fuller and productive discussion, in which you have more time to note down
any recurrent mistakes, and students to let themselves go and practise their
English. Nor are the benefits solely linguistic: there is a great deal of
satisfaction in having your mind stretched and producing interesting and often
unexpected ideas and results.
Warm-up
•  This
exercise can be used as a first lesson with a new group.
•
In
a monolingual class tell your students (in groups) to discuss and write down
some advice for foreigners (e.g. you) about living and surviving in their
country. Some should be real advice and some should be invented. They then read
out their advice and you have to tell them whether you think it is real advice
or invented — this will obviously work particularly well if you really have
just arrived in their country. Then you do the same to them, i.e. give them
advice about your country and they have to identify from what you say whether
the advice is real or invented. If this is your first lesson they can also
identify which country you are from.
•
As
a follow-up reading exercise, photocopy the introduction from a tourist guide
(written in English, e.g. The Rough Guide) where it talks about the general
characteristics of the people ofyour host country. Students read the extract
and then discuss, initially in groups and then with you, whether they agree
with what the guide says.
•
In
a multilingual class, before students have had the chance to get to know each
other and discover where they come from, tell them to write some advice for
visitors to their country (only true information). In groups they then read out
their advice and the other students have to guess their country of origin.
Writing
 • Students imagine a foreigner has
come to their country.  They are in three different
historical periods: stone age, middle ages and 19th century. Their task is to
write down two or three pieces of advice for each period that they would give
to this imaginary foreigner. In groups they then read out at random the pieces
of advice. The others have to decide which period the advice refers to and
whether they agree with it or not.
1 Tips for tourists

•  Students
first identify the maps and flags of the various countries shown in the
illustrations. Get feedback and give answers.

 a
Australia b Saudi Arabia c Kenya d Norway e Peru f USA g Malaysia hJapan i Switzerland j Denmark
Advice
•  Students
now read the advice for tourists and in groups identify which country is being
referred to (note that there are three extra countries illustrated). Give
answers.
1
Australia 2 Saudi Arabia 3 Japan 4 Peru 5 Nonvay (Oslo) 6 USA 7 Kenya
 Finally, students discuss whether
they have already visited or would like to visit those countries.
2 Good advice?

Tell
students to read the extracts and in groups to work out where the passages
might have come from (book, magazine, play, etc.), who wrote them, who they
were for, and when they were written. Get feedback and give them the
information below. NB If the Shakespeare extract is too difficult just use the
Fitzgerald one.
The
first advice is from a letter written in 1933 by Scott Fitzgerald (author of
The Great Gatsby) to his 12-year-old daughter who was away at school. The
second is from Shakespeare's Hamlet and is Polonius's advice to his son Laertes
before Laertes departs for France. Tell students that even most native speakers
find Shakespeare's English hard to understand without a little practice. Inform
students that thee/thou = you, thy/thine = your.

Now
ask them to decide whether the advice is good.  Finally, do the
listening.
Listening
 Students hear some possible modern
interpretations of six ofthe seven extracts from Polonius's speech. Their task
is to match the version with the original.
lc
2a 3e 4f 5b 6g
 Basically I suppose it means um, well don't get into
arguments, but if YOU do, make sure that the person you're arguing with
knows who they're dealing with.
2   I'm not sure em, something like, don't
say what you're thinking and think hard before you do anything; is that it?
3   Buy expensive but not ostentatious
clothes as people often judge you on the way you look; not sure I agree with
that one.
4   Don't give or ask for money: one, you
might lose the money or your friend, and hwo you might not keep within your
budget.
5   Don't let go of loyal friends — too
right.
6   Actually this is pretty much my motto:
be true to yourself, if YOU do, YOU will be sincere with everybody else.

1
Tips for tourists

1  Think
  before you go. Convicts used to beg to be executed rather than exiled to this
  English-speaking island.
2  When
  eating in someone's home: Eat only with your right hand. Do not sit with the
  soles of your feet facing anyone. Do not ask for alcohol.
5 Don't expect to tind a husband or wife in this
  Eastern country.
Of
  all the peoples of the world, they are the least inclined to marry
  foreigners. Don't worry about being mugged. There is very little violent
  crime here compared with other advanced countries.
4  Ride
  on the highest standard gauge railway in the world, at 15,801 ft. Avoid the
  Amazon jungle - it is said to contain tribes of cannibals and head-shrinkers.
5  Visit
  this European capital, the fourth largest city in the world in size, with a
  population of less than half a million. This is the result of a decision in
  1948 to simply make it 27 times larger. Most of the city is forest and park.               h
6  Respect
  the flag. It must not be left in the dark or get wet or touch the ground. Be
  careful O of the phone. Although there are as many as 550 million
  calls every day, they may be monitored. Do not be lured into marriage. There
  are half as many divorces as marriages.
7  Enjoy
  the wildlife. Visit the Great Rift Valley, where some anthropologists believe
  the human race began. This country has the world's highest birth rate and
  rape rate, and the lowest rates for suicide and car accident deaths.

2 Good advice?

Things to worry about:
Worry about courage. Worry about cleanliness.
Worry about efficiency. Worry about horsemanship
Things not to worry about:
Don't worry aboutpopu/ar opinion.
Don 't worry about doffs.
Don't worry ab0L4t the past.
Don't worry ab0Lft the/ñtmre.
Don't worry aboatgrowñgg up.
Don't worry about anyoneyetting ahead ofyou.
Don't worry ab0'4t triumph.
Don't worry
  aboat/î*ihsre "Mess it comes throwhyovw ownfaa/t ...
Don't wore/
  aboutparents. Don't worry aboat boys.
't worry about disappointments.
Don't wore/ aboutpleasures.
Don 't wore/ about
  satis/Ùctions ...

Give thy thoushts tonsue,
Nor
         unproportion'ð thought Ili$ act.
Be thou fanliliar, but
  by "0 mea"s vulsar. (a) Those frienös thou 'last, anö
  their aðoption trieö,
Grapple
  them to thy soul with 'loops of steel: (b)
Beware of entra"ce
  to a quarrel: but, beiøs i", Bear 't that th'opposeö beware
  of thee. (c)
Give every man t1•1M
  ear, but few  voice;
Take
  each "Ian's censure, but reserve thy juöswtent. (b)
Costly thy 'aabit as thy purse can buy,
But
  not express'ö i" fayscy; rich, "0t sauöy;
For
  the apparel oft proclaims the ma"; (e)
Neither
  a borrower nor a 101öer be;
For loan
  oft loses both itself anö fricnö,
AHö borrowins bulls the eðse ofhusbanöry. (f)
This
  above all — to t)1i'1C    self bc true,
A'lö it must follow, as the
  "is)lt the bay,
Thou canst "0t then be false to
  any ma". (S)

© Cambridge University Press 1 997

3 How to
win friends
• Before
reading the text, ask students to discuss in groups some of the best ways to
win and keep friends.
• Tell
students that there are 12 pieces of advice, on winning and keeping friends,
from two very different books: one is called The art ofliving by someone with
the unlikely name of Princess Beris Kandaouroff(basically a book on social
etiquette), the other is one of the world's most successful business books,
called How to winfriends and influence people by Dale Carnegie (originally
published in 1936, with nearly ten million copies now sold).
• Students'
initial task is to decide which pieces go with which book. However, it will
soon become apparent that most pieces could fit both books, and the prime aim
should be to discuss whether the advice is good or not. Students may like to
add some more of their own rules of friendship.
Carnegie: 1—6: Beris: 7—12. Don't tell
students beforehand that one halfisfrom one book and the other isfrom the other
hook.
Follow-up
• Is it possible to have a real friendship
with someone of the opposite sex? Is it true that the older you get, the more
difficult it is to make friends?
4 Problems pages
• Explain what a
problem page is (generally a page in a woman's magazine where readers write in
with problems, which are then answered by an expert). Brainstorm students on
the kinds of problems likely to be found on such pages and write a list on the
board (adding any topics from the letters in the exercise that students don't
think of). Students read the letters and match them with topics from the list.
In groups students discuss what advice they'd give these
readers.
Listening
• Students hear some advice/opinions on
the letters. They identify which answer goes with which problem, and then
discuss the opinions.
IE 271 3C
4B 5B 6C 7E 81)
I It sounds to me as if
she basically doesn't accept herself. She should stop thinking about altering her
appearance and think more about her attitude to herself and her approach to
other people. Maybe she should seek professional advice, first from her doctor
and then from a psychotherapist. But I do feel sorry for her.
Advice
2  She
seems to be trying to make a connection between the gypsy's curse and what
happened later. There's no doubt that she's been very unlucky, but the only way
to break the chain is to get support from the rest of her family and to think
positively. I reckon when people get into the state Of mind she's in, they are
almost encouraging, so to speak, negative things to happen. She really needs to
break the vicious circle she seems to have got herself in.
3  These
days I think people are iudged more on their merits than on their accent* and I
think she should realise that it's probably more of a problem for her than for
the people who listen to her. Britain certainly is a class conscious society,
but things are changing, and anyway who wants to speak like the Queen? Anyone
who's thinking of having a child at that age in my opinion is thoroughly
selfish, It seems to me that scientists and doctors are really in some kind of
perverse competition to see whose patient can deliver a baby at the oldest age
possible. Science is enabling us to do things, that quite frankly, it would be
better if we couldn't do. Why don't these people think more about the poor
children they are going to have, who are going to grow UP with what looks more
like grandparents than parents?
5
Why
not? I mean we live far longer these days anyway, so it's not as if the child
is going to miss out. And why always look at it from the child's point of view?
And anyway at least she or he is going to have mature, economically stable
parents to be looked after by.
6
1
know exactly what she means. The kids at my school always used to tease me for
the way I spoke, and I actually ended UP asking my parents to give me elocution
lessons. They refused, so I began to watch loads of old black and white films
and tried to imitate the way the rich ladies spoke.
7
This
woman needs her head seeing to. Does she realise how many women would give
their left arm, so to speak, to look like her?
8
1
feel terribly sorry that we live in a society that cannot accept the
inconvenience of having an old person in their house — and we're not talking
about any old person, but a member of one's own family. There are still some
tribes where the oldest member is considered to be the wisest, and I think that
people forget that even in this age of advanced technology we can still learn a
lot from the older members of our society. I remember that my old granny got
shoved in an old people's home, but she kept ringing UP for a taxi to take her
home. It was so sad. And they lose their spirit so quickly in those places.
They're like waiting rooms for a cemetery. Horrible. I'd tell her to emigrate
to Australia and live with her son.

3 How to win friends

1    Become
  genuinely interested in other people.
2    Smile.
3    Remember
  that someone's name is to them the sweetest and most important sound in any
  language.
4    Be
  a good listener. Encourage others to talk about themselves.
5    Talk
  in terms of the other person's interest
6    Make
  the other person feel important — and do it sincerely.

7       Friends
  are like flowers.
8       Don't
  expect too much from anybody. Take what they can give, and be prepared to be
  more generous in return.
9       Never give advice Unless it's
  specifically asked for.
10  Never
  drop in unexpectedly.
1 1 Do not encourage
  your friends to tell you their troubles all the time.
12
  Be unquestioningly loyal

4 Problems pages

A
few years ago I had my hand read by gypsy. She told me lot of very detailed
things, all of which were strikingly true. Then she asked me for lot of money,
about £10 1 think, and cdth0L1gh I had the money with me I refused to
give it to her, telling her that I thought it was too much. She went on and on
at me and in the end I gave her £1, at which point she made very
elaborate curse and ever since my life has been total disaster. A month later
mg husband had fatal car accident, then I lost myjob and now I've lost my
hearing in one ear. I'm desperate.

Lam 50, hurt rece4rcmumeaí undam
  md/fln /wt Wii mrww htubund and he'dduf/f/ove  fan
  reat tempted btu 'w/ 30-gur-û/ddughtcr ífêm
  mfíif4tmum1uye ut/4
I'dbe
  ûtvdmt/mlnd

I
  come from Newcastle and my accent is really gettíng me down, as my
  voíce makes me feel ínferíor. The problem ís that
  I married ínto a rather posh famíly, and I end up not
  tatkíng at all so as not to get embarrassed. Thís ofcourse
  gíves an even worse ímpressíon so I feel even more
  depressed. would elocution lessons help?

c

I'nvso wthappy I'nooŒdy 68 but
    I'wvstuzk ¿wthis oØpeopWs home
Where
    nastpeopleare 10, 20 evevv30years older thaw me. I suffer from
    rheau,uttoid/ arthritis,yet with my drags I caw move avowa quite welt. My
    bra.ùcðs very alert aülfeeb Do some dreadful prðsow. My
    ùvAa8tralùv.
    What cavvldo?

Please don't think I'm vain bat / do know
that I'm extreme/y attractive and have a very goodfigure. The-problem ispeople
like to be SCC" with me, bat they're not intzrestcdñl getting to
know me. I'm 23 and I've tried various ways of-making muse/f/ook less attractive
— wearing scruffð clothes, catting my hair short — bat none ofthem work.
Should/ have some cosmetic sargeru done? / rea//U need to be taken serious/u by
someone.

©
Cambridge University Press 1997

Warm-up
• Brainstorm
students on what they associate with the word 'body'. For example, the various
sciences use the word in different ways: in anatomy it is the largest and most
important part of any organ, whereas in zoology it is the trunk of an animal,
excluding the head, limbs and tail; in astronomy it is a moon, planet, star or
other heavenly body; in graphics they talk about the body of a text, as opposed
to headlines, captions, etc.; and in mechanical engineering it is the part of a
vehicle in which passengers ride or a load is carried.
1 Can you live without it?

• Students
look at the illustration of the exterior part of the human body on their page.
First check that they know the names of the parts of the body. Then get them to
choose the three most essential parts; not only in a physical/ utility sense
but also in terms of how essential they are to one's sense of self. This is
basically a prioritising exercise which should also include analysing what
parts of our body we could manage without. You can extend this exercise by
getting students to imagine how much they would insure various parts of their
body for.
• Now
get students to guess how much the interior parts weigh.
Weight in kilos: liver— 1.5, brain — 1.4 (male), 1.3
(female), lungs
 1.1
(total), heart — 0.3 (male), 0.26 (female), kidney — 0.3 (both).
Follow-up
• Students draw a (humorous) version of the
human body with improvements; they then compare and discuss their pictures.
Alternatively, students discuss how they would improve the human body (e.g.
ability to fly, removable and replaceable/regrowable parts, ability to see in
the dark, extra arms and legs, eyes at the back of or on top of head). They
then talk about the consequences of these changes (e.g. If we had eyes at the
back of our heads we would have to change our hairstyle; I wish I could fly
then I wouldn't have problems finding a parking space).
2 Body
language

• Focus students' attention on the
illustrations on their page, but without analysing each illustration
individually. Brainstorm students on why we need body language — aren't words
good enough? Then orient the discussion in terms of what they can do with their
hands (e.g. beckon people, put them in their pockets), what they can't do
(vulgar signs), how they show respect, when laughing is permissible and what it
means, how to show approval, how they kiss each other when meeting, etc. This
activity should be more interesting as a whole class activity, rather than in
groups.

Listening
 Students hear two teachers discussing
their teaching experiences around the world in relation to body language.
Students may like to guess the answers to these questions before listening.
Questions: 1 What may smiling mean in
Japan? 2 What things do men do in Italy that the speaker found strange? 3 What
does the hand gesture the speaker refers to mean in Italy? 4 How should you
point to someone in India? 5 How should you beckon someone in Korea?
1 embarrassment 2 walking arm in arm, kissing
3 What do you mean? What's happening? 4 with chin 5 palm down
• After the listening students get into
pairs to describe the illustrations to each other. The other student has to
guess which illustration is being described, and what the meaning is.
 Finally, get students to read the facts
on their page. To make the exercise more interesting white out the numbers and
other interesting information, and get students to fill in the gaps.
A  ...
and it was really embarrassing because winking means that YOU want a child to
leave the room.
B  That's,
that's really odd. YOU know one of the most embarrassing experiences I had was
when I first arrived in Japan. I had this
all
girl group, right, and I was telling them some stupid ioke, I don't remember
what it was now, anyway because they were all smiling I thought that not only
were they understanding what I was saying but that they were also enjoying it
too. But I discovered afterwards that the more they were smiling the more they
were getting embarrassed. Anyway that was the last time ( tried to be funny
A  Yeah,
well in Italy where I taught for a couple of years you can say and do almost
anything
B  YOU
know, whenever I've been in Italy on holiday I've always been struck by the way
the men go around arm in arm, and they kiss each other when they meet.
A  But
did YOU notice how many gestures they Use e
B  Um,
A  There's
one hand gesture that means 'What on earth are YOU
talking about?' or 'What's going on here?', a
kind of incredulity sign; then there's one meaning that you're wanted on the
phone, and .
B  Yeah,
yeah, yeah, of course in Japan they don't use many hand gestures, in fact it
seems to be like that pretty much all over the Far East. I know that in India
they use their chin to point rather than their fingers; in Korea and think Hong
Kong too, if they want to beckon YOU they'll never use their finger, but their
entire hand with the palm down.
A
I
think in the Middle East they never Use their left hand at all.
B
It,
eh, must be a bit awkward if you're left-handed. A Yeah, right.

1
Can you live without it?

2 Body language

People
in Britain stand about 0.5 m away from a person in an intimate context, 0.5—1.5
m (family, friends), 3—4 m (others).
Tests have shown that people are more
influenced by how people say something than what they say. For example, if
someone says something friendly but with an air of superiority (not smiling,
head raised, with a loud dominating voice), it is the attitude of superiority
which will have the lasting effect, not the words themselves.

People
form 90% of their opinion of someone in the first 90 seconds.

PHOTOCOPIABLE

In a conversation, the speaker should look at his/her
interlocutor about 40% of the time, while the listener should look 65 0/0
of the time. Direct one-to-one eye contact should last one and a half seconds.
Mothers
touch their sons more than sons touch their mothers.
Fathers
touch their daughters more than they touch their sons.
The
number of times people touch each other depends on where they were born. During
a one-hour conversation between two people in a bar in Puerto Rico the number
of touches was 180 (in Paris 110, in London 0!).

                                                            13
3 Medical ethics

This
exercise touches on some sensitive issues.
•
Get
students to focus on the title Medical ethics and elicit explanations. Inform
them that health service costs have become so expensive that it is becoming
impossible to treat all cases and soon they will have to be ranked in order of
importance. Doctors are having to weigh up the cost of the operation and the
benefits to the patient in terms of quality and duration of life. Doctors faced
with these choices give high priority to prenatal care, birth control and
immunisation; organ transplants, cosmetic surgery and eating disorders get low
priority.
•
Before
they read the seven cases, students imagine they are on the ethics committee of
a hospital. An ethics committee is a group of people who have to decide what is
'morally' right to do in circumstances connected with a patient's health. In
this case students have to prioritise the seven cases. They should go on the
assumption that if an operation is needed, and it is not done now, the
opportunity will not arise again (though they may find this an unrealistic      constraint,
it might happen in the future).
•
I
suggest two ways to approach this exercise. Give students a certain amount of
money that they can spend (e.g. a total of $10 — obviously the total real cost
would be several hundred thousand dollars.) Allocate a cost to each case. For
example (1) $3 (2) $2 (3) $2 (4) $1 total (5) $1 total (6) $3

(7)
$1. This means that the total cost will be greater than $10, i.e. students
won't be able to treat all of the cases with the money they have.
Alternatively, imagining that all of the cases have an equal cost, students
select three to do, having first decided on some criteria for making this
selection.
4 Out-of-body experiences

•
Students read the text and discuss the questions in groups.
G)
A 'rakehell' is a sorcerer or scoundrel.
Body
3 Medical ethics

This man
  needs a heart transplant : he ig very overweight .
give a further life expectancy of
  around five year g .

Heart transplants

1

This man needs a sex change      He
  has been waiting for five years for the operation and has attempted suicide
  on three occasions .      Sex change operations are known to have an
  extremely high success rate , far higher than for any other surgical
  procedure .

2

This father is the sole income
  provider for a wife and live children. He needs a coronary bypass , which
  stands a 90% chance of being completely successful .

3

These five
  patients all need cataract operations . All have been waiting for over a year
  and all are unlikely to be able to do their current jobs if their eye
  problems are not resolved .

4

These two tumours removed .
six months .

smokers
  need operations to have malignant
Their life expectancy is thought to
  be no more than

5

This   baby needs a heart and lung
  transplant . The surgery needed is so new that no-one knows the chances of
  the baby' s survival .

6

This 80
  -year-old lady has just had a very serious car crash, and is now in a coma in
  the emergency ward .

7
4 Out-of-body experiences

OOBEs (out-of-body
  experiences) work in two ways. First there are the experiences countless
  people have had of seeming to leave their body temporarily, cither to visit
  the afterlife, as has been frequently reported in cases of people who have
  recovered from or simply to travel far from their physical bodies. Second
  there are instances of people appearing — miles away from where they actually
  are in front of their friends or acquaintances.
In 863 S.R. Wilmot sailed from England to
  rejoin his family in the United States. He shared a cabin with one William
  Tait. One night Wilmot 'saw' his wife, clad only in her nightie, enter the
  cabin, hesitate when she saw someone else there, and then conquer her shyness
  to come, over to his bunk and kiss him.
It is not unnatural that spouses separated
  for a long time should have such visions. What startled Wilmot, however, was
  that in the morning 'läit accused him of being a rakehell: he too had
  seen this scantily clad woman entering the cabin and behaving with a certain
  lack of decorum. To make the matter even odder, on his arrival in New York
  Wilmot was asked by his wifò whether he remembered the 'visit' ; she
  described exactly what had happened, and on subsequent questioning was able
  to give details ol' the general layout of the cabin.

1
What
are the implications of being able to leave your body temporarily and visit the
afterlife?
2
What
benefits would there be of being able to be in two places at the same time, or
of being able to materialise wherever you want? (And if you were the only
person who was able to do this?)
3
Do
YOU believe the story of Wilmot and his wife? Why? Why not?
4
Do
you practise any activities such as yoga, transcendental meditation, hypnotism,
etc.? I f you don't what do YOU think of people who do e
                  PHOTOCOPIABLE                                                                                15

This unit covers the concept of class in many of its
different meanings. There is no logical
connection between exercises; they can all be used separately.
'Class'
originally referred to the six divisions of people in the         Roman
constitution, which was then extended as a general term for a division or
group. One of its main uses in England in the 17th century (it had been
borrowed from Latin the century before) was connected with authoritative and
scholarly study, and this sense of course remains today in terms of classes in
schools, along with its other sense of ranking. Class with its social meaning
really came into being in the Industrial Revolution, in which society was
reorganised (1770—1840). Until that time, 'rank', 'estate' and 'order' had been
used to express social position, and some snobs still refer (not always with
tongue in cheek) to the 'lower orders'.
At
that time, people were born into a particular class and were stuck with it;
social mobility was virtually unheard of. But our modern division into upper,
middle and lower or working (plus all the subdivisions, e.g. lower middle) took
a while to evolve. At one point some people distinguished between the
'productive or useful classes' and the 'idle or privileged  classes'.
The term 'working class' was disliked by many because it implied that only
those who belonged to such a class (typically manual labourers) actually
worked. This gave rise to further distinctions; for example, the 'professional'
and       'trading' classes, who did work, but
not with their hands.
Warm-up
• Brainstorm students on what they
associate with the word 'class' (see (Ð above + first-class
transport/degrees/hotels/ food etc., i.e. a division according to grade or
quality).
 1
Social
class and opportunity

• Students read the passage. As a
whole class activity get students to hypothesise on the questions below. This,
combined with the quetions on the student's page, could then lead on to a
discussion on the USA, and students' opinions of the American dream.

Questions: 1 What kind of book does the extract come
from? 2 In which country was it set? 3 When was it written? 4 Who are the two
speakers? (age, sex, position in life) 5 Is what speaker one says true?
1 The Store Boy by Horatio AlgerJr, a
'rags-to-riches story ' 2 USA 3 around 1900 4 Ben is
ayoungman who hasjust saved this wealthy oldish womanfrom the hands
ofapickpocket. 5 This is basically the American dream, whichpresumably a lot of
people must have and still do believe in.

• Students now look at the job list and rank the jobs
according to the prestige value they associate with them and allocate them into
a class (e.g. upper, middle, lower). Does their prestige ranking coincide with
whether students would
Class
actually
like to do these jobs? You may need to change the list to suit your students.
A survey in America ranked them in the following
order: judge, physician (doctor), university professor, mayor of a large city,
priest, novelist, police officer, carpenter, barber, truck (lorry) driver,
restaurant cook, nightclub singer, taxi driver, garbage (rubbish) collector.
Students
then decide if there is a direct correlation between the prestige ranking, and
possible rankings in terms of money, responsibility and job satisfaction. They
then answer the questions.
Listening
Students
listen to an Indian student talking about the caste system in India. First
brainstorm students on what they know about caste in India and then get them to
answer these questions. (The tapescript is on page 18.)
Questions:
1 W'ho are the untouchables and what did
Gandhi
call them? In what sense are they untouchable?
2
What kinds of things were untouchables not allowed to do? 3 Why didn't the
British government do anything to help?
1 Lowest caste, 'harijan' or 'children
ofgod: considered to be spritualpolluters. 2 They couldn't use water wells,
wear certain coloured clothes, go into temples, send children to certain
schools. 3 They didn 't want to risk revolt and thus become unable to exploit
the country.
Follow-up
Students discuss what the Indian had to say about laws
changing the way people think. The discussion could be extended to women's
rights — do men still think it strange that women have the vote?
2 Classic and classical

Tell
students to look at the illustrations (or bring in your own), and choose the
element they like best in each pair (modern or classical). They then explain
their choices to the other members of the.gróup. Discussion should move
towards taste and changing fashions, tradition, etc.
Students will probably ask you the
difference between 'classic' and 'classical'. If you look at the examples in
the complete Oxford English Dictionary, the two would appear to have identical
meanings. In modern English 'classic' generally refers to the best of its kind,
an acknowledged level of excellence (as in a classic film or football match, or
indeed the Classics themselves), whereas 'classical' is often used in a more
artistic context to refer to a particular historical (but not historic!)
period. For definitions of these and other -ic/-ical words, see Swan, Practical
English Usage.

1 Social class and opportunity
1
In
your country does a person's social position depend solely on merit and
achievement (as i t purports to in the USA)? Is there such a thing as a
classless society? Would YOU like your society to be classless?
2
What
social class are YOU in and what effect does this have on your life? s i t the
same as your parents? Will i t remain the same in the future?

barber

physician
  (doctor)

or
  unemployable? best life?

carpenter

police officer

garbage (rubbish)
  collector

priest

4 What rules of behaviour
  does each class/caste have in

judge

restaurant cook

your
  country? How do people's goals and expectations

mayor of a large city

taxi
  driver

vary
  from class to class (think about education, career,

nightclub
  singer

truck
  (lorry) driver

type and location of
  house)?

novelist

university professor

5 How much interaction is
  there between classes? How are inter-class and inter-racial friendships and
  marriages considered?

3
Which
kinds of people are the most respected and powerful e And who are
the poorest/ most reiected, unemployed      Which class has the
6
Would
YOU prefer to belong to a cultural/ social elite, or to be simply a member of
the masses?

'In this country, the fact that you
  are a poor boy will not stand in the way of your success. The most eminent
  men of the day, in all branches of business, and in all professions, were
  once poor boys. I dare say, looking at me, you don't suppose I ever knew
  anything of poverty.' 'No', said Ben.

7
Is
everyone born equal with equal opportunities? Should we all aspire to equality?
2 Classic and
classical
PHOTOCOPIABLE
      3
Classroom                                                  4
Classification

• The illustration shows various ways of
arranging desks in a classroom. Students should examine the
pros and cons of the various solutions, and then decide which is best for their
needs. They should think in terms of desk size,xshape and location;
the position of the teacher and whiteboard; the constraints of their own
particular classroom; and most importantly how all these factors affect
teaching, learning, understanding and general communication
(both teacher— student, and student—student). They also need to decide whether
different subjects require different kinds of classrooms,
ideal numbers in a class, etc.
Listening
• Students hear two teachers discussing which
layouts they prefer. Students should identify which layouts are mentioned (some
are mentioned twice) and whether the teachers approve or not, and why. One
layout (3), mentioned by one of the teachers, is not drawn on the student's
page. After listening once ask students to identify which one it is, then play
the piece again and get them to draw how they imagine  it
is. They can then compare their drawings.

O O O O Oo OO oO oO
OO

l
a 2 c 3 see diagram
I I think the two rows
of desks could be good maybe in an exam situation where the teacher can control
what's going on and make sure that nobody's cheating.
2  1
really like the one where the teacher's part of a circle and they're not
predominant, they're not dominating the lesson in any way, they're lust one of
the students and everybody can say their turn.
3  This
is one that I thought would be good for project work, where you need a big work
surface in the middle so pushing all the tables together, four tables all
together to make one big square and the students all the way around the
outside.
4  1
really don't like this one with two rows of students some of them sitting
behind the other, the ones in the back row wouldn't be interested in the lesson
at all.
5  1
think this one would be good for eh group discussions, small groups of people
sitting round tables and the teacher sort of moving around, sometimes in the
middle, and sometimes moving around the outside.
Class
Students decide their own criteria of
judgement for classifying and comparing the categories (e.g. most useful/
essential, important, efficient etc.). For each group they should do two
rankings, both of which they should be able to justify. With talkative classes
you may need to reduce the number of categories; In any case you may find
students wandering off the main task of ranking and merely chatting about the
subjects — it's up to you to decide whether this matters or not.
Alternatively, tell
students that there is one Item in each class that does not fit with the
others; their task is to spot the odd one out. There are no correct answers to
this exercise.

Tapescript for 1 Social class and opportunity
A
  Could
  you tell me a little about the caste system in India? The only thing I've
  really heard about is the untouchables perhaps you could start with them.
B
  Mahatma
  Gandhi called them 'hariian' or 'children of god' but most untouchables or
  'Dalits' as they now call themselves which means 'oppressed' , consider this
  to be patronising and humiliating. The Dalits are, in any case, still
  literally untouchable jn many rural areas of Jndja.
A
  But
  where does this idea come from, in what sense are they untouchable'?
B   Well,
  there is this divine ordering of society into castes, and anyone below a
  Shudra was considered to be untouchable. Basically they believe in Brahma
  which is an ultimate spirit of which there is a spark in all individuals, but
  divinities can only be approached if the human is pure. This means that there
  are certain polluting factors that have to be avoided, like people who deal
  with refuse and excretion, and these people were called the untouchables for
  that very reason.
A  But
  that's terrible, you WOUld have thought that the government WOUtd do
  something about it.
B  Well
  your British government did little to help.
A
  What
  do you mean?
B
  Well,
  it was a well-known fact that people from a higher caste who found an
  untouchable on the road, would

beat
  him down as they might destroy a rabid dog, and schoolchildren had to walk
  miles to go to school to avoid meeting a Brahman, and if by any chance they
  did see a Brahman they had to instantly make a howling noise, so as to warn
  him Until they'd climbed up the nearest tree or whatever, and despite all
  this .
A This really is appalling. So why didn't the British
  try to stop it? B They were too intent on preserving their Empire, because
  they knew that if they did anything radical, they might risk an uprising, and
  thus not be able to milk the country for all it was worth. This meant that
  the poor untouchables couldn't use the water wells, couldn't wear certain
  coloured clothes, couldn't go into temples, couldn't send their children to
  certain schools, in fact I remember my mother telling me of a woman in her
  village who'd been brutally assaulted and had her crop destroyed lust because
  she'd sent her child to a public elementary school. Separate schools had to
  be opened.

3
Classroom

= blackboard
O = teacher

a

cd
O                   o
                                                      O O                  0 o

oO
o       oO
O O O O         o       OO
0
                   O                 o                                    o           o
o
o                    O                                     O
O                                        o o            O O
4 Classification

animals

cat,
  chicken, dog, horse

furniture

bed,
  chair, cupboard, table

century

first, fourteenth,
  sixteenth, twentieth

material

glass, gold, plastic, wood

clothes

jeans,
  shirt, tie, underwear

religion

Buddhism, Catholicism, Islam,
  Judaism

colour

black,
  blue, green, red

season

spring, summer, autumn, winter

country

Australia,
  N. Ireland, Japan, S. Africa

sport

baseball,
  football, golf, swimming

day

Monday,
  Friday, Saturday, Sunday

transport

bicycle, car, roller
  skates, tram

drug               aspirin,
cigarettes, cocaine, love food         flour, milk, salt, sugar

Warm-up
•
Brainstorm students on what they consider to be difficult — don't be any more
specific than that; just let the ideas flow, and write down the difficulties on
the board. Then get them to copy the list and in groups rate the items
according to difficulty.
1
Countries

• Students discuss
which of the problems listed are currently or have been major difficulties for
their country. Politicallyminded students might like to discuss solutions to
some of thc problems.
Listening
• Students hear some people give
their opinions on the difficulties of living in particular countries. Their
task is simply to note down what these difficulties are.
1 political uncertainty 2 AIDS, gap
between rich andpoor 3 unemployment and racism
1
The
biggest problem, politically and socially speaking of China, is that it's not
governed by laws but it's governed by people, and with the great political
changes and instability in China, nobody can be sure of what is going to happen
in the afternoon. So, it's a complete chaotic society,
2
The
biggest problem in Uganda right now is the problem of Aids which is eh
devastating the country a tot. There are lots of people dying and eh
unfortunately nothing much can be done about it.
3

1
think the most difficult thing in my country, in England, must be eh
unemployment, it gets worse every year, and that's very hard to cope with. Also
racism, despite all the different races that are there, racism's a big problem
nowadays.

Difficulties
2 Brainteasers?

Students look at the problems
illustrated on their page and without actually beginning to solve them, try to
estimate very quickly which looks the easiest to solve and which the most
difficult (rating them easy, quite hard and difficult); students should also
identify the type of problem it is (mathematical, general knowledge, etc.). Get
feedback from the whole class.
Now in groups, students have to resolve the problems.
Give them a time limit, and see which group does the best. Then get feedback
again to find out whether their estimations of difficulty coincided with
reality.
1
Suppose
that the trainfor Manhattan left at 10.00, 10.10, 10.20 etc., and/or Bronx at
10.01, 10.11, 10.21. This means thatfor the man to catch the Bronx train he
must arrivejust before 10.01; ifhe arrives after 10.01 but before 10.10 (i.e. a
span ofnine minutes as opposed to one) he will always catch the Manhattan
train. Simple really!
2
This
is part ofa children 'sjoke, which ends (i.e. after the question 'Doyou give
up?) with 'So did the donkey.' Mostpeople tend to think that ifyou give them a
problem to solve then there has to be a solution.
3
(a)
man — as children we crawl onfourfeet, as adults two, as old people we may need
a walking stick or two (b) in the dictionary
(c)
a bald head
4
children,
data, mice (this like 5 cannot be reasoned over, eitheryou know them oryou
don't).
5
9:
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto. However,
new planets are still being discovered: two in 1995/6.
6207
7

1 Countries

birth control           gap between
rich and poor    inflation                         political uncertainty        terrorism

border disputes

housing

national
  debt

pollution

unemployment

crime

illiteracy

natural disasters

racism

war

disease

immigration

political
  corruption

separatist
  movements

2 Brainteasers?

1
A
man who lives in New York has two friends, one who       6 How many squares are
there in this picture?

lives
in the Bronx and one in Manhattan. He doesn't wanl jo show any preference jo
one over the other, by visiting the fifSt more than lhe second, so he devises a
way in which the choice of person to visit is totally random. He decides always
to use the train when he goes to see them, and to arrive at the station at a
totally random time (he doesn't wear a watch). Trains for Manhattan and Bronx
both leave from the same platform, and both at ten minute regular intervals so
that there is one train to both places every ten minutes. So he decides that he
will simply go to the platform and take the first train that arrives. However,
he soon finds that nine times out of ten he goes to Manhattan, why?
2
There
was a donkey alone on one side of the river and on the other there were some
delicious carrots. The river was very wide and deep, so the donkey couldn't
turnp over it, and so long he couldn't walk round it. There was no bridge or
boat and he couldn't fly and he couldn't swim. So how did he get across? How? 7
Can you divide this figure into four equal parts?

Do
YOU give up?
3
Answer just one of the following
a
What
goes on four feet, then two feet, then three But the more feet it goes on the
weaker it be?
b
Where
does Friday come before Thursday?
c
What
is it that no-one wishes to have, yet which noone wishes to lose?
4
What
are the plurals of these words: child, datum mouse2
5
How
many planets are there? Can YOU name them?

3 Proiects

•
Do
the warm-up first. Then students imagine that they've been
given the projects to do for their boss/teacher/leader or whoever. Their task
is firstly to decide very quickly which would be the easiest project to do (in
terms of skills and knowledge required). Get class feedback.
•
Then
in groups students should choose one or two projects, and do an in-depth
analysis of what such work would entail. You might consider excluding projects
9—11, ifyou feel they might go against your students' values.
•
Alternatively,
or in addition, they could classify the projects      according
to which is the easiest, most difficult, most fun (or the one they'd most like
to do), most time consuming, most dangerous, etc.
•
In
all cases, students should think ofwhy these projects might have been conceived
in the first place. Examples: Project 3: What is the current school leaving
exam? How does this compare with exams in other
countries? What are the problems with these exams? How could these problems be
resolved? Do we really need a final exam anyway? Project  10:
Why might they want to kidnap the child? What do they want to obtain? What
would be the consequences for the child? How would students themselves feel
about doing it?
Listening
• Students hear one person discussing
which he would find the most difficult and why. With low level students simply
tick off the ones he mentions and whether he thinks they are difficult or not.
More advanced students should also list his reasons, where possible.
7 most difficult 1 difficult 5 difficult
10 easy 9 easy

I'm
convinced that the most difficult one of these is selecting the three most
important books ever written. I mean it's a totally subjective decision and
you're never going to arrive at some kind of unanimous decision on this one.
It's also not very easy to make a very exact calculation between where YOU were
born and New York. But I think perhaps you could do that. Finding the oldest
man in the world, I suppose your first reference point WOUld be the Guinness
Book of Records but then they may not have got the right person. Kidnapping an
important politician's child I think would be very easy; as would hijacking a
plane, but neither of these are generally particularly successful afterwards.
Difficulties
4 Dilemmas

First, ask students to insert appropriate verbs into
the gaps; they can do this either individually or in groups. You can make it
easier by writing the verbs on the board and getting students to insert them
into the appropriate places. Get feedback and give students the answers.
1 learn 2follow 3 be 4 obey 5fake
(show) 6 do 7 read 8 acquire or achieve 9 keep 10 accept
Now get them to choose the answers.
In some cases they have to simply choose one of four possibilities (e.g. l),
other times they have to underline one of two possibilities (e.g. 4). They
should then discuss the questions. In addition, they can also decide (where
appropriate) which are the least (rather than the most) difficult. Some of
these are a little heavy; you might need to be selective in the ones you ask
your students to do. On the other hand, you might also like to add items.
As class feedback, ask students which ones
they had most difficulty in answering, either in terms of category or the
elements within each category.

3 Proiects

1
Calculate
the exact distance beM/een New York and your birthplace.
2
Design a house
specifically for old people.
3
Devise
a new form of examination for school leavers.
4
Dub
an American film into your own language.
5
Find
and interview the oldest man in the world.

4 Dilemmas
6
Raise
$ 1 00 000 for an extension to your school
7
Select
the three most important books ever written.
8
Write the script
for the first episode of a soap opera
9
Hijack a plqne
10
Kidnap
an important politician's child
1
1 Rob a million dollars from a bank

1
Which is the most difficult to
(a)
to
ride a bike
(b)
to
swim
(c)
to
drive
(d)
to
Use a computer
2
Which
is the most difficült to
(a)
an
instruction manual
(b)
a
recipe
(c)
a
road map
(d)
your
teacher's explanations
3
Who
is it most difficult to
(a)
a
parent or a child
(b)
a
teacher or a student
(c)
a
woman or a man
4
Which
are the most difficult to
(a)
religious
laws or state laws
(b)
your
conscience or your desires
(c)
your
parents or your teachers

5
Which
is the most difficult to
(a)
intelligence
(b)
interest
(c)
laughter
(d)
surprise
(e)
sympathy

6
Which
is the most difficult to
(a)
give
or take
(b)
listen
or talk
(c)
praise
or criticise
(d)
speak
in public or confide in private
7
Which
is the most difficult to
(a)
newspaper
(b)
novels
(c)
poetry
(d)
religious
texts
8
Which
is the most difficult to
(a)
friendship
or love
(b)
happiness
or wealth
(c)
intelligence
or beauty
(d)
a
successful marriage or SUCCeSSfUI career
9
Which
is the most difficult to
(a)
a
secret
(b)
a
vow
(c)
one's
health
(d)
youth
(e)
principles
10Which is the most difficult
to
(a)
rejection
in love
(b)
loss
of all possessions through an earthquake
(c)
never
having one's prayers answered
(d)
death
of a close relative or friend

1 Old English

•
Before
handing out the photocopies, do the listening exercise.
Listening
•
Students
hear the first lines of an English poem — The Battle ofMaldon. The poem begins
mid-sentence - it is only a remnant. Offer a prize to whoever guesses what
language it is.
(There is no tapescriptfor this
listening.)
•
Now
get students to look at the text (from the first history book written in
English) and discuss the questions.
G)
Old English (OE) was considerably more complex than modern English and to
modern eyes looks like a mixture of German and Latin. OE had the advantage of
being much more phonetic (i.e. words were pronounced pretty much as they were
written). Odd plurals in modern English (e.g. mouse - mice) are remnants from
OE where many nouns had different singular and plural forms.
2 Spelling

•
Write
the following words on the board: bough, cough, enough, thorough, though. See
if students know how to pronounce them. Ask them if they know why words that
have a very similar spelling actually have a very different pronunciation.
•
Now
write the word 'ghoti' on the board and ask them how to pronounce it. Tell them
it's pronounced 'fish' (fas in enough , i as in women, and sh as in nation).
This word was actually invented by G. B. Shaw to prove how absurd English
spelling is.
•
Students
now read the text, which is an explanation of why English spelling is so
absurd.
6)
During the Second World War, Goebbels, the Nazi Minister of Propaganda,
reputedly told his listeners that if they lost the war they would havc to learn
English and English spelling, he said, is very, very difficult. Goebbels wasn't
joking, apparently there are ten ways to spell the sound ah /a:/ as in father
in English, 32 ways to spell ee /i:/ as in tree,

36
ways to spell /al/ as in çye, and 17 ways to spell sh /J/ as
in sheep. With regard to the computer
study on English spelling, I conveniently forgot to mention in the passage that
the 3 0/0 totally unpredictable words are also among the most
frequently used in the language (e.g. answer, are, come, could, does, gone).
The reason why 'c' and 's' are often pronounced the same (as in nice and house)
is due to their alteration by analogy with French words like grace — Old
English is and mys became ice and mice.
Latin
too, has also had a considerable influence on English. When the Romans invaded
England in 55 BC, they brought with them many military words, they even renamed
some English towns, in fact all English towns that end in -Chester,
£ester etc. were originally
Roman military bases from the Latin castra (meaning military camp, which is itself
the plural of castrum meaning castle, fort or fortress). In 697 AD, St.
Augustine went from Rome to Ireland and then to England to convert the heathens
to Christianity, thus beginning the introduction of many Latin religious words.
The monks, who were some of the very few who could write until the end of the
Middle Ages, wrote of course in Latin. During the Renaissance many English
scholars went to Italy to learn Latin. When they came back to their homeland
they found the English language barbaric in comparison to Latin and they began
altering some English spellings to make them look more like Latin, for example
the Old English word for debt was dette, the b, which has always been silent,
was introduced because it made the word look more like the original Latin
debitum, and thus less vulgar. In more recent times, Latin (and Greek too) has
been the root of many new scientific and technical words.
Confusion in English spelling is also
due to a phenomenon called the 'Great Vowel Shift', in which although certain
spellings had become fixed, the pronunciation changed — all the long vowels
gradually came to be more pronounced with a greater elevation of the tongue and
closing of the mouth. Scholars claim they can prove this by comparing the
rhymes in poetry and determining whether the same words rhyme over the
centuries.
Follow-up
Give students a spelling test
containing mistakes they typically make (e.g. ordinal numbers,
Tuesday/Thursday, doubling, plurals and gerunds of words that end in 'y').

1 Old English

Breoton is gãrsecges êalond,
  äæt wæs iügeãra Albion häten: is geseted
  betwyh norðdæle and westdõle,
Germanie and Gallie and Hispãnie,
  þäm mistum dilum Euröpe, myccle fæce ongegen. Pæt
  is nor3 ehta hund mila lang, and tü hund mila bräd. Hit hafaä
  fram suSdãIe TT1žg3e ongëan he mon hãteä Gallia
  Belgica. Hit is welig, his ëalond, on wæstmum and on trêowum
  misen)icra cynna, and hit is gescræpe on lõswe scëapa and
  nëata, and on sumum stõwulll

1
Do
YOU think it would have been better if English had remained as it was 1000
years ago?
2
Can
you read and understand your language of 1 000 years ago? Is it important to be
able to do so?
3
Has
your language become simpler over the years?
4
Is
your language phonetic, i.e. is it pronounced as it is writtene
5
Are
there many differences between your written and spoken language?
6
Do
you think it is important to study your language, in terms of its origins and
history, its literature and its grammar?
2 Spelling

Who
says English spelling is difficult? A computer analysis of 17,000 English words
has shown that 840/0 were spelt according to a regular pattern and
that only 3 0/0 were so unpredictable that they would have to be
learned totally by rote. Yet a professor at Cambridge University once declared
that: 'I hold firmly to the belief ... that no-one can tell how to pronounce an
English word unless he has at some time or other heard it.'
Believe it or not
English spelling was at one time virtually phonetic: even the 'k' in 'know' was
pronounced. At that time, the Old English period, words which now look as if
they should rhyme (but don't), for instance, bough, cough, enough, thorough and
though, actually all had a different spelling and it was therefore natural that
they should be pronounced differently (boh, couhe, 3en03, þuruh,
þeah).

It's
really the French's (the Dutch's, too, but more about them later) fault that
English spelling is so absurd, fòr in 1066 the Normans invaded England
and brought with them their own language, Norman French. For the two centuries
after this disastrous invasion poor old English was hardly ever written,
because the language of the court, oflaw and of administration was French — the
Normans held all the positions of power. About 400/0 of the words in
the Oxford English Dictionary derive from French, the problem is that the
English have always bccn hopeless at learning languages and they consequently
mispronounced the majority of-words which were introduced by the Normans into
the English language. The Normans were also
 (O
responsible for the capital 'I' as in
'I am', and for introducing extra letters into existent words, such as the 'u'
in tongue and guess.
The
Dutch were also masters at introducing extra letters, but for economic not
patriotic reasons. In 1465 printing was introduced into England, by a certain
William Caxton, whose printing machines were manned by Dutch technicians. At
that time printers were paid by the letter and as these technicians were a
cunning bunch they knew that all they had to do to get more money was to make
words longer; it is they in fact who are responsible for some of the G oughs'
which they added indiscriminately. They also had the excuse of not being able
to understand English handwriting, so when in doubt they just added a few
letters here and there. Until the 16th century line justification was achieved
by abbreviating and contracting words, and also by adding extra letters
(usually an 'e') to words, rather than extra space.
During
the same period, with Latin and Greek becoming of renewed importance due to the
Renaissance, many strange spellings were introduced because the people employed
to copy the books became confused between English, French and Latin — there
were no spelling rules or guides to help them. Then someone had the bright idea
of producing a dictionary, yet this was little more than a list of 'hard
words'. After all, it was reasoned, why should a dictionary include the words
everyone already knew?
3 Fun with English
• This is a good
exercise for the last lesson with an advanced group. Make it competitive by
seeing which group manages to answer the most questions correctly. If you're
short of time, only do the first part (questions 1—9).
• In groups, students
match the explanations (1—9) to the words, phrases and figures on their page.
This should produce a lot of deduction language, as some questions initially
seem to have more than one answer (e.g. 'radar' fits into two categories: acronym
and a word that is spelt the same backwards and forwards); students may think
that 'casanova' and 'saxophone' are composite words rather than being eponyms.
1 noon 2 close, lead, live, minute, row,
tear, wind 3 brunch, motel 4 radar (radio detection and ranging), laser (light
amplification by the stimulated emission ofradiation) 5 boycott, casanova,
saxophone 6 rhythm 7 redivider (noon, radar) 8
  A man, a plan . . .; Was ita          9
boot, party
Again
in groups, they answer the other questions.
10
It's
a pangram, i.e. it's a sentence that contains every letter ofthe alphabet.
People have invented shorter ones, butgenerally they 're totally meaningless.
11
The
top 25 are: the, of,' and, to, a, in, that, I, it, was, is, he,for, you, on,
with, as, be, had, but, they, at, his, have, not— nearly all these words
derivefrom Old English. The most common letter is 'e: most common initial
letter 't.'
121 (thefirstperson pronoun)
13forty, although, Wednesday
14
bet,
get and set all rhyme, are all infinitives (met isn 't), and are all irregular
(wet isn 't, jet is a noun).
15
The
Oxford English Dictionary has around 615,000 words, but scientific words would
add a million or so more. Wê have about 200, 000 words in common use (the
result ofso many invasions in the early history ofthe language). According to
Bryson, German has about 184,000 words in common use, and French around 100,
000. I know that the biggest Italian dictionary lists around 190,000 words.
But, askyourself and your students: Does having more words imply thatyou can
expressyourselfbetter? And does it mean thatpeople whose languages havefewer
words can 't express themselves as well as us? I suppose it really depends on
how many wordsyou know and how wellyou use them.
16
According
to an article in The Guardian at twoyears ofage we have a vocabulary of300
words, atfive 5, 000, at twelve mostpeople reach their maximum ofabout 12, 000
(the number as used by tabloids). Graduates: 23,000, But other experts believe
we have around 15, 000, about halfthe number Shakespeare used. A method
outlined in Crystalfor establishing words known estimated that afemale office
secretary in her 50s had a passive vocabulary Of38,300 and an active one of
31,500.
17
Give
students some help before they give up. Tell them thatJames andJohn were doing
a translationfrom Latin into English, and they had to translate the Latin
equivalent of Shad had.' Anyway the answer is, ifyou haven 't
managed to work it out byyourself James, whereJohn had had Shad: had
had 'had had.' Had had' had had the examiner's approval. Easy really! Did
anyone win the prize?
Writing
Give students the following instructions. (a) Write a
sentence that makes sense using all the letters of the alphabet — the shorter
the better. (b) Write a short story (about 100 words) without using the letter
'a'.
Useful further reading: Baugh: A history
Qfthe English language; Bill Bryson: Mother tongue; Strang: A history of
English; David Crystal: The English language.

3 Fun with English

1
A
word which reads the same backwards, forwards and upside-down
2
Seven
words with the same spelling but a different meaning and different
pronunciation (homograph
e.g. live /IIV/ is a verb and /law/ is an adjective as
in live concert)
3
Two
words that consist of two words blended together,
e.g. smog = smoke + fog.
4
Two
acronyms, e.g. AIDS = acquired immune deficiency syndrome.
5
Three
eponyms, e.g. sandwich was named after the Earl of Sandwich
6
A
word with no vowels.
7
A
WOíd which is spelt the same backwards as forwards
8
Two
sentences that read the same backwards and forwards (palindrome), e.g. Madam
I'm Adam.
9
Two
words, each of which can have several meanings, but whose spelling and
pronunciation are the same (homonym)
• PHOTOCOPIABLE e
lazy dog.
1 1 What do you think are
the five most commonly Used written words in English? And the most commonly  letter?
12
What
word is the most commonly used in telephone conversations?
13
Which
of the following words are spelt incorrectly? fourty, althought, misspelt,
Wensday
14
What
three things do three of these six words have in common? bet, get, jetf met,
set, wet
15
How
many words do YOU think there are in the English language?
16
How
many words do YOU think the average English person knows?
17
Punctuate
this sentence and win a free English course at your school!

•

In
a Latin examination James where John had had had had had had had had had had
had the examiner's approval.

1
Phobias

•
Before
looking at the student's page, brainstorm students for a list of fears, theirs
or other people's. These should include all kinds of fear from funfair
attractions to snakes to open spaces. Write these on the board as they are
called out. Students then copy the list and in groups discuss whether they
suffer from any of them.
•
Below
is a list of common fears, some of which you might like to add to the students'
list:
AIDS, asking
favours, bats, being a car passenger, being alone, being criticised/humiliated,
being ignored, being in a strange place, being teased, being touched, being
watched at work, blind people, blood, blushing, boredom, complaining about bad
service, computers, crowds, dead animals, dead people, dentists, failing a
test, fairground attractions (e.g. Big Dipper, etc.), God, growing old, high
speeds, hospitals, hypodermic needles, impotence, job interviews, lifts, losing
control, losing in love, losing parts ofyour body, making a  fool
of yourself, making speeches in public, mice, noise, not understanding jokes,
people who seem insane, people with deformities, rape, snakes, suffocating,
taking chances, taking exams, the dark, the opposite sex, the unknown, ugly
people, using public lavatories, violence, water.
•
Students
should also discuss what problems their fears cause, whether their fears are
totally irrational or not, how they manage to overcome them, and what
physically and mentally happens to people when they're afraid.
'I was so scared that my hair stood
on end'. Why? When a cat's hair stands on end the cat looks bigger, so that
with a bit of luck its enemy will be scared away. Other physical changes: your
pupils dilate so that you can see better; your heart pumps your blood faster to
give you more energy, and at the same time you become pale because the blood
goes from your skin to the places it is needed — to the muscles, so that you
can physically escape; and to the brain, so that you can think more clearly.
You start to breathe faster because you need the oxygen. You stop digesting your
food and you begin to sweat as this will evaporate and cool offyour muscles.
•
Alternatively,
students look at the phobias in the first column on their page and decide which
they think are the most common and whether they themselves suffer from them.
In the UK the order of commonness is:
spiders, people and social situations, flying, open spaces, confined spaces,
heights, cancer, thunderstorms, death, heart disease.
•

Now
get students to look at the second column. Tell them that these are all
medically-established phobias. Ask them to discuss the consequences of having
such phobias.
Fear
Writing
 Students write a short story about a
person who had one or more of the phobias.
G) The word 'phobia' comes from Phobos, a
Greek God who was called upon to frighten one's enemies. His likeness was
painted on masks and shields for this purpose. The medical terms for some of
these phobias are: pogonophobia (beards), scopophobia (being stared at),
gephyrophobia (crossing bridges), sitophobia (food), phasmophobia (ghosts),
gamaphobia (marriage), eisoptrophobia (mirrors), neophobia (newness),
triskaidekaphobia (number thirteen), hypegiaphobia (responsibility).
2
Childhood fears

 Students read the text and discuss
the questions in groups.
(1)    The
most common childhood fear is animals, beginning between the ages 2—4 and gone
before age 10. The next most common is darkness, or rather what might be hiding
in the darkness (ages 4—6). Other early fears: storms, thunder (and other loud
noises), and lightning; being left alone for very long (until age 5). Fear of
snakes, which affects about one third of children, is one of the few childhood
fears which persists into adulthood. Little children don't have an innate fear
of spiders, rats, and creepy crawlies (this is important to know for the
experiment with Albert), yet for some unknown reason, by the time they're
adults such fears may be very strong.
(2)    Other
examples of conditioning: Pavlov's dog, religious sects, advertising, family
pressures, subliminal messages, etc. The experiment with Albert took place in
1920, and for some reason, the psychologists did not have the opportunity to
reverse the conditioning.
Writing
 Students choose one of the following
as a composition title: (a) As a rule, what is out of sight disturbs men's
minds more seriously than what they see. (b) Have you had any really terrifying
experiences? Describe one. (c) Analyse why people like and dislike horror
films.
3
Dirt

 Students read the text then cover it
and try to remember (in groups or writing) all the strange things she does.
They then re-read the text and finally discuss what life must be like for the
woman's husband.

1 Phobias

cancer confined spaces
2 Childhood fears

PHOTOCOPIABLE

To demonstrate how
  fears and phobias are acquired two psychologists deliberately established a
  rat phobia in a placid Il-month-old boy named Albert. When given a furry
  white rat to play with, Albert was initially delighted. However, like most
  children, Albert was afraid of loud noises. Whenever a steel bar behind
  Albert's head was struck with a hammer, Albert would jump and fall sideways
  onto the mattress he was sitting on. The noise was an unconditioned stimulus
  for the unconditioned response of fear.
Having established that Albert liked rats, the
  experimenters set about teaching him to fear them. Once again they offered
  him a rat, but this time, as Albert reached for it, one of the researchers
  struck a steel bar. Startled, Albert fell onto the mattress. The researchers
  repeated this procedure several times. Albert began to whimper and tremble.
  Finally, the rat was offered alone, without the noise. Albert fell over,
  cried, and crawled away as fast as his little legs could carry him. The rat
  had become a conditioned stimulus for fear. Further tests showed that
  Albert's fear generalized to other hairy or furry objects, including white
  rabbits, cotton wool, a Santa Claus mask, and the experimenter's hair.

1

What
were you afraid of as a child? Have any of these fears persisted into
adulthood? Do YOU now have any rational fears (e.g of
not being able to pass tests and exams)?
2
Assuming
such experiments as the one with Albert are useful, should individuals be 'sacrificed'
for the progress of science/ mankind?
3
Can
YOU think of any other cases where conditioning is Used 2 Can YOU
resist conditioning?
3 Dirt

. one of the world's
  worst cases of fear of germs. In a fanatic pursuit of cleanliness a
  49-year-old Australian housewife uses up more than 225 bars of soap on
  herself every month, wears rubber gloves even to switch on a light — and
  makes her husband sleep alonc so that she won 't be contaminated by him.
Every
  month, Mrs. X goes through
400 pairs of surgical
  gloves, 4,()()() plas-

tic bags — which she
  wears in multiple numbers over the gloves and 360 rolls ofpaper towels.
She goes through dozens of boxes of
  laundry dctcrgcnt every month because she washes her clothes six or seven
  times before wearing them. 'And I can't bear to walk on the floors outside my
  bedroom. I spread newspapers ahead of me as I walk through the

house. But I can't stand
  leaving them lying on the floor so I Icavc a room by walking backward and
  picking up the papers in my gloved hand. I'm terrified of encountering dirt.
  Whenever I feel particularly uncasy about dirt I wash my hands. Once I start
  I can't stop until I've used the entire bar. That usually takes about 90
  minutes '.

,

4 Manias

• Students read the text and discuss
the questions. Students might find this exercise a little repetitive if they
have already done the Phobias exercise.
G)
(2) Other well-known manias: egomania, megalomania, nymphomania.
Listening
• Students hear a
conversation, based on fact, about one woman's strange manias. Students answer
the questions.
Questions:
1 Was the wife or the husband the first to be scared of going in lifts? 2 Name
one of the rituals the wife went through before going to bed. 3 Did the husband
know about these rituals before marrying her? 4 Did the therapist cure her? 5
What is the husband's problem and does his wife help him?

         1 wife 2 slippers; lights on
and offthree times 3 probably not
4yes
5 now dependent on his wife, who in turn ignores him
 Gosh, did you see how that man was
shaking in the lift? Sweat was just pouring off him.
B Yeah, I know. He's terrified of going in
the lift without his wife.
A  Without
his wife. That's an odd one.
B  Actually
it's a really bizarre story, because she was the one who was originally scared
of going in lifts on her own.
A  She
was?
B  She
must have had a traumatic upbringing or something but I know from a friend that
it all began a few years ago when she started developing these strange manias.
Like she had to walk upstairs with her eyes shut and if for some reason she had
to open them while walking up, then she'd have to go back down and start again.
Then before she went to bed she went through this ritual of having to put her
slippers exactly in the mid point between the bed and the door, she even took a
measuring tape with her when she went on holiday, so she could measure the
distance out in hotels.
A  You're
iokinge
B  No,
and then she goes through this routine of turning the fights on and off three
times before she goes to bed. Then soon after she got married .
A  Did
her future husband know about all this?
B  I
doubt it. Anyway soon after she got married she started to become dependent on
her husband to do various things. And one of them was not being able to go in
the lift without him. She iUSt panicked without him. Anyway the husband
eventually persuaded her to get help from a
therapist who miraculously managed to cure her.
Fear
A

Yeah,
but I don't see how that explains why we've iust seen him the
husband, like a nervous wreck in the lift.
B  Oh
right. Well probably the strangest thing in the whole of this story is that
when his wife felt OK about going in lifts alone, or going shopping or whatever
without him, he iUSt couldn't cope.
A  What
do YOU mean?
B  Well,
iust as she was totally dependent on him for doing virtually anything this
apparently created a kind of co-dependence in him. So that when she no longer
needed him, the iustification almost for his existence as a separate entity
disappeared, you know he thought he was indispensable and all that, with the
result that now he can't do anything without her. The sad thing is that she's
totally callous and virtually ignores him.
A  That's
terrible. But couldn't he just, YOU know, go to the therapist and get himself
sorted out?
B  You
would have thought so, yeah
5 The
culture of fear

Students may find
this exercise sensitive.
 Students
read the passage and discuss the questions.
Natal
(South Africa). Students should be able to work this out
from
the names ofthe places, people and the black/white references. The piece was
written in 1994 (i.e. during the big changes in South Urica).
Listening
 Students
hear a father's fears for his young son. The task is simply to note down these
fears.
loss
oflimbs, drugs, abuse, narrow-minded teachers.
I think you fear totally different things for
your child than YOU do for yourself. I suppose the thing that worries me most,
more than him dying almost, is that he might have some kind of accidenf and
lose his arms or legs or something. When that kind of thing happens to you, I
think you learn to accept it, when it happens to youcchild, you feel directly
responsible, even if you weren't there at the time. I also worry that he might
take drugs, get abused by some maniac; but even less dramatic things, like his
teachers might try and curb his imagination and make him conform too much to
their way of thinking.

4 Manias

Some
people's insecurities manifest themselves in obsessive
behaviours. A dipsomaniac, for
example, has an abnormal and insatiable craving for alcohol. Those afflicted
with kleptomania have a compulsive desire to steal things they don't actually
need. More dangerous are pyromaniacs who feel compelled to start destructive
fires. Other kinds of manias involve strange rituals to be performed when doing
certain things. People who have developed rhythmmania, for example, give
themselves a rhythm while doing something. This means that they will pace
themselves to the door saying 'one two three, one two three' until they reach
the door, then 'one two three' while they open it. This procedure is repeated
for everything they do and if they get interrupted in the middle, i.e. before
they've reached three, they have to go back and start again.

5 The culture of fear
1
Analyse
the implications of the four manias in the text both
for the people afflicted, their immediate family, and society in general
2
Do
YOU know of any other kinds of mania?
3
What
would be the consequences of having any of the following manias?
anglomania
(exaggerated liking for and imitation of English CUStOmS/ manners,
institutions), ca/lornania (the delusion that one is beautiful), chronomania
(perfectionism in time keeping), metromania (obsession for composing verse/
poetry), dromomania (wandering) hypomania (being always on the go),
monomania (excessive interest in one thing), mythomania (compulsively telling
lies and believing them) nostomania (excessive nostalgia), sophomania
(belief in one's own wisdom)

Children
suffer intolerably for the action and follies of their elders.
The
horrors of the lives of some of the township children which

Beverly
Killian, senior lecturer in Psychology at
Pietermaritzburg,
has come across, can make one weep. They live in a society which journalist
Khaba Mkhize described as 'a community at war with itself. There have been so
many deaths that most people have lost their sense of weeping.' White children
also have been brought up in a culture of fear, many
taught that the world is unsafe and that they should not trust anyone.
'It is not only the political and criminal
violence. Studies have shown that one in ninc boys have been sexually abused,
defined as any unwanted sexual attention by an adult. Domestic violence agamst
children is not limited to any social group, occurring m thc richest and
poorest of households,' says Killian.
'Thc fear of today's children is primarily
an interpersonal fear — a fear that somc othcr pcrson is going to harm them —
which is a far more strcssful than a fcar, for cxamplc, of a nuclear war, the
overwhelming fear cxprcsscd by the youth in Europe a dccadc ago,' says Killian.
 ©
1
What
country do YOU think is being referred to in the article? What led you to this
conclusion?
2
Do
the fears mentioned reflect any of your own or your children's fears?
3
Who
has the most to fear in your country?
4
What
are the big fears of your generation? How do they differ from previous and
future generations?
5
Which
of the following figures do you fear: your parents partner,
teacher, classmates, priest, police, army? 6 On what occasion in your life have
you been the most
G) 'Gender' was
originally used to classify nouns. Gender is now also used to distinguish
between male and female behaviour: 'gender identity' (self awareness that one
is either a male or a female), 'gender role' (the image that an individual presents
to others based on culturally defined concepts of masculinity and femininity),
'gender specific' (of or limited to either males or females, e.g. eyes and hair
colour are not gender specific), and 'gender gap' (the apparent disparity
between men and women in values, attitudes, voting patterns, etc.).
Warm-up
• Before
handing out photocopies or introducing the subject of gender, dictate these
sentences: 1 A business executive discovers that a long-time employee has been
stealing from the company. What should the executive do first? 2 A robber pulls
a gun on a bank teller. What should the executive do first? 3 Someone witnesses
a pedestrian being hit by a car. What should this person do first? 4 A relative
is trying to give up smoking. What should the relative do first? 5 A nurse
discovers a hospital patient has been given blood contaminated with the AIDS
virus. What should the nurse do first?
• Students
then try to 'image' or 'visualise' the situation and then write down one or two
sentences to describe what the various people should do in the various
situations. Don't let them ask any questions that might give the game away. The
aim of this exercise is not immediately obvious. It is a test to see which
pronoun students use when they describe the situation and what gender they see
when they are imaging it. This exercise was invented by the author of a
university paper on sexist language.
• Get
some students to read out their sentences and ask them why they used 'she' for
the 'nurse' and 'he' for the executive, and 'he' for the witness and member of
the family (especially as in the last two cases we have no indication at all as
to the sex of the person). Ask them if they think that the use of 'he' might bc
helping to perpetuate a maledominated society, and whether they think it is
important or not. Students will probably say 'no'.
1
Gender identity

•
Ask students to read the text. Then do the listening. Finally, get students to
invent their own related questions fòr them to discuss together (e.g.
are men and women treated differently in your country, did your parents treat
you differently from your brother/sister, would you do the same with your
children, should diffèrences between scxes bc encouraged, etc.)
Gender
Listening
 Students hear three people (from China,
Uganda and England) talking about how girls and boys and sisters and brothers
are treated. There is no specific task, though what the speakers say should
stimulate a discussion.
 Boys
can do many more things than girls can. And they, I mean, people expect from
boys to become successful persons in their life and to provide for the family.
Where the girls are supposed to end up getting married, bearing children and
doing housework, and not having a career. So people are happy when they have a
boy and they are not that happy when they have a girl
2
In
the past it, there used to be this difference because er . the roles were
different, like for a girl she would have to learn how to care for the house,
to cook, and care for the children; and for a male, he had to learn how to dig
and raise cattle, and do all kinds of heavy iobs that the woman wouldn't be
able to do.
3
My
parents always tried to treat me and my two younger brothers in exactly the
same way, and they made a big point of saying that they were all treating us
the same, but they did actually treat us differently, because I was a girl and
they were boys.
2 Are
you a woman or a man?

 The test is designed to be deliberately
provocative. Students do the test individually and then compare their answers
in groups. They should then redo the test, trying to decide which are the
stereotypical female answers.  Get class feedback, and find out which
male students initially gave female answers, and vice versa. The conclusion
should be that we all have both female and male characteristics.
3
Female facts

 Students discuss the facts.
Listening
 Students
hear the answers to the facts about women. Students note down if they were true
or fhlse, plus any other infbrmation they hear. (The tapescript is on p. 34.)
IT 2T 37? 4F 5T 6
notmentioned also mentioned: womenfloat better; twice as mauy women diet; 44%
ofwomen in Britain workparHime, and only 6 0/0 Qfmen; women hate
lack ofcommunication and untidiness.

Gender identity

ILLUSTRATED
CHILDREN'S
    STORY
BOOK

is
    a
show
parents
treat

A small girl learns, by the time she
  is two or three, that she girl. Her books tell her with big pictures and
  little words what girls like and what course she is bound to follow. Girls
  can become mommies, nurses, or teachers. The books do not sisters leading
  brothers. They do not show girls making discoveries, creating inventions,
  making important decisions; boys do these things! Girls learn early that what
  boys do is better.
Children get spoken and unspoken messages from their that
  communicate the relative value of blue and pink. Parents have very different
  ideas about what is appropriate behaviour for girls and boys. Their
  expectations influence how they their children and have a snowball effect on
  the small differences between children when they are born.
Are you a woman or
  a man?

1
    If your car breaks down do you ... ?
(a)  open
    the bonnet and have look inside (b) flag someone down
2
    A man and a woman go to the restaurant. Who pays?
(a)  the
    man (b) the woman
3
    What would your ideal house be?
(a)  easy
    to clean (b) big and impressive
4
    On holiday where do you keep the money?
(a)  in
    your back pocket (b) in a bag tied round your neck
5
    What is your motto?
(a)  If
    you don't take risks you don't get anywhere. (b) Better the devil you know
    than the devil you don't.
6
    Are your friends ... ?
(a)  more
    intelligent than you (b) better-looking than you
7
    Do you understand people better who communicate using
    ... ?
(a)  body
    language (b) the written word
8
    What animal frightens you the most?
(a)  a
    mouse (b) a shark
9
    In a war would you ... ?
(a)  fight
    for your country (b) leave for a neutral country
10      Which
    do you prefer reading?
(a)  books
    (b) magazines
Score A typical man
    would say that the woman's answers would be: 1 b, 2a, 3a, 4b, 5b, 6b, 7a,
    8a, 9b, 10b. A typical woman might think otherwise!

3 Female facts
1
Women
live longer than men.
2
Women
hear better than men.
3
Women
communicate better than men. 4 Women need men more than men need women.
5
Women
get married younger than men do.
6
Women
are more intelligent than men.

Tapescript for 3 Female
  facts
Here
  we go then, some totally useless and not so useless information about women.
  Women live longer than men, well we all knew that didn't we? But did you know
  that women are four times as likely as men to live to a hundred? Women have
  slightly better hearing than men. Pardon? Ooh, here's an odd one — women
  float better than men, but why would anyone want to do a study on floating, I
  don't know. Anyway here's the next one, twice as many women diet as men,
  actually I would have thought it would have been more than that, well there
  you go. Forty four per cent of women in Britain work part-time. And the men?
  Only six per cent. Well, that figures I suppose. Women only get half as much
  in their pension as men do. In a survey of what women hate most in their men,
  they said: lack of communication, no kidding, with untidiness running second.
  Wonder if they did a similar survey with men. Ooh, look at this, a woman's
  pulse rate doesn't rise as high as a man's does when kissing — I wonder why?
  Ahl And here's the result of survey on males, yes, it's true ladies, men need
  women more than women need men. A survey of thirty thousand people revealed
  that men are much more bored, disorganised and lonely without a mate than
  women are. Well, that I have to admit, I'd always suspected. Women get
  married younger than men do — well I knew that, but I must say I wonder why
  we get married at all after reading all these statistics.

4 HIStory, HERstory, or HYSteria?
 Make
sure you've done the warm-up. Before students read the text, tell them to write
down as many words as they can connected to gender-linked jobs (e.g.
actor/actress, fireman/firewoman) and gender-linked relationships (e.g.
wife/husband). Then discuss if and when and how these should be made
gender-neutral (e.g. firefighter). Students read the text and answer the
questions in groups.
Possible solutions to question 5
(a) We will ... No one ... (b) Our origins;
the origin ofthe human speczes ... (c) Shall I let them in ? Shall I let
whoever it is in? (d) All students must have their own books. (e) Our
neighbours are ... (f) ... their head ... (g) The English are very reserved.
(h) An English person's home is their castle (sounds awful now, but in a
100years or so people won't think twice about it). (i) Ask the average person
and they would say ... (j) Users can use their mouse to move the
cursor.
The use of they and their with a
singular subject is frowned upon by purists, but is becoming Increasingly
common and serves a very useful purpose. But there are circumstances where it
is impossible to avoid he/she situations, and feminists have answered this by
coming up with new gender neutral pronouns.
Extra

 To
test whether students have got the message of this unit, tell them this very
famous story: A father and his son were involved in a tragic car accident, the
father was killed. His son was taken to hospital and when he was wheeled into
the operating theatre the doctor exclaimed: 'Oh no, that's my son!' Why did the
doctor say this?
The
doctor, ofcourse, was the boy 's mother!
Gender

4 HIStory,
HERstory, or HYSteria?

Many feminists have tried to rid the English
language ofwords containing the word 'man' or any word which indicates the
gender of the person it refers to. For example:
woman/women —+ womyn/wimrmn fireman —+
firefighter craftsman —+ artisan waiter/waitress -9 waitron history —+ herstory
'Neighbour' and 'survivors' (below),
which should be neutral terms for both sexes, here obviously only refer to men,
women being excluded as second class citizens.

including 10 women

Here
are some words that people have invented to avoid the
generic
'he' problem; only the first is ever really used:
s/he,
xe, tey = he or she                 per = person = he or she
peep = singular of 'people'             herm,
wrn = her or him
Literature and television are often blamed
for the tendency towards male protagonism. Nearly 800/0 of the
action in books (particularly children's books) and TV programmes is carried
out by boys and men, so that female readers/viewers, consciously or not, see
themselves in a subservient role.

In
1984 the federal government ofAustralia decided to expunge all sexist words
from the statute books — an incredible 50,000 offending words were found.

1
Feminist
scholars maintain that the generic 'he' and similar words 'not only reflect a
history of male domination' but also 'actively encourage its perpetuation'. How
do YOU think this is possible?
2    Does
your language have a generic pronoun which is neither masculine or feminine,
and which can refer to the two sexes indiscriminately? If you don't have one,
how do women feel about having to use 'he' to describe a

generic person? If nobody cares about it in your country,
why is it that people care so much about it (almost to the point of obsession)
in English-speaking countries?
3
Feminists
coined the word 'Ms.' as an exact equivalent to Mr. Why do you think 'Ms.' was
invented? Do you think it was needed? If you are a woman, why would(n't) you
use this word?
4
Male
words have tended to retain their connotations of power and independence,
whereas female ones have become associated with triviality, dependence and sex.
Compare, for example, bachelor spinster, governor/governess, master mistress.
Do the same kind of distinctions exist in your language? Now do you agree that
even one's language can contribute to the way we see the world, i.e. a male
dominated world? YOU don't? Sigh!
5
How
could you convert the following sentences into gender
neutral' sentences?
a
Man
will never conquer space.
b
Man's
origins are still not fully understood c
Someone is at the door. Shall I let him in?
d Each student must have his own book
       My
neighbour and his wife are on holiday.
f
Anyone
who thinks that needs his head seeing to.
g
Englishmen
are very reserved h An Englishman's home is his castle.
                 Ask
the man in the street, he would probably tell you
           The
user can Use his mouse to move the cursor.
(D The original meaning of the word 'home',
in English and many other Indo-European languages too, was of a safe dwelling
place, a village, even a world. In Old English it came to mean a fixed abode
where people habitually lived and sometimes was extended to include members of
a family (home circle). Webster's says that 'house' (from a reconstructed
Indo-European base meaning) comes from the same root as 'sky' and was used to
mean a 'covering and concealing'. Our modern usage of these two words can be
traced back to these original meanings. 'Home' has connotations of a feeling of
belonging, a centre of affection, a place where you can find refuge and rest,
it is something intimate and private. If you think about the words 'homely' and
'homemaker' (as opposed to 'housekeeper'), you immediately get the feeling of
an atmosphere, a family (in fact we talk of a 'broken home' where the parents
are separated). It even has the sense of a destination — 'homeward bound' (old
hippies will remember the Simon and Garfunkel song), and also a nation (home
vs. foreign policy; Browning's poem Home thoughtsfrom abroad). Generally,
'home' only refers to one's own place; we'd say 'I went round to Adrian's
house' not his 'home'. House, in the meaning of a covering or storage place, is
clear in such things as a greenhouse, henhouse, the House of Commons, a clearing
house, etc. It is a physical structure not a place where one should supposedly
receive kind treatment and feel relaxed ('Make yourself at home.').
Ever wondered why we say to go/arrive/get home (i.e.
without any preposition)? This is a remnant from Old English where the
accusative case was used without a preposition, like the Latin 'domum', with
the sense of 'to one's house, to home'.
Warm-up
• Brainstorm students
on the difference between 'house' and 'home'. Then get them to think of all the
compound words beginning with 'home' (e.g. homebred, -coming, -land, -less,
-made, -maker, -stead, -stretch, -video, -work) and compare these with any
expressions they can think of containing 'house'. This should confirm and
consolidate the difference between home and house. Then go on to Homesick?
1 Home sweet home

• Do
the listening exercise before students look at their page.
Listening
•

Students
hear two people talking about typical houses in their country. Students then
look at their page. With lowlevel classes, after listening, students should
identify which kind of house was being talked about (picture d) ; higherlevel
classes should also note the minor differences between the two descriptions.
Home
•
Well
in South Africa there are many more blacks than whites, and a lot of the
blacks, most of them I think live in rural areas, and they have round houses
with thatched roofs, and em mud walls, and em no chimneys, and there's a gap
beM'een the wall and the roof for ventilation.
2 In Uganda we live in a thatched house,
that is the roof is made with sticks and grass, the wall is made of, of mud,
covered, of sticks covered with the mud wall, the floor is also smeared with
mud to make it smooth; and between the roof and the wall there is a space of
about half a metre for ventilation. There are two windows usually on the sides.

After
the listening, students discuss the other illustrations. In groups they decide
in which countries such houses would be typically found.

Students
now discuss why they were built in such a way (and with what materials), and
what the advantages and disadvantages are of such houses (in terms of living
conditions, cost, maintenance, appearance, etc.).
Follow-up
 Students
discuss the housing situation in their country — where is the best place to
live (both on a national, regional and city level), whether it's easy to rent
or buy.
2 Homesick?

 Students read the passage and as a
whole class discuss questions 1 and 2.
6)  The
passage comes from a boy's story, Tom Sawyer, by Mark Twain, a very famous
American novelist. In this particular extract Tom and his friends have gone
camping.  Students now discuss the other
questions and then do the listening exercise.
Listening
    Students
hear what three people (from Uganda, South Africa and China) miss most when
they are away from home. They should fill in a table like the one below.

mzss

don't mss

1

culture, family

not mentioned

2

family, friends, nature

racism

3

culture, festivals

censorship, sexism, class

    What I
miss most is about Uganda is er the culture I grew up in, the people I grew
together with. I miss a lot my family because I don't get to see them very
often.
2
I
miss family and friends but I also miss the beautiful beaches and the mountains
and the lovely countryside. I don't miss the racism a\though it is a very
different place since the elections in 1 994.
3
f
don't miss the lack of freedom. I don't miss the difference between men and
women, I don't miss the class differences, censorship, things tike that, but do
miss all the traditional cultural part, even food, festivals, the atmosphere.

1 Home sweet
home
                    b                                                    c                                 d
a
1
2 Homesick?

They found plenty of things to be delighted with, but
  nothing to be astonished at. They discovered that the island was about three
  miles long and a quarter of a mile wide, and that the shore it lay closest to
  was only separated from it by a narrow channel hardly two hundred yards wide.
  They took a swim about every hour, so it was close upon the middle of the
  afternoon when they got back to camp. They were too hungry to stop to fish,
  but they fared sumptuously upon cold ham, and then threw themselves down in
  the shade to talk. But the talk soon began to drag, and then died. The
  stillness, the solemnity that brooded in the woods, and the sense of
  loneliness, began to tell upon the spirits of the boys. They fell to
  thinking. A sort of undefined longing crept upon them. This took dim shape,
  presently — it was budding homesickness. But they were all ashamed of their
  weakness,
and
  none was brave enough to speak his thought.

1
Who are 'they'?
Where are they?
2
How
are they feeling? Why are they ashamed of the way they are feeling?
3
Have
you ever been camping with some friends? Have YOU ever been exploring?
4
When
was the first time YOU slept away from home? How did YOU feel? What home
comforts did YOU miss the most?
or abroad, what do you miss the most about
your home town and country? (family, friends, pets, house, food and drink,
culture, sense of humour, TV, shops institutions, not being able to speak your
native language?)
6 How often do you phone and write home when
you are awaye
3 Homeless and homeland

'O This could be a very touchy subject for
a lot of people. Test the ground before embarking on it.
•   Students
look at the picture of the refugee camp and imagine how life must be for such
people. They should then answer the questions.
Writing
•   'Charity
begins at home'. Discuss.
4 Home, language
and nation

        This could be a very touchy
subject for a lot of people. Test the ground before embarking on it.
Language has not always
been a uni9ing element in Europe either (e.g. Ireland and the former
Yugoslavia), but it has been in separatist groups in Spain and France. Language
is, in any case, certainly something people feel very strongly about — the
Flemish used to object to their children being taught French in French.

•
Students read the passage and discuss the questions.
Home

3 Homeless and
homeland
1
Is
your country currently home to any refugees? How well has your country accepted
theme
2
What
kinds of conditions do refugees live in? What problems do they face? Imagine a
typical day in the life of a refugee.
3
Leaving
aside refugees, and concentrating on general immigration, imagine you are
members of a government department which decides who to give permanent visas
to. Put the following in order of preference: English teachers married sons and
daughters of citizens of your country people escaping from a war people seeking
political asylum from countries that are not at war people who are prepared to
do very humble jobs (e.g. cleaning, refuse collection) at a cheap price people
with an internationally recognised extraordinary ability in (four separate
categories)• science, art, business, athletics spouses and unmarried children
of lawfully permanent residents (i.e. people who were not born in your country,
but who can legally live there indefinitely) unmarried sons and daughters of
citizens of your country
4 Home, language and nation
Most people tend to feel at home where
people speak the same language as they do. In fact, boundary disputes at the
end of the two World Wars were generally based on linguistic groups, and this
was reflected in the subsequent transfèrs of populations. Dictators,
such as Mussolini and Hitler, exploited this principle when they tried to
introduce speakers of their languages into areas which they claimed belonged to
them. So Mussolini urged Italians to migrate to the South Tyrol, and Hitler
called on
German-speaking people in Austria,
Poland and Alsace to unite. However, In many parts of the world, there are
communities which are defined by the religion they share, rather than the
language they speak.
The number of refugees in the world
varies from year to year, and figures can never be very accurate. In the early
1990s, for example, nearly 7,000,000 Afghans had already left or were leaving
their home-
land, and another two and
.žE•ž;;;:. .
a half million Palestinians had no fixed
home. In many African countries people were on the move (Mozambique, Eritrea,
Somalia, Liberia, Angola, Rwanda, Sudan
etc.) and in the Far East as well
(Cambodia, Vietnam and China). In this
period too, we saw the beginnings of the problems in what used to be
Yugoslavia.
The countries which accommodate refugees
tend to be neighbouring countries (e.g. Thailand accepted half a million people
escaping from Myanmar, Laos and Cambodia, Pakistan 3.5 million from
Afghanistan, and Iran 3.0 million from Afghanistan and Iraq). Other countries,
such as the United States, accept people from a variety of countries and have
strict laws on who can and cannot be accepted.
1
How
long has your nation existed with its present borders 2 Are these
fair borders?
2
Does
everyone feel at home in your country or are there some who would prefer either
some kind of home rule (i.e. local self government) or to become a separate
state a Do YOU personally feel you belong to your country?
3
What
do you think binds people together most language, religion Of something else?
4
Did
your country ever colonise other countries? When and why? Are these countries
still colonisede What rights do their residents have in your country? Was your
language ever adopted there?
5
Was
your country ever colonised by another countrye How do YOU feel about this?
What were the advantages and disadvantages of such a situation?
Warm-up
•
In groups, ask students to define intelligence.
G)
Here are some psychological definitions: the ability to adjust to the
environment and to new situations; the ability to learn or the capacity for
education; ability to employ abstract concepts and to use a wide range of
symbols and concepts; ability to solve problems; verbal facility. But your
students should come up with some more down-to-earth definitions. One American
researcher, J. P. Guilford proposed no fewer than 120 separate kinds of
'intelligence', grouped under main general headings like memory, reasoning, and
divergent and convergent thinking.
1 A born genius?

• Get students to read the extract and
then immediately proceed to the listening exercise before they answer the
questions.
G)
(3) Is the fact that Shakespeare was born in England and not Siberia relevant?
(5) Experiments have proved that the more intelligent a dog is the less likely
it is to crack up under pressure. Similarly, war experience has shown that
intelligent              soldiers are less prone to shell shock
and other psychological pressures than their less intelligent companions. The
photo shows Ganesh Sittampalam who got a first-class degree in Mathematics at
the age of 13.
Listening
• Students hear three
possible versions for the final paragraph of the reading extract. They have to
decide which was the ortgnal one, and whether the other two contain reasonable
ideas or not. Students then discuss the questions.

1
Intelligence
 It's a mistake for parents to think
their child is a genius. Let time decide that. But it is an even greater
mistake for parents to think their child has no talent at all. The geniuses of
history are telling us how much higher we could reach if only we believed in
ourselves.
2
Parents
should thus waste no time in finding out whether their child has hidden talents
or not. If they do not do so, the world may be deprived of someone, who, given
the chance, might have been able to find a cure for cancer, a solution to the
world's energy problems, or simply a way to bring warring nations to their
senses.
3
Don't
listen, then, to those who would foist piano lessons on children who have
barely begun to talk, or cryptic crosswords on kids who've only iust begun to
read, or mind-bending mathematical problems on youngsters who have only just
learned to reason. Think above all about your child's happiness and ask
yourself whether a child who studies the violin six hours a day is more content
than one who spends the same time with their friends and toys.
2 A head
start

 Students read the text and discuss
questions in groups.
(5) Parents who were motivated enough to
use the devices have probably done a lot of stimulating of their child after
its birth as well.

1
A
born genius?
Are people born intelligent or do
they acquire intelligence?
2
Is
talk of genius elitist? Are not ail children equally important2
3
How
much effect does someone's environment bear on their intelligence?
4
Is
it possible to distinguish intelligence from imagination creativity and common
sense?
5
Is
a person's happiness and ability to adapt in any way related to how intelligent
they are?

When
  a 13-year-old boy obtains a first class degree in

WHEN DO GENIUSES REACH
  THEIR PEAK?

mathematics or an
  8-year-old

YEARS

plays
  chess like a future grand

50

master, they are hailed
  as

40

geniuses. Whether they
  really

are geniuses or just
  precocious

30

talents, their achievements raise
  fascinating questions.
Where does the quality of genius come from? Is it
  all in the

20

Ganesh SittamPalam

genes or can any child
  be turned

PROF. STEPHEN

into a genius? And ifparents do have a potential
  genius in the family, what should they do?

Born 1942, stjJJ ojn

One
  thing is certain: it is dif-

Wolfgang
  Amadeus enjoy being

done for the glory of
  the parent

blindfold
  as a child, Shakespeare

ficult for parents to
  get it right.

a boy rather than a
  prodigy.

rather than the good of
  the

did
  not make much impression

If I had been Mozart's
  head-

True
  genius is inherited in the

child.

on
  his teacher. Nor did Charles

master I would have
  told his

genes and to turn a
  home into a

Another
  problem is that out-

Darwin,
  because the future sci-

father — a typical
  over-ambitious

private intellectual
  hothouse

standing genius does
  not always

entific
  genius was bored by his

parent — to stop
  pushing his son

reminds me of factory
  farming.

reveal itself at a
  young age.

narrow
  classical curriculum.

so hard at his music and let
2 A head start

The danger is that it
  may be

While Mozart played the
  piano

Sometimes new parents
  can't wait to give their children a head

1
  If you were pregnant would YOU use a sonic-stimulation

start in life. They begin before the baby is even
  born. In hopes that sounds will somehow influence the fetus in their womb,

device?

zealous moms-to-be have
  attended classical concerts or kept

2 Why do parents want to give their children a head
  start?

tunes playing
  constantly at home. Now there is an updated, high-tech version of that
  technique: a contraption that delivers

Is it really necessary?

complex sonic patterns
  to unborn children, to excite the fetal

3 Are there any dangers
  in over-stimulating children?

nervous system and
  exercise the baby's brain.

4 Are super-intelligent
  children necessarily any happier

'This is not a yuppie
  toy,' says its inventor. 'We have barely

than their 'normal
  friends?

literate families who are using the
  tapes.' To date, 1,200 children — the oldest ofwhom is now four — have
  'listened' to the

5
  Can you see any holes in the interpretation of the tests

recordings. Last year
  50 of the youngsters, ranging in age from

mentioned at the end of
  the text?

SIX months to 34 months, were given
  standardised language, social and motor-skills tests. Their overall score was
  25% above the U.S. norm.

6 In what ways should
  parents stimulate their children?

PHOTOCOPIABLE

3 Intelligence test

• The intelligence
test is best done in groups. Make it competitive by giving a 15-minute time
limit and see which group has got the most correct answers.
The
first serious intelligence tests were conducted in 1905 by Alfred Binet. They
were done at the request of the French government who wanted to identify
children with learning disabilities so that they could be given extra tuition.
In 1916 Binet's tests were adapted by an American psychologist from Stanford
University. IQ or 'intelligence quotient', tests had begun. The questions
mainly related to numbers, words and objects. The average IQis 100. Research
has shown that cultural background, motivation (or lack of it), class
differences, changes in family structure and home conditions, even the
relationship between the tester and the person being tested, all affect the
final IQscore achieved. Binet was convinced that a person's intelligence
changes during their lifetime, but others believe it is inherited and doesn't
vary.
Here are some answers. Ifyour students
come up with other answers make sure they canjustify them
1
(a)
You are more likely to do one activity, than that same activity plus another
one. People who base their answer on Katie's interest in animal rights are
ignoring the mathematics oftheproblem (i.e. probabilities).
2
0.
They are thefirst letters ofthe numbers one to twenty (One, Two, Three).
3

The
probability is zero. Ifnine people have their own hats, then the tenth must
too.
Intelligence
4
They
are Siamese twzns.
5
They
depend on the position ofthe letter 'h': hospital, those, ethics, eigkt, teach,
enough.
6
(a)
Aunt. The onlyfemale. (b)y (the others are in alphabetical order) (c) woman:
wife (the others arefamily relations).
7
Do
exercises like this really prove anything? These kinds oftests don't
necessarily demonstrate intelligence.
8
(a)
Not necessarily, it may go in one ear and out the other. The news only informs
us about whatjournalists think ve might find interesting. (b) Studying hard
doesn't necessarily mean good results, the opposite is also true. (c) She
mightjust be playinggames. (d) They could equally be brothers, or brother and
sister. (e) He wasn 't an orphan before he murdered his parents. (D
Biographical is more likely. (g) Unless her daughter was adopted, this sentence
is nonsense. (h) How canyou see an iceberg ifit's already melted?
9
None,
an unlisted number doesn 't appear in a phone book.
10
Yes,freeze
the water in the two cans before putting it into the empty container.
Writing
Students
write the answers to question 8. This involves using conditionals and modals
for deduction.
Usefulfurther
reading:
A. Gellatly: The skilful mind; J. F. Fixx:
Solve it.

PHOTOCOPIABLE

3 Intelligence
test

I
   is
  30 years old, single, with a lively personality. At university she studied
  languages and was also involved in an animal protection group. She loves
  travelling. Which of the following two statements is more probable?
a)
  She teaches
  English as a foreign language.
b)
  She teaches
  English as a foreign language and is a member of the Worldwide Fund for
  Nature.

2 WHAT IS the first letter
  of the following sequence (it is not 'E')?
S
  SENT
SS
  E NT
hats, were walking along a street when
  a sudden wind blew their hats off. A helpful boy retrieved them and, without
  asking which hat belonged to which person, handed each person a hat. What is
  the probability that exactly nine of the people received their own hats.
4
  wo women and a
  man are sitting at a table arguing. Suddenly one of the women pulls out a gun
  and shoots the man. The case goes to court, and the first woman is found
  guilty. However, the other woman, who the judge knows is innocent, has to go
  to prison as well. Why?
5
  HESE words have been put in order following what rule?
hospital,
  those, ethics, eight, teach, enough

6
  WHICH IS the odd one out?
a)
  actor, aunt,
  bachelor, king, nephew

c) aunt:
  uncle, woman: wife, father: son, brother: sister.

7
  Divide up the words as fast as possible.
DoeXErciSESLiketHlSreaLLyprOVEANytH/ng?
TheSEKWdSOftestsDOn'tnECESSamydemONstraTEWTemgenCe.

8
  N 1 why the
  following sentences
EXP LA I I N are not necessarily logical. a) Charles is
  very well informed - he watches the news

b)     Julie doesn 't study, so she won 't
  pass the exam.
c)
  Jodie is a
  10-year-old who spends most of her time on the computer. She must be
  intelligent.
d)
  Devan and Taman
  are both secretaries. They have the same mother and were born on the same day
  at the same time. Therefore they must be twin-sisters.
e)
  He murdered his
  parents and then pleaded for mercy because he was an orphan.
f)      She's
  still writing books. Autobiographical mainly.
g)
  She hasn't had
  any children and she's going to make sure her daughter doesn 't either.
h)     We saw an iceberg that had
  completely melted.
9
  13
  /0 of the people in a certain town have unlisted phone numbers. You select
  300 names at random from the phone book. What is the expected number of
  people who will have unlisted numbers?

YOU have two cans filled with water
  and a large empty container with no internal divisions. Is there a way to put
  all the water into the large container so that you can tell which water came
  from which can?

Discussions A—Z Advanced,

Warm-up
•
Students discuss qualities of an ideal judge.
G)
The spirit of justice was female in classical paganism, are women therefore
innately better at judging than men? How has our sense of justice changed over
the centuries? Does one's own sense of justice change much during one's life?
1 Juries
• Brainstorm students on what kind of
people should and should not be able to serve on a jury, and should be allowed
to be excused. Should work be compulsory? Should compensation be given for loss
of time and money? Then do the listening.
Listening
• Students hear about the origins of the
jury system in England. After listening twice, choose a few students and ask
them the following questions.
Questions: 1 In what way were the original
juries different from today's? 2 How do you qualify for jury service? 3 Who is
exempt?
Back in the middle
ages, a iury was a group of neighbours who were asked questions Under oath by
one of the king's men to find out what rights the king had in that area. For
example, they might have to name all the landowners of their district and say
how much land each of them had; or name all the persons in their district who
they suspected of murder, robbery or other crimes. The iob of these people,
usually twelve, was not to pass any iudgement but simply to declare the truth.
This system gradually evolved into a group of twelve people who had to give a
verdict in court on an accused person or people. Until 1974 in England jurors
had to be house-owners and the age was restricted, which basically meant that
they were male, middleaged and middle class, with all the ideas that belong to
such a group. Now to qualify you have to be on the electoral list, no older
than 65, and a UK resident. Various people are ineligible for iury service such
as members of the legal profession, police officers, ministers of religion, the
mentally ill, and anyone who
Justice
has served a prison sentence in the last 10
years. Members of Parliament* members of the armed forces, and doctors can be
excused from iury service. Because of the length of some trials, iurors are
paid traveling and subsistence allowances, along with some compensation for
loss of earnings.
Finally in groups students imagine
that they are members of a jury whose task is to consider the five cases (on
the student's page). Before beginning the trial students need to decide
together what options are available as sentences (from acquittal to life
imprisonment). Students also need to take into account the circumstances.
• Alternatively, students could think of
non-prison punishments to fit the crime.
G) (l) Would it change things if the woman
had shot the man dead, or paralysed him for life? What is legitimate defence?
(2) Would it make any difference if
the lights had been on green? If the man's wife had not been pregnant? What if
it had been an ambulance that had killed someone going through on red? What if
the people killed were deaf/blind? In any case hasn't the man paid enough just
by what he will have on his conscience — maybe just taking away his driving
licence would be enough. (3) Discuss whether it should be 'finders keepers'
when discovering ancient artefacts, whether such things belong to the person on
whose land they were found, or whether they are part of the national heritage.
(4) In May 1993 Lee Jang Rim was sentenced to one year in prison for predicting
that the world would end on 28 October 1992. Tell students Rim's sentence after
they have had their discussion. Consider why the judge sentenced him for one
year only. Was Rim directly responsible for the suicides? Do we need to protect
people from their own gullibility? (5) The company in question, initially
explained that they didn't have the $32 billion needed to pay all claimants, so
merely offered losers their apologies. Then, after death threats to employees,
riots and stonings, they paid out $20 in 'goodwill prizes'.
2 Punishing children
Students
read text and discuss questions in groups.

1 Juries

1
    This woman shot in the knee the unarmed man who had
    broken into her house. He later spent six months in hospital as the result
    of his injury and is still unable to walk
2
    This man drove through traffic |ights on red and
    killed two people. He was taking his pregnant wife to hospital, she
    actually delivered the baby whilst still in the car.
3
    This man is o private art collector who received
    items stolen by grave robbers who had been stealing from 3000-year-old
    tombs at an archaeologica\ site. The

5 This multinational
    soft drinks company organised a promotion lottery in which tops of bottles
    were stamped with numbers, some of which would enable the lucky owner to
    collect a prize equivalent to $40 000. However the computer had wrongly
    generated 800,000 of these numbers. They explained that they didn't have
    the $32 billion needed to pay all the claimants, and so merely offered the
    losers their apologies. When this fact was announced by the company there
    were violent protests which one five-year-old was

girl
  killed robbers are also in court for having destroyed many pottery dwing
  their raid
4 This preacher predicted
  that the world was going to end in three months. He accepted millions of
  dollars in donations from believers who had sold their homes, abandoned their
  families and quit their lobs to prepare for the second coming of Christ. At
  least four followers committed suicide
2 Punishing
  children

It would be
  convenient if there were an effective and suitable punishment to fit every
  childish crime. In theory, the punishment should fit the individual child,
  his age and his misdemeanour. In practice, even if it were possible to
  recommend this neat solution, actual punishments would continue to be
  influenced by variable and unpredictable factors. For example, a mother who
  smacks her child at the end of a long day is punishing him because she is
  tired and for all the irritating things he has done that day, not just for
  the trivial offence that finally provoked the slap. An outsider who saw only
  the isolated incident might think her harsh or unreasonable, but the child
  himself probably understands that the penalty covers a multitude of sins, and
  that his mother always gets bad-tempered

around this time of a busy day.

1
Were
YOU naughty as a child? How did your parents punish YOU?
2
Should
parents use corpora! pun;shment (slapping, smacking, belting, caning)?
3

Should
anyone else other than the parents be allowed smack a child?

4
Imagine
that punishments did have to fit the crime. Think of some typical childish
misdemeanours and how you would punish them
5
How
would you punish parents who abuse their children? Should their children be
taken away from them?
3 Prisons

• Students read the first passage (A) and in
groups discuss questions 1—4.
(l)
& (2) If students lived in a small community and had to pay for the upkeep
of the local prison from their own pockets (keeping a criminal in a prison is
more expensive than paying for one to stay in a four star hotel), would they
still send offenders to prison or would they come up with some valid
alternative? (4) Answering this question entails firstly discussing why we have
prisons (to lock people up and keep them out of harm's way, as a punishment,
deterrent, for rehabilitation, because we've got nowhere else to put them).
Students should also consider the causes of crime.
•
Students now read the second passage and discuss questions 5 & 6, the
answers to which are contained in the listening exercise below.
Listening
• Students hear about the prison experiment
and answer these questions.
Questions: 1 How were the participants
found and selected? 2 How long was the experiment supposed to last? 3 What
happened after two days? 4 How did the 'guards' behave? And the 'prisoners'? 5
Why was the experiment stopped? 6 What did it supposedly prove?
7
What other explanation is there for the guards' behaviour?
1 newspaper advert; those considered most
mentally andphysically stable 2 14 days 3 rebellion + violent repression ofthe
rebellion 4 sadistically; after initial rebellion prisoners became submissive
and emotional (some having to leave).
5 The head researcher's girlfriend had it
stopped. 6 That it is the environment that makes people awessive ('thepower
ofsocial and institutionalforces to make good men engage in evil deeds'). 7
Thatparticipants were acting out stereotyped roles.
A  ...
so they were fingerprinted, given a uniform and so on, just as if they were
convicts in a real prison.
B  But
how did the researchers choose the pretend convicts and prison guards?
A

They
simply put an advertisement in a newspaper asking for male volunteers to take
part in a psychological study of prison fife. The ones they selected were the
ones they reckoned were the most mentally and physically stable, and the most
mature, actually the maiority were middle class university students.
Justice
B  And
did they get any money for it?
A  Well,
they were they were supposed to get fifteen dollars a day for the week period,
and the ones that were selected to be prisoners were warned that they could
expect to be under surveillance, they might be harassed, and they might have
some of their basic rights curtailed during imprisonment.
B  Not
sure I would have agreed to do something like that, especially for weeks.
A  Well,
in fact already within two days there was a rebellion which
the guards put down so severely that one prisoner began crying uncontrollably
and screaming, and only after one day he had to be released and three others
soon followed.
B  So
the guards really got into playing the part?
A  Yeah,
in fact as time passed, some of the guards seemed to derive great satisfaction
from exercising power and acting really sadistically; they became more and more
forceful and violent each day, despite the fact that most prisoners by this
time had given up resisting. The guards even changed their mannerisms, like
they began, they began swaggering around and the prisoners too began to SIOUCh
aad keep their eyes fixed on the ground.
B  God,
it sounds so dehumanising. So then what happened?
A  Well
it was actually the chief researcher's girlfriend who put a stop to the whole
thing. She'd gone to the prison to help out em interviewing the prisoners and
she was so appalled and upset by what she saw that she pleaded with them to
stop the experiment.
B  Well,
did the experiment prove anything after all this?
A  Yeah,
i suppose it did. I mean the people who took part were supposedly decent human
beings with a good moral sense, I mean not deviants at all. So the researchers
put down what happened to the environment.
B  Yeah,
but to a certain extent I suppose the guards were just acting like they
supposed guards would act, I mean that's how we all see guards isn't it, as
kinds of violent unthinking robots.
A  Yes,
yes, but that doesn't explain why the prisoners reacted so badly, I mean after
all they knew that it was only an extended piece of role-playing.
B  Well,
all I can say is I hope to goodness I never end up in a prison.
4 The final
iudgement

 Students
read the text and discuss the questions in groups. Students can compare the
Bible's versions with their own religion's equivalent.

3 Prisons

In
  primitive societies wrongs were treated as private 'torts' rather than public
  'crimes' and punishment was dealt out either by individual or group
  retaliation or by compensations — detection, conviction and punishment were
  in the hands of the whole community. Prisons haven't always existed, and even
  when they did they were not often used as they were too expensive to
  maintain.
In the 14th
  century, prisoners were expected to provide all their own necessities — food,
  drink, bedding, clothing, even candles and fuel for fire, If you wanted a
  separate room you had to pay for it, and if you didn't have enough money to
  buy the food and beer from your gaoler's shop, you might even die of
  starvation or thirst.
Certainly
  the most economical form of punishment is execution, but with the advent of a
  more humanitarian society other less drastic forms were invented. In the
  1820s and 1830s, for example, around 4000 criminals a year were transported
  from Britain to Australia. Increased government revenue around this time made
  a prison system possible, which made the grading of punishment considerably
  easier — weeks, months and years, rather than ears, arms and legs.

A
  group of social psychologists were interested in determining the causes of
  the dehumanisation that is so prevalent in prisons. Suppose that ordinary
  members of society were persuaded to act as guards and prisoners in a mock
  prison which mimicked the environment and day-to-day running of a real
  prison? If the mock prison failed to produce the hostility and alienation of
  a real prison, this would surely suggest that the personality characteristics
  of the guards or the prisoners, or both, are the vital ingredients in the
  unpleasantness found in a real prison On the other hand, if the behaviour
  observed in the mock prison was very similar to that in a real prison, this
  would suggest that it is the environment of a prison which is the crucial
  factor in producing unpleasantness.

1
What
are prison conditions like in your country?
2
What
are the pros and cons of detection, conviction and punishment being in the
hands of the whole community?
3
Would
having to pay to stay in prison be a good deterrent
in modern society?

nt

Then I saw a great white throne and the
  one who sits on it. And I saw the dead, great and small alike, standing
  befOre the throne. Books were opened, and then another book was opened, the
  book of the living. The dead were judged according to what they had done, as
  recorded in the books. Whoever did not have his name written in the book of
  the living was thrown into the lake of lire.
The Book ofRevelations 20, I I l 5

or
  feel in the world around of ultimate justice?
Jeremiah's questionse
are born rich, intelligent and
  stupid and ugly a the country where YOU are

4
The final iudgeme
1    What
evidence can you see
YOU
for and against an idea
2    How
would you answer
3    Is
it right that some people beautiful, and others poor,
4    Is
your life predestined by born and the parents who you are born to?
5    Is
it fair that we only live once? Or do we only live once e
6    Should
famous people be sentenced more severely than others to set an example?
4   Imagine
that prisons were abolished, what could be used in their place?
5

How
do you think the researchers (extract B) carried out their experiment and what
was the result?
6   How do YOU think the 'guards' and
the 'prisoners reacted?

Lord,
if f argued my case with you, you would prove to be right. Yet I must question
you about matters of justice. Why are wicked men so prosperous? Why do
dishonest men succeed'? You plant them, and they lake root; they grow and bear
fruit.
Jeremiah questions the
Lord, Jeremiah 12, 1—2

1

     Warm-up                                                                        2
Parents

•
  The Kidz quiz is probably the best way to start the lesson.

NB Only use this
  section with more mature students, use

Alternatively you could
  give students this baby test. 1 How

one of the two warm-ups
  as an alternative.

  much does the
  average baby weigh at birth? 2 When does

Brainstorm
  students on why men and women have children.

a baby normally start
  consuming food other than milk?

Do they have the same
  reasons for wanting them? How and

3 When do babies
  generally start walking? 4 What is

why
  does society pressurise married couples to have

normally a baby's first
  word and when can they really start

children? Why are other
  people (e.g. single people,

talking? 5 When do
  babies stop wearing nappies?

unmarried couples,
  homosexual couples) frowned upon if

1 In a developed
  country the average boy weighs around 3.2 kg

they have children?

(girls a little less).
  2 After afew months babies can have milk

Students read the text.
  Give them the information below.

mixed with pureed
  cereals andfruit, by lhei[first birthday some are

They
  then read the questions 1—10 and match them to the

alreadyjoining in with
  a variation on the normalfàmi(y meal.

three section headings
  — two of the section headings have

3 At around 6 months
  some babies begin picking themselves up,

three associated
  questions each, the other one has four.

then they begin 10 walk
  with support, and [hen between 12 and 18

Students may decide
  that some questions are relevant to

months they 're really
  walking. 4 A variation on the word

more than one heading —
  they can discuss this. With an

'mummy ' (though I'm
  proud to say that my child'sfirst word was

older group these
  questions can be discussed along with the

'daddy 'l), by the age
  oftwo, kids have a vocabulary ofaround 300

idea of 'selfishness'
  outlined below in the Info.

words, and 5000 atfive.
  5 Usually some time between eighteen

G)

BON is a support group
  of people from a wide spectrum of

months and threeyears.

social and cultural
  backgrounds, parents and non-parents,

• Dictate the following
  list or elicit by a brainstorming session

who feel the need of an organisation to promote and
  protect the interests, needs and wishes of those who have chosen,

on what they associate
  with childhood: toys, brothers and

adjusted to, or support
  being childfree. In a world with over

sisters, pets, best
  friend, food likes and dislikes, TV, parents,

five
  billion inhabitants the option not to be a parent should

teachers, wishes,
  holidays, beliefs etc.

be carefülly
  considered by anyone contemplating the

• Now get them to do a
  bit of childhood reminiscing using

irrevocable decision to
  have a child. In a society that

the above subjects as a
  basis. What things do they miss

expresses
  a very one-sided view of the 'joys of parenthood', it

about their childhood?
  What don't they miss at all? Are

is regarded as selfish
  to opt for a life without children. But

children becoming
  maturer at an early age? What are the

surely the motives
  behind having a child can be just as

implications of this?

'selfish'? It has been
  established that a large proportion of child abuse arises out of the unreal
  expectations held by

1 Kidz
  quiz

many
  parents. What can be more selfish than the person who says 'I don't care
  about overpopulation, food shortages,

•
Students first do question 1. At the same time they analyse or pollution. I
don't care to consider whether I will make a how children are cliffërcnt
from adults, in terms of general good parent. I want a child no matter what It
costs to behaviour, inter-personal relationships, needs, wishes, society,
myself, my marriage and my child'. creativity, curiosity etc. The adjectives
are supposed to bc antonyms (to some extent), so encourage students to find
IA 2C 3C 4B 5B 6A 7A 8C 9C 10B
the opposites. Get
fècclback, after which you might like to use questions 2 and 3 as a
class discussion; or ifyou think they would bc too difficult, tell students to
begin their discussion of the other questions from question 4. In multilingual
classes It might be interesting to get some more class feedback on some ofthe
questions. Discussion of the last few questions should then lead nicely on to
Parents.
(Suggested
answers to l, others may be possible): Antonyms: caulzous —jèarless;
curious — indi¶èrent; dull — imaginative; ea.y to please —
intolerant;Jimny— senous; innocent tainted; narrowÞminded
open-minded; predictable — sponlaneous; sour — sweet
1
Kidz quiz

1
Decide
which adjectives are appropriate for describing children and which ones for
adults. Give reasons.

cautious

imaginative

predictable

curious

indifferent

serious

dull

innocent

sour, bitter, dry

easy to please

intolerant

spontaneous

fearless

narrow-minded

sweet

funny

open-minded

tainted

2
Children
should be seen and not heard. (English saying)
3
Children
should not eat with their parents, nor be allowed into restaurants.
4
From
the age of six children should help to do the housework
2 Parents
In our
society a high value is placed on 'parenthood at any price' rather than on
responsible parenthood for those who freely choose it without being
pressurised. Most couples are inevitably asked 'When are we going to hear the
patter of tiny feet?' and other such comments as soon as they are married. The
media, and especially advertising constantly push the message that having
children is fun, natural and necessary. There is a strong implication that if
you do not conform, there IS something wrong with you! The question everyone
should ask themselves is not 'Why don't I ....,' but 'Why do I want a child?'
5
Children Under the
age of 1 0 should be in bed by 7.30 p.m
6
It
is up to the parents to decide how their children should dress.
7
Children
should be allowed to have a TV in their bedroom.
8
The
more pocket money YOU give a child the more responsible they become.
9
Children
cannot decide for themselves what friends to have.
10
Parents
have the right to keep their children at home to work, rather than send them to
school
In
the box below are 1 0 questions
British
Organisation of Non-parents (BON)
The questions were organised under three
headings:
A
What
sort of a parent would
B
Would
a child fit into my way of life?
c What do I expect to gain from the experience of being a
parent?

I What do I know about
    discipline and freedom? Would I be too strict? Too lenient? Would I get
    upset if things weren 't perfect?
2    Would I expect my child to do all
    the things I wished I had done?
3    Am I happy playing Monopoly all
    afternoon even though I am bored after one game or leaving the Zoo after
    ten minutes even though it cost us £15.00 to get in?
4
    Could I handle
    children and work? Do I have plenty of energy at the end of the day or am I
    tired?
5    Would I have to give up interests
    and activities I feel important to me?

6
7
8
9
10

What
    kind ofrelationship do i have with my own parents? Would I want to have the
    same relationship with my children?
Do
    I like children? Have I had enough contact with babies? toddlers?
    teenagers?
Would I expect a baby to make my
    marriage complete?
What WOUtd I do if my child had
    ideas and beliefs different from mine? How different?
Would I be wilting and happy to
    restrict my social life? Would I miss lost leisure time and privacy?

 ©

Your
task is to match the questions with the titles and then to decide whether
choosing not to have children is selfish or not.
3 Adoption

•  Begin
by brainstorming the question of what couples who are unable to have children
can do to resolve their problem. This will probably lead you on to a discussion
on adoption but may also elicit artificial insemination and surrogacy.
•

Students
read the ad, discuss why the couple wrote it, and the possible implications.
Then discuss the questions.
Listening
• Students hear about adoption in Britain.
Students predict the answers to these questions before listening. Qiestions: 1
What percentage of adopted children are under the age of one? 2 NThat has
changed in the last 30 years? 3 XXQ1ich are the biggest and second
biggest age groups for adoption (1—4, 5—9, 10—14, 15—18)? And the percentages?
4 What colour adoptive parents should black children be given to? 5 YThich
kind of children most need adopting but are least likely to find adoptive
parents? 6 What is the woman's hope for the future?
1 10% 2 Attitudes to andpressures on
unmarried mothers. 3 5—9 (33 0/0), 10—14 (20%) 4 Black. 5
Handicapped andvictims of parental abuse. 6 That more people will adopt
children to help someone who really needs love and attention.
Most people still seem to have the idea
that adoption is about a couple, who can't have their own children, going to an
agency, being given a virtually new-born child, and then taking it home and
bringing it UP. About thirty years ago it may have been like that. The fact is
that now only about ten per cent of children adopted are under one year of age.
In Britain, at least, this is due to the fact that attitudes have changed and
unmarried mothers now keep their children, that is unless they haven't already
decided to abort beforehand. There used to be a lot of pressure on women like
this to give up their baby, but now there isn't. The biggest age group is in
fact from five to nine, and about a third of adopted children fall into this
group. And ten to fourteen year olds are the next biggest group — representing
about twenty per cent of the total number. People, well, at least white people,
also tend to think of adopting healthy white children. But by far the majority
of children for adoption are neither one nor the other. A lot are black
children, who if possible are adopted by black parents. This is because a child
needs parents who share the child's CUIturaf heritage. It's much easier for the
child if the new parents have the same religious background and language,
attitude and CUStOmS as the child's birth parents would have done. Adopted
children need to retain a sense of their own identity, which would be difficult
if they were brought up by white parents with a completely different
background. The sad thing is that a lot of the children who really need a new
family are the least likely to get one. I'm talking about handicapped children,
both mentally and physically, and of course those who were abused by their
parents. Very few people, understandably I suppose, are prepared to take on a

child
with a disability or a child who might totally disrupt their life with a whole
host of problems derived from the birth parents. My hope is that in the future
more people will adopt children, not as a substitute for the one they couldn't
have themselves, but simply to help someone who really needs their love and
attention.
4 Children and ethics

Test the ground before starting this
topic. Some of your students might not wish to discuss it.
Listening
 Play the extract once and then get
students to read the five cases 1-5. Get them to note down which situation (          2)
was being talked about. Play the extract again, and ask if the male speaker was
for or against conceiving the child. Then in groups get them to summarise the
speaker's argument and then continue the discussion themselves.  Now
let each group choose two more situations to talk about. Finally, get them to
match the situations with the information a—d. For situation 4, get students to
discuss the pros and cons of the operation on the assumption that the operation
is successful from a medical point of view, i.e. there are no problems of rejection
because the toe is reattached to the person who it is taken from.
Id 2 (discussed in listening) 3b 4a 5c
A  ....
so they had to do it themselves.
B  Wow!
Actually that reminds me of that couple who needed a donor for their child, a
little girl I think she was, to give her some transplant or other. They waited
for so long that in the end the mother decided to have another child, and she
was in her forties I seem to remember, and
A  They
operated on the new baby I suppose.
B  Yeah
that's right, and the little baby managed to save the life of her sister.
A  You
know I'm not sure I agree with that kind of thing.
B  What
do you mean?
A  Like
suppose they'd analysed the fetus of this baby and the test showed that the
tissue wasn't compatible for transplant, I mean, do they abort and try again?
B  Yeah,
I hadn't thought about that.
A  And
you know is it right to conceive a child, subiect it to some operation, without
ever asking it how it feels about all this? In any case it seems a bit of a
strange reason to want a child, iUSt for the sake of
B  Yeah
but Al, people have babies for much less serious reasons, which may be totally
frivolous, sentimental or whatever. Some folks have kids just so that when they
grow up they can work for them, YOU know like on farms. I mean supposing that
they'd iUSt said — OK we're going to have another child so that, Meryl, or
whatever the kid's name was, can have a little sister — you know nobody WOUid
have said anything. mean it's ironic that people can do that, but they're not
supposed to have a child to save another child's life. Well, don't you think?

Kids

3 Adoption

ADOPTION
  Loving white couple, young and financially secure, long to provide a warm and
  caring home for your baby. We lead a quiet lifestyle, and we enjoy sports and
  other outdoor activities. All expenses paid legally and confidentially.
  Please call Kate and Jerry collect at 555-3467.

1
Would
YOU adopt even if YOU could have, or already have, your own children?
2
Why
might some couples prefer to have children which are biologically their own?
Why do other couples choose to adopt?

4 Children and ethics
3 If
you want to adopt a child, do YOU think you have the right to choose your own
child (i.e. choose the age, sex and race)? Would you consider adopting a
handicapped child?
4 When
should parents tell the child that he/she was adopted?
5 Where
possible, should the adoptive parents maintain contact with the natural
parents? Should the natural parents be allowed to visit their child e
6 Should
the adoptive parents try to let their child be aware of and interested in
his/her original cultural backgrounde

1
These
six women wish to have an abortion. (a) 26, unmarried and is pregnant after a
casual relationship. (b) 45, not very wealthy, married and already has five
children. (c) A 1 6-year-old girl who has been raped. (d) 35, married, doesn't
want children and believes that having a child would destroy her career, her
husband however would like a child. (e) Stands a 50% chance of dying herself if
she gives birth (f) Married, and pregnant after a one-off extra-marital
relationship with someone of a different colour skin
2
These
parents wish to conceive a child in order to obtain an organ to save the life
of another of their children
3
This
physician from a mental institution wishes to sterilise a sexually precocious 1
5-year-old girl who is severely mentally retarded and has already had two
abortions
4
This
doctor wants to transplant children's toes to their hands to create fingers,
for those who have been born without fingers or have lost them in an accident.
5
These parents have 3-year-old Siamese twins, with two
heads but only one set of arms and legs. They advice about separating the
children.
 C)

a
Mr
Kay, an English surgeon, has successfully transplanted a total of 32 toes, on
to 22 patients with a 1000/0 success rate. Some parents reject this
system as being a further mutilation of the child, but Mr Kay quotes the case
of an 8-year-old girl who had only one finger on one hand. By transplanting a
toe she was provided with a thumb, and within months she was able to dress
herself for the first time.
b
In
1992 the European Parliament passed a resolution giving parents the permission
to decide to sterilise their mentally handicapped children. But the
consequences of the abuse of sterilisation call to mind the Spartans and
Hitler. Churchill, in his early years as
an MP, wanted to sterilise non-productive and immoral members of British
society.
 An Irish couple, faced with this
dilemma, separated the children, but one of them died.
d
There are 1.6m abortions carried out in the U.S. each year, representing almost
one-fòurth of all pregnancies. More than 46% of American women will
probably have had one by the time they are 45.
Many militant 'pro-lifè' groups
issue death threats to doctors who provide abortions.
Warm-up
•
Get students to try reading the tongue twisters on their page.
Listening
• Students hear some people trying to do
the tongue twisters. Their task is to decide if they are said correctly or not.
1 She sells (0K) 2 Double... (OK)  (0K)
4 Areyou aluminiming them my man no I'm copperbottoming them mum mum 5 The
stinking steamer stank. 6 The sick sixth sheep sick sheep's sick. 7 Around the
rowd rocks a rogged rascal rim
1
As simple as A B C

• Students look at
the Chinese ideograms. Get them to guess what the ideograms represent, then
brainstorm students on the difficulties of learning and speaking Chinese.
a hand b eye c see
d lesson
Listening
• Students hear part of an interview with
a Chinese woman talking about her language (point out that she is
multilingual). Get them to prepare a list of their own questions, and then to
see if any are answered in the listening. Alternatively, after hearing each
extract, ask students to write down a possible question for each answer. With
lower levels, give students the questions below. They listen to hear the order
in which the questions were
answered.
Questions:
a Of all the languages you've learned, which is the most difficult? b Has the
written language changed much over the centuries? c What connection is there
between the written and the spoken language?
d Does the fact that it's a visual
language influence the way you think? e Will China ever adopt a Western script?
And would this be a good idea? f How big are the keyboards needed to type in
Chinese? g What have you learned by knowing so many languages?
If
2a 3c 4b 5e 6d 7g
Um,
it's bigger than the normal one apart from the fact that we there are a lot of
softwares on the computer which make use of phonetic transcription, the sound.
They search by sound, so YOU don't need a particular keyboard. But typical
typewriters are actually quite big and you can change the keyboard two or three
times and it's quite difficult and quite cumbersome.
2
1
would still say Chinese even if it's my first mother tongue. Yes, apart from
difficulty in learning it, it's difficult to keep it, to remember that. I mean,
if you stop using it for some time you do forget it.
3

They
are two different things. So, the percentage of people who, of Chinese, who
cannot write anything, it's very high, because you can never connect, associate
the pronunciation with the
Language
word, so YOU simply don't know the word and
there's no element to help you, to imagine how a word can be written if you
don't/ if YOU haven't learned that word.
4
Yes,
because under Mao, he invented a system, a, a, a new sort of handwriting, which
is simplified, quite simpler, but it is also quite confusing to Chinese living
abroad, I mean, outside mainland China.
5
If
it will ever happen it will happen in the very, very, very far away future, not
right now. I think it wouldn't be that good if YOU want to maintain the culture
of China, because Chinese language is typical because it is visual and all the
old poetry, for example, depends a lot on the words as they are written.
6
We
tend more to think in, if YOU can say that, in images too, and not only in
words and; we tend to associate things with the sounds that we hear.
7
1
do believe that in the learning the language YOU also learn, how how people
from that country think, how they behave, and YOU learn part of their culture.
2 Do you speak Esperanto?

Having
done As simple as A B C, students should now be able to decide on what targets
to set for an ideal language. Tell them to think of the five most important
things an ideal language should have (or not have): if they need help tell them
to think in terms of vocabulary, use of articles, tenses etc.

Get
class feedback and write their suggestions on the board. Elicit Esperanto, by
asking them if they know of any artificial languages. Get them to write down
three questions that they'd like answered about Esperanto (these may then be
answered in the listening below).
Listening

Students
hear a few facts about Esperanto. They simply check
whether their questions were answered. Alternatively, after the first
listening, students write their own questions (as many as possible) which they
then pass to their partner who has to answer such questions after the second
listening.
(The
tapescript is on page 54.)

Students
read the descriptions ofEsperanto on their page. They should go through each
element critically, deciding if it matches their own targets and whether it
represents an improvement on existing languages.
(I) Is this communication on an equal
fòoting? (2) Why have accents? They are problematic and cause
difficulties when typing. (3) Do we need an indefinite article? Do we need
articles at all? (4) Is this really necessary?
(5) Unnecessarily
complicated by consistency. (6) Couldn't intonation replace cû? (7) Most
languages do without them. (8) Which is more logical — English or Esperanto
(and most other languages)? (9) This leads on to the question of translation,
which is covered in the next section.
1 As simple as A

B C

1
  She sells sea shells on the sea shore, the shells she sells are sea shells
  I'm sure.
2
Double bubble
  gurn bubbles double, 3 Is there a pleasant pheasant present?
4
Are you aluminuming my
  man?
No I'm copper
  bottoming them Mum. 5 The sinking steamer sunk.
6      The
  sick sixth sheik's sheep's sick.
7
  Around the raggedrock§ the ragged rascalran.

had
the
be
YOU

1
Is
English easier or more difficult than your native language? Why and how?
2
Compare
English with any other language you have to learn, in terms of grammar,
spelling and pronunciation.
3
How
should foreign languages be taught in schools? What should be typical elements
of a good esson?
4
Should
foreign languages taught in schools in America, Australia and Britain?
5
When
YOU learn a foreign language, apart from the language what else do learn about?

a

1      Esperanto
  words come from the most Important languages In Western civilisation, mainly
  from Latin. Some words look exactly as they do in English, for example birdo
  (a bird), rivero (a river); others, such as mano (hand) come from Latin.
2      Esperanto
  is phonetic, there are only five vowel sounds. The stress is always on the
  penultimate syllable. Six of the letters have accents (e.g. C, h).
3      There
  is no indefinite article: patro = a father orjust father. The definite
  article, 'la', is used with all nouns, masculine and feminine, singular and
  plural: lafilo  the son, lafiloj = the sons.
4      Subjects
  and objects are distinguished, by adding '-n' to the object: la viro amas la
  virinon (the man loves the woman); ifyou reverse the order (la virinon amas
  la viro) the meaning remains the same. The same rule applies to make the
  distinction between who' and 'whom'.
5      Adjectives
  must agree with the noun they qualify: novaj tabloj (new tables); adJectives
  are placed either before or after the noun with no change in meaning.
6      All
  verbs are regular (to be mi estas, li estas, si estas, vi estas, ni estas,
  ili estas), and to form questions put 'cû' before the affirmative form:
  ctû vi estas? (Are you?)

7
8
9

There are no continuous forms: mi
  legas = I read and I am reading (depending on the context). Other tenses are
  formed by adding suffixes to the root word. Indirect speech uses the same
  tense as In direct speech.

1
    unu (oo-noo)
2
    du (doo)
3
    tri (tree)
4
    kvar 5 kvin
6 ses
8     ok
9     nau
    (now)
10  dek
100 cent (tsent)
1000
    mil (meel)

Esperanto uses the present tense to translate
  sentences like: have been ill for three days. He has been waiting for two
  hours.
Names of countries are written with capital letters,
  but not the inhabitants, nor the days of the week. Some ofthe more important,
  larger cines have names m
Esperanto: Parizo, Vieno, Mancestro; some just take
  '-o': Londono, Madrido; others remain the same especially if they are
  difficult to Esperantise: Versailles, Bournemouth. Foreign words are adapted
  to conform to the Esperanto spelling system.

2
Do you speak Esperanto?
 ©

3 Translation
• In
groups students discuss those words in their language that they find difficult
to translate and for which they believe there is no direct English equivalent
(e.g. the French 'sympathique'). In monolingual classes students produce a list
of four or five of such words and together try and find the nearest English
equivalent. They should then discuss possible reasons why English has no word
for that particular concept. Then get feedback from whole class and suggest
your own translations where necessary.
• In multilingual
classes, group different nationalities together. Each student explains the
meaning of one word fòr which he/she believes there is no equivalent,
the others suggest possible translations. Then get feedback from whole class
and suggest your own translations where necessary.
• In
groups students now discuss why we need translations.
• Now
ask them to read the passage, without giving them any indication as to what the
passage is about. When they have finished reading ask them if they found
anything strange about it (they should at least have found it amusing and
spotted some English mistakes). Now get them to underline any examples of irony
(e.g. 'incredible to think', 'it's obvious isn't it', 'obviously', 'moving'),
and any mistakes in the English and in the spelling. Finally, ask them to
rewrite Carolino's dedication into good English (not an easy task); you should
prepare your own version to read to them.
• Students
now define the meaning of translation — what does translation involve? What
types of work are generally translated? To help them in their discussion, they
should decide whether the sentences on their page are true or false.
Writing
•
Students write on one of these subjects: (a) Translation is a valuable aid to
language teaching. Discuss. (b) Translation is a science not an art. Discuss.
Alternatively give students a translation to do.
Usefulfurther
reading:
Alan
Duff: The third language;
Peter
Newmark: Approaches to translation.
4 Sign language
• Brainstorm students on
other means of communication besides written and spoken language. Elicit body
and sign language.
• Brainstorm them on
what the various signs on their page mean, and who they are for (i.e. the
deaf). If this draws a blank, tell students that the signs illustrate the
fòllowing concepts: America, disagree, doubt, dream, must, silly. In
groups, see if students can match the words with the signs.
aAmerica
b must c doubt d dream e silly fdisagree
Language
G)     The
rationale behind the America sign, is that the meshed fingers represent the
United States. Another explanation is that the fingers represent a log cabin.
Listening
Students
hear two people describing how to make the signs.
Students' task is to match the descriptions
with the signs. NB The first two listening pieces could be used as an
alternative introduction to the whole exercise. Play the first piece and get
students to actually do what the speaker tells them to do, not all students
will follow the instructions in the same way. Then brainstorm the students on
what they think the purpose ofthe exercise is — they may think it's part of a
fitness programme!
1b
2d 3a 4/
Hold, hold up both arms and extend your arms
slightly in front of YOU with your hands flat and your palms facing inwards,
then move your arms UP and down.
2   Hold
your right arm out to the side, bend it at the elbow, and keep your three
middle fingers extended, and fairly straight, your baby finger and your thumb
should be down touching the palm of your hand. Then with a slightly curly
movement, spiral almost, bring it to your forehead over your right eye and back
again.
3   This
person's standing with their hands in front of them, their fingers intertwined,
and then with the thumbs pointing upwards, and then moving the thumbs around in
circles.
4   They're
standing again with their hands in front of them, but this time their fingers
clenched and thumbs UP, em holding their hands in front of their chest, and
then moving them out and opening the palms out, away from their body and
opening the palms.

Tapescript for 2 Do you
  speak Esperanto?
Esperanto
  was first published in 1 887 by a Polish oculist, Dr Ludovic Zamenhof, Under
  the pseudonym 'Dr Esperanto meaning 'one who hopes'. He believed that world
  peace would only come if we all spoke the same language, which would allow
  communication on an equal footing, without one speaker having a cultural
  advantage over the other. Zamenhof devised Esperanto in Russia, where four
  languages were commonly spoken at the time. He spent years diligently
  concocting his language. Luckily he was a determined fellow because at an
  advanced stage in the work his father, fearing his son would be thought a spy
  working in code, threw all Ludovic's papers on the fire and the young Pole
  was forced to start again from scratch. Zamenhof was actually not the only
  one inventing an artificial universal language of communication, between 1
  880 and 1 907, another 53 were invented. But Esperanto was the simplest of
  alt, with a basis of just 16 rules. Some Esperantists claim to have eight
  million adherents in 1 10 countries, but the World Almanac puts the number of
  speakers at two million. Esperanto teachers say that with three hours of
  study a week it can be mastered in a year.

3 Translation

One
  of the most infamous translations of all times was in the writing of a
  trilingual edition of familiar phrases. The first edition, published in 1836,
  was in French and Portuguese. It sold so well that the publishers decided to
  bring out a version with English too. They thus engaged the services of a
  certain Pedro Carolino. The only problem was that Pedro didn't know a word of
  English, he merely used a French-English dictionary to do the job!
This
  soon becomes obvious when we read, for example in the 'Degrees of Kindred'
  section, such mistakes as 'A relation', 'An relation'; 'A widower', 'An
  widow'. It is incredible to think that until Pedro Carolino came along,
  no-one, not even the Englishes themselves, had realised that just like the
  French and Portuguese and Spanish and Italyan, English is a language with
  genders.
Once
  he's pointed it out to you it's obvious, isn't it, that 'A relation' is
  masculine and 'An relation' feminine. A further step in turning English into
  a Romance language is taken by making the possessive pronouns agree with
  their accompanying nouns both in gender and number. Thus the word 'nails',
  being plural and feminine (obviously), must be accompanied by a plural
  feminine pronoun — the result being, for example, 'He has scratched the face
  with her nails.' Carolino ends the preface to his book with this moving
  dedication:
'We
  expect then, who the little book (for the care what we wrote him and for her
  typographical correction) that may be worth the acceptation of the studious
  persons, and especially of the Youth, at which we dedicate him particularly.'

1
A
translator must think about the intent of the writer and the types of reader.
2
Every
word should be translated and the original word order should be kept to as
close as possible.
3
Names
of people, towns and institutions should not be translated, nor should titles
of works of art.
4
Idiomatic
phrases should be translated literally.
5
The
style of the original should be kept as much as possible.
6
The
original structure and layout should remain intact.
7
Book
and film titles should be translated literally or not at all
8
There
is no point trying to translate poetry.
9
It
is better to read a book or watch a film in the original language, subtitles
are preferable to dubbing
10

Automatic
translation using computers will eventually replace human translation
4 Sign language

C)

Warm-ups
•
Put
20 objects/photocards (perhaps related to a particular lexical set you want to
practise) on a tray. Cover the tray after one minute, students then have two
minutes to write the objects they remember. Get students to guess the topic of
today's lesson. Skip the next activity.
•
Put
students in pairs back to back. They have to describe what each is wearing.
Students analyse why such an apparently easy task is so difficult.
•
Write
the following words on the board (or elicit from students): forget,
memo(randum), memorable, memories, memorise, memory, memento, nostalgia,
recall, recollect, recollections, remember, remind, reminder, reminiscence,
unforgettable. Get students to prepare a chart with three headings (verb, noun,
adjective) and ask them to put the words into the appropriate columns. Then as
a whole class, analyse the differences between the various words.
Alternatively, give each group a pair/set of words (e.g.
memorise/remember/remind; memories/memory; memory/nostalgia/ reminiscence) the
same word can appear in more than one set. Each group analyses their own
particular set and then reports back to the class.
 I
remember your name perfectly but I iust can't think of your face

•
Brainstorm
students on what we need memory for. What would happen if we lost our memory?
•
Move
on to student's page. Check that students understand the meaning of the
quotation. They then answer the questions.
The title of this section is a
quotation from Rev. Spooner (1844-1930), an Oxford don famous for muddling
words up. His name has given rise to the word 'spoonerism'. When announcing the
hymn in New College Chapel in 1879 he said: 'Kinquering Congs their titles
take'; and when dismissing a student: 'You have deliberately tasted two worms
and you can leave Oxford by the town drain'. (4) A logical reason might simply
be that the visual information we have on first seeing an object gets mistakenly
sent to the wrong place (where it is subconsciously registered), before
arriving at the correct place (where it is consciously registered). So we have
actually seen the place before, but only milliseconds before, not in a dream or
another life.
2
Mental filing system

•
If
you think the passage has interest value, ask students to read it and discuss
any other implications of ignoring information that doesn't conform to our
filing system. If not, in groups, students read all the
questions then choose and propose one question they'd like to discuss.
Writing

 Students choose one of these titles:
(a) Is it more important for an individual or for a nation not to forget the
past? (b) Is a memory sometimes better than the real thing?
Listening

There
are two aims to this listening exercise. One is as a straightforward test of
comprehension, and the other is to promote further discussion on memory.

Play
the tape once, giving students the following instructions.
(The
tapescript is on page 58.) You are going to listen to twins (Jo and Ed) who
talk about the same event. Your task is to spot the differences between the way
the twins remember what happened. Explain what the FWA (see script) is and how
tides work.
    All
but the best students will find this task rather difficult — as a whole class
discuss why. Possible reasons: the piece IS rather long (but is nevertheless
typical of many advanced             level
listening exercises); students were probably unable to memorise the
information, due both to lack of concentration i (along with a degree of
boredom probably!), and to the fact that they were given no tools to help them
in the exercise.  Now play the piece again, but write
the following table on the board (without the answers!) for students to fill
in.

JO

ED

age

10

12

PWA
  involvement

yes

no

level of fear

doesn't remember

Jo was petrified; was scared too
  but tried not to show it

out

In

part of body water reached

waist

chest

why
  rescuer came

dog

return visit

yes

no

Check
answers; students will have found that they understood much more. Why? You have
to create a kind of framework to store the information you receive; perhaps
memory techniques should be taught in school — what do your students think?
What techniques do they use?
We tend to remember better the
beginmngs and endings of things (films, books, jokes, even words and sentences)
— this means it is important not to lose concentration in the middle of reading
and listening exercises. Studies have also proved that we remember things
better if we put them in a meaningful context; for instance, it is easier to
remember a long complex but meaningful sentence than a short, simple
meaningless one — this obviously has implications for vocabulary learntng.

Memory

I remember your
name perfectly, but I just can't think of your face.

1    How
  good are you at remembering names, dates facts for exams, books, films,
  appointments lists, speeches anecdotes, jokes, etc.e
  What techniques do you use?
2    Why
  do we remember some people and forget others? Why are we embarrassed about
  forgetting people's names? Do you assume that people will remember YOU?

4   Do
  you ever have a sense of déjà vu? How do you explain this
  phenomenon?
5
  Is it easier to remember or to forget?
6   What
  methods do people use to record their memories (diaries, photo-albums, videos
  etc.)?

3 Do YOU buy souvenirs when YOU go to
new places? Do you take photographs to remind you of places and people2

2
Mental filing system

1    What
  is your earliest memory?
2    What
  would happen if we couldn't forget?
3    Do
  YOU like listening to old people recounting their favourite memories?
4    Have
  you ever forgotten to do something really important?
5    Have
  you ever had to re-adjust your mental filing system to accept things that
  perhaps it didn?t want to?

6  Do
  we tend to rewrite or distort our past when we look back on it (perhaps to
  make it conform to the way we see things now or think we should see things)?
7  If
  you could have your own mental waste-paper basket what
  would YOU put in it?
8  What
  are the possible I-JSeS of a photographic memory?
9  Would
  YOU like to literally physically swap memories with someone?

Exactly how our
  memories work is still something of a mystery. Why is it, for example, that
  we remember very little of what happened to us before we were three or four?
  One theory is that the place in the brain where we store our memories, the
  hippocampus, has not yet fully developed its filing system.
An analogy with
  a filing system is useful because it can help us to understand why we forget,
  or appear to forget, certain awkward or painfül events. These events may
  simply not have been filed, or were quickly shifted from our short term
  in4ray to be hidden away in our long term memory. This is helpfül when
  we may have experienced something very painful (childbirth, rejection in
  love), which we need to have forgotten before embarking on a similar
  experience.
Unfòrtunately,
  we may also have a tendency to ignore information that doesn't fit neatly
  into our filing system. Before coming to England for the first time, you may
  think that all English people are polite, orderly and reserved, and that the
  food is disgusting. When you actually get to England, you may tend to only
  look for things that confirm this idea, ignoring the fact that many English
  people are far from being reserved, and that English food is really quite
  delicious!

(O

3 Improve your memory
•
This
is essentially a reading exercise. Students discuss equivalents that they have
in their own languages. If you are going to use the geometrical symbols
exercise, make sure this is covered while students are reading the texts.
•
Students
look at the geometrical figures for 30 seconds, then try to reproduce them in
the same order. Alternatively, pre-teach language connected with geometrical
figures. Allow one set of students only to see the top row and the others the
bottom row. They study their pictures for 30 seconds, and then have to dictate
what they remember to their partner.
Extra
• Read out the pairs of words opposite
allowing about a two-second pause between each word. Students have to remember
the pairs from the first column simply by mentally repeating them as they hear
them, the second set by inventing a sentence which in some way connects them
and the third set by some kind of visual association between the two words. In
each case the speaker repeats the first word of each pair and students have to
write down the second word.
Most people find the
first set the most difficult, then the second, with best results in the third.
Perhaps students should bear this in mind when learning new vocabulary in
English.

chair-cloud

radio-hand

snake-bath

glass-ball

shoe-river

clock-boat

pen-cigarette

house-paper

nose-garage

box-star

knife-flower

king-car

church-egg

salt-carrot

fish-computer

girl-book

film-candle

octopus-plane

milk-train

sofa-bicycle

cow-bridge

Tapescript for 2 Mental
  filing system

Ed

think,
  who ran across to us, hauled me out first and then Edward. D'you know, I
  remember that the thing that really upset me was that my nice new wellingtons
  were left stuck in the sandy mud. And the next day I went back on my own to
  see if I could find them, but I couldn't pluck up the courage to walk over to
  where we'd got stuck, which was just as well I suppose.
We
  were about, well about twelve at the time I think, and we were on this walk
  at the Inland Sea, which I presume my sister has described for YOU. She has.
  OK. Well we'd been told by these two local lads that there was a quick way to
  get across. We needed a quick way because we were already lafe as it was and
  my parents were expecting us back home for lunch. Anyway, anyway we'd hardly
  got started when we began sinking in this quicksand. Joanna was petrified and
  so was though I tried not to show it though. And the thing was that the tide
  was coming in, and although it does take a long time to actually come in, it
  probably wouldn't have reached us for an hour or so, I was imagining it
  coming up over our heads. Actually the sand only came up to well just below
  our chests in the end, but you can imagine how scary it was. By this time the
  sand had come right UP to our chests so it was pretty scary. Joanna's always
  been convinced that the two boys were out to get us, but I don't think so;
  anyway one of them must have seen what was going on because after about ten
  minutes or so a man came rushing over, it was a holidaymaker like us I think,
  because he knew our parents. Anyway he came over with his dog and he pulled
  us out, first my sister and then me. I seem to remember that all Jo could
  think about was her wellingtons that had got stuck in the mud. Anyway the man
  then took us home to our parents, and they went white when they heard the
  story, and we've never been back since.

Jo
  We always used to go on holiday to Trearddur Bay which is on a little island
  off Anglesey in Wales. Well one day we set off for a walk, together as usual,
  because I mean we were inseparable at that age, I guess we must have been
  nine or ten, and we went to a place called the Inland Sea which is a kind of
  beachy boggy area which is covered when the tide comes in, but which YOU can
  walk across when the tide is out. We'd never been on this walk before so we
  asked two local Welsh boys who happened to be there which was the best way fo
  get across, YOU know, from one side to the other, and they told us which way,
  and off we set. Well if we'd been a little older and a little wiser we would
  never have listened to those two boys, The thing was that at that time, there
  was something called the F WA the Free Wales Army — a Welsh nationalist
  group. Well, anyway they'd really got it in for any English family who'd got,
  as we had, a holiday house on the island. In fact, that summer several
  holiday houses had been set on fire. So anyway what the two Welsh boys had
  assured us was a safe way across turned out to be a nightmare. We'd got about
  half way across when we found ourselves in quicksand and we started sinking
  slowly into the sand UP to our waists. I don't actually remember being scared
  at all, I don't think either of us was aware of the danger of it all. And
  luckily the tide was still going out, so at least there was no real threat of
  being covered by the sea water, at least not for another six hours. YOU know
  I don't even remember screaming for help, but anyway we were actually
  discovered by a dog that came sniffing up to us and then went back for its
  owner, who was another holidaymaker I

Memory
3 Improve your memory

The
  weather:
Red
  sky at night shepherd's delight, red sky in the morning shepherd's warning.

Months:
Thirty days has September
April, June and November
All the rest have thirty one
Excepting February alone
Which
  has twenty eight days clear And twenty nine in each leap year.

For drinkers:
Beer
  on whisky very risky, whisky on beer never fear.

One
way for remembering simple pieces of information (chemical formulas, historical
dates and rulers, geographical facts and figures) is to use a mnemonic
(Mnemosyne was the Greek goddess ofmemory).

Zodiac
  signs:
Our vernal signs the Ram begins
Then tomes the bull, in May the twins,
The Crab in June, next Leo shines,
And Virgo ends the northern signs.
The Balance brings autumnal fruits,
The Scorpian stings, the Archer shoots;
December's Goat brings wintry blast
  Aquarius rain, the Fish comes last.

Aries
Taurus, Gemini
Cancer, Leo
Virgo
Libra
Scorpio, Sagittarius
Capricorn
Aquarius,
  Pisces

AOo=X ovovo
                   C)                                                        1

Warm-up
• As a whole class, ask
students to define the word 'no'. Is 'yes' basically just the opposite of 'no',
i.e. can you merely substitute 'yes' for 'no' and get the opposite meaning? A
few examples should prove that you can't (e.g. you can't transform 'There's no
bread' into 'There's yes bread' — 'some bread' would be OK. 'There's no point
in going' could be converted into 'It might be a good idea to go' and certainly
not 'There's yes point'!). Any student who comes up with a definition of 'yes'
being the opposite should be asked to prove their point. Subject any other
definitions to the same scrutiny.
• Ask students to think
of any other ways to say 'no' in conversational English (e.g. yep/nope,
yeah/nah, aye, etc.).
Are 'yes' and 'no' adequate, do wc need a 'yo' or a Gnis'?
Then brainstorm students on expressions containing 'no' (e.g. by no means; no
doubt you make no bones about it).
     'No'
was originally used before consonants (e.g. no bread), as it was a reduced form
of'nan' or 'non' (which then gave us 'none'). 'No' is used in various contexts,
some of which are listed here. It indicates objection, opposition or denial of
something (No, I'm not going to do my homework.); it denotes the absence of
something (but there are some exceptions: 'it was no distance' means that it
wasn't very far, but the distance can still be measured); when qualifying a
noun it suggests impossibility (There was no going back.).
1 Rules

• Students
look at the illustrations and answer question 1.
Get
class feedback before they answer the other questions.
• Students
now look at the box, which shows a jumbled list of rules for various
situations. In groups students decide what situations the rules refèr
to. If you wish you can give them the catcgoncs: school, religion, diets,
parents' rules to their children, museums. Get class feedback and give them the
answers (obviously some items can fit morc than one category). In groups again,
students discuss questions 2—6.
Jàmi(y: a, c, l, n, s; religion
(from the Books ofExodus and Leviticus in the Old 7èstament): d, e, i,
k, o, q, r, u; school: b,J,-
Listening

•
Students hear some odd school rules and other facts about a British preparatory
school. First explain that a prep school is (gencrally) for boys, aged 8—13,
who spend most of-their year in a school away from their parents. This means
they cat, sleep, study and play at the school, which charges a considerable
amount of money to educate wealthy middle / upper-middle class children. Such
schools used to be run on very military lines. Get students to imagine that
they are
No
going to ask someone who's been to a
prep school some questions on the rules and life of the school. Write the
questions on the board, giving suggestions where necessary so that you cover
most of the speaker's answers. Students' task is to see which of their
questions are answered.
 Incredibly early — I mean I remember in
my first year, so I would have been eight at the time, we had to be in bed by
7.30. By the time I left, when I was 1 3, I think we were going to bed at
around nine. And then you weren't supposed to talk after lights out, if YOU got
caught you were punished, given a good beating. 2 You weren't allowed to talk
to anyone older than YOU unless they spoke to you firsh And in any case you
weren't allowed to use first names with anyone. I remember that if two or three
people had the same surname, like Smith for instance, then they'd be known as
Smith l , Smith 2, Smith 3 etc., just like a prison.
3
We
wore black, black iackets, black trousers, black ties, shoes everything apart
from a black shirt. And this was all supposed to be in mourning for Queen
Victoria. And YOU weren't allowed to deviate at all. I remember I once got my
Mum to sew gold buttons on my iacket, and I think within half an hour of
getting back to school they'd already been removed. The only thing they did let
YOU do was to vary the thickness of your tie.
4
It
was really revolting, I mean almost inedible. YOU were supposed to eat
everything you were given, YOU couldn't leave anything on your plate, but it
was so bad that I used to take a plastic bag in with me and fill it with the
things I couldn't manage to eat, which was pretþy' much everything.
5
Not
more than once a month, it was almost like having visiting hours in a prison.
And when you first arrive it's terrible because you're Used to seeing your
parents every day before that. And the incredible thing was that they wouldn't
let YOU write what you wanted to in your letters home, they'd actually censor
your letters. So if you wrote 'Dear Mummy and Daddy I really miss you. I want
to come home', they'd change it into 'I'm enioying school so much that I hardly
ever even have time to think abouf you.
6
YOU
weren't supposed to have any money at all. Not that it would have been much
use, as you weren't allowed out into the village to buy anything anyway.
7
1
suppose the rules that strike most people as being odd were things like that
the fact that YOU weren't allowed to use umbrellas, you couldn't have a tape
recorder until you'd been at the school three years, YOU couldn't phone your
parents, and YOU weren't allowed to speak to the local children, and the fact
that the older boys had the right to punish the younger boys, physically too.
Writing
 Students
do one of the fòllowing tasks: (a) Students write rules to a particular
game they like. They read out the rules and other students have to guess what
game it refers to. (b) Write an essay outlining on what occasions our freedom
needs to be curbed by rules. (c) Write some rules fòr life for a martian
who has decided to emigrate to Earth. (d) Rules are made to be broken. Discuss.
1 Rules
              b                                               c
o

No more

1
Where
might you find these signs? Who wrote them and why?
2
Which
ones express rules? What would be the consequences of ignoring the rulese
3
Do
we need rules? What happens to children (and adults in general) if YOU don't
give them rules?
d
No comment
4
What's
the difference between a good rule and a bad rule?
5
Is
it sometimes right to break rules? What rules have you ever broken?

a
    Do not accept liftsfrom strangers. b Do not cal out, "Mess asked to.
c
    Do not come home after midnight.
d
    Do not cook ayoung sheep orgoat in its mother's milk.
e
    Do not cross-breed domestic animals.
f
    Do not distract or annoy others.
g
    Do not drop any /ittzr.
h
    Do not eat, drink or chew.
i
    Do not/b//ow the majority when they do wrong.
j
    Do not have snacks between mea/s.
k
    Do not holdback the wages ofsomeoneyou have hired,
    not even/br one night.

/
    Do not leave the lights on whenyou are not in the room.
m Do not leave the room unti/you are
    to/" to.
Do not [eaveyour c/othes lying around.
Do not mistreat a foreigner.
p
    Do not mix carbohydrates with proteins.
q    Do
    not spread"se rvønours, am/ do not help a gai/tU man
    bugivieq/h/se testimony.
Do not stea/ or cheat or he.
Do not talk withyour moat/lfø/l
t
    Do not ase walkmans, or radios or read magazines.
Do not work on the
    Sabbath (i.e. Sundays or Satørdaus/ÒrJewis/1 peop/e).

C)

6
What should we do
with people who break the rules?
2 Antonyms
• Students try to find one word antonyms
for the words listed. Most of the words were obviously chosen to get students
discussing whether the words actually have opposites or not. Where students
can't find a one-word equivalent, they should discuss why it's not possible. In
some cases, there may even be discussion of what the word means or whether it's
a noun, a verb or adjective (e.g. book, dream, fear, fire, man, present). Thus,
make sure students analyse the words in all their possible meanings (e.g. 'off'
could be 'on' if you're talking about the TV, but 'OK' or 'fresh' if you're
talking about milk).
3
Noway

•  Students
read the items on the list and tick the ones that there is no way that they
would consider doing. They then discuss these with their partner (you might
need to pre-teach inversions, i.e. 'No way would I ever accept a bribe';
'Nothing would ever make me drink alcohol', etc.).
•
This
is actually rather a tame exercise which could certainly be livened up either
by you inserting some more interesting items onto the list, or simply by
getting students to come up with their own lists to ask each other (but go
round checking their lists for any items which may be too taboo for that
particular class).
No
4 Nonsense?

 NB
This is the kind of exercise that really needs to be adapted to suit your own
taste. Although these proverbs were initially chosen because they all contain
negatives (i.e. to be in theme with the rest of the unit), my students found
them very provocative but this doesn't mean yours will. So, as with the rest of
this book, feel free to replace all or some of them with your own favourite
proverbs, quotations or whatever.
•
Get students to look at the proverbs and sayings, some of which at first sight
(and second too!) may appear to have no sense. The students' task is to
paraphrase all of them (most paraphrases could begin with 'if'). Even if
students don't understand the meaning, they should attempt to rewrite them. In
pairs, students then compare their interpretations. Finally, get class feedback
and give them the answers. Find out if students have equivalents to these
proverbs in their own language.
Most ofthe proverbs arefairly
selfexplanatory. Here are explanationsfor some that may be difficult. 'No hate
... ' means that ifyou are incapable offeeling hate thenyou won 't be able
tofeel love either. 'Nothing question ... ' ifyou don't doubt and question
things, thenyou will never truly learn. 'The apple neverfalls . concerns
heredity, i.e. that we are basically the same as our parents; 'You can't
haveyour cake ... ' meansyou can't have things both ways.
Follow-up
 In a multilingual class, get each
student to write down three or four popular proverbs from their country and to
translate them into English. They should then read them out to their group who
have to understand the meaning, discuss it and say whether they have
equivalents in their own language.
Writing
 Virtually any of the proverbs on
student's page could be set as an essay title fòr homework.

2 Antonyms

book
fear learn one straight dream fire man present think earth good off serious white
3 No way

accept a bribe

learn
  a martial art

go
  parachuting

do
  yoga or other types of meditation

break a tradition

live permanently in
  another country

go
  to a casino

drink
  alcohol

build
  a house by yourself (or with friends)

sacrifice your own life
  for your country

have
  a champagne bath

go
  on a diet

change jobs/school

steal something

invite the teacher to
  your house

go
  on holiday alone

contradict the
  teacher/your parents

tease or make fun of someone

join
  the army or the police force

go on strike

cry
in public
4 Nonsense?

Better the devil you know than the devil you don't.
 Better to have been an old
has been   Nothing is impossible.
than
a never was.   IQ.V.ê. No pleasure without pain.
'Iou
can't have gour       No one is cake and eat it.
indispensable,
 Nothing
comes
of
Nothing,
The apple never falls far
from the tree,
                              ©
                                         1

Warm-up
• Brainstorm students on what opinions have
changed over the centuries and also in the recent past. Put the following
prompts on the board: beauty, marriage, education, tastes, manners etc. Do they
think that any of the fixed ideas we have now will change in the future — is it
right (or normal) to assume that everything we think now is bound to be right
and what previous generations thought is bound to be wrong? There could be
enough material here to keep you going for several weeks, so keep the discussion
brief if you have other plans in mind.
1 When I want your
opinion, I'll give it to you

• Brainstorm students on
meaning of quotation (i.e. I'm only interested in what I think, and you have to
think like I think).
• Students then answer
questions alone, and discuss their answers in groups. NB They can give more
than one answer except for the first two questions.
Listening
•
Students hear five people's opmwns In answer to the question: 'In a
relationship is it OK for you to have different opinions and beliefs from the
other person?' Copy the table in the key on to the board (without the
answers!). Students should write Y, N or ? where appropriate.
(There
might be some argument over the answers in the key.)

1

2

3

4

5

OK
    to have different beliefs/values:
a)
    as friend

b)
    as lover

OK to have different interests:
a) as friend

b) as lover

I I mean it really depends on how far you
expect the relationship to go on for. If it's not going to be anything
permanent then I don't see that it matters, in actual fact it's probably far
more stimulating that way.
2
OK
for friends, but I think in a love relationship there need to be some
fundamental things you need to agree on. I could never go out with someone who
had a different political outlook for example or who had different musical
tastes for that matter.
3

Yeah,
why not? I see a relationship, any kind of relationship whether it be with
friends or in a stable love relationship, as being a constant learning process.
And this process requires some kind of conflict. Now this doesn't mean that I'm
advocating a total atheist going out with someone fanatically religious, but it
does mean that there needs to be some kind of tension, some knowledge that you
don't always know where it is that you're
Opinions
going with each other, and while this tension
can be kindled by love, it is only really fed by having differences of opinion
and respecting those differences.
4
Not
a good idea. Relationships only work where you know where you stand in some
basic situations. I could never go out with anybody who didn't have a
fundamental respect for family values. Nor could I stand someone with extreme
political ideas. That's not to say that you can't have different interests, you
may like football, I might hate it, that doesn't matter, in fact it would be
really boring if we both always did the same things and thought the same
things. But you do need to share some basic values.
5
I've
got friends whose opinions share and friends whose opinions I quite frankly
detest. I've had love relationships with girls who shared my fundamental
beliefs, and with girls who were on a totally different wave length. And they
all ended in tears. Conclusion? I'm not made for relationships. No seriously, I
certainly don't think it matters with Friends, and with lovers; I just think
there has to be something magical, something inexplicable, something almost
spiritual but physical too, that has to click. And I'm still waiting.
FOIIOW-UP
 Students
discuss which of the five opinions they agree with most — do they think there
should be an element of conflict and magic in a relationship?
2 How liberal are you?

Some students may find this exercise
sensitive; in any case you can adapt the style of the exercise to topical
subjects that your particular students would find interesting.
 Tell
students that the statements refer to some arguments for and against three of
the following topics: anarchism, animal rights, birth control, euthanasia,
forced sterilisation of the unfit, state-registered brothels and surrogate
mothers. They are to decide which argument refers to which topic, and whether
the arguments are pro or con. Students then discuss the three subjects further,
adding any more pros and cons they can think of.
The three subjects are birth control (A),
forced sterilisation (B) and euthanasia (C).
1
Apro 2 B pro 3 B con 4 Cpro 5 B pro 6 A con 7 C con 8 C con 9 A con IOA con
Usefulfurther
reading:
M.
D. Jacobson: Pros and cons.
Follow-up
 Students work in pairs and choose one
of the other arguments (or any others you choose), and decide what their
opinion is. Sl then imagines they were someone who held the opposite opinion
(i.e. devil's advocate) and has to convince S2 of this opinion.

PHOTOCOPIABLE

1

When
I want your opinion, I'll give it to you

1     Who has the most influence on
  your opinion? (Choose one only.) a friends b family c school teacher d
  religious teacher e mass media
2     At what age is it easiest to
  influence or change someone's opinion? (Choose one only) a 5-13 b 13-18 c
  18-25 d 25-40

3     Whose opinions would you never
  question?
a
  parents b
  school teacher c religious teacher d government
4     In a friendship, is it important
  to have ...?
a
  pretty much
  the same opinions about politics b the same fundamental religious beliefs

c
  the same interests

5
6

In a love relationship, should you have a pretty
  much the same opinions about politics b the same fundamental religious
  beliefs c the same interests
In
  life in general, is it better a to have the same opinions as the majority b
  not to force other people to have the same opinion as you c not to usc power
  and fame to influence others d to invent an opinion rather than not have one
  at all

2
How
liberal are you?

1
  The problem is not whether X should bo allowed blJt
  whether it should be compulsory or not. If something is not done soon, the
  world's resources will run out
2
  There is conclusive evidence that cettain types of
  deficiencies and defects are hereditary, X would thus help to eradicate such
  diseases
3
  The administration of X would be very much open to
  abuse. It would always be used against the poor and never against the rich
4
  We
  put animals 'out of their misery', rather than let them suffer intolerable
  pain
5
  The production of the occasional genius is not
  sufficient compensation for the harm done and suffered by an increasing
  number of defectives in the community

6      To
  suggest that X gives women more freedom to widen their horizons, socially or
  inlellecttjafly, lust isn't true.
7      A
  request for X may onfy be due to a temporary feeling of despondency.
8      Legalised
  X would be a ready-made weapon for IJnSCWPUlOUS relatives which no amount of
  legal precautions could entirely guard against
9
  X
  is loo often used to avoid imagined risks for purely selfish motivations. Il
  is a denial of natural functions.
10 The almosl
  unrestricted availability of X devices is encouraging immolality in the young
  and already leading them to reiect the concepts of a society founded on the
  family.

, - ,

3
Which
is worse?
• In groups. Encourage students to
use all kinds of comparative structures (as ... as, nothing like as, far more,
etc.) rather than just 'worse than'.
Writing
• Students choose one of the six subjects
and write a composition comparing the four elements.
4 Opinion polls
•  Give
students the survey (but don't tell them it camc from Cosmopolitan), and tell
them to follow the instructions, i.e. read, then discuss in groups.
•  In
addition, you could allocate one member of each group as a pollster. Then get
feedback from each pollster, collate the results, and compare them with the
Cosmopolitan results. You can then draw conclusions on what kind of class you
are.
1 onlyfemales, see questions 2 and 8
2 Yes, infact they surveyed 714female students, and originally published the
answers to 58 questions. 3 Their conclusion was: This generation is liberalish
butpersonally ambitious rather than broadly idealistic.
Follow-up
• Ask students to prepare a short survey
on petrol and parking problems. Get them to start in pairs, then in groups of
four, finally in groups of eight. Each group then selects eight questions.
Groups then poll each other, and prepare short reports on the results. Now
proceed to the listening.
Listening
•
See Follow-up befÒre doing the listening. Students hear a discussion
around a survey on petrol and parking problems. Afterwards they can continue
the discussion in their groups.
Questions: 1 What doesn't
the first speaker understand about the percentage results in polls? 2 What were
the three percentage results and what were they related to? 3 Summarise the
ideas ofthe second person in relation to parking, petrol and transport.
I W7.?Y only a relatively smallpercentage
ofpeople think thatpetrol prices andparking charges are too high. 2 Petrol 700/0,
reduced traffic 600/0, carpark charges 65%. 3 Basical(y to
discourage peoplefrom usingpetrol In doubling its price and making inner city
parkingprohibitive. This can be done by resorting to trains both]òr
personal andgoods transport.
Opinion
A
DO
you know the thing that's always struck me as odd about opinion polls?
B
What's
that?
A  The
percentages. Like recently there was a survey about what people thought about
traffic, and petrol prices, and public car parks, I mean the charges, for
instance in some car parks now it costs something like £5 for half an
hour.
B  Yeah,
but I don't see what you're getting at.
A
What
I mean is the percentages in the results. So there might be 70% of people who
complained about high petrol prices, and 60% who want to see the traffic
reduced, and 65% who think car park charges are too high. Well so does that
mean that there are 35% who actually think the charges are OK and would even be
prepared to pay more, and another 30% who think petrol prices are OK? I mean
that's absurd, I don't know anyone who doesn't think they're not too high
B
Well
actually I think we should pay more.
A  Come
on, you're ioking.
B  No
seriously, more for petrol, even twice as much maybe, and certainly far more
for inner city car parks.
A
But
why?
B
More
taxes on petrol to discourage people from Using cars, and a kind of graded
charging system for car parks depending on how far they are from the city
centre.
A  What
do you mean?
B  Well,
if you park your car quite far from the centre then you pay a minimal amount as
a kind of reward for not polluting the centre, then the further you get nearer
the centre then the more YOU are penalised. Prices in the centre should be
totally prohibitive. I mean with an efficient bus or tram service there's no
excuse for using cars.
A
Yeah,
but you can't penalise people who don't Use their car to go in town, I mean if
you doubled the price of petrol it would cost you a fortune to go anywhere,
even on short trips, and especially on holidays.
B
Don't
use your car then. Use a train.
A
But
what about lorries, I mean they use a lot of petrol to transport goods from one
place to another.
B
So
what's to stop these goods being transported by train or even via canal?
A
Well
anyway, I still can't believe that 30% of those people who said car park
charges were OK all think the same as YOU.
B
Well,
maybe that's where YOU are wrong. Just think about what I've said and you'll
realise that perhaps it's not so stupid as it sounds.
3 Which is worse?
1
A
writer earning $ 1 m a week A football player earning $ 1 m a week.
A
film star earning $ 1 m a week.
A
business man earning $ 1 m a week.
2
Pouring
toxic chemicals into a river.
Segregating blacks from whites. Building nuclear power
stations. Selling arms to dictators.
3
Drinking
over the limit and then driving.
Smoking
in a non-smoking department.
Dropping
litter in a park.
Spitting
on the pavement.
4 Opinion oils
4   Growing old
Growing
Ugly.
Going
senile.
Growing intolerant.
5   Losing
your health Losing all your money. losing your religion.

Read this opinion poll and its results. Answer any
  questions YOU can and then discuss them
6      If
  you won £10,000 would you . spend it all on travelling        63% use
  it as a deposit on a house 17% invest it in stocks and shares give it to
  family/friends/charity
7      If you could see
  your finals papers a week before the exams, and get away with it, would you do
  it?
                                 yes 59%        no 40%
8      Have
  you ever pretended to be less intelligent than you really are in a man's
  company?
                                 yes 40%        no 59%
9      Would
  your parents approve of you going out with someone of a different race?
                                           yes
  25%         no 29 0/0         indifferent 46%
10   Do
  you vote the same way as your parents?
                                      yes
  42%         no                   don't know 18%
11   If
  you could make £60,000 a year as any of the following, which would you
  be a journalist 34% teacher 27% doctor 15% lawyer 12% banker 7 0/0
  politician 6%
12
  Which would you rather receive?
f 10 million 53% a Nobel prize 28% a
  proposal of marriage 10% an Oscar 9% 13 Would you change your religion for
  love?
                                           yes
  27 0/0          no 69%
Now decide if the following statements
  are twe or false. Justify your choices.
1
  This survey was directed at males and females           3
  The results of the survey prove that the interviewees are. of those being
  surveyed was probably between        (a) rebeHious,      fervent and
  altruistic
2
  The
  age
1 8 and 23                                                                                (b)
  personally ambitious and quite liberal
1

Losing
your reputation.

Warm-ups
•
In
groups of four, students write down whether they think the other three members
are predominantly governed by their heart, head or wallet. They then discuss
their ideas.
•
In
a class that knows each other well, put students in groups of four. Dictate the
list below adding or deleting elements as you think fit. Students write down
which member of the class they think: is best at English, is the most
eccentric, is most likely to make a lot of money, has the most expressive face,
would make the best prime minister, the teacher likes the most, was naughtiest
as a child, etc. They then discuss their ideas.
1 Personality traits

•  Students
classify the adjectives into those with positive connotations (+), neutral   and
negative (-). They then compare their answers in groups, and should also decide
when certain normally unpleasant characteristics may be acceptable in certain
circumstances, e.g. aggression (when a police officer shoots a terrorist?),
being cruel to be kind (when someone tells a bad actor that they will never
make Hollywood?). They should then try to identify the differences between
related concepts, for example: ambition/competition, logic/rationality.
•  With
students who are more willing to talk about personal issues, get them to rate
themselves from one to three (e.g. 1 not aggressive, 3 very aggressive). In
pairs they either compare and discuss their own characteristics, or decide
which five characteristics they'd look for most in a friend.
•  An
alternative, less personal, approach is to give students a list of jobs
(comedian, dictator, police officer, Pope, stuntman/woman, etc.) and to decide
which positive and negative traits are typically associated with such jobs.
Writing

•
Students discuss one of these three titles: (a) 'Personality is not a result of
genes and inheritance, but of our social environment.' (b) 'Every person has
the delècts oftheir qualities.' (c) 'It is harder to change human nature
than change rivers and mountains.'
Personality
2 Fame

 Explain
that a 'personality' is also another word for a celebrity or famous person.
Before students read text, in groups they discuss well-known personalities in
their country or in the world in general and work out what such people have in
common (including what kind of personality, in the other sense, these people
have).  Students now read the text, then ask
them where it may have come from — the kind of language should give some clues
to the fact that it is from an interview (with Bob Dylan). Tell students that
all the quotes come from a music magazine's interviews with various musicians.
The musicians were all answering the same question; students should try and
work out what the question was and then try to understand exactly what the
musicians meant.
The question was: 'What is the greatest
myth aboutfame?.'
G)
(1) Tori Amos (2) Mark Pellow (3) Alison Moyet (4) Roland Orzabal (with
reference to ßandAid type concerts) (5) Jackson Browne (6) Shaking
Stevens (7) Ice T
(8)
Paul Weller (9) Sinéad O'Connor (10) Peter Gabriel
(i.e.
gaps in your life or personality perhaps) (11) Lemmy
    (12) Chrissie Hynde
(13) Billy Bragg                                          1
Follow-up
 Brainstorm students on the pros and
cons of being famous,
e.g. being instantly recognisable,
being hounded by the press, never knowing whether people like you for who you
really are or only because you're rich and famous. Finally get them to decide
whether the negative things outweigh the positive ones.
Role-play
 One
member of a group of four to six students chooses a famous personality that
he/she would like to be (alternatively, you can choose someone for them, e.g. a
member ofthc royal family, a prime minister or presidenth a film or music star;
the person needn't necessarily be alive). The other students imagine that they
are at a press conference interviewing this VIP. Give the interviewers a
fèw minutes to prepare a fèw questions and the interviewec to
reflect over answers to possible questions.
Writing
 Students choose one of-these
options: (a) Conduct a written interview (either in direct or indirect speech)
with one or both ofthe fÒIlowing people: the partner ofa famous person,
the child ofa famous person. The idea is to understand what it's like to live
in someone's shadow. (b) Write a fan letter to your favounte pop or sports
star.

Personality traits
aggressive
confident dependable imaginative modest prejudiced sincere understanding
ambitious conscientious discerning impulsive nervous rational snobbish
unpredictable broad-minded creative generous logical observant reckless
stubborn vain competitive cruel idealistic materialistic pessimistic servile
tactful wise
2 Fame

It doesn't matter what the person's
  famous for, you could be famous for the shooting of the President or
  something, you're still famous and they put your picture on all the
  newspapers. You could be a famous fashion designer, or a famous movie star

or a famous Wall Street executive, but you're still on
  your degree of fame. Everybody copes with fame in a different way, but nobody
  really seems to think it's what they went after. A lot of people go after
  fame and money, but they're really after the money, they don't want the fame.
It's like, say, you're
  passing a little

pub
  or an inn, and you look through the window and YOU see all the people eating
  and talking and carrying on, you can watch outside the window and you can see
  them all being very real with each other. As real as they're gonna be,
  because when you walk into the room it's over. YOU won't see them being real
  any more.

1          That i t ' s
gonna take away the pain .
11         That it's important. That it
somehow makes you feel cleverer or better than before.

2       That you feel famous. You
  don't.

    3         That it justifies any
  means.

5 That it's not any fun.
  It'll get you a good table in a restaurant. You can travel to places and gain
  entrance into places that might take you years

4

That
  it can close the hole in the ozone layer, feed the starving and find a Cure
  for AIDS.

to
  get into otherwise. That's a great privilege.

6

They
  say money doesn't bring happiness, it's a lie.

   8         That it
  makes YOU somehow special.

   7         That
  everyone famous is rich.
12
       9          That
  it makes gou happy

That famous people
  are more interesting than ordinary people.
        13       That
  it makes you omnipotent. It doesn't. ltjust

10

That it fills holes.

allows you to magnify your worst
  characteristics so that goo feel that you get away with anything.

3 PsychoDraw
• Before students look at their page,
ask them to draw a tree with a pen — very quickly, nothing elaborate and no
crossings out.
Listening
• Now
tell them that this is a psychological game and that they're going to learn how
to interpret each other's trees. Get them to look at their page. The speaker
describes how to interpret the various parts of the trees illustrated on their
page, starting from the roots. At the first listening, the students' task is to
note down in what order the speaker describes thc pictures in each group (e.g.
with reference to roots, the speaker describes thick, then thin and then no
roots). Secondly, students note down what the speaker says about the various
parts so that they can then use this information to interpret their pictures.
The fifth extract relates to how to assess someone's imagination. With lower
levels, you can skip the listening and just outline the interpretation
yourself.
l a,
c, b 2 e, d,f 3 j, g, i, h 4 1, k, n, m
I The tree represents intelligence and
imagination. Basically there are four things to look for: the roots, the trunk,
the branches and the foliage or fruit. The roots tell you literally how well
grounded your intelligence is, so if you've drawn thick strong roots, then
you've got a solid base to your intelligence and you're likely to be resolute
in your decisions, you've got your feet on the ground so to speak Thin straggly
roots indicate a less well founded intelligence, but even if you've got no
roots at all, this doesn't mean you've got no intelligence though it may mean
that YOU don't look much beneath the surface, that you're not very analytical.
2
The
trunk represents the amount of intelligence, but remember to look at the trunk
in proportion to the other parts of the tree. For example, a thick trunk with
little foliage or fruit on top, means a potentially high level of intelligence
which isn't being exploited, In fact, it's far better to have a thin trunk with
a mass of foliage on top, which shows that you Use your intelligence to the
full, If your trunk kind of bends to one side, it probably means that YOU were
pressurised into following a particular direction in your life that YOU didn't
want to.
3
The
branches tell you what direction your intelligence is taking you. If some
branches have been cut off, it could either mean that you decided to change
direction yourself, or that someone literally cut your way and made you do
things against your will. A lot of branches indicates a lack of direction and
vision, whereas two or three branches means that you leave your options open to
follow more than one career path. No branches may mean that you've channelled
all your energy and intelligence into one area, you may be rather narrow minded
as a consequence.
4
But
the really important thing is the foliage and fruit; in proportion to the
trunk, the more you have the better. Someone
Personality
who draws a lot of
individual pieces Of fruit, is probably someone who is successful in all the
various things they have to do at school or work or whatever. A mass of
unclearly defined foliage may mean unfocused intelligence. No leaves, even if
YOU do the drawing in winter, means that you're not exploiting your intelligence
at all. The best thing is to have a balance of a few clearly defined branches
with a good amount of leaves.
5
Your
imagination can be seen from what kind of tree you draw and how original your
tree looks. If, for example, the foliage on your tree looks like a cloud, it
means that your imagination hasn't developed much since you were a child, as
that's the kind of way children draw trees. If YOU draw a pine tree and you
live in a country where pines abound, then you're lacking in both imagination
and an ability to see outside your local reality,
4 Psychological tests
Tell students that the questions were
originally part of a personality test called 'Do you have social empathy?'
Social empathy is the ability to re-live the experiences of others or, in other
words, the ability to feel for oneself the emotions, moods and thoughts of
another human being. Students read all the items, mark their answers and then
discuss their answers in their group. Each group has to reach a decision on
which is the best answer. Now give them the answers.
la
2b 3a 4a
Follow-up
Tell
students that the questions are based on some true social psychology studies.
Get students to think about why some of the studies were conducted in the first
place and what the implications of the findings are.

3 PsychoDraw
2
  a                             b                               c                                             d
t)
4 Psychological tests
I An American research team
played tapes which relayed who experienced the bitter taste very strongly and
identically worded information. The speaker was introduced unequivocally. When
this person described this sensation, as (a) a professor, (b) a member of the
public, and (c) a how will the other nine group members behave?
delinquent. Who was best able to
influence the listeners and a His unshakeably firm conviction influences the
bring about a change of attitude? 'non-tasters': at the second sip they suddenly
discover a the professor    a slight bitter taste.
b the member of the public b The nine
persons are not influenced by the 'taster' c the delinquent c The 'taster' is
influenced by the nine subjects, so that at the second sip he no longer notices
the bitter taste.
2      A
team of English psychologists gave a group of teenagers information to the
effect that in ten minutes' time they would          4 The American social
scientist Marple asked three groups of hear a lecture on 'Why teenagers should
not be allowed to          people to give their opinion as to the correctness
of a number drive cars'. A second group received no information before             of
statements. The groups consisted of school pupils, the lecture. Which group of
teenagers was more strongly          students, and adults (care was taken to
ensure that all had influenced by the lecture?   the same level of education).
Four weeks later, the a Teenagers who received the information before the                statements
were once more put before the same people. They lecture. were again asked for
their opinion, but this time with the b Teenagers who received no information
before the                additional remark, 'The majority of the other group
did not lecture.    share your opinion'. What influence did this additional c
Both groups were equally strongly influenced.   remark have? a 64% of pupils,
55% of students, and 40% of the adults
3      Subjects
were meant to find out whether a liquid tasted now changed their minds. bitter.
Social scientists diluted water with a bitter b 64% of the adults, 55% of
students, and 40% of pupils constituent. To 70% of the population this solution
conveys a now changed their minds. bitter taste, while it is tasteless to 30%.
A group of ten c There was no difference between the groups. subjects was
composed of nine 'non-tasters', and one person
1

This unit is basically a set of fill in or
emergency exercises, between which there is no logical connection.

1 Phone calls
•
Tell
students to look at the six designs and to complete them in whatever way they
want, but quickly and without asking any
questions.
•
When
they've finished, brainstorm them on what the purpose of the quiz might be.
Some students should come up with 'phone calls', it is, after all, the title of
the exercise. Get them to try and relate what they've done to phone calls. If
you get no response tell them that the quiz was invented by British Telecom,
who claim that 'research has shown that when it comes to making telephone
calls, most of us have a certain style. This simple test will give you an
indication of your telephone approach and shed a bit of light on what makes you
tick.'
•
Can students now see a connection? Not even if they
imagine that they are psychologists? No? OK. Look at the bottom of page 75 for
the solution, which students should now read. Can students now see the
connection? If they can't, and there's no reason why they should be able to,
then you could discuss the whole theory of psychological tests and whether
actually they're just fun for the people who invent them.
Follow-up
• Talk about phoning in general. Do
students like the phone? Would they like to have a video phone?
Writing

•
Students discuss this topic: 'The telephone and the television have destroyed
the art of writing.'
Quizzes
2 All mixed up_
Brainstorm students on whether they do psychological
quizzes in magazines. Ask them whether it is possible to learn something
constructive from such tests. Now proceed to the exercise.
Tell students that in this exercise
the 12 questions were part of four different quizzes (three questions for each
quiz). First the students need to be clear about the titles of the quizzes.
Brainstorm the class to imagine the kinds of questions which would be
applicable for such titles. Then they have to read and answer the questions and
in pairs decide which questions refer to which title (some questions may appear
to overlap, but this should promote discussion). Next they decide how the
questions should be answered to score full marks in that quiz (e.g. if you are
ambitious you would answer 'no' to c, 'no' to d, and 'yes' to b). Finally they
can discuss their own personal answers. You may decide to drop some of these
stages.
ID 2C 3C 4C 5B 674 71) 81) 9B 10B
11 A 1274
Follow-up
Put students in groups of four. Give
them the titles of other possible questionnaires: Are you a good friend? Are
you an optimist? How much stress is there in your life? Will you live to be a
hundred? Are you satisfied with your job? In pairs get them to invent two or
three questions for three of the titles. They then read their questions to the
other two members of their group who have to guess which questions refer to
which titles. They should then answer each other's questions.

2 All mixed
up

Running your own life

c

A
  rv¶BIT10N

i A

Health/Fitness

D

Sensation
  —Seeking

i

1
2
3
4
5
6

Do you find that people become
  boring when you can predict what they're going to say?
Do you try to do things immediately
  rather than put them off till later?
Do you let an escalator carry you along without
  walking yourself?
Do you find it difficult to concentrate on an
  important job when people around you are chatting?
Do you usually drink more than five
  cups of coffee a day?
Do you
  find it: a waste of time planning ahead, because in the end something always
  turns up that causes you to change your plans?

7
  Do you get restless if you are not involved in
  several different activities?
8
  Are you
  turned off by people who say shocking things just to gct a reaction?
9
  Would
  you usually take the lift rather than the stairs to go up two floors?
10
  Do you often fall asleep in front of the television?
Il Do you make your own
  decisions regardless of what people sag?
12
  Do you often feel that you are the victim of outside forces you cannot
  control?

i
i

i
i
i
,

3 General knowledge
•
NB
Before doing quiz, make sure you know the answers to questions 13, 22 and 25.
•
Students
do the quiz in groups. Make the exercise competitive by giving a prize to the
group that answers the most questions in five minutes. Check answers.
I power/electricity measurements 2
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto (in 1995
two newplanets were discovered.) 3 1914—18, 1939—1945 (though this will depend
on when certain countries entered the war)
4
Compact Disk, International Monetary Fund, Random Access
Memory, Worldwide FundforNature 5 e.g. UK,
Belgium,
Denmark, Netherlands, Spain etc. 6
mile, litre 7 Pacific 8 Shakespeare 9 elephant (660 days), cow (278), dolphin
(360), human (267) 10 economicgroup ofEuropean countries, Brussels 1 1 iron,
lead, silver, gold 12 the British Prime
Minister
13 al time ofwriting Brazil 14 black belt
15 Argentinian dictator, died 1974 16
French 17 Japan 18 ninth month ofMuslimyear, throughout which a strictfast is
observed during hours ofdaylight 19 USA, independence from Britain 20 no, an
arachnid, 8 legs (insects have 6)
21 mostfamous pop group in the world, John
Lennon 22 ? 23 Britain 24 English comic who became successful in Hollywood 25 ?
Follow-up
In itself the quiz may not generate much
talking. Below are some ways of promoting more discussion.
•
Individually,
students decide which are the three most and least important facts to know.
They then justify their choices to the other members of their group. Then as a
group they should formulate one common list. Get class feedback and see if
whole class can reach a consensus.
•
In
groups, students categorise the questions into subject areas (which students
themselves should decide). They then discuss what they consider to be the most
important subjects to be knowledgeable about, decide whether they themselves
are knowledgeable in these areas, and which areas they would like to be more
knowledgeable in.
Writing
• It is better to know something about
everything, than everything about something. Discuss.
Quizzes
4 Schedule P
Another
mystery quiz for students to find the meaning of! Tell students to complete the
quiz individually. They must choose only one answer; they cannot write 'it
depends'.
Brainstorm
students on the possible purpose of the test and who it is aimed at (age, sex,
nationality, etc.). Now tell them that it is based on tests created by
consultant psychologists to use at job interviews. Discuss with your students:
l) what each question aims to
discover about the candidate 2) as prospective employers which statements they
think would be the most suitable for a candidate to agree with 3) the validity
of such tests in job interviews
Follow up
In groups, students discuss their
answers to the questions. (With chatty groups this in itself could take up an
entire lesson.)

3       General
knowledge

1
2
3
4
5
6
7
8
9
10
11
12
13

What do amps, ohms,
  volts and watts have in common?
What are the names of
  the nine planets?
What were the dates of the first and second world
  wars? What do CD, IMF, RAM and WWF stand for?
Name
  three countries which still have a royal family. Which is longer and bigger —
  a mile or a kilometre, a pint or a litre?
Which is bigger — the Atlantic or the Pacific Ocean?
Who wrote Hamlet?
Which animal has the longest gestation
  period — cow, dolphin, human, elephant?
What is the European
  Union and where are its headquarters?
What are the names of these metals — Fe, Pb, Ag, Au?
Who lives at No. 10 Downing Street?
Which country has won the football
  World Cup the most times?

14
15
16
17
18
19
20
21
22
23
24
25

Who is the best at Judo
  — a white belt or a black belt?
Who was Juan
  Perón?
What
  European language is commonly spoken in Algeria?
Which of the following countries
  does not have the nuclear bomb — China, India, Japan, Pakistan?
What is Ramadan?
Who celebrates the
  fourth of July and why?
Is a spider an insect? How many legs do spiders
  have?
Who were the Beatles?
  Which member of the Beatles was shot and killed in New York?
Who is the
  President of the United States? And the Director General of the United
  Nations?
What country did Hong Kong formerly belong to?
Who was Charlie Chaplin?
How old is your English
  teacher?

4

Schedule P

Choose
b
b
b
b

the
  statement you most agree with.
My
  private life is my own affair.
I am happy to talk
  about my private life.
Being criticised, both fairly and
  unfairly, is not a major problem for me.
I react badly to
  all kinds of criticism. I tend to be ruled by my heart.
My head is in control of what I do.
If
  I see children throwing litter on the ground I intervene.
It's
  got nothing to do with me if other people's children throw litter.

5
6
7
8
9
10

b
b
b
a
  b
a
  b
b

I
  prefer working alone.
I like doing project
  work with other people.
I
  am good at telling jokes.
I prefer listening to jokes rather
  than telling them. I know where everything is on my desk.
I often accumulate
  piles of paper on my desk over several months.
I
  prefer to lead than be led. Responsibility worries me.
Principles
  often get in the way.
There arc some things
  that I would never do.
I just love parties.
I tend to find a quiet
  corner to sit in when I'm at a party

I
2

If you've drawn all letters or just one picture,
  then you're a VERBALISER. You prefer to think in words and approach problems
  in a more analytical way using the left, more objective side of the brain.
  The phone is your natural medium and you rarely find yourself tongue-tied or
  lost for words. But be caretUl not to miss the unspoken emotional messages
  conveyed by tone of voice and silence. Listen particularly carefully to any
  conversations in which feelings are more important than fact.
An equal number of letters and
  pictures means you're a WORD ARTIST — someone who's at much at home with
  words as with thc situation. When required you can adopt a logical -
  objective images. It suggests flexibility of thinking which can quickly adapt
  to
approach to solving a problem. On
  other occasions you depend on intuition and hunches to come up with a
  solution. With an adaptable mind like yours, you'll be well suited to running
  your own business where intelligence and intuition both play an important
  role.

3 If you've drawn all
  pictures or just one letter, you can bc described as a VISUALISER. Your
  thinking fòcuscs on images rather than words which suggests you arc
  better at using intuition than logic- The right hand side of your brain,
  which handles fantasy, imagination and creative thinking is dominant. The
  phone needs to be handled with care when you're fòrced to deal with
  facts and figures. Pay close attention and double check the details. But you
  have a natural advantage when dealing with a call which demands diplomacy and
  tact. You also have the upper hand in detecting the often hidden emotions
  underlving a
31

PHOTOCOPIABLE

,
p:

The
word 'revolution' has its roots in the Latin 'revolvere', meaning to revolve.
This sense still remains - long playing records go round at 33 revolutions per
minute (rpm). Two words previously used to describe our modern day idea of
revolution are treason (i.e. betraying a lawful authority) and rebellion (from
the Latin 'rebello' meaning to take up the fight again, bellum = war). The
change in meaning from 'turning' to political rising is logical: a revolution
is literally a turning over of the authority, a turning of the wheel of
fortune. The revolution which led to the English Civil War was actually called
a rebellion at the time, though the relatively minor events a fèw
decades later in 1688 were            known
as the Glorious Revolution, and this was the beginning of the meaning which it
has today. Interestingly, an uprising is still called a rebellion by the
opposing party, when the latter party is still convinced that they still only
have an insurrection on their hands. From the mid 18th century the words 'revolt'
and 'revolting' began to acquire the meanings of disgust that they have today.
The terms 'revolutionary' and 'revolutionise' (the latter was coined around the
period of the French revolution) have now taken on a different meaning, via the
industrial, sexual and technological revolutions, and are probably used more in
the language of advertising than in politics, to mean innovative'
and 'charismatic'.
Warm-up
• Students write down three words
that they associate with the word 'revolution' and in groups discuss their
ideas. Brainstorm students on the differences in meaning between 'revolution',
'revolt', 'rebellion' and 'coup
1
Talkin'
'bout a revolution

• Students identify which revolutions are
depicted in the picture and discuss what they know about them.
| English: Parliament divided over Charles
I's ideas on divine right ofKings. overspending irresponsible amorous
behaviour, dubious parliamentazy dealings. Civil War ensues in 1642 and ends
1649; Rwalisl army defeated and Charles beheaded. Republic (thefirst in modern
Europe?) under Cromwell ends with restoration Qfmonarcky in 1660. 2 American:
1775, Lexinglon,firsl armed encounter between English and American troops.
England had been sucking its American colony dry. George Ill declares the Americans
rebels and War ofIndependence begins. OnJu(y 4 1776, thirteen states declare
independence. Boston 7èa PartyJòllows.
1776— 1783 England
loses virtually al"' battles, Tory government .fàlls. September 3
1783, the two sides sign a treaty which recognises the independence oflhe 13
stales. 3 French: Country in grave economic and social crisis. Royalfamily,
nobility and clergy totally indifferent [o needs ofthepeople. Summer 1789,
crowds ofartisans, shopkeepers, labourers roaming towns in search ofarms and
Revolution
demanding bread and liberty. July 14 1789,
storming ofthe Bastille; August 4, Assembly abolishesfeudal rights
andprivileges; August 26, declaration ofthe rights ofmen and citizens. 4
Russian: Usual story ofmonarchy's and nobility's indifference to peasants and
workers. January 22 1905, Cossacksfire on demonstrators who are takingpetition
to Tsar Nicholas 11. October, general strike. December, St Petersburggeneral
insurrection leads to Tsarist repression. March 1917, revolution begins; Tsar
abdicates; family arrested; Lenin returns. October Revolution, Soviets gain
power and the rest is history!
Students then discuss the questions, in groups. In
multilingual classes, make sure there is the widest range of nationalities in
each group, as this should lead to some interesting discussions.
Follow-up
Students imagine they are going to
overthrow their school (if they are still at school), or attack a neighbouring
town or country. First they should decide why they want to rebel (or attack),
what their grievances are, and their plan of action. Alternatively, if you are
teaching in a state school, divide the class into groups of 'pupils' and groups
of 'teachers', giving each group five or ten minutes to discuss and write down
the grievances (pupils) or answers to anticipated grievances (teachers). Then
put two pupils with two 'teachers' and let them argue it out!
2 The
green revolution

Students
read texts and discuss questions in groups.
The
first passage is from a lecture, entitled 'The Future of
England',
given by John Ruskin in 1869 to members of the
Royal Academy. Ruskin expressed his
fears about a nation that he believed, as the result of mass industrialisation,
would soon find itself infested with criminals, people who had been made out
of-work by machines. 'By hand labour, therefOre, and by that alone, we are to
till the ground'. Most modern machinery he referred to as kettles, 'smoking
kettles' for ploughing, 'floating kettles' fòr going on the sea. He
exhorted his listeners to 'open all the land, purifÿing your heaths and
hills, and waters, and keeping them full of every kind of lovely natural
organism, in tree, herb, and living creature. All land that is waste and ugly,
you must redeem into ordered fruitfulness; all ruin, desolateness,
Imperfectness
of hut or habitation, you must do away with.' Needless to say, no-onc listened
to a word he said! The second passage comes from a little book called Go ahead
and live by Mildred Loomis published in 1965, though Mr Borsodi, a real
visionary, it would seem, published his article in 1943.

1 Talkin' 'b0Ut a revolution
1
Has
your country, in the last 1 00 years, witnessed any revolutions, rebellions or
coups? If so, why did they take place? Who was fighting who, and what were the
results?
2
Can
blood and violence ever be justified in changing the status quo? What are the
alternatives?
3
What
things would you like to change in your country?
2 The green revolution

We are not richer for the machine,
we only employ it for our own amusement. For, observe, our gainmg in riches
depends on the men who are out of employment, consenting to be starved, or sent
out of the country. But suppose they do not consent passively to be starved,
but some of them become criminals, and have to be taken charge of and fed at a
much greater cost than if they were at work, and others, paupers, rioters, and
the like, then you attain the real outcome of modern wisdom and ingenuity.

The
first time the Green Revolution was used in print was in the Christian Century
article by Ralph Borsodi. Here Mr Borsodi reported his findings from years of
research: that home-production of food, clothing (and sometimes shelter) are
more efficient than factory productions of these things; that modern,
centralized, monopolized production creates international conflict and war. He
urged scientists to develop technology suitable for home and smalþscalc
production. This seems even more desirable as automation displaces more and
more factory workers,

1
Whal
do these two passages have in commone When do you think they were written e
2
Do
you think that ever increasing technology is both dehumanising and endangering
fo peace in the world a
3
Do
YOU prefer a centralised or decentra}ised system of governmenta
4
Do
YOU agree with New Age-type philosophies of rediscovering what nature has to
offer and becoming self sufficient? Would YOU like that kind of lifestyle?
                            ©                                         1

3 The women's
revolution
• Students read the quiz, answer
questions, and compare answers in groups of four (where possible, divide the
sexes equally among the groups). This is obviously a particularly interesting
exercise in multilingual groups with both sexes well represented. As an
alternative: instead of reading the quiz, students can invent their own, then
in groups of four collate their questions, and ask the same questions to
another group.
Writing
• Students discuss this question: Is it
better to be a man or a woman in your country?
G)
(1) In Britain only 7 0/0 of peers and 9.2 0/0 of MPs
(1994 figures) are women. Women are excluded from parliament — directly from
the House of Lords, by primogeniture (the exclusive right of the eldest son to
inherit his father's estate), and indirectly from the House of Commons, by
anti-social hours and lack of childcare. The legal system too, with the vast
majority of judges being male, obviously favours men, this is especially true
in rape cases. (5) Compare the meanings of 'spinster' and 'bachelor'. (7) The
Bible has this to say about women: 'It is not good for the man to live alone. I
will make a suitable companion to help him' (Genesis 2:18). After Eve had been
caught eating the apple, God said to the woman 'I will increase your trouble in
pregnancy and your pain in giving birth. In spite of this, you will still have
desire for your husband, yet you will be subject to him' (Genesis 3:16). In St
Paul's letter to Titus he wrote that older women 'must teach what is good, in
order to train the younger women to love their husbands and children, to be
self-controlled and pure, to be good housewives who submit themselves to their
husbands' (Titus 2:5). See also 1 Peter 3:1—4. (8) The British government's
Revolution
'Equality for Women' White Paper of
1974 said: . the unequal status of women is wastefUl of the talents of half our
population in a society, which, more than ever before needs to mobilise the
skill and ability of its citizens'. Twenty years later, a leaflet published by
the Equal Opportunities Commission stated that: '... women still earn only 790/0
of men's full-time hourly earnings. They cluster in "women's jobs",
often undervalued and underpaid. 76 0/0 of clerical and secretarial
employees are women. Women are entitled to equal pay to men but if they do
manage to take a case to court the average claim takes nearly three years.'
(10) 48 0/0 of secondary school teachers in GB are women, but only
200/0 are head teachers; 700/0 of language students arc
women, 86 0/0 of engineering and technology students are men. Get
students to discuss what subjects are typically chosen by girls, and which by
boys, and what results this has.
The Equal Opportunities Commission is a
good source for more information.
4 33 revolutions
per minute
Students read the text and answer
questions. Obviously, if you can get hold of any of the records mentioned in
the text and here below, then you'll add another dimension to the lesson.
Possibly the most influential black
singer, in terms of enlightening young people politically, was Bob Marley, who
is also the most famous reggae singer. Another black singer, who became popular
in the late 80s was the American singer, Tracy Chapman, who made a name for
herself with a song entitled Talkin' 'bout a revolution, in which she predicted
that those who were standing without hope in the unemployment lines would
eventually rebel and try to get what was theirs.

3      The
  women's revolution

the
  first object of laudable ambition is to obtain a character as a human being,
  regardless of the distinction of sex.'
(A
  Vindication ofthe Rights of Women, 1792)

In

2

3

4

5

6

7

8

9

your country. -
Do
    women have the right to vote? When did they acquire this right? Are they
    well represented in parliament?
Do
    you have arranged marriages? Do women have any say in the arrangements?
Do women have to serve and obey their
    husbands?
Can
    men have more than one wife? Can women have more than one husband?
Are
    unmarried women and unmarried men considered in the same way?
Do
    women have to be accompanied when they leave the house? Why?
What role do women play in religious
    activities? Can women dress as they wish?
Are
    women allowed to do the same jobs as men? For the same salary?
Do teenage boys and girls have to be
    home at night at the same time? If not, why not?
Do girls and boys have the same
    educational opportunities in your country?

4      33
  revolutions per minute

Modern music has always gone hand in
hand with a spirit of rebellion and revolution. The Beatles were the first to
entitle a song Revolution and each generation has their own music with which
they identify and with which they criticise thc generations befòre them.
This is done initially in the style of the music itself; so punk with its loud,
cacophonous and turbulent sound in short three minute bursts was in direct
conflict with the sœ called dinosaurs or establishment of rock who
preceded them with their long grandiose almost orchestral pieces. But punk was
of course aimed at questioning the capitalist authorities behind the mega-rock
stars of the 60s and 70s. Punk faded quickly, and as in politics, the dinosaurs
survived. Only black music has really retained any credibility in its
revolutionary fight. Back in 1974, Gil Scott Heron, a pre-punk, pre-rap black
poet wrote a song called The revolution will not be televised, in which he told
his listeners that they would not be able stay at home and watch the revolution
on TV, and then slip out for a couple of beers during the commercial break, nor
would it make them look 2 kilos thinner and nor would NBC, the TV channel, be
able to predict the result. What it would do would be to put them in the
driving seat, and black people would be in the streets looking fòr a
brighter day.
 ©
1
Do
you associate yourself with the mtJSiC of your generation? What values of the
previous generation do you question?
2
Is
music a valid means of promoting social and political change?
3
Is
it a contradiction that famous musicians who inevitably accumulate vast sums
money and live superstar lifestylcsr talk about levolulionary behavioure
4
Do
you like rap music and reggae? Has it in anyway helped you to understand the
position of black or fellow black people?
1
  Warm-ups
• Students discuss the question 'What is
Science?' First brainstorm students on a list of scientific subjects. They then
decide if they really are sciences or not. Y'hat about astrology (see Zodiac:
Space research), graphology, medicine, philosopy, political sciences,
psychology (see Personality: PsychoDraw), sociology, theology?
G)     The
word 'science' derives from the Latin 'scientia' (knowledge) and one definition
of science is 'knowledge acquired by study'. Another definition is that for
something to be scientific one must be able to demonstrate it repeatedly, i.e.
if an experiment cannot be repeated by other researchers in another place
(reproducibility) then its results cannot be considered as scientific facts.
Students can then discuss what we need science for and the role of science
today.
• Brainstorm the class on the most important
inventions and discoveries over history (e.g. the lever, fire, the wheel, America,
the computer, the aeroplane, the origin of the species, penicillin, car, plane,
electricity). In groups of six to eight, students should then prioritise them.
One list should order them on the basis of how important they were in relation
to the history of mankind and technological development (e.g. without the
'discovery' of the lever many other later developments would have been
impossible). The second list should order them in terms of how difficult it
would be to live without them now, e.g. fire until recently was an essential
means for cooking, but we now have electric and microwave cookers. If there
were no wheels what alternative means of transport
could there be (mini rockets strapped to our backs) ?
1 Science: the systematic observation
of

•
Precede this with the first warm-up. Dictate these nouns: colour, dream, horse,
life, sky. Tell them to write two definitions for each ofthem, one as if for a
child and the other fòr a dictionary of science and technology; tell
them not to worry if they are unable to do all the definitions but that they
must avoid using the key word itselfin their definitions. This exercise could
be set tar homework at the end of the previous lesson.
Science
In pairs, Sl reads out a
definition and S2 decides what word is being defined and who for. In groups,
students then discuss definition writing, identifying which ones were the most
difficult to define and why; were the scientific definitions more difficult
than the children's ones or vice versa? Then get them to read the definitions
on the student's page, firstly they should identify the ones that they
themselves defined (and see how well their definitions match the 'official'
ones) and then guess the subject of the other definitions. Finally they should
rewrite the definitions of fear, human, language, telephone, and race as if for
the children's dictionary.
1 human 2 colour 3 life 4 dream 5 sky
6fear 7 horse 8 language 9 telephone 10 race
2 How
things get invented

Precede with the second
warm-up. Tell students to look at the {bur illustrations above the text, which
show a radar, ring structure of benzene, printing press, and a submarine. Make
sure students understand what they are. Tell them to read the six paragraphs
and to match the pictures with how they were invented. Two paragraphs will be
left — students are to try and work out what inventions they refer to (i.e. zip
and bra — the illustration at the bottom shows a corset, mentioned in the bra
extract).
1 printingpress 2 radar 3 zzp/zzpper
4 bra 5 benzene 6 submarzne
You can tell students
some of the following useless but interesting facts. Biros were first
publicised as highaltitude and underwater pens. Bakelite was first used
fòr the gear knobs ofRolls Royces. The idea of chewing gum was an
attempt to make a substitute for rubber. Edison (inventor of the light bulb)
hid himself in a cupboard under the stairs when he wanted to solve a problem.
Fritz Haber, the chemist who invented synthetic fèrtilisers, spent years
trying to find a method to extract gold from seawater.
Further useful reading: Hunkin: Almost eventhing there
is to know. (Hamlyn); Eureka: An illustrated history ofinventions. Macualay:
The way things work. (Dorling Kindersley)

1
Science: The systematic observation of

The
  group of mammals characterized by an erect stance, a large, highly developed
  brain, and the use of tools and language.

A strong and unpleasant emotional state
  brought about by the threat of danger, pain, or suffering.

16

A
  mammal of the Equidae family, characterised by a slender neck and a graceful
  body with long legs, solid hooves, and a long neck covered with a mane; domesticated
  throughout the world.

The
  sensation, determined by wavelength, that is generated by light in the
  visible spectrum.

7
2
3

The condition that
  distinguishes organisms such as humans, animals, and plants from organic
  matter and from dead organisms.

The
  organised system of speech sounds that humans use to communicate with one
  another, or the written representation of these speech sounds.

A mental phenomenon that
  occurs during sleep, in which a series of images, thoughts, and emotions
  resemble actual perceptions or events of the wakeful state.

A device that converts
  human speech into variations of electric current for the purpose of
  transmission.

8
4
9

An interbreeding subgroup
  of a species whose individuals are geographically, physiologically, or
  chromosomally distinct from other members of the species.

The
  apparent flattened dome seen as extending above the earth.

10
5
2 How things get invented

4

One
night in 1914 before a party, a New York debutante, Caresse Colby with her
French maid, who were both sick of wearing corsets (see below), devised the
prototype from two pocket handkerchiefs, some pink ribbon and thread Friends
liked it, and persuaded her to make ones for them too. When a total stranger
wrote asking for a sample of her 'contraption' , enclosing a dollar, she
decided to exploit her invention
5
The
founder of organic chemistry apparently dreamed of a snake biting its tail and
realised the ring structure of six carbon atoms in benzene.
6
This
was invented by an Irish schoolmaster in New York, with the intention of
sinking the British Navy.
1
At a wine harvest festival the inventor noticed a wine
press and saw if as a way to print evenly from hundreds of individual letters.
2
Developed
from the bizarre suggestion of a radio deathray for shooting down planes.
3
It
was originally invented in 891 as a way to do UP boots, but was later exploited
by the US Navy as a means to fasten up flying suits. An Austrian surgeon
extended its use, when he sewed one into a man s stomach so that it was
instantly accessible for internal -dressings!

3 The future?
• Tell students that a group of young
children were asked to draw pictures of how they imagine things will be in one
hundred years and what scientists will be able to do. Their page illustrates
some of these children's pictures. The students' task is to work out what the
child has tried to draw and what his/her reasoning might have been. Get class
feedback and then give them the answers. In groups, students then choose one or
two of the pictures and discuss the implications (some of these drawings
reflect ideas which are already a reality).
a mobile home b back-rocket (forpersonal
transport) c a free whichyou can grow anything on d language glasses (for
automatic translation) e square chickens (easier to slice andpack) f love,
dreams and brains bottles (for instant love, choose-your-owndreams, extra
intelligence)
Writing
• Scientists should be free to carry out any
experiments they like, regardless of utility, cost and ethics. Discuss.
Listening
• Students hear two
people arguing about genetic engineering. Ask students to fill in a grid,
marked pros and cons, then to continue the argument themselves.

pros

cons

—
  can produce more

-
  accidents with

—
  can produce fruit that doesn't

micro-organisms

rot and animals that eat
  less

— more dangerous than AIDS

- able to detect disease

—
  what use if there's

through genetic screening

no cure for the disease?

and therefòre will
  prevent

—
  eugenics

diseases being passed on

— invasion of privacy
- may affect chances of employment

A  I've
just been reading this amazing article about genetic engineering. The things
they can do now.
B  Yeah,
it's frightening isn't it?
A
Well,
not a bit. I mean if we can produce fruit that doesn't rot, animals that eat
less and produce more, what's so scary about
B
OK.
But you know those new micro-organisms that they are producing, (A: Yeah) well
YOU only need a laboratory accident and the effects would be far more
disastrous than ADS for instance.
A
Why
are YOU always so negative? (B: I'm not negative.) Soon I'll be able to have a
genetic screening done and they'll be able to tell me what diseases I'm likely
to have.
B
OK.
But what if they tell you you're going to have a disease for which there's
currently no known cure. That's not going to be
A
Yeah,
but if I know it's hereditary then I might think twice before having any
children.
B
But
you know where all this is leading don't YOU? To a revival of eugenics, like
they're going to be able to remove potentially harmful genes, like the ones
that cause criminality, jow IQ.
A
And
people like YOU with a bit of luck!
B
No
seriously. They can take a piece of someone's hair now and tell you all about
that person's medical life. Now that could be an incredible invasion of
someone's privacy.
A
How
do you mean?
B
Look.
So at your iob interview they ask you for a piece of hair, ring you UP fen days
later or whatever and tell you they don't want to employ you because you've got
such and such a disease and you might die in five years.
A Don't be absurd. (B: I'm not being absurd.)
Do you think people would Jet them get away with that, huh? What is all this?
It sounds like you've been reading 1 984. Why don't YOU look on the practical
side of things for a change? B Practical?
4 Science fiction
Brainstorm students on science fiction
(often abbreviated to sci-fi) — what are its typical elements (e.g. location,
appearance, food, habits)? Do they like it as a genre? Do they read/watch
sci-fi books/films? What are the common criticisms of the genre? Many people
associate sci-fi with robots, radar guns and star wars, but sci-fi is the
perfect way to express philosophical ideas and possible future lifestyles, and
to criticise current social and political attitudes. Tell students that the
extracts about ways of living come from two completely different sources: one
is a science fiction book, the other is from some anthropological notes on a
record sleeve of some Indian music. Their task is to decide which extracts go
with which sources.
1, 4, 7, and 8 rç/èr 10 record
sleeve notes to some muszc by a
Bangladeshi tribe
called the Garos. The rest reJèr to Ursula le Guin: The Dispossessed, a
wonderful book containing a wealth of provocative ideas that can be converted
into lessons.
I have no other information about the
Garos. In The Dispossessed a group of people under their fòllower, Odo,
leave an authoritarian hell-planet (earth) to form a new society on another
planet which has very few resources. The people own nothing (hence the title),
which extends to children being separated from parents soon after birth, and
being gwen a umque namc which indicates neither sex nor family (names are
generated randomly by a computer). Men and women are equal, there is no
religion (theretore impossible to blaspheme) and no taboos (hence no swear
words). People move from job to job, but work in very harsh conditions Imposed
by their unfriendly environment.

much
help is it?
Science

4 Science fiction

1
By
law only women possess wealth. Men are allowed to administer the property but
traditionally it cannot change hands without the consent of the women
2
People's
names give no indication of whether they are men or women
3
Learning
centres taught all the skills that prepare for the pvac\ice of art: training in
singing, metrics, dance the use of brush, chisel, knife lathe and so on. It was
all pragmatic: the children learned to see, speak, hear, move, handle. No
distinction was drawn between the arts and the crafts; art was not considered
as having a place in life but as being a basic technique of life like speech.
Painting and sculpture served largely as elements of architecture and town
planning
4
People
are divided into exogamous clans (i.e. they can only marry someone from another
tribe) and marriage proposals come from the woman who may elope with her chosen
man or send her relatives 10 capÌure him.
5
There
are no locks on the doors of houses. No one has to do anything that they don't
want to. 'Work' and 'play' are virtually synonymous
6
Their
language has no swear words or blasphemous expressions
7
When
somebody dies the body is washed, laid out in the house and kept there for two
days before being burnt. During this period women keep watch over the body
wailing unceasingly. These lamentations consist of reciÌaÌion of
the quaiiÌies and good deeds of the deceased
8
Sacrifices are
performed as a means of placating spirits that are supposed to be the cause of
disease.
9
Their
culture and ideas are based on the writings and sayings of a woman who escaped
with her followers from an oppressive materialistic society.

referring to 'my mother' most children
  say 'the mother' and rather than saying 'This one is
  mine and that's yours they say 'l Use this one and YOU use
  that' .

PHOTOCOPIABLE

,

10
Possessive
pronouns are rarely used     instead of
The whole of this unit is designed to
introduce students to this book and to the art of discussion in particular. The
exercises are designed to be followed in sequence. Either begin directly with
exercise 1 or use the first warm-up. Use Taking turns as a second warm-up, if
this unit spreads over more than one lesson.
Warm-up
• Brainstorm students on why we need to talk
(communicate; impart factual information; express opinions, thoughts, ideas;
find out information; tell stories, jokes; etc.).
1 Madam I'm Adam
• The curious title to
this exercise is supposedly Adam's first words to Eve when he introduces
himself— it is, of course, really one of the most famous English palindromes
(i.e. a sentence that you can read both forwards and backwards).
• If this is the group's
first lesson together, you could get students to go round the class introducing
themselves to each other. Then do the listening.
Listening
•
Students hear two women (from Uganda and China) talking about how people are
introduced in their countries. Their task is simply to listen for interest,
then to read the passage, and then to answer the questions, using the listening
and the passage as a stimulus.
1
Among
the Acholi it's very impolite to introduce people in front of their faces. YOU
wait until the guests are gone before you introduce them, you say this one who
was sitting here is the son of so and so. And that comes partly because we sort
of live in a huge community and everybody knows everybody else, so usually you
know one another.
2
We
introduce and we normally we inform the other about their job, their social
position, which are the most important things.
Guests are considered the most important
person in a family, so if you don't have money, you have to borrow money to
prepare a good dinner.
• Now
tell them to read all the other four passages in the unit, but not to read the
questions. Write the following instructions on the board: Find a passage: (a)
about the history of discussion, (b) outlining a teacher's views on discussion
in the country where he teaches, (c) from a teacher's manual on how to manage
classroom discussions, (d) discussing rules of conversation.
• Check
the answers and then move on to what you consider to be the most appropriate
exercise.
a Devil's advocate b Toeing the line c Taking
turns d Silence is golden
Talk
2 Silence is golden
Students read passage. Do questions 1
and 2 as a whole class activity. This is a golden opportunity to lay down some
rules for group discussions: we've all had those students who just love to
dominate discussions leaving everyone else either bored or angry; this is your
chance to squash them in advance! (If students do insist on dominating the
discussion you should try and take them aside as soon as possible, for example
at the end of the lesson, and gently help them to understand why their
behaviour is unacceptable.) Students should come up with a variety of rules
(many of which will probably be summarised in Taking turns). In discussions
students should be encouraged to ask each other questions, listen carefully,
not maliciously provoke or upset, and generally give each other space and show
interest. Elicit as many phrases as possible for question 3, as these can then
be learned and used during later discussions. You might also like to teach some
other structures, e.g. what to say if you don't understand, how to clarify both
what you're saying (what I mean is ..., what I'm trying to say is ...) and what
the speaker is saying (so you mean that ..., so your point is that ...) etc.
Students can discuss questions 4 and 5
in groups. In a multilingual class you should get some interesting viewpoints.
1 Madam I'm Adam

Not everyone feels that
  they have to introduce strangers to each other. Some American Indian and
  central African tribes have no formal rituals for helping people who meet for
  the first time to find out a few basic facts about each other — for example,
  their name and where they come from. There is no sense of having to speak as
  a form of politeness.

1
How do you introduce people in your language? And in
English?
2
What
do YOU talk about to people you've just met for the first time?
3

When
you have nothing to say, is it always best to say nothing?

2 Silence is golden

There are even 'rules'
  about silence. It has been said that, in a conversation between two English
  speakers who are not close friends, a silence of longer than about four
  seconds is not allowed (which means that people become embarrassed if nothing
  is said after that time — they feel obliged to say something, even if it is
  only a remark about the weather). Many of the rules of conversation can in
  fact be broken, but notice that people usually acknowledge the fact if they
  do break them.

1
What
'rules of conversation' can you think of?
2
What can you do if
someone always wants to speak? How can you avoid yourself giving monologuese
3
What
phrases do we Use to break into a conversation?
4
What
do YOU do if there is a silence in the conversation?
5
On
what occasions is it best or right to remain silent?

3 Toeing the line

•
As this passage highlights, not all cultures place much importance on
discussion. Your job is to convince such people that discussion is important,
especially in terms of learning a language. Questions 2 and 3 are designed for
nonwestern students. Question 5 is important as it should make students aware
that it is their duty to try and involve the more reticent participants. Get
students to be conscious that a good discussion depends as much on them as it
does on the topic of discussion itself.
This piece comes from a reader's report on this book
in which he explained the difficulties of using discussions in a country,
Malaysia, where people are simply not used to discussing things and are quite
happy to say 'yes', 'no' or whatever they think would follow the party line.
4 Devil's advocate

6)
Qiestion 1 poses an interesting question. To discuss originally meant 'to
strike asunder', 'to scatter'. It then came to mean to examine and investigate,
and then to debate. One obsolete meaning was 'to settle or decide as a judge',
which indicates how important it is that students reach some kind of
conclusion. A conversation originally meant a 'frequent abode', then 'living
together' and a place for having 'dealings with people', only much later did it
come to mean an 'interchange of thoughts and ideas'. Today it basically means
'familiar talk' (Up until 1857 in legal language crim. com, 'criminal
conversation' meant adultery). The difference is thus quite clear: a discussion
is something more formal and elevated, to air and weigh ideas, and then to
reach a conclusion; a conversation is merely an exchange of ideas without any
specific reasoning. Some people would say that you can have a discussion with a
relative stranger, even someone you don't like; whereas a conversation is an
altogether more intimate affair. Speaking and discussing are related in the
same way as talking and conversing. To talk originally meant to chatter or to
prattle (what a lovely word!), it has the same etymology as 'tale'. The OED gives
one meaning as 'to speak emptily or trivially', 'to indulge in idle or
censorious gossip'. Like conversation it is more informal (we can say an
'informal talk' but rarely an 'informal speech'). To speak comes from the Latin
'spargere' (to scatter words, thus a very similar root as discussion). It now
means to 'express or communicate opinions'. It has a loftier edge than talk.
Talk sounds like something naturally acquired (my child could already talk when
he was two), whereas to speak is something more studious (we wouldn't say 'Can
you talk English?', similarly you talk in your sleep, you don't speak).
Talk
5
Taking
turns

 Students
read the text and discuss question 1. You may like to do questions 2—5 as a
whole class activity, as it is also important for you to express your own views
as a teacher. Question 2 may be a repetition of question 2 in Silence is
golden, but it is a point worth insisting on. Question 6 can be done as a group
activity, and should give you a chance to find out what you can and cannot
discuss with this group. Then do the listening exercise.
Listening
 Students
hear the same speakers as in the first listening exercise talking about what
people do and do not talk about in their countries. Use this as a stimulus to
get students discussing what they do and do not like talking about. Show
students the subject index to this book and ask them to decide which topics
they would enjoy discussing and which ones they certainly wouldn't want to
discuss. Note their comments down for use when deciding what topics to cover in
the future.
1
We
talk about family, we talk about our iob, we talk about friendship, money,
success, sometimes religion, but not from the philosophical point of view, but
as a social belief, as a habit; we won't talk about sex, we won't talk about
child abuse for example, we won't talk about social problems.
2
Mostly
they talk about the daily events or what has happened or, like, — if there is a
wedding, somebody who has fallen sick, or somebody who has died. And local
people hardly ever talk about politics because it doesn't much touch them. We
don't usually talk of sex openly, and even parents don't explain to their
children about sex.
Extra
 Brainstorm students on what kind of
things annoy them when they're talking to someone. Write the items on the
board. Now add any items from the list below that students have not mentioned,
and get them to decide their own annoyance classification.
In a sumo done in America these are the
things thatpeoplefind the most annoying in order ofannoyance. Students should
note the very low annoyance level ofitems 8 and 10, and the relatively high
positions of3 and 5 which are common problems with non-native language
speakers.
1 Interrupting while others are
talking 2 Swearzng
3 Mumbling or talking too softly 4
Talking too loudly
5 Monotonous, boringvoice 6
Usingfillerwords ('you know,'
'like') 7 Talking toofast 8
Poorgrammar, mispronunciation
9 A high-pitched voice 10 Aforeign or
regional accent

Di scussi on as an end i n itsel f
  or as a method of practi s i ng the l anguage is ra rel y seen as ei ther
  enjoyabl e or useful   Students are encouraged to bel i eve that there are
  correct answers and sol uti ons to al l problems . The cul ture here al so
  tends not to reward independence of thought, i ndi vi dua l i sm or any
  departure from the soci al l y accepted norms . Furthermore, i t i s debatabl
  e to what extent conversation i s val ued as pa rt of thei r cul ture ,
  especi al l y conversation of a di scursi ve nature. General ly most peopl e
  here tend to take thei r l ead from the person who has the most'           i
  n any given si tuati on rather than work out thei r own thoughts on somethi
  ng and try to persuade others to agree.

3 Toeing the line
1
What
kind of mentality do the people have?
How
would you feel living in such a society?
2
Why
is it useful to work out your own ideas rather than following the generally or
officially accepted viewse
3
How
important is it to show people respect in a discussion? To what extent should
this respect be taken?
4
Why
do people discuss thingsa
5
How
can YOU involve reticent speakers in your discussion?

In
  Ancient Greece, Socrates' way of initiating a discussion was to begin with
  some statement and then get the participants to think of every possible
  consequence of that statement in a logical sequence until they could prove
  that the statement was not true. Aristotle refined this system. Again he
  provided a statement, for example 'water is wet', but this time the
  participants had to think of arguments for and against that statement; then
  finally they reached some kind of conclusion. A variation of these systems is
  what is known as playing the devil's advocate. The Devil's Advocate was
  originally a Roman Catholic official, whose role was to examine the life and
  miracles of someone who had been nominated for becoming a saint. The official
  had to find out everything that was unfavourable to the case so that it could
  be taken into account before a final decision was made. These kinds of
  tactics are now sometimes known as 'reverse brainstorming', the idea being to
  think of as many reasons for an idea or plan failing rather than succeeding.

4 Devil's advocate
1    What
is the difference between a conversation and a discussion? And between speak
and talke
2    Is
discussion as an end in itself useful? Why? Why not?
3

What
is the point in playing the devil's advocatee Have YOU ever played at being the
devil's advocate either in a discussion or with a friend?
4    What
is brainstorming? Why is it used and does it produce good resultse

The class was asked to
  suggest the criteriafor agood discussion The children decided to writc them
  in the order they thought wouldhappen during a discussion TheirFna//ist was
  asfo//ows:
to explain we//
/istcn to otherpeople take turns to
  talk wait anti/ the otherpersonfinishes say things which help otherpeop/e
  keep to the subject share ideas with the rest ofthegroup give sagqestioms
  andideas be care,"howyo" sag things so that otherpeople won 'tget
ask
  each other questions so as to make things dear try not to be bossy in
  thegroup

5 Taking turns
1
Which
are the three most important criteria for having a discussion? Can you add any
of your own?
2
Why
is it important to have discussions during class timee
3
Is
it better to have whole class discussions or group discussions?
4
During
a discussion should the teacher express his/her opinion, i.e. be actively
involved in the discussion?
5
If
mistakes are made what should the teacher do?
6
What
things would YOU never talk about: a with a stranger?
b
with a member of your family? c with your best friend? d with your partner? e
with members of this classe

Warm-up
•
Brainstorm
students on things they'd like to see changed in their school, town, country,
or the world in general, but that they have little hope of ever happening.
Elicit the word 'utopia' as an ideal place where everyone is happy and things
work efficiently. Ask if anyone knows the origin and meaning of 'utopia' (see
$) below). Now tell students that they are going to form their own Utopia.
Write the following topics on the board: religion, law and crime, political
parties, immigration, freedom of speech, working hours, dirty jobs, money,
foreign policy.
•
In
groups of four, students now discuss the goals of their Utopia using the above
topics as reference points, and adding any other considerations they feel
relevant.
1 More's utopia

• Explain briefly who More was if you
haven't already done so. Students should then match the extracts with the
topics outlined in the warm-up (where possible) and then discuss More's ideas.
NB Several questions may be answered in one extract.
 1 law and crime 2 religion 3
politicalparties 4 dirtyjobs 5 working hours, money 6foreign policy.
6) The word 'utopia' first appeared in
1516 when an English lawyer/philosopher, Sir Thomas More, published a short
book in Latin 'concerning the best state of a commonwealth and the new island
Utopia'. Utopia is actually a fusion of the Greek words 'ou' (not) and 'topos'
(place), and is probably a pun on another Greek word 'eutopia' meaning a 'happy
place'. His ideas were a continuation of Plato and Aristotle's discussions on
an ideal land. More expounded some intriguing ideas on marriage: Women can
marry at 18, men at 22. Punishment for sex before marriage is being forbidden
to marry for the rest of your life. The reason they punish this offence so
severely is that they suppose few people would join in married love — with
confinement to a single partner and the petty annoyances that married life
involves — unless they were strictly restrained from promiscuity. Before
getting married, each partner is shown nude to the other, so that each can be
sure that there is no deformity lurking under their prospective spouse's
clothing. Divorce is deliberately made difficult.
Listening

•
Students listen to more of More's utopian ideas. Before they listen, dictate
the questions 1—8 (above right). As a whole class, ask students to predict the
answers to 1—5.
Utopia
Questions: True or False? 1 No
travelling without government's permission. 2 Cities all look the same. 3
Everyone wears the same clothes, the only difference being between men and
women. 4 Everyone usually eats together in a big canteen. 5 There are no bars or
pubs. 6 What were the houses and gardens like? 7 What do people do in their
free time? 8 Who is Hythloday and what does he think about Utopia?
1—5 all true 6 all the same, no locks,
doors open easily and close automatically, competition in gardens 7 lectures,
conversation, music 8 guide who thinks Utopia is absurd
Follow-up
 After listening, students draw some
conclusions about whether More's Utopia really was a Utopia in our sense of the
word (literary critics of Utopia are still baffled by some of More's ideas, and
not least by Hythloday's comments at the end of the book).
A     they
actually take their clothes off?
B      Yep!
AWow,
that's really weird.
B Well, actually the
whole thing's pretty bizarre. You know they can't even travel without
permission from the government, and even then if they stay in another place for
more than a couple of days they have to work there.
A Sounds more like
7984 than Utopia.
B Exactly, and then
everything looks the same.
AWhat
do you mean?
B Well the cities are
all built to the same plan, at least as far as possible they are.
AWell
at least you'd never get lost if you did visit another town.
B Then everyone wears
the same clothes, the only differentiation is beÑæen men and
women.
AWell,
like a kind of uniform?
B I guess so. And
then everyone eats together in big halls where the food is prepared by the
women.
A Some Utopia.
B Well, Sir Thomas
More was a man after all. But you could eat at home if YOU liked.
A So what about the
houses, are they all the same too?
B Prew much. Actually
they had no locks on the doors; in fact the front doors are made so that they
swing open easily and shut automatically. The only thing that seems different,
or for that matter remotely competitive, is the gardens.
A
The
gardens?
B
Yes, the citizens compete to see garden.
(The
tapescript is continued on page 90.)

1 More's utopia

1
2
3
4
5
6

Serious
  offending is punishable with slavery, as this is more of a deterrent than
  death, and is also beneficial to the community.
Attempted crimes are punished in the
  same way as committed ones. No lawyers because it's quicker and just as
  efficient if the accused plead their own case. The laws are very few anyway.(
The
  most important part of human happiness consists of pleasure, to lead a life
  as free of anxiety and as full of joy as possible, and to help everyone else
  towards that end. Virtue is rewarded and vice punished in the afterlife.
  Women can become priests. There are different sects and so no images of the
  gods are seen in the churches, people are thus not conditioned into seeing
  God in one particular way. Fortune-telling and any other superstitious
  divinations are held in ridicule and contemP
A
  prince is electedby the senate. No decisions about public matters can be made
  until they've been discussed in senate on three different days. Such matters
  can only be discussed in the senate; anyone who talks about them outside is
  put to death. This is su posed to stop people from conspiring against the
  government. T ere are no chances for corruption; no hiding places; no spots
  for
secret
Slaves
  are used to do any unpleasant or hea chores, and kill animals. Killing
  animals is considered to be the wrst step on the road to killing men and
  hunting is immoral. Slaves mainly come from prisoners caught in wars, or are
  ex-crlmrnals. You cannot be born a slave and you are free to leave Utopia
  whenever you
There is no private
  business. Only six hours a day for working or less if there's no work to be
  done), because everyone works hard and there's no need for intermediary
  professions like money-lenders and lawyers. People alternate between living
  in the country and living in the town, so that no-one will have to do heavy
  labour in the fields fòr more than two years (unless they want to).
  There IS no money, anything you need you are provided with. Silver and gold
  are only used to buy things from fòreign countries and to pay any
  mercenaries who may be needed to fight wars. In fact, any criminals are
  adorned in silver and gold as a Sign of
It's acceptable to invade
  another country if they arc not exploiting their land to its best advantage,
  to protect oppressed people, and obviously for defence. Very fierce
  mercenartes are used to conduct such wars. One seventh of extra produce is
  given freely to the poor of neighbouring countries and everything else at low
  prices.c

1

Continuation of tapescript from 1 More's Utopia
A So what else did
  they do with their free time? I mean YOU said they only work six or seven
  hours a day, right?
B  Yeah.
  They spend most of their time in intellectual activities, public lectures and
  so on; otherwise they just converse or listen to music.
A Well, what about
  bars, pubs, gambling, that kind of thing?
B  No
  that's strictly out.
A Doesn't sound
  much fun at all.
B  Well,
  from what I gathered from the introduction to the book, many critics don't
  really seem to know what's going on in the book at all. I mean the reader is
  accompanied round the island by this traveller, who has some unpronounceable
  name, Hythloday or something or other, which in Greek means an 'expert in
  nonsense' and one of his final comments is 'l was left thinking that quite a
  few of the laws and customs were really absurd'.
A No kidding!

2 Ideals

•  Introduce
this exercise by talking about ideals (thus linking the conversation back to
the utopia idea). For example, is it important to have ideals? What makes
people strive for their ideals? What are the characteristics of an idealist?
•  Now
on a more light-hearted note students do the quiz (choosing one answer only
apart from in question 6) and discuss their answers in pairs.
3 The ideal student?

• Tell students to look at the
descriptions of students on their page. Tell them that these were written by various
English language teachers and that their task is to identify which sentences
refer to ideal students (+) and which to totally non-ideal students (—). They
should also think about which teachers they would and would not like to be
taught by.
Listening

•
Students hear follow-up sentences to the ones that appear on their page. They
have to match the follow-up with the original. They then have to reassess their
original answers and confirm which teachers they'd (not) like to be taught by
and why.
Utopia
1
1
mean the fact is that we do. There's little logic in the use of prepositions.
2
i
really believe that you can't learn a language without understanding something
about the people who speak that language.
3
They
really keep me on the ball. I sometimes have to tell them 'I'll write that
down' and then go into the staff room at the end of the lesson and look up the
problem in some grammar and tell them the next day. J find that really
stimulating.
4
1
find them so annoying. To be honest outside the lessons I prefer to talk to my
students in Spanish. We are in Spain after all.
Otherwise I feel like I'm at work.
5
Why
people have to translate their names ( don't know. It's OK with young kids, but
with adults I ask you.
6
These
kinds of students obviously have something to prove. Actually they're generally
the ones that no-one else likes but are always the last to go at Christmas
parties, if you know what I mean.
7
1
try to tell them that they should concentrate on getting the gist of what was
said.
8
To
be honest I'm getting sick of teaching, with all this one-to-one stuff, but
having a  face in front of YOU makes all the difference.
Writing
 Students describe their ideal
teacher. They could use their compositions in the next lesson as the basis for
a discussion on what makes a good student and what makes a good teacher. Other
elements that you might like to discuss (depending on how confident you are of
your own abilities!), how well teachers give instructions and explanations (and
what students do if they don't understand these), what annoying mannerisms
certain teachers have, and whether teachers in monolingual classes should ever
speak in the students' mother tongue.

2       Ideals

ideal
by the sea in the
    mountains visiting towns and museums

Is sincere and honest intelligent
    charming and beautiful

Is
    youzr ideal very well paid but boring
    not very well paid but very interesting

Is ideal a cottage in the country a farm a
    villa by the sea a penthouse in the town

friends
    family just you and your partner

several dancing floors
    with different music s one dancing floor with one type of music free
    entrance but expensive drinks expensive entrance and free drinks

ideal
easy going but without giving guidance

Is you-ur ideal this one another one

3       The
  ideal student?

a
The
ones who introduce themselves saying: 'Hello my name's John' and you say 'Was
one of your parents English?' thinking that their name really is 'John' and not
'Jean or 'Jan' or whatever.
b Those
that always want to know what every single word means.
c
The
kind that answers questions which were obviously intended for another student.
d Someone
who takes a real interest not lust in the language but in the culture as well.
e Ones
that do their homework not because they have to but because they want to.

f
Students
who ask ridiculous questions, like why we say to think 'about' rather than to
think 'to'
g
Students
who ask difficult questions that really test your knowledge
h As
long as they're reasonably young and very attractive,
I really couldn't care how good or bad
their English is i Ones that are incredibly attentive
about getting every word they say as grammatically correct as possible.
 People
who insist on talking to YOU in English even when they meet YOU in the street.
This
unit is based on three broad definitions of value — moral values (i.e. what
people consider to be right or wrong), utility/ importance (i.e. if something
is worth doing/ having), and economic/material value (i.e. the monetary worth
people attach to certain objects; combined with this is the affective value
people attach to objects which may in fact be totally worthless).
Warm-up
•
What
do students understand by the word 'value'? Get them to write a few
dictionary-type definitions. Choose a few students and write their definitions
on the board. Encourage other students to improve or alter (if necessary) the
definitions to make them both more accurate and more dictionary like. Make sure
students' definitions cover the three areas from the G) above. Alternatively,
brainstorm students on the word 'value' and then categorise as suggested in the
G)
•
Bring
in some personal items (watch, jewellery, photos of your house etc.) and get
students to guess how much they are economically and sentimentally worth.
Alternatively students do this amongst themselves with objects or photos that
they have brought in.
•

Students
now write down the four most valuable things they have, either in terms of
objects, skills or people, and discuss whether these things are invaluable or
not (i.e. whether it would be possible to live without them). Ask students to
add a few more items to their list and see if they can assign a monetary value
to them or if they can find some viable swaps with their partner's items.
Value
1
Which do YOU value more?

 Students answer questions
individually, then discuss the answers in groups.
2 How
strong_areyour moral values?

•
Get
students to discuss the following points regarding moral values: 1 Is it
important to have certain values and principles? What are students' values? 2
Have people's values changed over the generations? (e.g. What things do our
parents and did our grandparents value?) If so, how? 3 Do students' values
conflict with those of people around them? 4 Do they put their principles into
action?
•
Now
tell students to look at the ten situations. Students are to evaluate them in
terms of how right or wrong they think they are. They should use a mark ranging
from 1 (perfectly acceptable) to 5 (totally unacceptable). Students should do
this individually, then follow it with a group discussion.
•
Alternatively,
give students the title of the quiz and then get them to invent their own
questions, which they then try out on each other.
Follow-up
 Get
students to discuss Butler's quotation and to decide whether morality changes
from country to country, generation to generation, and to compare their view of
morality with their parents' and grandparents' generations.
Butler (English writer, painter
1835—1902) also had this to say: 'Morality turns on whether the pleasure
precedes or follows the pain. Thus, it is immoral to get drunk because the
headache comes after the drinking, but if the headache came first, and the
drunkenness afterwards, it would be moral to get drunk'.

1 Which
  do you value more?
2 How strong are your moral values?

Morality
is the custom of one's country and the current feeling ofone's peers.
Cannibalism is moral in a cannibal country. (Samuel Butler)
1
Kidnapping
and holding a child for ransom.
2
Politicians,
to get money for themselves, using their influence to get a law passed which
they know to be against the public's interest. 3 Smoking in lifts.

4
Buying
stolen goods
5
Newspapers
treating crime as news so as to make a known criminal appear heroic.
6
Driving
while well over the legal limit of alcohol
7
Not
voting in a national election
8
Tax
evasion by withholding important information.
9
Cheating on your
partner.
10
Keeping £10
of extra change given by a clerk by mistake.
1
3 You're the iydge

•
Tell
students that an American psychologist, Kohlberg, made
up some moral judgement stories, to evaluate adult morality. Students read one
of these stories and then answer the questions that follow.
•
Students
must understand meaning of the text before answering the questions. They should
think about the answers alone and then discuss them in pairs.
G) (c) This idea can be extended to AIDS. Do
pharmaceutical companies have a right to make a profit out ofthe millions
afflicted with AIDS who are desperate to prolong their lives?
(j) What are the implications of letting Heinz go free?
Get class feedback on this.
Listening
• Students hear one person's answers to some
of the questions on their page. Their task is to match the answers with the
questions.
l i
2 a, b 3]' 4 c 5 j
 I
It's impossible to say really, I mean I think you have to be in that situation
to say what you would actually do, but I think I'd do pretty much anything to
save my own life as long as I didn't put anyone
else's life in danger by doing so.
2
You
can't really blame him can you? And as for the next question 'would a good
husband do it?' well I know I would.
3
No,
I think in this case, if it were for someone I didn't know very well, then I
wouldn't take the risk. I mean they could get someone else to do it for them
4
This
really depends on your conscience doesn't it? I think that pharmaceutical
companies make vast profits by first making us want to buy and then actually
selling us a whole host of medicines that we'd probably be better off without.
But in this case, t suppose there was nothing to stop him, iUSt his conscience
as I said before.
5

This
all depends on how much YOU take the circumstances into account. But anyway if
they let him off then that sets a precedent doesn't it? And then you could
iUStify some addict throwing a brick through some chemist's window, iUSt to get
himself a .
Value
4 Research

In groups students imagine that they are members of a
government agency which only has enough money to fund two of the projects.
Firstly, students discuss the value of such projects, secondly which two not to
fund, and finally compare their decisions with other groups.
The Grand Canyon idea sounds absurd, but
more than absurd it would be catastrophic. If followed through, the gold market
would crash with inevitable consequences on other money markets, the prestige
value of gold would disappear as it would no longer be a precious metal,
jewellers would have to find other metals to use, etc.
An analysis of square fruit could be
made from three main viewpoints. 1) Economic and Social: The most obvious
benefit is in packaging — you can store far more in the same space, though to
prevent rotting some kinds of fruit should not be in direct contact with each
other. The immediate consequence would be a fall in transportation costs (and
perhaps in the final cost of the fruit) which would make it difficult for
traditional round fruits to compete, thus leading to massive square-fruit
farming, ultimately eliminating small producers. Fruit sellers would benefit in
terms of displaying the fruit, and juice makers and restaurants could exploit
the square form to produce new and easier peeling methods. 2) Feasibility: It's
difficult for square fruit to hang easily on branches, which leads to the
question GWhy is fruit round?' Fruit is round so that when it falls
it rolls: first, so as to limit the damage on impact to its skin (square fruit
with all its corners would be considerably more susceptible to damage) and
secondly so that the seeds roll away sufficiently far from their original tree
as to not be obstructive when they in turn produce a new tree. Square fruit
also has a greater surface area and is therefore more exposed to environmental
hazards. The public, however, might find a square pear rather difficult to hold
and to put in their mouths. 3) Ethics: Genetically engineered fruit is just the
first step in rearranging nature to contòrm to our needs. Next we have
square chickens (tiny head and no wings
— already tried but with limited success as the idea is offputting) and then
square people (again much easier to transport and design for — standard chairs,
beds etc.)!

3
You're the iUdge
In Europe, a woman was near death
from a particular kind of cancer. There was one drug that the doctors thought
might save her. It was a form of radium that a druggist in the same town had
recently discovered. The drug was expensive to make, but the druggist was
charging ten times what the drug cost him to make. He paid $200 for the radium
and charged $2,000 for a small dose of the drug. The sick woman's husband,
Heinz, went to everyone he knew to borrow money, but he could only get together
about $1,000, which is half of what it cost. He told the druggist that his wife
was dying, and asked him to sell it cheaper or let him pay later. But the
druggist said, 'No, I discovered the drug and I'm going to make money from it.'
So Heinz got desperate and broke into the man's store to steal the drug for his
wife.
a Should
Heinz have done that? Was it actually wrong or right? Why?
b Is
it a husband's duty to steal the drug for his wife if he can get it no other
way? Would a good husband do it?
c
Did
the druggist have the right to charge so much when there was no law setting a
limit on the price? Why?
d If
the husband does not feel very close or affectionate to his wife, should he
still steal the drug?
4
Research
Without scientific progress the national health would
deteriorate; without scientific progress we could no longer hope for
improvement in our standard of living or for an increased number of jobs for
our citizens; and without scientific progress we could not have maintained our
liberties against tyranny.
(V
Bush, U.S. presidential science adviser)
i
i
i
(9
e  Suppose
it wasn't Heinz's wife who was dying of cancer, but it was Heinz's best friend.
His friend didn't have any money, and there was no-one in his family willing to
steal the drug. Should Heinz steal the drug for his friend?
f    Suppose
it was a person whom he knew that was dying but who was not a good friend.
There was no-one else who could get him the drug. WOUId it be right to steal it
for him? Why?
g   What is there to be said on the side
of the law in this case?
h  Would
YOU steal the drug to save your wife's fife? Whye
i     If
you were dying of cancer but were strong enough would you steal the drug to
save your own life?
i
Heinz broke into the store and stole the drug and gave it to his wife. He was
caught and brought before the judge. Should the iUdge send Heinz to jail for
stealing, or should he  him go free? Why?
1
A
group of marine archaeologists have found Atlantis
2
A
grOUP of genetic engineers have developed a way to produce square fru it
3
A
group of metallurgists and alchemists claim that they can convert the Grand
Canyon into gold
4
These
computer scientists have developed a system for people to learn anything
without having to study.
1

1 The art of war

•
Brainstorm
students on the causes of war. Now get them to read the statements on their
page and decide which are causes and which are justifications — this will
obviously depend on students' own
interpretations.
•
Alternatively,
before beginning exercise, write up the following quotation on the board: 'War.
What is it good for? Absolutely nothing.' (from a Bruce Springsteen song). Get
students to analyse the wars of recent times. Did no good at all come from
them? What might have happened if there hadn't been a war?
Writing

•
Students discuss one of these two issues. (a) A just war is better than an
unjust peace. (b) It's better to die with honour than to live with shame.

War
2 War crimes

Some
students may find this exercise sensitive.
Give students these instructions: You
are members of a court martial. Your job is to try these 'war criminals' and
decide if they are innocent or guilty; all are from your own country apart from
cases 9 and 10. What sentence would you give them? Students do this activity in
groups.
(2) If students say that torture is
justified in this case (and remember it goes against the Geneva Convention),
ask them to imagine the same situation but in this case the torturers didn't
get the information they needed (although they were still sure the enemy
soldier had the information they wanted). (5) A World War Il general cites
cannibalism as behaviour that has 'a bad effect on troop morale'. (8) The
results of horrendous tests carried out in concentration camps, were then used
for many years after the war to help underwater divers resist the cold and
water pressure. Does the end justify the means?
Follow-up
Does the method of killing someone in war
affect students' views? (e.g. chemical weapons, nuclear bomb, hand-to-hand combat
etc.).

1 The art of war
Men appear to prefer ruining one another's fortunes, and
cutting each other's throats about a few paltry villages, to extending the
grand means of human happiness.
(Voltaire)
1
Adam
and Eve fell from God's grace. One of the results of their fall was that Cain
murdered his brother Abet, and people haven't stopped killing each other since.
2
A
political means to stop the masses from thinking about other things (e.g.
economic problems at home).
3
Basically
we all fear each other: if I don't kill you first, you will kill me
4
A
means of preventing invasion and stopping other wars.
5
A
way to provide a lot of people with jobs (soldiers workers in the arms
industry).
6
The
world population can be kept down
2 War crimes
1
This
soldier deserted during a battle to defend your country.
2
As
a ast resort, these men brutally tortured an enemy soldier to get information
which eventually saved the lives of 20 000 civilians (including members of your
family). 3 These soldiers raped women from enemy villages.
4
This
doctor used the organs of captured dying enemy soldiers to save the lives of
your soldiers.
5
These
soldiers, cut adrift by their leaders, consumed the flesh of comrades and enemy
soldiers killed in fighting.
6
These
peace demonstrators broke into a prisoner-of-war camp and set free 1 *000 enemy
soldiers.
7
These
soldiers forced prisoners of war to endure a tortuous 260 km march on which
anyone who dropped out of line was immediately shot.
8
These
scientists conducted cruel experiments on prisoners of war, the results of
these experiments are now saving many lives.
9
This
enemy pilot dropped a bomb on one of your cities causing the death of 1001000
inhabitants.
10
This
enemy general ordered the kidnapping of hundreds of children from your country,
so that they could be 're-educated' in his country.
PHOTOCOPIABLE
7
An
occupation for some men who are unable to do anything else but play at soldiers
8
A
means of upholding certain moral, political or religious principles
9
A
noble means of spending one's time full of excitement expectation and glory.
10
It
gives people a sense of purpose and makes them brave and patriotic
1 1 In several parts of the world,
evidence has been found that our predecessors, a kind of killer ape, actually
ate each other. The skill they learned in killing each other an accurate hit on
the head with the shoulder blade of an antelope for example — required
considerable coordination. It was as a result of this that man's brain
developed. This hunting instinct then turned onto other men, horses were used
for mobility and the art of war had begun

3 Mines
• In groups, students read text and decide
which statements they agree with and why.
(D Land mines make vast areas of
agricultural land unworkable. In Cambodia 1 in 236 citizens are amputees,
making them unable to work and support their families, as well as being a heavy
burden on the state. In Kuwait the number of deaths involved in clearing the
mines cost one third of the total lives lost in the war itself. 96
manufacturers in 48 countries manufacture five to ten million antipersonnel
land mines each year, generating up to $200 million in sales. One manufacturer
is promoting a device that is mounted on vehicles and sprays as many as 30 land
mines per second. In ten years producers hope to offer a 'smart' land mine that
can co-ordinate detonation with adjacent mines to achieve optimum killing
efficiency. One proposal for reducing the destruction caused by mines is to
require manufacturers to install a self-deactivation mechanism in all land
mines.
(4) From 1944—1950, the French forced
German prisoners of war to play the leading role in minesweeping operations on
the Normandy beaches and other battlefields, 1,709 were killed and nearly 3,000
wounded (471 French personnel were also killed).
Writing
• Students discuss the following question:
Imagine you live in a country infested with mines, what would be the
consequences on your life and of those around you?
4 The cost of war
• Students underline what they think is
the correct figure. Obviously they cannot be expected to know the answers, but
by guessing them they are more motivated into listening for the correct answer.
Listening
• Students hear the true figures and
compare with their guesses.
120 2minute 330 4 15 5 56% 620% 7300
8 200; only Costa Rica and Iceland have no militanforces.
A  That's
incredible, look, more than 20 million people have been killed in war since
1945.
B  But
that doesn't include the Second World War does it?
A No. God this is appalling, we've got enough
bombs and arms to kilt everyone on the ptanef 300 times over.
War
B And look at this, twenty per cent of
scientists and engineers involved in arms development, it makes you think
doesn't it, if we invested all that time and money in peaceful enterprises.
A What about this? Guess which are the
only two countries that have no military forces. B No idea. Whaf are they?
A    Costa
Rica and Iceland.
B    thought
Switzerland was supposed to have no army.
A
This
is terrib'e. Read this.
B
In
the Iran-Iraq wac fifteen countries supplied weapons to both sides.' But who
are ail these countries?
A  Ah!
Look! See I to!d you there were about thirty wars being fought every day. But
certainly got this one wrong, we spend nearly hwo million dollars a minute on
war.
B  t
wonder how they calculate that.
A  Well
however they do it, it's a very telling figure. Just think what could be done
with all that money.
B  And
Ethiopia spent iust over half of its entire national budget on mjjitary defence
in 1989.
A  What
was going on in 1 989? It seems so long ago can't even remember.
B  I
wanted to know about the tonnes of fissionabie products, ah! here it is. Good
griefl Two hundred million tonnes. A It really makes you think doesn't it?
Follow-up
Get students to think about the
implications of these statistics. How could the money wasted in war be better
spent? Is it morally acceptable to supply both sides in a war with weapons? Is
scientific research into arms necessarily always a bad thing?
Extra
Students imagine they're preparing a
nuclear bunker, i.e. a fortified place underground where people can protect
themselves in the event of a nuclear attack. What would the take with them and
what people with particular professions might be needed? Would they be able to
justify their own presence?
In groups, students discuss the
relative merits of military service. In a multilingual class students can
discuss how military/civi] service functions in their country. Is there
anything they would die for? Is there anything they would kill for? If their
country had been destroyed would they press the button to obliterate the
attacking enemy nation?
Writing
Students discuss the following
question: What are the qualities of a conscientious objector, a general, and a
mercenary?

3 Mines
1
Mines
should be banned in the same way as biological and chemical weapons, but no
government would agree
2
Mines
are a cheap way for poor countries to defend themselves.
3
Civilians
who have lost limbs due to mines exploding should receive compensation from the
government who had the mines laid
4 The cost of war
1 (10 20/200) million
people have died in war since
1
945
2
The
world spends more than $ 1 .85 million a (minute hour day) on war.
3
In
the past 1 5 years an average of (10 20 30) wars are being fought every day.
4
More
than 40 countries supplied armaments in the IranIraq war, (5/15 35) supplied to
both sides.
5
(n
1989 the Ethiopian government spent (26 56/76) per cent of its entire national
budget on military defence.
TYPICAL ANTIPERSONNEL LAND MINE IS an
innocuous-looking piece of plastic that weighs about a kilogram, fits in the
palm of the hand and costs only a couple of dollars to manufacture. When
stepped on, it explodes with enough force to rip the legs off an adult or
reduce a small child to pulp. Those not killed by the blast or loss of blood
frequently succumb to infections caused by shrapnel forced deep into body
tissues. Rarely in the annals of human conflict has there been a simpler way of
killing or maiming so many.
Though many regional conflicts are over, the
mines remain — millions of them. According to US and UN estimates, between 85
million and 100 million antipersonnel land mines lie scattered in 62 countries;
as many are presently stockpiled. The estimated bill for the worldwide clean-up
is $85 billion or more, and that does not include the huge cost of assisting
victims in need of hospital treatment and rehabilitation.
4
Prisoners
of war from the nation that planted the mines should be employed to remove them
5
Private
companies who produce mines are in no way responsible for how these mines are
Used and the destruction they cause.
6
About
( 1 0 20 50) per cent of the world's 2.5 million research scientists and
engineers are engaged in arms development and improvement.
7
Millions
of animals and plants are destroyed by bombing and chemical weapons, of which
there are enough to kill everyone in the world ( 1 00 200 300) times over.
8
More
than (50 100 200) million tonnes of radioactive fission products have been
released into the atmosphere through testing nuclear bombs.

C)
Cambridge University Press 1 997

X-certificate
generally refers to films that are considered by a        1 Freedom of the
press board of censors to be unsuitable for
minors. This unit
 Students read the text and answer the
questions in groups. extends this meaning to a variety of subjects where some
form of censorship comes into play.
2
Cyberšpace

   Warm-up                                                                                You
may not wish to use this exercise with some students.

Brainstorm
students on impediments to freedom of expression in their country. Some areas
that they should              Brainstorm students on what they
consider to be indecent consider: 1) What documents are compulsory for citizens
of   and offensive. List the students' suggestions on the board. students'
countries? e.g. documents that are legally required          Students use this
list to create definitions for the words at all times / for employment / when
applying for a            'indecent' and 'offensive'. You might find that what
some passport. 2) Are there any countries they are not allowed to       people
consider to be offensive, others do not. If you are in visit? 3) What happens
if they are found in possession of            a multilingual class be
especially careful not to offend. For banned political literature / they refuse
to do compulsory   example women might be considered indecent if they show
military service?           bare legs or arms in some countries, whereas in
nudist camps

Go
to the section entitled Declaration ofhuman rights. it is acceptable to wear
nothing at all. British people might find burping after a meal offensive
whereas it is a sign of appreciation in other cultures.
 Students
read the passage and discuss the questions.
                                                G)      The
punishment for indecency as outlined by the
Communications Decency Act was a
$250,000 fine plus a two-year prison sentence. Many school boards around the US
had already removed famous nude paintings from classroom walls, banned the
works of Twain, and tried to ban discussion on human reproduction. The law
might have considerably reduced serious medical discussion on Issues such as
abortion, the side effects of Prozac, etc.

Xcertificate

1 Freedom of the
press

The first newspapers
  in Britain in the eighteenth and nineteenth century had an incredible
  nuiii•ber of taxes imposed on them. Most Of these taxes were intended to
  circulation rather than raise money for the government, and were only
  abolished in 1861.
In the period of the Industrial
  Revolution there was a new thirst for knowledge, and cover prices

i:wëre
  almost the equwalent of a daily wages. This meantthåt poor
  enouglvmoneÿ to,buy newspaperé thuŠ• deprived of vital
  information — a brilliant tactic by the wealthy classes to restrict trade
  unionism.
Nowadays, even in countries which
  believe they are the home of democracy, such as England,

stringent constraints are imposed on the media. hi
  1992, an independent TV channel (Channel 4), reporting on controversial
  events in Northern Ireland, lost a court case in which they were forced to
  reveal the name of a source who had been critical of the Royal Ulster
  Constabulary (the police force in Northern Ireland).

Should
the government be allowed to .
t stop newspapers from releasing documents
from the secret service relating to national security?
2 prevent the media from publishing
embarrassing reports on the private lives of members of parliament?

IN 1996 A U.S. COURT PANEL made an important and
  controversial decision to block the Communications Decency Act. This Act had
  been recently introduced to prohibit the distribution of indecent material
  over the Internet and other computer networks which children might have
  access to. However the Act had not clearly defined what constituted
  'indecent' and 'patently offensive' words or images.
Many
  people had objected to

the Act on the
  grounds that some of the following might have been banned from the Internet:
  Michelangelo's David,
Botticelli's The Birth of
  Venus;
Mark Twain's The Adventures of
Huckleberry Finn, Sophocles' Oedipus
  Rex; web pages discussing important issues such as The Breastfeeding Page,
  Information on Safer Sex, Family Planning and Fertility, The National Library
  of Medicine's view of the human body; lyrics to the songs of Alanis
  Morisette,

Pearl Jam, Radiohead, etc.
The Federal Judges'
  court panel had this to say in defence of their decision to block the Act:
  'As the most participatory form of mass speech yet developed, the Internet
  deserves the highest protection from governmental intrusion.'
The Act would have had important
  global implications as it would have been the first time that a government
  had attempted to censor worldwide media.

2 Cyberspace
3 stop
newspapers from printing cartoons which ridicule members of parliament?
4 force
the media to name their sources?
5 stop
newspapers from publishing articles which are totally opposed to the government
and which might incite civil disorder?

1
Do
you agree with the iUdges' decision?
2
Whose
responsibility is it to censor what children have access to?
3
Should
there be censorship on what adults have access to?
, PHOTOCOPIABLE
4
Should
one government have the right to censor material that would otherwise be
available worldwide?
5
Do
you Use the Internet? What for? How we)) does it worke
6
What
things do you think the Internet will be Used for in the future?
3 Dwarf throwiA9

• Tell students to read the text (which is
all true), but not to answer the questions. Then brainstorm them on what it
must have been like for the dwarfs and how they (i.e. the students) would have
felt in the same situation. Follow this discussion with the listening exercise
and then the questions that follow the text.
Listening
• Students listen to an Australian, Dave,
describing his experience, and answer these questions:

Questions:
1 How did Dave get involved in dwarf throwing? 2 What protection did they use
after the first time? 3 Why did the 'humanitarians' object to dwarf throwing
and how did they find out about it? 4 Did they understand dwarf problems? 5
N,'hat kinds of things are humiliating for dwarfs? 6 What were the good points
about dwarf throwing?
I by challenging two bigg«ys 2 helmets,
arm and kneepads
3 humiliatingfor the dwarfs; through
a newspaper article 4 no 5 no considerationfrom otherpeople, teasing, fewjob
opportunities 6 mono, recognition, respect,favourab[e newspaper articles
I suppose it afl began
as a kind of joke. Me and a couple of mates were in this pub in Sydney and I
suppose we'd all had a bit too much to drink. Anyway we were standing next to
these big guys and we COUld hear them talking
about us. They were betting on how far they reckoned they could throw us. So I
turned round and said to them: 'no way can you throw us that far'; because
they'd been saying they could throw us right across the room. And they said:
YOU wanna bet? And that's how it ail began, though the first time we didn't do
it inside the pub, but oujside in the garden so that we'd have a reasonably
soft
landing. Next time we kitted ourselves out with helmets,
and arm and knee pads, bit like American footballers, and these big guys

would hurl us onto mattresses. Within a few weeks
hundreds of people were coming to watch and by this time there were about
twenty dwarfs involved. And of course we were all being paid,  Good
money too. And then they came along, the do-gooders,
X-certificate
the
humanitarians, the ones who know what's best for others. They said it was
humiliating for us to have ourselves thrown around a pub for the fun of others.
But what did they know about humiliation? Were they dwarfs? No. Did they really
understand our problems? No. Because if they really had been acting in our best
interests then they would have left us alone. I can tell you that what is
humiliating about being a dwarf is that no-one considers YOU, they just tease
YOU, make stupid references to Snow White. And the chances of you ever getting
a iob are minimal. And here we were for the first time in our lives actually
making some good money. We had a sense of recognition, of fulfilment. There was
this feeling of mutual respect between us and the big guys who were throwing
us. We were in the papers. We were being talked about. And the good thing was
that iournalists were not only writing about the throwing competitions in the
pubs, but they'd also begun wriiing about our problems and our role in society.
And it was ironically as a result of some busybody reading one of these
articles, that someone from some government department was sent down to one of
the pubs. She decided that the sport should be banned and within a few weeks we
were all out of a iob again.
Students
then discuss the questions beside the text.
4 Human rights

Do question 1 as whole class
activity, to test out how liberal your students are. If the general consensus
is that none of these rights should be infringed on, tell students to move
directly on to the next questions and to discuss them in groups.
(3) Students could imagine they are
dictators and imagine all the ways they could impinge on their citizens' rights
and privacy. (4) Law-enforcement agencies say they need tapping to keep tabs on
drug runners, terrorists and spies.
In Great Britain the
freedom to move In one's own country is sometimes infringed: the Home Secretary
under the Prevention of Terrorism Act may confine suspects (which can affect
families) to either Northern Ireland or Great Britain. In the 1970s Britain was
taken to the European Court of Human Rights by the Irish government. The court
condemned Britain for inhuman and degrading treatment.

3 Dwarf
throwing

ntil
  quite recently intoo. This 'game' consisted of some pubs in Aus-tying a dwarf
  to a skateboard tralia you could seeand 'bowling' him (again dwarfs being
  thrownequipped with a crash helfrom one end of the bar to themet) rather than
  a ball, down other by big muscled Aussies.the alley and against the pins.
  'Dwarf throwing competi-For a while, dwarf throwing tions' attracted big
  crowds:competitions were used the dwarfs were paid a lot ofunder sponsorship
  to raise money to put on a crash hel-money for charity, but some met and
  allow themselves topeople under the auspices of be thrown onto a
  mattress,such groups as the Organisalocated some metres away.tion of People
  of Restricted Few were hurt and mostGrowth objected to what enjoyed their
  sudden rise tothey called these 'macabre fame. A variation was
  'dwarfspectacles'. bowling', popular in England

 Were the 'human rights' activists right
in having these activities banned, thus depriving the dwarfs of a lot of money
and excitement?
2 What
rights do we have in deciding what is right or best for other people?
3 Many
people would agree that the following should be banned, try and think of
reasons why they shouldn't be banned: casinos, hunting, the KlU Klux Klan and
other racist/fascist groups, religious sects, satanic groups, smoking
4 What
would you like to ban in: your school/ your town your
country, other countries?
4 Human rights

1
On
the right, are some basic freedoms outlined in the Universal Declaration of
Human Rights. Are there any situations where it would be justified to infringe
these rights?

All human beings are born free and
  equal in dignity and rights. They are endowed with reason and conscience and
  should act towards one another in a spirit of brotherhood.
(Universal
  Declaration ofHuman Rights Article 1)
Freedom
I To leave one's country
2
  To seek information and teach ideas
3
  Of
  peaceful political opposition
4
  Of
  peaceful assembly and association
5
  Of
  inter-racial, inter-religious and civil marriage
6   From
  compulsory religion or state ideology in schools
7
  From police searches of home without warrant
8   From
  torture or coercion by state 9 Of all courts to total independence
10
  From censorship of mail
11
  To publish and educate in ethnic languages
12
  From
  compulsory military service
13
  To purchase and drink alcohol
14
  To use contraceptive pills and devices
15   Of
  divorce (for men and women equally)

2

Can you think of any recent cases, in your country or
others, where these rights have been infringed? Why did the government in
question do this and were they justified?
3
What
information does a government have a right to know about its people? For
example, where YOU live, who YOU live with, if you're married, if YOU have a
job, who your friends are, how often you leave the country, what your politics
are, if you drink/smoke/take drugs, if YOU study English, etc.
4
Should
governments be able to tap into every phone fax and
computer transmission? Why should they want to do this and why should we as
citizens not want this?
5
What
information should be contained on someone's identity card (e.g. driving
offences, criminal records current account number)?
© Cambridge University Press 1997

1 Hey you!

•
Students
look at the table and try and work out what language it is and what it means.
Probably the only clue they may have is in the title of the unit! Explain that
this table is from an Old English grammar (the thorn symbol was the OE's th).
In Shakespeare's day, cases (nominative, accusative etc.) were still in use
(thou indicated close familiarity or inferiority, 'you' was more impersonal and
general), but not the dual form (i.e. used for addressing two people rather
than one or more than two). Our current word you comes from the plural form in
the table.
•  Students
should read the passage and answer the questions.
6)
In the seventeenth century thou and you became explicitly involved in social controversy.
The Religious Society of Friends (or Quakers) was founded in the middle of this
century by George Fox. One of the practices setting off this rebellious group
from the larger society was the use of Plain Speech, and this entailed saying
thou to everyone. George Fox explained the practice in these words:
'Moreover,
when the Lord sent me forth into the world, He forbade me to put off my hat to
any, high or low; and I was required to Thee and Thou all men and women,
without any respect to rich or poor, great or small' (quoted in Estrich and
Sperber, 1946).
Fox wrote a fascinating pamphlet (Fox ,
1660), arguing that T (tu) to one and V (vos) to many is the natural and
logical form of address in all languages. Among others he cites Latin, Hebrew,
Greek, Arabic, Syriack, Aethiopic, Egyptian, French, and Italian. Fox suggests
that the Pope, in his vanity, introduced the corrupt and illogical practice of
saying V to one person. Farnsworth, another early Friend, wrote a somewhat
similar pamphlet (Farnsworth, 1655), in which he argued that the Scriptures
show that God and Adam and God and Moses were not too proud to say and receive
the singular T.
For the new convert to the Society of
Friends the universal T was an especially difficult
commandment. Thomas Ellwood (1714) has described the trouble that developed
between himself and his father:

 'But whenever I had occasion to
speak to my Father, though I had no Hat now to offend him; yet my language did
as much: for I durst not say YOU to him, but THOU or THEE, as the Occasion
required, and then would he be sure to fall on me with his Fists.'
YOU
As the passage on the student's page
states, the tu (T form) and vos (V form), were originally singular and plural
forms, respectively. The Roman emperor origin of the V form is only a
conjecture but what is certain is that in a later period the aristocracy began
using V forms to each other as a Sign of respect, and T forms to the lower
classes as a Sign of power. The lower classes used T forms among themselves and
V with superiors. Then the T form came to indicate solidarity. It was used by
all people, irrespective of class, who felt some kind of similarity or
intimacy. V forms were then used to symbolise all forms of social difference
and distance.
Below is an extract from
Sociolinguistics by Peter Trudgill which summanzes some work by Brown and
Gilman on which the passage on the student's page is based:
Brown and Gilman have investigated
the extent of T- and Vusage by students from different European and other
countries. They found that relationships such as father—son, customer—waiter,
boss—clerk were never 'power coded' in modern French, German or Italian.
Pronoun usage was now always reciprocal, although formerly this would not have
been the case. Afrikaans speakers, on the other hand, did make several
non-reciprocal power-coded distinctions In these situations. This, according to
Brown and Gilman, signifies a 'less developed egalitarian ethic' on the part of
Afrikaans speakers. From their work and from other sources, it also appears
that French and Italian speakers are more likely to use T to acquaintances than
German speakers; that German speakers are more likely to use T to distant relations;
Norwegian schoolchildren are more likely than Dutch or German pupils to use T
to their teachers; male Italians are more likely than German and French males
to use T to female fellow students; and generally, Italians use more T than the
French, who in turn use more T than the Germans.

1
Hey you!

Nom.
Acc.
Gen.
Dat.

Singular
  þü, þec, þë þïn

SECOND PERSON
Dual git inc, incit incer
  inc

Plural
  gë ëowic,ëow, ïow ëower, ïower
Cow, ïow

1
  In
  your language how many equivalents of 'YOU' do YOU have?
2
  What form would YOU use to your: mother, father,
  sister/ brother, relative, teacher, friend, boss, priest, customer, waiter,
  lawyer, rubbish collector, doctor, someone from a different social class or
  caste?

3
  Do we really need more than one form of 'YOU'? Why?
4
  What other forms
  of address do YOU have (e.g. Sir, Madam, Professor, Doctor)? How often and on
  what occasions are these Used?
5
  In what other
  ways do YOU change your language (or

register)
in particular social contexts?

Addressing someone to their face in
English couldn't be easier: we say you to everyone. But it wasn't always so
simple as you can see from the table above. By Shakespeare's day, things were a
little better — thou indicated close familiarity, anger or inferiority, whereas
you was more impersonal and general.

PHOTOCOPIABLE

Most European languages have at
least two forms ofyou. In the Latin of antiquity there was only tu in the
singular. The plural vos as a form of address to one person was originally only
directed to the emperor. But when the empire was split in two, there were
actually two emperors (ruling from Rome and Constantinople) so any words
addressed to one man were, by implication, addressed to both. The choice of vos
as a form of address may have been in response to this implicit plurality. An
emperor is also plural in another sense; he is the summation of his people and
can speak as their representative.
Royal persons sometimes say we where
an ordinary man would say I.
Sociologists
tell us that the fact that we have only one form of you in English is a sign of
how egalitarian our society is. Speakers in Asian countries, on the other hand,
have a wide choice of forms to use depending on the social context. A Korean
speaker, for example, may have to choose between six different verb suffixes
(intimate, familiar, plain, polite, deferential, and authoritative).
However,
this kind of language power game, i.e. you call me vos, and I'll call you tu
because I am more important than you, still survives in English-speaking
countries, where people often call their inferiors by their first name, whereas
the latter use their superior's title and surname as a mark of respect. Blacks
in America were used to this kind ofbehaviour, and still now in South Africa
whites tend to call blacks by their first names, and not vice versa.

,

2
First names

• As an introduction to this
exercise, and before giving students their photocopies give students these
riddles: What is it that was given to you, belongs to you exclusively, and yet
is used more by your friends than by you? (Your name) What is it that you must
keep after giving it to someone else? (Your word) What can a man give to a
woman that he can't give to a man? (His name) Now ask students to
choose an English name for themselves. In groups they then discuss their names
and why they chose them. Then do the listening, and finally students read text
and discuss questions.
Your name can influence other people's judgement of
how attractive you are. In tests, male students have been given pictures of
equally attractive girls, but with more or less attractive names (Kathy,
Jennifer, Christine as opposed to Ethel, Harriet and Gertrude). Those with
'attractive' names were judged to be more physically attractive.
Listening
• Students hear a Ugandan and a Chinese
woman explaining how names are given in their countries. Students' task is
simply to listen for interest; some of what they hear is then repeated in the
reading exercise.
I In some parts of Africa children are
considered, well a child born to a family, is considered a guest until he's
five. And I think that comes mosj)y because of lots of infectious diseases
children usually die early, If they die then they are considered that they
didn't like the place where they were born, and I think it's also another way
of accepting death. A child is considered a human being after he's five and
that is when he is given a name.
2
All names can be composed taking, using normal words. And people tend,
according jo their cultural background, and educational background, normally we
do tend to use things from nature, like trees for a boy, which means honesty,
strength, and flowers for a girl, which means beauty, fragrance, delicacy.
3 Family names

•
Students read the passage and answer the questions.
Another
origin of British surnames, and presumably other European names, is the parts
people played in a pageant (e.g. Bishop, King, Pope).
4 descriptive: Short, Moody, Brown;
local: Lane, Wood; occupational: Carpenter, Butcher, Black(smith); patronymzc:
Peterson.
Listening

•
Students hear two people discussing what name a woman should adopt when she
marries. They listen and answer these questions.
YOU
Questions: 1 Why did Su's mother
invent her own surname, how did she choose it? 2 How did other feminists of
Su's mother's generation choose their names? 3 What is Su's surname and why
does she have this name? 4 N(/hat system do they use in Italy? 5 What is the
disadvantage of, and solution to, this system?
1 She wanted to
liberate herselffrom male dominance, she chose the name ofher own profession. 2
Choosing days ofthe week or the town where they were born. 3 Writer Wells, a
combination ofher parents' surnames. 4 Woman keeps maiden name, bat children
havefàther's name. 5 Children haveJŽ1ther's name, son keeps
father's name; daughter mother's.
A I've often
wondered, why you've got a double-barrel(ed surname, I mean you're American,
and I thought it was only us Brits who went in for things like that. Susan
Writer Wells, it sounds almost invented, doesn't it?
B Well, actually Jo
you're not far off the mark. You know my mom was a feminist don't YOU? mean
like one of the original ones. A Really? I never knew that. Well go on then.
B Yeah, well her
maiden name was Morse or something, and at that time, I'm talking about the
late sixties, women like my mom were really trying to liberate themselves from
male bondage, as they called it. So some of them began rejecting their father's
surname and decided to invent their own surname instead, and because mom was a
iournalist she decided to call herself Cindy Writer.
ACindy
Writer. Well, who would have guessed!
B Actually other
feminists named themselves after the fown where they were born, like the
sculptor Judy Chicago. Some even called themselves after a day of the week.
A Oh,
yes wasn't there someone called Nancy Friday? Or maybe she's got nothing to do
with it. But your mum wasn't so much of a feminist that she didn't get married,
was she?
B No.
But the problem then was what to call herself or rather her children. Anyway a
lof of people of her generation, and more especially of her way of thinking,
simply decided to add their husband's name to their own. My dad's called Paul
Wells, so I'm Su Writer Wells, though I can't say I'm too keen on it.
ASo
what WOUid happen if you, su Writer Wells, meet some guy who's called Peter
Painter Jones, do you then become su Writer ' Wells Painter Jones, bit of a
mouthful isn't it?
B No comment, I think
the most sensible thing to do is fo do what they do in countries like Italy.
AWhat
do you mean?
B Wei( there the
woman keeps her maiden name pretty much for all purposes, like bank accounts,
identity cards; and the man obviously keeps his name.
A
What
about the children?
B
Well
they keep their father's name.
ASo
we're back to the old problem, aren't we, the men win out again.
B Yeah, but one
solution might be for the sons to keep their father's name and the daughter
their mother's. A Yes, good idea.

2 First names

Throughout
  history names have often had a kind of magical quality. In some societies,
  Arab or Chinese, for example, a beautiful child may be called by a
  deprecating name — 'Dog', 'Stupid', 'Ugly', — in order to ward off the evil
  eye. Alternatively, two words may be combined together, e.g. gold and
  treasure, to produce a unique name, which it is hoped will bring its owner
  good luck.
In the West, names are
  very rarely unique — many parents still name their children after saints,
  though some might call a succession of children First, Second, Third (as in
  Italy). Some fathers simply name their children after themselves (Frank
  Sinatra junior), others take this to extremes — George Formby, the American
  heavyweight boxer, named five of his sons 'George'.
In Africa, however, many children are given unique
  names, and some have to wait several years before receiving one. Where child
  mortality is high, children are often treated as visitors to this planet, and
  are simply given a name which corresponds to how old they are. Then on their
  fifth birthday, they are considered as no longer being visitors, but have
  come to earth to stay, and it is only at this point that they are given a
  name. Not always a first name and a surname, but just one unique name. If,
  however, they die before they are five, then it is believed that they didn't
  like our planet and they have gone back to where they came from.
In modern society many artists,
  especially musicians and actors, actually change their names in the hope that
  it will bring them fortune — Madonna and Prince, for example; though Prince
  then began to refer to himself through a squiggly symbol rather than a name.
  Other rock stars have given their children strange names, Frank Zappa called
  two of his children Dweezil and Moon Unit; and David Bowie introduced the
  fashion for names like Ziggy.
More recently parents have tended
  to name their children after their idols — stars of the cinema and football —
  in the hope that some of the magic of these heroes and heroines will somehow
  be miraculously transferred to their offspring.

1
Why
did your parents give you your first name? Do YOU know the origin of your name?
Does it have an equivalent in English? If nott how could YOU translate it?
2
Should
we just be given temporary names until we are old enough to choose our own
name?
3
Do
YOU like your name? Would YOU change your name if YOU could? What famous people
have changed their names? Why did they do it? Is the new name better than the
original one?
4

What
are your favourite names: (a) in your own language? (b) in English?

3 Family names

In most countries people only used
  to have one name; for example, think of the important religious figures in
  your country's early history (Moses, Mahomet, Siddharta). Some people were
  identified by a single name of two elements, e.g. the Greek philosopher
  Aristo-cles of best renown) or the Slavonic Bogu-slav (z divine
  glory). Both the Romans and the Russians invented a threefold system for
  naming. In Rome a child was given one name nine days after birth, then an
  inherited family name and then some kind of epithet or nickname (e.g. Cicero chick
  pea). The three names were then put together, e.g. Publius Ovidius Naso
  (nose), Nikita Sergeievich Khrushchev (first name, son of, surname
British surnames fall into four
  main groups: descriptive (e.g. Arm-

strong,
  Foot), local (Hall, Hill, [village) Green), occupational (Archer, Baker) and
  patronymic (Johnson John's son, Macdonald = son of Donald, O'Connor — son of
  Connor). Being a 'son of' (or daughter of) a famous person (e.g. Lennon,
  Kennedy, Onassis) may open doors to you that might otherwise have remained
  shut; but it may mean that people expect too much of you too soon, or merely
  compare you unfavourably to your famous parent or relative, leaving you to
  spend the rest of your life proving yourself. In any case, this is certainly
  better than having no name at all, at least not officially. until recently in
  South Africa not everyone had the right to a name and nationality; this
  caused considerable problems in the first elections which subsequently
  brought Mandela to power.

1
What
origin does your surname have? How would you translate it into English? How
many other names have you got? How many names do YOU need? What are the worst
surnames in your country and why are they so bad?
2
Have
you had any problems as a result of having the surname you were born with?
3
Have
YOU got or had any nicknames? Did YOU like them? Were YOU ever teased?
4
Put
the following English surnames into the right category: Lane, Peterson,
Carpenter, Short, Butcher, Black, Moody, Brown, Wood
5
When
is using first names and surnames appropriate: (a) in England, America etc.?
(b) in your own country?
6
Should
women keep their maiden name when they get married? What other alternatives are
there for married women?
 C)

Warm-ups
•
Ask a few students what signs they are. Ask everyone to write down their name
and birthdate on a piece of paper and to give this paper to you. Pair some
students up with the same sign and some with different signs (but don't tell
students this). All pairs should now spend five or ten minutes finding out (and
briefly listing) what they have in common. Then conduct a class survey to see
if those of the same sign had more items on their list than those from
different signs.
1 Star signs

• Students read the texts on their page
and guess which one refers to their star sign.
1 Aries 2 Gemini 3 Taurus 4 Cancer 5 Virgo
6 Leo
7 Libra 8 Scorpio 9 Capricorn 10
Sagittarius
11
Aquarius 12 Pisces
Listening
• Students listen to a phone-in interview
with an astrologist and answer the questions.
Qlestions:
1 What is the origin of 'horoscope'?
2
Does
Dr Starr believe in the validity of daily horoscopes?
3
How
does Dr Starr account for the differences in twins?
4
How
well does Dr Starr answer the third caller's question? 5 What is caller 4's
question, how does Dr Starr answer it?
1 hour + watcher 2 no 3 ascending
sign +free will 4 avoids question 5 influence ofheredity, astroloopredicts
generalframework within which there isfree will.
(A = interviewer; B = Dr Starr; C = callers)
A First of all let me thank you Dr Starr for
joining us on tonight's 'The Sceptics Show'. Let's take the first listener's
question — Mrs Quirk from Manchester asks:
Cl What is the origin of the word 'horoscope'
and what does Dr
Starr think of the horoscope predictions in
daily newspapers?
A  Yes,
I've often wondered what horoscope meant.
B  Well
any students of Greek will know that it means 'observer of the hour of birth',
from 'hora l meaning 'hour' and 'skopos' meaning 'watcher'. As for
popular horoscopes — well, they are based almost exclusively on the position of
the sun in the twelve signs of the zodiac, and I'd obviously agree that YOU
can't make the same forecast for one þwelfth of the world's population.

However
daily forecasts based on the sun, if sensibly interpreted
Zodiac

A  Yes.
We've got another caller on the line now, can we hear your question caller?
C2
Yes, I have a twin sister and I'd like to ask Dr Starr how she accounts for
differences in twins who for all practical purposes are born at the same time.
B  This
is a difficult question but one which I can nevertheless answer. In astrology
the ascending sign is very important and this changes its degree every four
minutes, so there could be appreciable differences.
A  Yes,
what about Siamese twins? They're born at exactly the same
B  Of
course there is a spiritual factor in us, we all have our own
free will, we are after all individuals.
A  We
have a caller on line three. What is your question please?
C3 1 once read about some university
experiments in which astrologers gave their dates of birth to other astrologers
who then wrote them a personal birth chart. The first astrologers were then
given this personal chart along with another taken at random from other charts.
Very few were able to recognise their own charts. I'd like to know if Dr Starr
is aware of these experiments, they were carried out at the University of
California I think.
B  I
would like to answer that question by telling listeners of an experiment I did
in coniunction with the University of London, which proved conclusively that
the two basic psychological attitudes of extroversion and introversion can be
associated with alternate zodiac signs. Our experiments were replicated by
world famous psychologists with the same SUCCeSS rate.
A Really? Well, we've just got time for one
more question. I think we have another caller on line six now. Could we have
your question please?
C4 Astrology doesn't seem to take into any
account what we actually inherit from our parents, nor how our environment
conditions our personality. It seems that if astrologists can predict
our
future then we have no free will as such.
A
I'll
iUSt repeat that question for our listeners. The caller is saying that other
things influence our character besides the position of the stars and that in
any case if astrologers really can forecast our future this means we have no
control over our life. Dr Starr?
B
Obviously
astrologers cannot predict every event, what kind of a life would it be if they
could? Of course there is freedom of choice, but the framework within which
these choices are made is part of a general trend which astrologers can and do
predict.
A Thank YOU very much indeed Dr Starr, it's
been most enlightening having YOU on the show tonight. B Thank you.

1
Star signs

How
  typical are you of your sign? Try and

6

Born
  leader, organise others' lives; pride and dig-

guess
  which description refers to your sign.

nity if unchecked can become arrogance; need affection;
  love luxury, beauty, pleasure; warm and

Read
  14:               (21 Mar - 20 Apr), Taurus (21 Apr - 20

generous; exhibitionist;
  eat food in style; intoler-

May), Gemini (21 May - 21
  June), Cancer (22

ant
  and dogmatic; good health; enjoy being centre

June - 22 July)

of attention.

Read 5-8: Leo (23 July -
  22 Aug), Virgo (23 Aug - 22

7

Like
  peace and harmony; see both sides of an

Sep), Libra (23 Sep - 22
  Oct), Scorpio (23 Oct

argument;
  slow in making decisions and stubborn

- 22 November)

afterwards;
  need to share; like clean, beautiful

Read 9-12: Sagittarius (23
  Nov - 22 Dec), Capricorn (23

environment;
  strong sense of justice; patient lis-

Dec
  - 20 Jan), Aquarius (21 Jan - 19 Feb),

tener;
  fall in love wdth love; try to please people all

Pisces (20 Feb - 20 Mar)

the time; dislike
  conflict; eye for beauty; adaptable.

1

Forceful;
  hate monotony; candid; single-minded;

8

Forceful
  but not aggressive; deep intense thoughts

difficulty
  in controlling temper but not angry for

and
  emotions; penetrating eyes; secretive: pas-

long;
  impulsive; passionate lover; loyal; like red;

sionate
  about everything; want to be respected

resilient;
  try to run others' lives; money important

and
  control your life and others; say what you

for buying not for
  security.

think;
  empathise with people; a little envious;

2

Don't like routine; use
  hand gestures; often two-

sociable but like own
  company.

faced; not jealous; good
  at hiding true motives;

9

Ambitious;
  stoical and persistent; independent;

interested in too many
  things; creative imagina-

faithful
  and keep promises; economical without

tion; often late; need to
  communicate; gift for lan-

being
  mean; love music; not romantic or sentimen-

guages; enjoy flirting and
  need fantasy not just the

tal;
  enjoy own company; responsible and depend-

physical.

able;
  like routine; a bit pessimistic; good organizer,

3

Like money for security;
  like stable relationships;

good memory; practical and
  resourceful.

placid, patient and
  tolerant, unless pushed too

10

Honest,
  sincere and trusting; a little tactless; love

far; unforgiving;
  possessive; attached to family

travel
  and adventure; need freedom in relation-

and friends; sensuous;
  nature-lover; appreciate

ships;
  idealist; like challenges; ready to take

the arts; practical and
  reliable; like good food;

chances;
  like outdoor activities and sport; lucky,

good health; industrious;
  set in ways.

animal lover; optimistic,
  sunny nature.

4

Family-oriented; prudent;
  seem self-confident but

11

Sociable;
  non-conformist; see through pretension;

in reality sensitive;
  loving but need reassurance;

search
  to understand life and people; desire to

reverence for the past;
  good memory; intuitive;

experiment;
  devoted and faithful lover; need free-

easily influenced; loyal
  but like flirting; gregarious

dom
  in all spheres; love to communicate; analyti-

but need solitude; enjoy
  feeding others; imagina-

cal
  and questioning; humanitarian; imaginative

five.

and original;
  unpredictable, creative.

5

Practical; neat; ambitious
  and hard working; care

12

Idealist/dreamer;
  sensitive, easily hurt; wisdom of

what others think about
  you; intellectual; critical

human
  nature; in love with love; need reassurance

and analytical mind;
  critical of others; depend-

and encouragement; evasive; intuitive; aim to

able, strong sense of
  duty; constantly busy; a bit of

please
  everyone; tolerant; secretive; caring lover;

a
  hypochondriac; worrier; conventional; excellent memory; shy in relationships.

imaginative.

C)

2 Space
research

•
Tell students to mark the statements as true or false.
6) (1) Space missions are not an end in
themselves. Technology developed by NASA can monitor the earth's environment
for potentially disruptive changes in climate and pollution levels. Satellites,
for example, can pinpoint places which are good for fishing. A technology
programme has been designed to help private companies capitalise on the
lightweight materials and compact power systems produced by the space agency.
Aircraft manufacturers are now looking into ways of developing planets that
could fly passengers up to three times the speed of sound. (3) & (5) These
are common predictions made by such people Dr Arthur C. Clarke. (6) Ancient
Greek philosophers, such as Democritus, often talked about such things. (7) The
Roman Catholic church used to say so, and maybe still does.
• Finally, use the extracts as a starting
point for a short class debate on the subject of space research, and on whether
the students themselves would be interested in visiting or colonising other
planets.
3 Aliens and UFOs

•   Refer
students to the illustration of the UFO in Space research and ask them what UFO
stands for (Unidentified Flying Object). As a whole class activity ask them the
following questions: Do you believe in UFOs? Is belief in UFOs similar to
beliefs in fairies, ghosts, visions and miracles? Can you think of any logical
explanations for what people claim to have been UFOs? Does the fact that there
have been considerably fewer UFO sightings since the Cold War ended indicate
anything?
•   Tell
students that a UFO recently landed near the school. The alien passenger is
doing an interplanetary survey on people's intelligence and habits in various
parts of the universe. The students have been chosen, as examples of
intelligent human life, to answer the alien's questions. Students discuss the
questions in groups, with one person taking the part of the alien. Students
don't need to answer all the questions, but they should all be read as they
also relate to the rest of the listening exercise below.
Listening
•
Students first hear an example of how to conduct the conversation and then
role-play the conversation themselves. Play the tape as far as
(A = alien; S = student)
A We've heard that YOU have a strange force,
called the police force — is that some kind of energy?

S
No they're not an energetic force, but a group of people who protect you and
your possessions. A Protect YOU from who?
Zodiac
S Well, from criminals of course.
A Sorry, criminals? What are criminals?
S Criminals are people who break the law, you
know, people who steal things, who attack you if they want something you've got
or just because they don't like YOU.
A And you call this intelligent behaviour? We
were led to believe that humans had reached a high level of intelligence.
S Er. Well.*
• Students then
hear someone interviewing the alien. Students' task is to understand which
questions on their page were asked, and how the alien answered.
9 no doors — no heat loss, no stealing 5
removable 1 no colour discriminatzon, infact no discrimznation at all 8 10
minutes artificial sleep 7 becoming smaller
until they disappear
S I'd like to begin by referring to your
question on doors. I take it from your question that you don't have doors.
A There is absolutely no need for them. YOU
told me that you need them to keep the heat in or out, but we can of course
control the temperature on our planet. YOU also said you need them for
protective purposes, to stop people stealing — the concept of stealing doesn't
even exist on our planet, we have no word for it, just as we have no word for
'truth', 'honesty' and 'law'.
S I can see why you asked us about wheels as
I see you have some attached to your feet.
A They are of course removable by
pressing the button behind our ears. We can also get instant flippers for
travelling underwater, or wings for flying.
S Wonderful. Are you all green?
S
Isn't that a bit boring?
A Maybe. But at least there's no colour
discrimination. In fact there cannot be any discrimination as we're all the
same. Same size, same age, same intelligence. The only thing that's not the
same is the different sexes. I could easily say: 'Isn't just having two sexes
boring?' , but I won't because I'm too intelligent for that.
S I'm curious to know about sleep.
A What a wasteful idea.
Do YOU realise that you humans spend about a third of your life in bed? We
merely go into an artificial sleep room, where in ten minutes we can renew our
energies. We thus have a much fuller life than you, especially as we live
forever.
S YOU mean you're immortal. So how do YOU
manage with overpopulation and feeding so many people?
A We're not exactly immortal. Eventually we will
actually disappear. YOU see as our numbers increase, we decrease in size.
S What do you mean? You physically shrink?
A That's right. Every year the government
decides on how much smaller we need to be. But that doesn't just apply to us as
living creatures, but all that surrounds us. So as we get smaller so do our
houses, our cars, everything in fact, including the vegetation.
Eventually of course we will get so small as
to become invisible. S Why don't YOU iust make your planet bigger?
A What an excellent ideal We hadn't thought
about that. Maybe you humans are intelligent after all!
2
Space research
1
Sending
rockets, people and satellites into space is a waste of money — we do not need
a space programme.
2
Trying
to discover new, and possibly hospitable, planets is vital for our future
survival
3
Soon
intercontinental aeroplanes will travel at three times the speed of sound
4
What
were considered science fiction films twenty years ago would now be considered
reflections of reality.
3
Aliens and UFOs
Intelligent life in the universe?
Guaranteed. Intelligent life in our galaxy? So overwhelmingly likely that I'd
give you almost any odd you'd like.
(Paul Horowitz ofthe Searchfor
Extra-Terrestrial Intelligence unit at Harvard University.) 1 Why aren't you
all green?
2  Why
are there only two sexes?
3  Why don't YOU all speak the same
language? 4 Why do you have ten fingers?
©
5
In
400 years we will probably have colonised Mars
6
It's
only in the last hundred years that we have begun to believe that we may not be
alone the universe.
7
Life
on earth is unique and was created by a divine act. It is heretical to talk
about the possibility of alien life. 8 If there is a God then this God will be
the ruler of aliens too.
5
Why
don't you have wheels?
6
Why
do you wear clothes?
7
How
do you cope with population increase?
8
Why
do you sleep?
9
Why
do buildings have doors?
10
Why do YOU grow
old?
Score.
Intelligence
rating: zero sub-normal, normal, super

Index
Capital
letter and number refers to unit title and exercise, * = listening exercise, w
= warm-up, e = extra,           follow up

abortion K4 accomodation adoption
K3* advice A aliens antonyms N2 art C2 astrology Zw,
babies K Bible J4, NI bioethics S3*
birth control 02 birthdays Zw, Zl* body B body language B2* books, literary A2,
S4, UI brainteasers D2, 13, Q3
cars 04* caste system C 1* censorship
X 1, X2 child abuse F5 childhood fears F2 children F2, F5, 12, p, K Chinese Ll
* class C, Yl classics C2 classification C4 classroom C3* T 5 colonisation 1-14
conversation T crime J, RI, u, V3, W2 customs S4, UI, Y cyberspace YO
devil's advocate dictionaries
E2, difficulties D dilemmas dirt
F3 discussions T Dispossessed (the) S4 drawing tree dwarf
throwing
education I, NI* RIJ,• T5, U3 employment
Cl, PO, QI English E, Ll entertainment X3*
environment 04* R2 Esperanto 1.2* ethics B, K4*, 02, euthanasia
02
SUbiect index
fame P2 family Gl, K, S4, fear
F feelings F, P, Q. V feminism G4, R3 Fitzgerald, Scott A2 freedom of the press
Xl freedom X l, X4 friends A3, 01* future S3, Zl future technology S3, 72, Z3
gender G, 1.3 gender identity Gl *
general knowledge Q3 genetic engineering S3* genius Il* government 1--13,
grammar G4, El, green
issues PO
health Bl, B, F, K4*, 02,

holidays Aw, Al, L3 home H
homesickness 1-12* horoscopes Zw, Zl * houses HI* human body Bl human rights
1-13, X4
ideal
student U3* ideals U2 immigration 1-13 India cr intelligence I Internet X2
introductions T l* inventions S2, S3
jobs Cl, QI, QA journalism X 1, YO,
X3 juries _JI* justice J, RI, V3,
kids
K
language
law J, RI, lifestyles HI, R2, S4, UI
literature logic 13
manias F4* media R4, Xl medical
ethics 133, K4*, 02,
memory M military service We, Xw mines
(war) W3 mnemonics M3 moral values N3, V2, V3 More, Thomas music
P2, 113
names S4, nation,
sense of H4 negations N news Xl
nonsense N4 nuclear war W4e
Old English El*, Yl OOBEs B4 opinion polls 04 opinions
O
parental advice A2 parents PO, 12, K2, K3
parking 04* people A—Z personality P, (22 Zw, Zl* phobias Fl phone QI phrase
books L3 physically challenged IA* , X3*
places Aw, Al, L3 politics H3, H4, R3, S4,
T3, UI,
prisons _J3* problem
pages projects D3* pronouns G, 1.3, S4, Yl
proverbs N4 psychology P, Q punishment J
quizzes E3, G2, 04, U2,
VI,
race Cl*, H3, lav, S4, Tl, X4
refùgees H3 relationships A, K2, 01 * , P, Q religion J4, NI, 72
research P4, S2, S3, V4, revolution R, UI rules N l*
schools 1, NI*, Rlf,T5, U3 science
fiction S4 science S, V4 sex F5, G, sexist
language Gw, G4 Shakespeare A2 she/he G sign language IA* silence T2 social
class Cl, Yl social problems DI* South Africa F5 space research Z2 speech T
spelling E2, Ll sport star signs Zw, Zl* sterilisation 02
supernatural B4, Z3
talk T teaching 1, NI*, T5, U3 technology
sm M, V4, W4f,• 7.2 telecommunications QI, Z2 tongue twisters Lw* tourism Al,
L3 traffic 04* translation L3 transport 04* travel Aw, Al, 1.3, 04* tree game
P3 twins M2*
UFOs utopia S4, U
vacations Aw, Al, 1.3 values
V vocabulary Me
war cnmes W2 war W, war,
cost of W4* which is worse 03 women facts G3, R3 women G, 04, R3, S4 women's
rights R3 work Cl, QI, (2-4
x-certificate X
you Y you, pronoun Yl
zodiac Z

Links Index
LINKS: HOW TO STRUCTURE YOUR LESSONS
This list
shows how exercises from different units can be linked together to form the
basis of a conversation course. The best places to begin are: T 1, Zl and El.
E3 is a good listening to finish with. * indicates that the link relates to the
listening exercise rather than the text.
 C2, 12, K2                                             82
K4, 02,
                                                  A2, 12
                                                1.2UI               S4, RI
1.3Q?
cui, H3
13, (23PI
03
YO
01
02  RI
03  X2
04
PI
04, Q?
04, P, Q

13
DI, R2                                   (22
Bl, PI, IJ2Z2
1-12m, 13
RI
                            Ill, s
12
13
                              ©                 1

alt: CUS ADVANCE D CAMBRIDGE

alt: Intr od ucti on to the tea cher 5

alt: Ho me 36

alt: Everything, The Oxford English

alt: Tips f or to uris ts 1

alt: H o w t o w in friends • Before reading the text, ask students to discuss in groups some of the best ways to…

alt: Cambridge University Press 1997

alt: Can you live w ithout it? 2

alt: PHOTOCOPIABLE

alt: Body 3 Medical ethics

alt: Out-of-body ex perience s

alt: A survey in America ranked them in the following order: judge, physician (doctor), university professor, mayor of a large city, priest, novelist, police officer, carpenter,…

alt: I I think the two rows of desks could be good maybe in an exam situation where the teacher can control what's going on and…

alt: Cla ssroo m = blackboard

alt: P roiects 1 Calculate the exact distance beM/een

alt: Fun w ith E ngli sh • This is a good exercise for the last lesson with an advanced group

alt: Fun wi th Eng lish 1

alt: Other examples of conditioning:

alt: A when she started developing these strange manias

alt: M anias Some people's insecurities manifest themselves in obsessive behaviours

alt: A robber pulls a gun on a bank teller

alt: Gender identity

alt: Women get married younger than men do

alt: Gender

alt: HIStory, HERs tory, o r HYSteria?

alt: Home 3 H om eless an d ho m elan d 1

alt: A bo rn ge nius? Are people born intelligent or do they acquire intelligence? 2

intro:
СОДЕРЖИТ В СЕБЕ ОСНОВНЫЕ ТЕМЫ ДЛЯ ЭКЗАМЕНОВ И РЕКОМЕНДАЦИИ ПО ВЫПОЛНЕНИЮ РАБОТЫ
устная английская речь и инструменты для тренировки навыков английского перевода и говорения, дается уникальная возможность проверки знаний лексики.
Говорение на языке носителя – вид деятельности, при котором обе стороны находят определенные слова, используя которые, они сами создают коммуникативную ... Изучайте английский С ПОМОЩЬЮ ДАННОЙ РАЗРАБОТКИ, и пусть говорение станет Вашим любимым занятием!

title: ТЕМЫ ДЛЯ УСТНОЙ РАЗГОВОРНОЙ ПРАКТИКИ АНГЛИЙСКИЙ ЯЗЫК