Hue University College Of Foreign Languages Department Of English ***

HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES DEPARTMENT OF ENGLISH ------***------

NGUYEN VAN TUAN

SPEAKING 3

HUE - 2006

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Chapter 1:

PERSONAL AND SOCIAL ISSUES LOVE

Unit 1: Vocabulary appropriate sloppy

lazy

boyfriend

difficult

love

break up

relationship

teenager

girlfriend

would

care about

impolite

Let's Talk Words approve

generation

bring home

judge

constant

race

culture

religion

disapprove

Usage Work with a partner. Read all the vocabulary to each other. Decide which words describe people and which describe their feelings. People : race , _____________________________________________________ Feelings :

approve, ______________________________________________

Let's Start Work in pairs. Read the situation below. Decide who will play the role of the teenager and who will play the role of the parent. If you were the parent; what would you do? If you were the teenager, what would you do? Role play. PARENT: You know your teenager is in a difficult relationship. Your child is dating someone who is sloppy, lazy, and impolite. You want them to break up. Talk to your teenager and try to get him or her to consider dating another person. TEENAGER: You are in love! You think the person you are dating is the best thing that has ever happened to you. You see this person as wonderful, fun to be with, and attractive. You think your family doesn't understand your relationship. Explain your situation and feelings.

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Let’s Talk 1. What five characteristics do young people usually consider when they look fo r a boyfriend or a girlfriend? 2. How do older people, or the parents of the younger generation, usually judge a potential partner? How do these characteristics differ from the younger generation's ideas of a potential partner? 3. Did your parents disapprove of any of your past relationships? Why? 4. Did you disapprove of any of your children's or sibling's relationships? Explain why. 5. If you disapproved of a you felt? Why or why not?

family member's relationship, would you tell that person how

6. Have you ever dated someone whom you would never want to bring home to your family? If so, explain why you chose not to introduce that person to your family. If not, did you always introduce your dates to your family? Explain. 7. Would you break up with someone if your family disapproved of that person? Why or why not? Have you ever broken up with someone because of that reason? Why or why not? 8. In your country, who decides whom a person should marry? Does the person decide, or the parents? How do you feel about that? How do you feel about people who don't marry someone of the same race, religion, or culture? Why? If that person were someone in your family, would you feel differently? Explain.

STRESS

Unit 2: Vocabulary more than

owe

raise

associate

shout

sight

less than

stress

manage

million

Let's Talk Words. afraid

negative

cause

occur

deal with handle

relax

better

nervous

responsibility

scare

combat

optimist

throughout

pessimist

upset

destroy

physical

way

positive

mental

reduce

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Usage Word Association Game Work in pairs. One student will say a word. The other student will choose a word that can be associated with that word and then explain why. Write your word pairs below. Student 1: upset Student 2: stress Student 2: People feel upset when they hove a tot of stress in their lives.

Let’s Start Compare the situations and decide which would be more or less stressful. Write more or less. Then form into groups and discuss your ideas. 1. raising two children__________ stressful than managing a hundred employees 2. owing the government a million dollars

____________ stressful than being sick for a year

3. losing your sight_____________ stressful than losing your hearing 4. having too much to do ____________ stressful than having nothing to do 5. your boss shouting at you _____________ stressful than, your spouse shouting at you

Let’s Talk l. What is stress? What five things can cause stress? 2. What are five positive ways people deal with stress? 3. What are five negative ways people deal with stress? 4. Talk about the most stressful day that you have ever had. How did you handle the stress? 5. When you were a child, how did people in your family deal with stress? Give some examples. 6. Have you ever broken or destroyed anything when you felt very stressed? What have you done to combat stress?

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7. When someone you know is very upset and shows signs of stress, does it scare you? What do you think might happen? Has this ever happened to you? Explain. 8.Would you take a very stressful job if you were paid a high salary? Why or why not? 9.How can people reduce stress in their lives? What are some things people do to relax? 10. Where do you think it is most stressful to live? Why? 11. Do you think that being single is less stressful then being married? Why or why not? 12. Do you think it is more stressful to work at a job that is physically or mentally challenging? Why? 13. Are you an optimist or a pessimist? Why is it better to be an optimist when negative events occur in your life?

Think Throughout life people have stress. Compare your life now to your life when you were a child. What is more stressful now? What is less stressful? Why? Discuss in a group.

GROWING OLD

Unit 3: Vocabulary accomplish

achieve grow (old)

make a difference

senior citizen

take turns

Let's Talk Words advantage

golden years

positive light

affect

help cane

recognized

ail

how old

reflect

leader

refuse

care

lifestyle

retirement

convalescent

mandatory

wheel chair

hospital

media

distinguished

nursing home

depict

negative light

elderly

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Let’s Start What do you want people to think and say about you when you become a senior citizen? Answer the following questions. Then share your answers with someone in the class. 1. Where did you grow up? 2. What did you like to do when you were very young? 3. Did you ever help anyone? Who? How did' you make a difference

in that person's life?

4.How do you treat your family and friends? 5. What have you achieved or accomplished? What kind of person are you?

Let’s Talk l. What are five fears that you have about growing old? 2. How "old" is old? Why? Explain. 3. What are some advantages people have when they become senior citizens? 4. How can older people help younger people? How can younger people help older people? Give some examples. 5. In the United States, many senior citizens need special care. They live in places called convalescent hospitals or nursing homes. Where do ailing seniors live in your country? 6. Some people become famous, distinguished, or recognized leaders after they enter their "golden years." Name a few of these people. What did they accomplish? 7. Was there an elderly person in your life who was special to you when you were a child? How did that person affect your life? 8. What plans have you made for your retirement? How do you think your lifestyle will change when you become a senior citizen? 9. Do you think there should be mandatory retirement for people over 65? Why or why not? 10. How have people in your county treated senior citizens? Explain. 11. How does the media depict older people? Do TV shows or movies generally show aging in positive or negative light? Give some examples. 12. What are the "golden years"? Do you think that your older years will be "golden"? Why or why not?

Think Imagine you are in your golden years. Sit on a park bench and reflect on your life. 1. Do you remember your accomplishments, achievements, failures, adventures, some joyous and some somber events? Share your thoughts. 2. Have you had any regrets? How can you change your life and lifestyle now to avoid further unhappiness and failures?

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POLLUTION AND RECYCLING

Unit 4: Vocabulary aluminum

bottle can

garbage glass smog

noise

store

pollution

styrofoam

paper

waste

plastic

pollute

pollution

problem

recycle

Let's Talk Words active

environmental

concern

group

conserve

force

contribute

frequent

convince

gasoline

depend on

improve

director

recycling center

resources

eliminate

safe

volunteer

Usage Work with a partner. Decide the answers together. Use your vocabulary words and other words you know to write as many possibilities as you can. Share your ideas with the class. Smog is caused by____________________________________________. Recycled aluminum cans are made into _____________________________. Recycled paper is used for _______________________________________. Noise pollution is caused by ______________________________________. Recycled styrofoam can be used for __________________________________. Recycled plastic is used to make_____________________________________. Glass and bottles are recycled at _____________________________________. Garbage and waste can be stored______________________________________.

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Let's Start The president put your group in charge of improving your local city's environment. Make a list of all the environmental problems in your city. Then make a list of how these problems will be corrected. Present environmental problems

How they will be corrected

__________________________

____________________________

__________________________

____________________________

__________________________

____________________________

__________________________

____________________________

Let's Talk 1. What are five things that can be recycled ? Name five things that can't be recycled and explain why. 2. Have you ever recycled anything? What and why? If not, why not? 3. What are some things that are recycled in your country? 4. The United States has government recycling centers. People bring things that can be recycled to the centers, and they receive money for them. Are there recycling centers in your country? If so, how much do people get paid for each item recycled? If not, why do you think there aren't any recycling centers? 5. Do you think people should be forced to recycle? Why or why not? 6. What are five things that cause pollution? What can be done to eliminate pollution? 7. What is carpooling? Why do most people drive alone instead of carpooling? Give three reasons. 8. What environmental groups are active in your country? Have you ever contributed your time as a volunteer to an environmental group? Why or why not? 9.Do you think smaller families usually use fewer resources, or do you believe it depends on the individual family's concern for the environment? Explain. 10. What are landfills? Where are they in your country? Do you think they are safe for the environment? Why or why not? 11. How do you think we can make the earth a cleaner and better place in the future? How do students improve the environment? Do most students in your class carpool? What is the most frequently recycled item?

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THE HOMELESS AND WELFARE

Unit 5: Vocabulary find out

homeless

represent

services

social worker

welfare

Let's Talk words aid

jobless

specific

assist

low cost

success

business

housing

successful

change

needs

suggest

cross out

offer

support

depressed

poverty

system

food

stamps

private

best way

give reasons

profession

unemployed

hunger

program

unhealthy

in order for

provide

utility rates

individual

public assistance

job counselor

Usage Work in a small group. Draw some pictures you believe will represent the life of someone who is homeless. Then use your vocabulary words to tell a story about your pictures.

Let's Start Work in pairs. Read the situation below. Decide who will play the role of the social worker and who will play the role of the homeless person. Role play. Social worker: How long have you been homeless? Homeless person: _______________________________________. Social worker: How did you become homeless? Homeless person:________________________________________. Social worker: How did you find out about our services? Homeless person:________________________________________. How can 1 find a job? Do you know anyone who would hire me? Social worker:____________________________________________. Homeless person: Where are some places I can stay until I start working again? Social worker:____________________________________________. Homeless person: What are some other ways I can change my life? Social worker:____________________________________________.

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Let's Talk 1. Give some reasons why people

I become homeless.

2. Do you know anyone who was or is homeless? Explain. 3. Have you ever seen any homeless people on the street? What do you do when you see them? Have you ever given a homeless person anything? What? Why? 4. What do you think is the best way to help a homeless person? Give an example. 5. What are some things that individual people in your country do to help poor people? 6. Are there any homeless people in your country? What does the government do to help them? 7. In the United States a welfare system helps to provide assistance to some indivi duals who cannot support themselves or their families. Food stamps, low-cost housing, shelters, reduced utility rates, and sometimes money are offered by the government. What do you think about this? 8.Does a public assistance or welfare system exist in your country? Why or why not? If there is one, do you know anyone who is or was receiving assistance? Who? Why did that person need help? 9. Name some professions that help homeless people. Name some occupations that help people improve their lives so they might not become homeless. 10. If you were the president or leader of your country, how would you end poverty?

GENDER ROLES

Unit 6: Vocabulary nowadays

go (out)

outside

accomplishment

household

respect

leadership

role

chore

look up to

congratulate

typically

expect

typical

laundry

women's rights

modern

movement

put (away)

put (out)

Let's Talk Words

take (out) trash

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Usage Find and circle your new vocabulary words in the story. Then read the story with another student. Help each other understand your new words. In society gender roles are changing. Traditionally, men asked women to go out on dates. After marriage, men usually worked outside the home. Women typically stayed home to take care of their children and do household chores. Nowadays, almost as many women as men work outside the home. The women get paid for their work, and their employers often congratulate them for their accomplishments. In the past, society only looked up to and respected men, but now women are more active in leadership roles.

Let's Start When your teacher reads the questions, shout out, "men," "women," or "both." Then discuss why you chose that answer. 1. Who pays on a date? Who calls whom for the date? 2. Who gives the first kiss? Who changes the babies' diapers? 3. Who asks whom to dance? Who asks whom to marry? 4. Who opens the door for whom? Who cleans the house? 5. Can you think of other situations? Ask the class.

Let's Talk 1. What are five jobs men usually do in your country? What are five jobs women usually do in your country? 2. In your home who usually takes out the trash, puts away the laundry, takes care of the children, cleans the house? Why? 3. In your country does a man call a woman for a date or does a woman call a man? W hy? 4. What's a man's role in your country? (What does society expect him to do?) What's a woman's role in your country? (What does society expect her to do?) 5. Do you think traditional roles for men and women are easier than modern roles? Why or why not? 6. What was a typical "woman's" job fifty years ago? What was a typical "man's" job fifty years ago? 7. Do men and women always get equal pay for the same job in your country? Explain. 8. Do you think that most people look up to men or to women for leadership? Why? 9. Do you know which countries have "women's rights movements"? Name them. Is there a "women's rights movement" in your country? Why or why not?

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10. Do you think that the women's rights movement has helped women? Men? Society in general? Explain your answers. 11. How do you feel about a "men's rights group"? Why? 12. What has been the greatest accomplishment a woman has made in your country? Who was she? What did she do?

GHOSTS AND THE SUPERNATURAL

Unit 7: Vocabulary careful

investigate

seance

create

know

search

creature

leave (behind) Earth

space ship

event

mysterious

strange

exist

phenomena

supernatural

free

phenomenon

UFO

ghost

witness

look (like)

Let's Talk Words eye witness

hold (a seance)

spend

take (place)

legal

make contact (with)

Usage Work with a partner. Discuss the vocabulary words you know. Use your dictionary to help you understand the words you don't know. Then match the words in each column. 1. seance

a. investigate

2. planet

b. phenomenon

3. ghost

c. know

4. understand

d. Earth

5. mysterious

e. event

6. UFO

f. supernatural

7. search

g. strange

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Let's Start Your teacher will read the following questions. Raise your hand if your answer is yes. Write the name of a student who has also answered yes. Ask that student about his or her experience. 1. Have you ever witnessed a UFO? 2. Have you ever gone to a seance? 3. Do you believe creatures live on other planets? 4. Do you think that supernatural phenomena exist? Work in a group. Imagine a space ship has left behind a very strange and mysterious creature. What does it look like? How should you greet it? How should you treat it? What should you do with it? What should you feed it? Should you let it go free? (You sho uld study it carefully!) Work with your group to create a picture and a story about your mysterious creature. Present your project to the class.

Let's Talk 1. What are ghosts? Do you believe they

I exist? Why or why not? Explain.

2. Where do people usually see ghosts? Have you ever seen a ghost? Discuss. 3. Do you believe that UFOs or creatures from other planets exist? Why or why not? 4. Where do people usually see a UFO? Has anyone you've known seen a UFO? Have you? Talk about it. 5. Do you think the government should spend money to investigate or search for UFOs? Why or why not? 6. Has any mysterious or supernatural event taken place in your country? Explain. 7. Have you ever been to a seance? Do you know anyone who has? Talk about your experience. 8. Is it legal to hold a seance in your country? Do you think it should be? Why or why not? 9. Imagine you are an "eye witness" to a ghost, a UFO, or a supernatural phenomenon. What should you do? Should you tell your friends and family? Should you call the police? Will people believe you? Discuss.

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Think Imagine you are a young child. A ghost of your mother or father is watching you and telling you what you should and shouldn't do. What is the ghost saying? You should

You shouldn't

You should do your homework.

You shouldn't eat too much candy.

Discuss your lists with other students in your class.

Role Play Work in pairs. Imagine you are at a seance. Who do you want to make contact with and talk to? Your partner will become that person. Tell your partner about three problems you have. Ask your partner what you should do about them. Your partner (acting as the person you have chosen) should be able to answer your questions. My partner is_______________________________________. What should I do about_______________________________

?

What should 1 do about_______________________________

?

What should I do about_______________________________

?

DISASTERS

Unit 8: Vocabulary bomb

category

disaster

drought

fire

flood

food poisoning

insect

natural disaster

oil spill

plague

storm

tornado

volcanic eruption

earthquake

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Let's Talk Words blow

homeowner

predict

damages

human

roam

dinosaur

insurance

disaster

proof

policy

effect

insure

survival

erupt

lack of

unseasonable

extinct

major

use up

flock

food supply

futuristic

pattern

race

Usage Work with a partner. Read the vocabulary words to each other. Some of the words can be associated with natural or other disasters. Decide in which category you think the words belong. Write them below. Natural disasters

Other disasters

earthquake

oil spill

Let's start Listen. Raise your hand if the following disasters have ever occurred in your city. Look around the room. How many students have raised their hands? Introduce yourself to these students after class, and ask them about their experiences. earthquake

tornado

storm

war

food poisoning

bomb

plague

oil spill

fire

volcano

insect infestation

drought

Which disasters are the most common? Do you think that they are the most common throughout the world? Discuss as a class.

Let's Talk 1. What is a "natural" disaster? Give some examples. 2. Give some examples of other disasters.

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3. Why do you think natural disaster occur? Give three reasons. What causes other disasters? 4. What was the most recent natural disaster that happened in your city? Talk about it. 5. Have you ever lived through a major disaster? Where? Who was responsible for it? Why did it happen? How has it affected your life? Talk about it. 6. Has anyone you've known lived through a major disaster? How did it affect that person's life? 7. What do you think was the world's worst disaster? Why do you think it was the worst disaster? 8. What are natural resources? Name at least ten. Tell why some are important or useful. 9. Lack of natural resources can become a major disaster in the future. What can we do to conserve our natural resources? 10. Some people think they can predict a disaster. For example, some people say birds flock together in an unusual pattern. Others say there is unseasonable weather before an earthquake. Do you know any other superstitions or have you heard any other predictions about volcanoes erupting or tornados blowing? What are they? 11. Some scientists believe dinosaurs roamed the earth until a major disaster occurred that made them all extinct. What do you think the world will look like five hundred years from now? What disasters will have occurred? What animals will have become extinct? What will have happened to the human race? Use your imagination.

Survey Ask students about their experiences with disasters. Complete the chart. Name

Native Disaster you country have experienced

How it affected your life

How will you prepare for a similar disaster?

_______

_________________

_____________

_____________________

_______

_________________

_____________

_____________________

_______

_________________

_____________

_____________________

_______

_________________

_____________

_____________________

_______

_________________

_____________

_____________________

What disasters have many of the students in your class experienced? Are some disasters common to a particular country?

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Think Imagine it is December 1 and you are a homeowner. A salesperson offers you a special end of the year homeowner's insurance policy that guarantees all damages to your home will be insured for the following year. To receive this policy, your home will have to be as disaster proof as possible. What will you have done to your home by the end of the year to receive this offer? 1. earthquake

We will have moved all mirrors away from our beds

2. flood

___________________________________________.

3. fire

___________________________________________.

4. tornado

___________________________________________.

5. insect infestation ____________________________________________.

Write Work with a partner. Imagine a futuristic disaster and write about the effects it will have on the environment, population, food supply, and animal survival. Write your ideas in your notebooks. Then share them with the class.

GAMBLING

Unit 9: Vocabulary beat (the odds)

brainstorm

enroll

friendship

gamble

game

job placement

life

location

mean (signify)

pay off

purchase

residence

take a chance

win

show

Let's talk words addiction

force

overwork

alcohol

form

poker

attend

fulfill (dreams)

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recovery

beg

Gambler's Anonymous

revenue

bet

self-help

bingo

overeat

cheat

horse races

site

crime

make a bet

lie

slot machine

cycle

lottery

Usage Where would you see these vocabulary words? Where would you use them? Work with a partner to brainstorm ideas. Write them below. The sports page of a newspaper ____________________________ ____________________________ ____________________________

Let's Start Life is a game or Life is a gamble is a popular expression in English. What do you thi nk it means? Have you ever gambled or taken a chance on something important in your life? Did you beat the odds? Fill in the chart with important decisions you have made. Then check the box that shows how you feel those decisions paid off. Was it a good decision (you won), or a bad decision (you lost). Decision or

What was

or event

the gamble?

Telling my friend

Having gossip

Won

Lost

Explain We have a good friendship.

a secret

spread about me

She didn't tell.

Let's Talk... 1. Why do people gamble? Give five reasons. 2. What are five forms of gambling? 3. Do you know anyone who likes to gamble? Who? What games does that person play? 4. Where are five popular places people go to gamble? Where can people play the lottery, bingo, slot machines, or poker? Have you ever played any of those games? Talk about it.

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5. When did you gamble last? What game did you play? Where? Did you win or lose the last time you gambled? What did you win or lose ? 6. Have you ever beaten the odds at a game and won a lot of money? At what game? Where? When? Do you know anyone else who has? Who? 7. Have you ever gone to a famous gambling town such as Las Vegas, Nevada (United States), or a famous gaming place like Santa Anita horse races in California (United States)? Talk about your experience. What are some famous gambling sites in your country? 8.Have you ever gambled and lost a lot of money? Tell your group about it. 9. Is gambling legal in your country? What kind, if any? If not, why isn't it legal? Do you think that gambling should be legal or illegal? Why? 10.What should the government do about people who spend all their money on gambling? Should they be forced to attend a recovery or self-help group such as Gamblers Anonymous? Why or why not? 11.Gambling is an addiction. Other addictions some people have are: alcohol, overeating, oversleeping, and overworking. What addiction(s) do you have? Do you think you could break your addictive cycle? How could you try?

Survey Ask students if they have gambled and find out if they were successful. Name: Have you ever made a bet? Where? What kind? Did you win or lose? What is the most common type of gambling? Do people usually win or lose?

Think Gambling has both positive and negative effects on society. Work with a partner. Look at the words below that are associated with gambling. What other effects does gambling have on society? Add your own ideas. Then complete the charts. Positive effects on society

Negative effects on society

jobs created

poverty

poverty

dreams

fulfilled

cheating

begging

jobs created

losers

lies

millionaire

revenue

winners

crime

stealing

hope

excitement

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Write Chose one question. Talk about it with a partner. Then write a story in your notebook. 1. Have you ever beaten anyone at a game or sport? What game or sport? Who? When? Where? 2. Have you ever won anything? What? When? Where? Why?

WAR AND THE MILITARY

Unit 10: Vocabulary conflict

current

military

neither.......... nor............

Let's Talk Words educate

both

education

justify

Red Cross

close

effective

medal

relationship

engage in

military

reward

defend

enlist

service

risk

devastate

fight

necessary

serve

dilemma

generation

peacetime

soldier

dishonorable

solve

resolve

disobey

Usage Work with a partner. Listen to your teacher read the vocabulary words. Decide which have a positive meaning and which have a negative meaning. (Some have neither a positive nor a negative meaning.)Write the words in the category you think they belong. Positive

Negative

educate

war

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Let's Start Discuss as a class. What are some current world problems? What countries are at war? What were you doing when you heard about these situations? Current world Countries at war problem

or in conflict

What were you doing when you heard about this?

Let's Talk l. What are five reasons why countries engage in wars? 2. Who fights in your country's military? (Do both men and women help to defend your country?) 3. Is military service voluntary or mandatory? (Do people enlist on their own, or are they drafted?) 4. Do you think all countries need militaries? Explain. 5.What was the last war or conflict your country was involved in? Who was your country fighting? Why? What was your family doing when they heard about the news? 6. Were you or was anyone close to you serving in the military during the last major war in your country? Talk about it. 7.Have you ever lived in a city during wartime? Explain what it was like. 8.What is the United Nations? What purpose does it serve?. 9. Has the United Nations been effective in resolving World dilemmas? Give some examples to justify your answers. 10.Do you think war is necessary? Why or why not? 11.What can each country do to avoid war? 12.In the United States soldiers who risk their lives and are injured receive honorable discharges and medals (purple hearts). Soldiers who disobey orders receive dishonorable discharges, and some go to prison. How are soldiers rewarded and punished in your country? 13.What can soldiers do to help their country during peacetime?

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Survey Ask students about a war or conflict their country fought in. Fill in the chart. Name

Native country

who was your

When ?

country fighting?

Why were they fighting?

Look at your chart. What are some common reasons for wars? What are other ways to solve countries' problems?

Think Work in pairs. Imagine you work for a volunteer organization like the Red Cross. What items would you bring to people whose country had been devastated by war and military conflicts? What suggestions would you give them to help rebuild their country? Items

Suggestions

food

start a new government

Write Imagine you are a historian. Write about the last major war that occurred in your country. (Who was your country fighting? Why were they having this conflict?) Your story will be used to educate future generations. Read your story to other students.

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Chapter 2:

SOLUTIONS TO PROBLEMS MONEY MANAGEMENT

Unit 11: Vocabulary account

apply

at least

bill

broke (poor)

budget

charge

management

cheer up

my treat

context

credit card

paycheck

due

payment

earn

pay off (bills)

join

luxury

bond (savings)

charity

modify (debts)

properly

save

unable

Let's Talk Words purchase nest egg

basic compare

wise

Usage Work in groups of three. Read the dialog and circle your vocabulary words. Try to guess the meanings of the words from the context. David: Sue, did you get paid today? Will you go shopping with me? Sue:

Sorry, David. I'm not going to be able to buy anything because every penny of my paycheck has already been spent. Soon, I 'm not going to earn enough to pay my monthly bills.

Dan: Tell me about it. I think I'm going to be broke forever. Sue:

At least you will be able to budget for luxury items. 1 can't! I'm going to be broke after I pay off all my bills, and I'm not going to be able to buy anything until my credit cards are paid off.

David: I have an idea! I'm going to cheer both of you up. Will you join me for ice cream? It's my treat. Dan: Of course we will!

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Let's Talk 1. What are five basic monthly bills most people have to pay? 2. Think about last month. What bills did you have to pay? 3. What necessary items do you buy frequently? 4. What are some luxury items that you buy? Name three. 5. When was the last time you had extra money after paying all your monthly bills? What did you do with the money? Why? Have you ever invested money? How? Will you invest money in the future 6. What are you going to buy in the future? Name at least five things. 7. When are you going to buy those things? Why are you going to buy them? 8. Have you ever saved money for a major purchase? If yes, for what? If not, why not? 9. Have you ever spent too much money and been unable to pay your bills? What happened? Were you in debt? 10. Do you think if you earned more money you would be able to save more, or do you think you would spend more? Why? 11. Do you think most people budget their money wisely? Why or why not? 12. For what things do you think most people save money? Why do you think that?

Survey How are you and the students in your class going to earn a living in five years? Talk to students and fill in the chart below. Name : What job do you have now? Do you earn a comfortable living? Are you going to try to find a new job? Will you accept a job in a foreign country? Why or why not? What jobs do most students have now? Are most students willing to move? Why?

Think Make a list of all your present bills. Write how much you spend each month for each item. Make another list of items you want to buy. Write the cost next to them. Are you going to have enough money to buy the luxury items you want? Compare your list to another student's. See how you can modify your debts.

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Bills and debts every month

$$

Luxury items wanted

________________________

_____________

_______________________

________________________

_____________

_______________________

________________________

_____________

_______________________

Write You won the lottery! Are you going to manage your money any differently? How? What will you do with your new nest egg? Will you buy more luxury items, invest in stocks and bonds, give more to charity, or take a long vacation? Write your ideas in your notebook. Then share them with the class.

CHEATING

Unit 12 : Vocabulary copy

order

prosper

report

right reason

Let's Talk Words advertising

deceptive

prestigious

business

demonstrate

pretend

transaction

disappoint

product

car part

exam

replace

cashier

get away with

short-change

catch

get caught

solution

cheating

insurance

subject

view

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Let's Start Work in a small group. Read the poem and answer the questions. Cheaters Never Prosper Does somebody know the answer to this question? Can I copy anybody's paper? What? Nobody is going to let me cheat? I don't care. I'll copy someone's paper when that person isn't looking. Oh, no! Somebody will catch me. The teacher will report me. Society will punish me. Nobody should cheat. 1 .What was this person's view on cheating at the beginning of the poem? 2. Did the person cheat? Why or why not? 3. Is that the right reason for not cheating? Why or why not? 4. What is your reason for not cheating?

Let's Talk 1. What are five school subjects many people think are difficult? Which do you t hink is the most difficult? 2. What are five reasons why people cheat in school? In which subjects do you think people cheat the most? Why? 3. Have you ever cheated in school? Why or why not? If you cheated, did you get away with it, or did you get caught? 4 . Have you ever reported anyone who cheated? Why or why not? 5. When you were in school in your country, did you know anyone who cheated on tests? Why do you think that person cheated? 6. If someone were caught cheating in school in your country, what would the teacher do? What do you think the teacher should do? 7. What do you think would happen to society if no one were punished for cheating? 8. What would you do if you found out your friend cheated on a medical exam, and now your friend is going to be a surgeon? Would you tell? Why or why not? 9. Some business owners cheat customers: Some cashiers short-change people, some mechanics replace car parts that don't need to be replaced, and some insurance companies don't pay their claims. Has anyone ever cheated you in a business transaction? Talk about it. 10. Deceptive advertising cheats millions of people a year. Have you ever bought something because you saw someone demonstrate it on a TV commercial and when you tried the product yourself, you were disappointed? Did you feel cheated? What did you do about it?

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Survey How do students in your class feel about cheating? Survey them. Name: Country/Province: Why do you think it is wrong to cheat? What should happen to someone who cheats? If you saw someone cheating what would you do? What do most students think should happen to cheaters? Would most students report someone who cheats?

Think How do people cheat themselves and cheat others? Work with your group to make a list. Then discuss why you think people do these things. Share your ideas with the class. Cheat themselves

Cheat others

cheat on an exam

sell a used product as new

Write Imagine you're a teacher in a prestigious school. One of your students has cheated on the final exam. In your notebook, write a letter to your student's parents telling them what has happened and what you are going to do about it.

Role Play Now find a student in class. Pretend that student is the parent of the child who cheated. Read your letter to that person, and decide together if your solution to the problem is appropriate.

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GOVERNMENT SPENDING

Unit 13: Vocabulary street sign

business loan

wildlife

museum

legal aid

sanitation

grants

disability

benefits

highway

dental care

medical care

primary

public

space

require

exploration

research

mentally ill

ambulance

unemployment

benefits

jail

lighting

be in charge tax donate

collect funding

wage income

inheritance

Let's Start If your group were in charge of your city's budget of $10,000,000 and each service provided to the public cost $1,000,000, which services would you provide to the people? Circle them. Discuss your choices with the class. Current services available at $'1,000,000 each free primary school

street repair

hospitals for the mentally ill

free secondary school

free legal aid

child care for the poor

free medical care

food for the poor

medical research

free parks

welfare

student loans and grants

free beaches

sanitation

jails and prisons

space exploration

police

business loans and grants

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animal shelters

museums

programs for wildlife

free highways

disability benefits

unemployment benefits

free elderly care

fire department

street signs and lighting

military

libraries

free adult school

ambulance services

homeless shelters

free eye and dental care

Let's Talk l. In the United States, the government taxes people on their wages, investment income, most purchases, property, and inheritance. What are five ways other governments collect money? 2. What are five major programs most governments in the world spend money on? 3. What are some programs the government of your country spends money on? 4. Did your government have programs to benefit poor, sick, or elderly people ten years ago? What were they? If not, what programs, if any, does your government have to help its people now? 5. Have you ever received help from any government agency? Why? What government services or programs benefit you? In what way? Explain. 6. Would you be interested in becoming a budget director for your country's government? Why or why not? 7. If you were the president or leader of your country, what would you change in your country's budget? 8.If you could be in charge of all the government's money, what five programs would you put on the top of your list to always receive government funding? Why do you support those programs? 9. If you had the power to cut government spending, what programs would you eliminate? Why? 10. Do you think your government spends its money wisely? Why or why not?

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Survey Most governments tax the people. The tax money, or revenue, is used by many governments to provide jobs and services for the people. Make a list of the government jobs a nd services in your city. Complete the chart and discuss in a group. Government job or service

Continue

Eliminate

Public education

Why? - An educated public makes a strong society - An educated society has more crime.

Decide Finish these sentences. If I had to eliminate one government program, I would ___________________________. If I could create a new government service, I'd________________________________. If I became the director of the government program, I would _____________________. If I had a million dollars to donate, I d_______________________________________.

Write Do you think that your city's government budgets its money well? If so, why? If not, how could it budget its money better? Write your answer in your notebook. Discuss your idea with a partner.

DIVORCE

Unit 14: Vocabulary acquire

save (a marriage)

asset

aware

thoughts

divorce

tool

faithful

trust

finish

wish

get divorced

identity

react

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Let's Talk Words agreement

laugh

alimony

lively

be around

marital status

child support

patient

ex-spouse

remain

ex-wife

rich

funny

split

intelligent

wonder

joint

custody

kind

Usage Mike and Ann would have been married twenty years today. If Mike had ever thought the y would have been divorced, he would have done more to save the marriage. He knew there were problems, but he wished he had been more aware of Ann's needs. Finish Mike's thoughts. Work in a small group. Review the vocabulary words and discuss Mike's feelings. I wish 1 had been faithful to Ann. If 1 had been faithful, she would have trusted me. I wish I had said________________________. If I________________________________. I wish I had invited________________________. If I____________________________. I wish I had known________________________. If I____________________________. I wish I had told Ann_______________________. If I____________________________. I wish I hadn't reacted _______________________. If I__________________________. I wish I hadn't allowed______________________. If I____________________________.

Let's Start As you know, Mike and Ann have divorced. Invent identities for them. Then look at what was divided between them. If a judge had divided up their assets who do you think would have gotten what? Joint children and possessions a 13-year-old son an infant son a 4-year-old daughter a house tools pets

To Ann

To Mike

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Let's Talk... 1. Why do some people get divorced? Name a few reasons. 2. Are any of your friends or family members divorced? How do you feel about it? How did you react when you heard the news? 3. Have you ever known anyone who was in a bad marriage but would never get divorced? Tell your group about that situation. 4. Have you ever wished someone you've known hadn't gotten a divorce? Who? Why? 5. After a divorce, do you think people should remain friends with their ex -spouse's friends and family? Why or why not? 6. In The United States, it is common for people to separate before a divorce. Why do you think they do that? Do people separate before they divorce in your country? 7. After a divorce, children usually live with their mother. However, in joint custody agreements they split their time between their parents' homes. The father is usually required to pay alimony and child support to his ex-wife. How do you feel about joint custody? What do you think about alimony? Child support? Explain your opinions. 8. You're having a party. Your closest friends have just gotten divorced. You'd like to invite both of them, but they're not talking to each other. Who do you invite? Why? Who do you think will attend?

Survey What is the marital status of the people in your class? Ask them. Complete the chart. Name ? Marital status? How long? Do you wish your marital ? status were different ? Why ? Are most people in your class married or single? Who has been married the longest? Are most happy with their marital status?

Think Lisa has been married to Bob for three years. Now they are divorcing. Lisa, like many women in this situation, feels she married her husband for the wrong reasons. She wonders how different her life would have been if she had married any one of her other boyfriends, instead of Bob. Complete her thoughts by finishing the sentences below.

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John was funny. If I had married John, I would gave laughed a lot more. 1. Joe was rich. If I had married Joe, I___________________________________________. 2. Bill was intelligent. If I had married Bill, I _____________________________________. 3. Tom was kind. If I had married Tom, I________________________________________. 4. Greg was patient. If I had married Greg, I ______________________________________. 5. Steve was lively. If I had married Steve, I______________________________________. 6. Gary was generous. If I had married Gary, I ____________________________________. 7. Mark was fun. If I had married Mark, I________________________________________.

Write What three things in your life do you wish you had done differently? Write them in your notebook. Share them with someone in your class.

Unit 15:

EMPLOYMENT ISSUES

Vocabulary career

section

classified

telecommute

could have

vacation

flexibility

job security

pension plan

priority

Let's Talk Words available

occasional

boss

performance

confront

promote

damage

reputation

directions

following

incentive

might have

Usage You might get the opportunity to look for a (new) job. Work in pairs. Look in the classified section of a local newspaper or magazine. Circle as many of your new vocabulary words as you can. Try to understand their meanings from the context. Could you have found these words in another source? Where? (if there are no newspapers or magazines in your classroom, circle the Let's Talk vocabulary words on the next two pages, and guess their meanings from the context.)

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Let's Start What is most important to you in a career choice? Number the following items from 1 to 10. (1 is the highest priority, 10 the lowest). Then discuss your choices in a small group. salary

job security

medical benefits

retirement/pension plan

schedule flexibility

in house child care

vacation pay

telecommute days

sick pay

disability benefits

Let's Talk.. 1. What are some incentives your current job offers? If you aren't employed at this time, talk about incentives you had at a previous job. 2. What do you think you should do if you have more than one supervisor and each one gives you different directions? 3.What are some things you can do if you don't get along with someone at work? Was there someone at a past job you didn't get along with? What could you have done differently to get along with that person better? 4. Imagine you and your friend work at the same company. You know you work harder and do a better job than your friend. To your surprise, your friend gets a promotion and is now your supervisor. What do you do? 5.Imagine your supervisor is making poor decisions for the company. Do you say anything? Why or why not? 6. What would you do if you heard office gossip that could damage a co-worker's reputation? Would you confront the people who spread the gossip, tell your co-worker, or do nothing? Why? 7. Think about this situation: You have a boss who asks you to go out to lunch. You refuse, but the following day, your boss asks you out again. You feel very uncomfortable about this. What can you do? If this had happened to you at a previous job, what do you think you might have done? 8. If the same salary and benefits were offered by all available employers for all jobs, which job would you choose and why? 9. If you had known when you were younger what you now know about jobs and careers, what might you have done differently to be better prepared for the career you want?

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Role Play What do you say when your supervisor gives you a negative review and you feel you don't deserve it? If you were the supervisor how would you respond? Work in pairs to role play. One student will play the part of the supervisor and the other the employee. The supervisor, talks to the employee about poor work performance. The employee feels the work has been above average.

Write Look at question number 5 in the Let's Talk section. What do you think might have happened if you told your boss he or she was making poor decisions? Why? (If you aren't working now, think about a previous supervisor.) Write your answer below. Share it with the class.

EXCUSES AND LIES

Unit 16: Vocabulary amusement park

light

attendant

estimate

safety

smell

taste

funeral

Let's Talk Words difference

make up

request

think back

white lie

Usage Work in a group. Decide if the people in these situations are telling lies or making up excuses. Try to understand your vocabulary words from the context. John must cancel plans with his cousin to finish his work. He's already canceled plans with him twice this month. Both times John told his cousin that he must work. He feels he can't tell him the same thing again, even though it's the truth. So, this time he tells him he's sick. An amusement park attendant asks a heavy lady to estimate how much she weighs. He says he must know for safety reasons. The woman is embarrassed. She tells the attendant she's fifty pounds lighter than she really is. Kathy's at a friend's house for dinner. The food smells extremely bad, and has a terrible taste. When her friend tells her to eat some more, Kathy says that the food was really good, but she must stay on her diet. (Kathy isn't on a diet.)

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Let's Start What are some excuses people give when they refuse a date Which of these are usually true and which are usually lies?

Excuses I have to wash my hair. I'm going to a funeral.

Let's Talk 1. What is the difference between a lie and an excuse? 2. What are five common excuses people use when they don't want to do something? 3. What are three lies or excuses that you frequently hear? 4. Who lied to you last? When? How did you feel when you found out the truth? 5. When have you lied or made up an excuse? Why did you do it? 6. Have you ever confronted someone who lied to you? Why or why not? 7. Have you ever told a "white lie"? How is this different from any other lie (or excuse)? 8. Have you ever been caught in a lie? When? What did you say? 9. Why do you think some people frequently lie or make up excuses instead of telling the truth? 10. In a popular children's story about a boy named Pinocchio, Pinocchio's nose grows every time he tells a lie. His nose becomes very big because he lies so much. Is there a children's story in your country that teaches children not to lie? Tell the story. 11. Imagine a world where everyone must always tell the truth. Describe this world. Do you think that in some situations it is better to lie or make up an excuse? Why or why not?

Reflect Think back to when you were a child. Try to remember the things that your parents told you must and mustn't do. What problems did you have when you didn't listen? What did you tell them when things went wrong? Did you tell the truth, or did you make up a lie or an excuse? Complete the chart. Then share your answers with a few students. My parents told me

My parents told me I must study.

What went wrong

I didn't study and I didn't pass the test.

What I told them

Everyone failed because the test was very difficult

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Think Many professionals tell people what they must or mustn't do. What have professionals told you to do? When they ask you if you have done what they requested, and you haven't, what do you tell them? Share your answers with someone in the class. My doctor told me I must My doctor told me I mustn't The reason I gave why l didn't do what my doctor suggested was My teacher told me I must My teacher told me I mustn't The reason I gave why I didn't do what my teacher suggested was

Write Did you ever feel you must make up an excuse or lie? Why? Write about that time. (If not, how do you think you have avoided these kinds of situations?)

SUCCESS

Unit 17: Vocabulary close friend possess

decent possession

integrity

keep

powerful rare

valuable

own

Let's Talk Words achievement

personal

contact

anniversary

renowned

business contact

social life

generally

type of

goal

work hard

in mind

in terms of

keep in touch

network

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Let's Start Success has different meanings to different people. How do you define success? Number the following from 1 to 10. (1 is the highest priority, 10 the lowest) Then form into small groups and discuss your choices. being in a happy marriage

having a decent family with good children

having a fulfilling career

owning many rare and valuable possessions

keeping many close friends

being very powerful

possessing a lot of money

having integrity and doing what is right

being faithful to a religion

being very famous

Let's Talk 1. What is success? What are five ways a person can be successful? 2. Have you achieved any goals you have made for yourself? If so, which ones? If not, why not? 3. In the United States, many people think of success in terms of money and fame. With this definition in mind, who do you consider to be successful? Where do they live? What have they accomplished? 4. How is success generally defined in your country? Name a world renowned successful person from your country. Why is that person so successful? What do you think that person must have done to become so successful? 5. Have you had success in this English class? What could you have done to be more successful? 6. Who would you say is successful in your family? Why? 7. Do you believe people must work hard to become successful? Why or why not? 8. Is being successful important to you? Why or why not? 9. Do you have the kind of success you want in your life? If so, what have you done to become successful? If not, what do you think you should have done? What can you do now? 10. What type of success do you think you might have in the future? How will you prepare for it?

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Role Play Work with a partner. Think k-about question 10 in the Let's Talk section. You have an idea you hope will be successful. Imagine your partner will be the person who helps you achieve that goal. Who would your partner be? How would you ask for the help you need? What would you say? Organize your thoughts. Then role play. My goal is to_____________________________________________________________ My partner would be________________________________________________________ I would say______________________________________________________________

Write Who is the most successful person you know? In your notebook, write about why that person is so successful, and how he or she has become such a success.

Unit 18:

IDENTICAL TWINS

Reading Read the following true story. Then work with a partner and list all the coincidences you can find. James Springer of Dayton, Ohio, and James Lewis of Lima, Ohio, are identical twin. who met for the first time at the age of 39. They were each adopted by different couples, who named them both James. Each was told that his brother had died at birth. Springer has been married twice. His first wife's name was Linda, and his second wife's name is Betty. Lewis has been married three times. His first wife was named Linda and his second wife was named Betty. One named his son James Allan, the other James Alan. Springer has a dog named Toy, and Lewis had a dog named Toy when he was a child. Each has the same hobbies, goes to the same vacation resort in Florida, drinks the same brand of beer, smokes the same kind of cigarettes, liked the same subject - math - in high school, and has had law-enforcement training. They are the same height and weight, and both have high blood pressure. Probably no one in your class is your long-lost twin. But you may have more in common with your classmates than you think! Go around the class and talk to as many people as you can. Find out if anyone: was born on the same day as you; is the same age as you; likes the same sports, subjects in school, and entertainment as you; has the same astrological sign and the same kind of personality as you;

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has the same number of brothers and sisters; has the same habits as you.

Useful expressions What day were you born?

What did you like to do when you were a child?

Oh, I am/do/did/was too! I'm not/I don't/I didn't/I wasn't either!

I used to ...

Do you like ... ?

Me too!

I like .... What about you?

Not me.

TRUE OR FALSE? Jeane Dixon, a famous psychic, can apparently read people's minds and foresee the future. - Once she begged her husband not to take a plane. At the last minute he took the train. The plane crashed. - One night she walked into a party and told the people there exactly what they had been doing before she arrived. - Another time she looked at the picture of a girl she had never seen before and got up and started walking just like the girl. The girl's father was amazed - his daughter had a medical problem and could not walk normally. Work in small groups or pairs and discuss these questions. a) Do you believe in ESP (extrasensory perception)? Can some people read minds or foresee the future? b) Have you ever heard of incidents like the ones above? Tell your partner about them. c) Have you ever foreseen an event or had a feeling that something was going to happen? Do you know anyone who has?

SUPERSTITIONS Work with a partner and write out as many superstitions as you can think of. For example: It's bad luck to walk under a ladder.

40

If a black cat walks in front of you, you'll have bad luck. Work in small groups and discuss the following questions. a) Have any of the above things ever happened to you? Did you have good or bad luck afterward? b) Where do you think superstitions come from? c) Do you believe that your future is already determined or do you think you make your ow n future? d) Do you think we can create our own good luck or bad luck by what we believe? Or are some people just naturally lucky or unlucky?

IS IT ALL IN THE MIND? Many things happen in the world that we cannot explain. Work in small groups and discuss the following mysterious phenomena. What are your answers to the questions? GHOSTS: Many people say that they have seen or heard ghosts. Do you think they exist? THE BERMUDA TRIANGLE: Why have over 100 ships and planes disappeared in this area, with the loss of 1,000 lives? UFOs: Are unidentified flying objects (UFOs) spaceships from another planet? CLAIRVOYANCE: Can some people see objects hidden behind a wall, or see objects that are miles away? ASTROLOGY: Do the stars and planets influence personality and behavior? REINCARNATION: When people die, do they return to earth as someone or something else? ESP (extrasensory perception): Can some people read other people's minds and know what is going to happen in the future? FATE: Do human beings control their own future or is it already determined? TELEPATHY: Can some people read minds and know what other people are thinking?

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PREDICTING THE FUTURE: Can some people see the future by looking into a crystal ball, or reading someone's palm, or using cards? Can you think of other mysterious happenings in the world that cannot be explained? What do you think about them?

Unit 19:

CAN I HELP YOU?

Discuss in pairs or small groups. a) What do you think of today's fashionable clothes? b) Would you ever wear them? If so, where? c) Do you like to wear very stylish clothes or clothes that are more classic? d) Do you prefer to wear informal or formal clothes? e) What kind of informal clothes do you like?

Useful expressions That's (not) my style. I like to wear ... I like clothes that are ... I'd rather buy ... than.. I almost never buy ... I can't stand ... I don't think I'd ever ... I (don't) think clothes are really important because ...

COMMUNICATION ACTIVITY: I'M LOOKING FOR A . . . Work with a partner and imagine you are looking for the following things. What kind of store would you need to go to? shoelaces

a watch

airmail envelopes

a second-hand guitar

a pair of hand-made cowboy boots

a set of wine glasses

an electric shaver

a pair of left-handed scissors

a screwdriver

a gold toothpick

a diamond ring

a box of chocolate-covered cherries

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YOU KNOW WHAT IT LIKE? Work with a partner. Imagine that one of you is going to a country in Asia and the other to the United States or Canada. Decide which country you are going to and tell your partner. Then, think of some things you would like from your partner's country, and ask him or her to bring them back for you. Don't worry about trying to save money - just choose things that are "typical" or things that perhaps you can't get in your country. When you finish, decide with your partner what three things a foreign visitor to your country should take home.

Useful expressions Do you think you would have room to

I'd really like to have ...

bring me ... ?

Can you get... in ... ?

Would you have time to look for ... ?

I know it's crazy, but I'd love ...

JUST A LITTLE SOMETHING Imagine that you just won a small prize in a contest. You want to use the money to buy a small, very inexpensive present for everyone in your class. Work in pairs or small groups and decide what your group would buy each person. Be sure you choose something the person would like or might need. Don't forget your teacher! When you are ready, tell your classmates what your group is going to give them.

Useful expressions He likes (to) . . . , so we could give him. I think she'd like. . . , because ... What do you think ... would like? How much does ... cost? I don't think he'd like..., because ... I think she'd like ... better. We can't get him that, because ... We're giving her.. . , because ...

THOSE ARE REALLY GOOD-LOOKING SHOES! Look around the room and pick out five items your classmates have or are wearing that you admire. Write down the items to help you remember. Look at the different ways to compliment people below, and then go and compliment your classmates.

43

You can start with: That's a beautiful (pretty, nice, fantastic, great) ... Those are really nice (pretty, good-looking, great) ... I really like your ... You can continue with: Is it (are they) new? Where did you get it (them)? I like the color (style, material). You look good in (color). The most common answer to a compliment is, "Thank you." You could also say, "I'm glad you like it" or "I got it at..." For example: You: That's really a beautiful blouse. Betty: Thank you, I just got it. You: You look good in green, and I like the high collar. Betty: Oh, thanks.

Unit 20:

KEEP IN TOUCH

Your computer can connect you to the world Using your telephone lines and your computer, you can get and send out more information than you ever believed possible - without ever leaving your living room!

JUST LOOK AT WHAT YOU CAN DO! • go shopping • do research in hundreds of fields without ever going into a library • do your banking • get up-to-date news and weather reports • get flight schedules and fares, and even make airline and hotel reservations • get movie reviews • get information about sports • send messages to people and get replies • read two or three newspapers and even look at back issues of newspapers • play a game of chess with someone miles away and much more

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FOR MORE INFORMATION CALL THE COMPUTER STORE 962-0003 OR COME IN AND SEE US TODAY. Discuss the following questions in class or in small groups. a) Would you enjoy using a personal computer to do all these things or would you prefer to do things the way you always have? b) If you had a personal computer, what would you like to use it for? Can you think of other things you could do with a personal computer? c) Do you see personal computers as a positive force (adding another exciting aspect to life) or a negative one (making society impersonal) or perhaps both? d) Are personal computers used a great deal in your country? For what purpose? e) What are some other ways of communicating? Make a list. Here are some ideas to start you off: postcard, telephone ...

Useful expressions One thing I'd use it for is ...

There's one computer system that ...

It would be great for ...

I prefer/I'd rather communicate by ...

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Chapter 3:

CONTROVERSIAL MATTERS

Unit 21:

ONCE UPON A TIME

Work in pairs. Ask each other what you remember most about high school or college. - your favorite or worst teacher - your first job - your best or worst school memory - your last day of school

Useful expressions What do you remember about ... ? Do you remember when (the first time you)...? What's your most vivid memory o f ... ? Do you remember anything about ... ? I especially remember ... Let me think just a minute ... The only thing I can remember is . . . I'll never forget the time ...

MEMORY LANE Some people find it hard to remember what happened to them when they were younger. But if there is someone to jog your memory, it can be easy. Work in small groups and find out from your partners as much as you can about their early childhood birthdays and other celebrations life when they were in school vacations first flight, train trip, trip abroad, drink, cigarette, date, interview, job, etc.

46

COMMUNICATION ACTIVITY: I'D REALLY LIKE TO KNOW ... Work with a partner. Imagine that you are going to write an article on either a famous actor or a famous politician. What would you like to know? Make a list of 10 questions that you think would be interesting.

PEOPLE USED TO BELIEVE ... 1. In the chart below you will find some things that people used to believe. Working with a partner, match each item in the first column with the correct answer in the second column, and make sentences. People used to believe that... tomatoes were ...

foretold disaster.

the earth was ...

fell faster than light ones.

comets ...

flat.

heavy objects...

caused by evil spirits.

all illness was ...

the center of the intelligence.

a woman's place was ...

revolved around the earth.

the sun ...

poisonous.

the heart was ...

in the home.

2. Can you think of other things people used to believe? 3. Work with a partner and make a list of things you used to believe when you were younger, but that you don't believe anymore.

I'LL NEVER FORGET THE DAY I..-. 1. Begin alone. Can you remember a day in your life when everything seemed to go wrong? Try to remember the details and make a few notes. If you prefer, invent a story about yourself. 2. In groups, tell your stories. Then guess which stories really happened and which were invented. 3. Work alone again and try to remember the best day of your life, or invent a story of a happy day when everything went right. 4. In groups, tell your stories. Then guess which stories really happened and which were invented.

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Useful expressions It all started when ... I'll never forget the time I ... Everything went wrong/right. And to make matter worse .......... The worst/best was when ... I felt awful/great! It was fabulous/terrible.

DETECTIVE WORK Imagine that a man you know, Edward Johnson, suddenly disappears. He seemed happily married; he had two children and a good job in a bank. Everyone is baffled. Where is he? Did he leave on his own? If so, why? Was he kidnapped? When you are ready, tell your version of the events to another group.

Useful expressions He might have ... I think he probably ... But that doesn't make sense. Maybe someone ... I don't think he was ... Our theory is that ...

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Unit 22:

ONE OF THESE DAYS

AS TIME GOES BY Work with a partner. Imagine that these children live in your country or the country you come from. a) What kind of future do you think they will have? b) What will life be like for them when they are your age? c) How will life be different for the boy and for the girl? d) If you and your partner are from different countries, talk about how the lives of the children would be different in the two countries. e) Do you wish you were their age and could look forward to the same future? f) How would you change your life if you were their age again?

Useful expressions They'll probably have to/be able to ... It'll be harder/easier for him/her ... They won't have to/be able to ... It may be more ... They'll have ... I f I were/could. . . , I would ...

CHANGES 1 Work in groups and discuss the following questions. Talk about what you hope will happen and what you think will really happen 5 years from now and 20 years from now. a) How will life be different? b) Where will you be living? c) What kind of house/apartment will you be living in? d) What will you be doing? e) Will you be married? Have children? f) What will you do on a typical day? g) What sort of transportation will you use?

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h) How will you spend your spare time? 2. Do you think prices will go up or down in the future? Discuss in groups how much you think the following items will cost 5 years from now. a gallon (or liter) of gasoline

an ice cream cone

a cup of coffee at a cafe

a daily newspaper

local bus fare

a movie ticket

a pair of jeans

a personal computer

a new car

a pair of running shoes

a can of soda

3. The following events might happen one day. Work with a partner and put them in order according to which you think will happen sooner. Which do you think will never happen? * DRUGS TO CURE COLDS * THREE-DAY WEEK FOR ALL * PICTURE PHONES IN EVERY HOME * SALARIES FOR ALL HOUSEWIVES * THE U.S.S.R. AND THE U.S.A. BECOME ALLIES * FREE PUBLIC TRANSPORTATION * COMMUNICATION WITH INTELLIGENT LIFE IN SPACE * CREDIT CARDS REPLACE MONEY ENTIRELY * SOUTH AFRICA ENDS APARTHEID Add two events you would like to see happen during your own lifetime. 4. Find out if any of your partners can tell you about another movie or book about life in the future.

COMMUNICATION ACTIVITY: WHAT'S IN YOUR FUTURE? You are going to have your fortune told. Work with a partner.

THE TIME MACHINE 1. Work in pairs. Imagine that you are going on a trip that will take you 100 years into the future. What will you need when you arrive? You have only enough room in your time machine for some of the equipment listed below, but not all. Put each item into one of these categories:

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* absolutely essential *useful but not essential *no use at all aspirin

checkbook

food

bicycle

Chinese phrase book

notebooks

heavy shoes

sleeping bag

camera

English dictionary

raincoat

car

television set

radio

cash

sunglasses

watch

warm clothes

tape recorder

calculator

Russian dictionary

2. Are there any absolutely essential items that aren't on the list? Think of three and write them down. Then get together with another pair and compare your lists. If you could take only two items, which ones would you take? 3. Your time machine can travel only in time, not space, so it will take you to the place you are in now. Work with a partner and decide what changes you expect to see 100 years from now. After 24 hours the time machine is programmed to return. What will you do during your one day in the future?

Useful expressions I don't think we'll need ...

Another thing we'll need is ...

I'd certainly like to take ...

What about a ... ?

Why would you need a ... ?

A ... would be useless.

I'd take ... just in case ...

Maybe ... would come in handy.

COMMUNICATION ACTIVITY: BOA BOA The tropical island state of Boa Boa lies in the center of the Pacific Ocean, close to the equator. Its climate is pleasant. Until now the 200,000 islanders have lived from fish ing, agriculture, and a little tourism. Half the population lives in small villages on the north and south coasts; the other half lives in the three main towns. The capital city is Topa. Now that oil has been discovered off the east coast of the island, the government wants to make Boa Boa into the "best of all possible worlds." Work as 3 committees. Each committee will discuss a different aspect of the island's future, and produce a report.

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Committee A : Your committee is responsible for BUILDING. This includes housing and public buildings like schools, sports centers, museums, hospitals. Work out a plan for the island's future building program. Prepare a brief report to tell the other committees about your plan. At present there is a primary school in each of the main towns, but there is only one secondary school (in Topa, the capital). Most of the people live in small one-story houses without any modern conveniences. There is one small hospital, one small museum, and no sports facilities. Committee B: Your committee is responsible for TRANSPORTATION. Work out a plan for the island's future transportation system. Think about air, rail, road, and sea transport. Prepare a brief report to inform the other committees about your plans. At present there is a small airport at Topa (it can't take jets), but no deepwater port. There are no railroads and no good roads. Most of the population travels by small boat, bicycle, or on foot. Committee C : Your committee is responsible for COMMERCE. This includes the manufacturing industry, banking, and tourism. Work out a plan for the commercial future of the island. Prepa re a brief report to tell the other committees about your plan. At present the main industries are fishing, fish canning, and coconut oil production. The few tourists who visit the island love the calm, quiet life there and the friendliness of the people. There are only a few very small, simple hotels. Although taxes are very low, no international company has invested in Boa Boa.

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Unit 23:

JOB SATISFACTION

In a recent survey, people were asked what they enjoyed the most about their work and what gave them the most satisfaction. Here are some of their comments: "The pay is good."

"I'm my own boss."

"I get long vacations."

"The people I work with are great."

"I enjoy the responsibility."

"I get to travel a lot."

"There are a lot of opportunities for

"I like meeting people."

promotion."

"I don't like responsibility, and there isn't

"I like making decisions."

much of it in this job."

"I like working alone." 1. Which things are most important for you in a job? Which are not important for you? Make a list of the three most important and the three least important things. 2. Discuss your choices in small groups. Did the discussion make you want to change your list? 3. Work with a partner. Discuss the advantages and disadvantages of having to work for a living.

Useful expressions I think it's important...

The best/worst things about my job are ...

I like being able to ...

I hate having to ...

It doesn't really matter if...

I'd rather have a job that ...

FAIR PAY? 1. Work in pairs and rank these jobs according to how well-paid you think they are in Vietnam. electrician

chemical engineer

nurse

flight attendant

firefighter

police officer

accountant

doctor

teacher (primary school)

bus driver (big city)

mail carrier

lawyer

computer systems analyst

plumber

2. Work in pairs and discuss these questions:

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a) Which of these jobs do you think are the most boring? the most interesting? b) Can you think of some other jobs that are particularly exciting, dangerous, or unpleasant? c) Are there jobs that men do better than women, and vice versa? d) How do you think these jobs would rank for pay in your own country? e) Nurses and teachers have to study longer than bus drivers, mail carriers, and police officers. Why do you think they earn less money? PUT YOURSELF IN MY SHOES 1. Work in pairs and discuss the qualities of a good student and a good teacher. Here are some comments from an opinion poll. Check off the ones that you think are appropriate qualities, and add more qualities to the list. A good student Always comes to class on time Memorizes the book Asks the teacher a lot of questions Always does the homework Listens quietly to the teacher and takes a lot of notes Tries to figure out problems without help A good teacher is very friendly with students Is very strict Tells students everything they need to learn Asks students to give their ideas Makes students figure out problems for themselves Always knows the answers to the students' questions 2. Work in pairs and discuss the advantages and disadvantages of being a teacher. Make a list and read it to the class. Do they agree with you? Does your teacher agree? 3. Work in pairs and discuss the qualities you need to do your job well. Make a list of the qualities like the one in number 1. If you aren't working now, talk about a job you would like to have.

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Unit 24:

EQUAL RIGHTS FOR FAT PEOPLE

Read the following newspaper article. Beth Marinelli is 29 years old, 5 feet 4 inches tall - and approximately 350 pounds. She is not always able to fit herself into theater or restaurant seats, or into train or airplane seats. She has to go to specialty stores to buy clothes. All of this angers Beth Marinelli. But what angers her most is New Jersey's mandatory seat belt law. New Jersey drivers and front seat passengers are required by law to wear seat belts. The problem for Beth Marinelli is that car manufacturers don't make seat belts large enough for obese people. As a result, people with weight problems are not required to buckle up like everybody else. "Statistics show how much safer it is to be in an accident while wearing a seat belt," says Marinelli. "The lawmakers are saying that if you're fat, you can be exempt from wearing a seat belt - that it's OK to die in a car accident," Marinelli talks publicly about the obese who face discrimination and has formed a group called HOPE - Helping Oversized People Everywhere. But this is only one step in her attempt to get the same opportunities for overweight people as for "normal" people. "I want them to change the anti-discrimination laws from `You can't discriminate on the basis of race, creed, color, or sex,' to `You can't discriminate on the basis of race, creed, color, sex, or weight,"' says Marinelli. She claims that she is forced to work as a cook at her brother's fast food restaurant because her weight discourages employers from hiring her. Social discrimination against the obese is very strong, according to Marinelli. She left high school because of constant teasing about her weight. But the cruel jokes and comments didn't end with her youth. She recalls being out on a date with a young man and overhearing a woman say to a friend: "What is that beautiful man doing with that fat cow?" One day Mari- nelli wants to write a book about her life. She'll call it "Growing Up Fat in America." She wants to warn young people who are overweight about what's in store for them, and encourage them to lose weight. "If one 10-year-old fat kid listens to me and says, `I don't want to go through that,' then I've succeeded." In small groups, discuss the following questions. a) What are the difficulties that fat people have? Can you think of others not mentioned in the article? b) What do you think about Marinelli's "fat rights" crusade? c) List some other minorities who are victims of discrimination and describe their problems. (examples: left-handed people, very tall people, handicapped people) d) What should be done, if anything, to accommodate these "special" people?

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e) Are these problems similar to the discrimination problems faced by women, races, or religious groups? Explain why or why not.

IF I RULED THE WORLD Work in small groups. Imagine that the whole world is ruled by one government and that yo u and your partners are leaders in that government. It isn't in your power to change human nature, but you can try to improve social life and economic affairs. What five changes would you propose? Write down your proposals. Then explain them to another group of leaders.

Useful expressions I think I'd... The first thing I'd want to do is ... I f possible, I'd ...

Unit 25:

ADVERTISING

Before you read : 1. Which recent advertisements can you remember? 2. Why do you think you remember them? 3. Peter is not like ordinary people. He's done the marathon

How does this make you feel? TODAY, as part of a new advertising campaign from the sportswear giant, Nike, Peter Hull will appear on billboard posters all over London, alongside the slogan: "Peter is not like ordinary people...". Indeed he is not. Peter has no forearms and no legs and, we are told, he's done the London Marathon. Peter hopes that his image will help to promote disabled sport. The cynical might say it will simply promote Nike. "I did wonder whether this ad was going to be in good taste," he admits. "But when they explained the idea to me, - quite liked it. It portrays me as an athlete, not a victim and I think it's a positive message.

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"The fact is, I've always been like this. I was born like this and you don't miss what you've never had. I dream of having limbs. Of course I do. But I'm happy the way I am and I get on." Caret Press

Find the answers in the text to these questions. a

Which company is using Peter Hull in their advertisements?

b

In what ways is Peter "not like ordinary people"?

c

What does Peter hope the advertisement will promote?

d

Why does he Like the ad?

e

How Long has Peter been disabled? Does he seem depressed?

Notes: advertising campaign

planned series of advertisements

giant

extremely large company

billboard posters

very big adverts at the side of the road

slogan

advertising phrase that is easy to remember

Marathon

long-distance (41.8 km) race

promote

make people more interested in

the cynical

people who do not believe in human goodness

in good taste

what most people think is artistically acceptable

portrays

shows

Key Language Read this sentence from the article. The cynical might say it will simply promote Nike. We use might to say that something is a possibility. The negative is might not or mightn't. Examples: You might be right. =

Perhaps you are right.

They might belying. =

Perhaps they are lying.

It mightn't work.

Perhaps it won't work.

=

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Imagine you work at Nike's advertising agency. The Peter Hull advert is still at planning stage. Discuss it, using the prompts + might/might not. a

the campaign / not work The campaign might not work.

b

a less shocking slogan / give a more positive message

c

the message / not be very clear

d

the ad / be exploiting his disability

e

the ad / shock the public too much

f

people / say the ad is not in good taste

g

the ad / offend disabled people

1. How do you know the Peter Hull photo is an advertisement for Nike? 2. What does the slogan Just Do It mean? 3. The advert does not tell us to buy Nike products. Why not? 4. Which three adjectives from this box best describe the ad?

Discuss your choice with a partner. absurd pointless touching

clear dishonest humorous interesting modern offensive shocking dramatic striking stylish thought-provoking ugly

What do you think of the Nike ad? Give reasons for your opinion. These notes may help you: * in good taste? / in bad taste? * promotes disabled sport? / pretends to promote disabled sport? *makes you admire Peter? / makes you feel sorry for him? *good for Nike's image? *will make people buy Nike products? What do you think of advertising in general? Choose from the suggestions below or give your own ideas. entertaining?

dishonest?

a type of art? a waste of money?

A useful way of finding out about products? Here are some ways of giving or asking opinions.

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Giving opinions It seems to me ... In my opinion... Personally, I think.. My feeling is that... As I see it... If you ask me... Asking opinions Do you agree that... We want your views on ... How do you feel about... Where do you stand on ... What do you feel about... What's your view on...

In pairs, ask and answer opinions about: *the adverts about washing powders *any recent adverts that you can remember *advertising in general

OVER TO YOU How successful is this advertisement? Give your views in a one-minute speech. Consider these points: 1. What is the ad for and how do you know? 2. Why are the jeans made of concrete? (The message?) How is colour used? 3. Who is the advertisement aimed at: men, women or both? Will people remember the ad? Why/why not? Guess the ending of the slogan which normally accompanies the ad:

LEVI'S 505 ZIPFLY JEANS a

Make you feel like a statue!

b

Worn by Construction Workers since the 1960s.

c

Heavier than concrete.

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Check with your teacher for the correct slogan. Which one do you think is best and why? Give a name to one of the following products and write a radio commercial for it, for two actors. Then act out the commercial to the rest of the class. shampoo

paint

perfume

a chocolate bar

sports shoes

make-up

hi-fi

mobile phone

trainers

In Britain, the ASA (Advertising Standards Authority) controls advertising. Here are some of its rules: 1. Advertising must provides consumers sufficient information about the products advertised. 2. Advertisements must be "legal, decent, honest and truthful". 3. There can be no TV or cinema advertising of cigarettes. 4. Advertisements for alcoholic drinks should not be aimed at under-18s. They should not suggest that a drink will make a person more popular. 5. Advertisements should not make children feel unpopular for not buying a product. 6. What do you think of the ASA rules? Is there an advertising authority in your country? Have you seen any adverts that break any of these rules? Make up two more rules.

Unit 26:

Focus What sort of experiments on animals do you know about? What is an animal rights activist?

ANIMAL RIGHTS Man has bred animals for research for decades, but their use in the laboratory is increasing. In 1994 the total number of experiments on animals rose by 15,000 to 2.8 million. Genetic manipulation of animals is now the fastest-growing area of vivisection. The number of creatures whose genes were tinkered with as part of an experiment, rose by 22 per cent to 256,000. Brothers Charles and Jay Vacanti hope the technique they are pioneering, growing an ear from human cells on the back of a genetically-engineered mouse, could be used to reconstruct ears lost in accidents or to give normal hearing to children born without ears.

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There are plenty of protesters queuing up to oppose these developments. "It's obscene, declared a spokeswoman for compassion in World Farming. "Shocking and bizarre," added a senior researcher for the British Union for the Abolition of Vivisection. Some organizations have taken their concern to the European Courts. The focus of this legal challenge is the so-called "onco-mouse", a rodent bred specifically to contract cancer so that the disease, and potential treatments, can be better understood. To animal righ ts activists, onco-mouse is an animal designed to suffer and die prematurely. Find the answers in the text to these questions. a

How many experiments on animals were done in 1994?

b

What does the Vacanti brothers' research consist of?

c

What is the aim of the research?

d

List three adjectives used by protesters about this type of activity?

e

What do scientists hope to learn from the "onco-mouse'?

Notes : bred animals

kept animals (so that they produce baby animals)

vivisection

operating on living animals for research

pioneering

developing for the first time

queuing up

ready immediately

concern

worry, anxiety

European Courts

official tribunals which represent the European Union countries

focus

principal area

challenge

opposition

rodent

small animal with long, sharp front teeth, eg. rat, mouse, rabbit.

Read these sentences from the article. There are plenty of protesters queuing up... ........ onco-mouse is an animal designed to suffer... The sentences have the same meaning as: There are plenty of protesters who are queuing up... ... onco-mouse is an animal which is designed to suffer...

Replace the participles in italics in the sentences below with who/which + verb. a

The Vacantis hope to help children born without ears.

b

They also hope to reconstruct ears lost in accidents.

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c

Scientists experimenting with animals get a lot of opposition.

d

Onco-mouse is a rodent bred to contract cancer.

e

Animal experiments are essential to scientists looking for new medicines.

f

Most animals living in cages seem unhappy.

g

People shouldn't buy products tested on animals.

In pairs, give your opinions about sentences e, f and g in Exercise 3. Start like this: I agree that... /I'm not convinced that... /I'm not sure if... Give some of the reasons why scientists do experiments on animals. Do you think there is a difference between using animals for testing cosmetic products (eg. shampoo, skin creams) and using animals for testing medicines? 1. Could you ever do a job that involved animal experiments? Why/why not? 2. What do you think of zoos? Describe your Last visit to a zoo. What is good and what is bad about zoos? 3. Do you think it's right to use wild animals in circus shows? Is there a difference between training wild animals, and training dogs to work with blind people or the police? 4. Make a list of ways in which humans use animals. Should we use them in all these w ays? Why/why not? Imagine you area scientist who uses animals for research. Some animal rights activists break into your Laboratory, take away the animals and Leave you a threatening note. Write a statement to the police. Start like this: "I work in _____ Laboratory. I am a scientist, doing research on ______ When I went back to my laboratory after the weekend break, I found the place in chaos... "

Unit 27: Before You Read 1 What makes a person beautiful? A perfect face? A good body? A healthy attitud e to life? A good character? 2 There is a famous children's story called The Ugly Duckling. 3. Do you know what happens? The article below has the same title. Can you guess what it is going to be about?

BEAUTY The UGLY Duckling I realised how cruel life can be for an unattractive child. when everybody in my class was invited to a tenth birthday barbecue on the beach. Everybody, that is, except for me. At first I thought there had been a mistake and that my invitation had been lost. But when I made inquiries to the hostess, she didn't beat about the bush: "Sorry, Susie. You're too fat to wear a swimsuit on the beach and you can't see without those horrible glasses anyway."

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I went home and cried for hours. My mother was ready with comforting cuddles, yet even she couldn't bring herself to reassure me I was lovely. I used to spend a long time staring at my brother and twin sisters and feeling extremely hard done by. The chip that was developing on my shoulder became obvious in my aggressive manner. This, of course, only made things worse Tea invitations stopped, I walked home from school alone and often found drawings that looked like me in the classroom wastepaper bin. I hated everyone because everyone seemed to hate me. When I was 14, my mother decided that I should go to the church youth club. I stood alone watching the dancing, feeling embarrassed, ugly and awkward. Then a miracle happened. A skinny boy called Peter, with glasses and spots, asked me to dance. He also had a brace on his teeth. We didn't talk much but he asked if I would be there the following week. I have to credit Peter with changing my life. He stopped me feeling hideous. Encouraged, I put myself on a diet, begged my mother for contact lenses and grew my hair. Then another miracle occurred. I grew taller and, as that happened, I started looking slimmer. The brace was finally removed and my teeth were even. I was never going to be a beautiful swan, but I was going to try.

Find the answers in the text to these questions. a

Why wasn't the writer invited to the party?

b

Why do you think Susie felt "hard done by" when she looked at her brother and sisters?

c

How did the other children react when Susie became aggressive?

d

What was the first "miracle" which increased Susie's self-confidence?

e

What were the three ways in which Susie tried to improve her appearance?

Notes: beat about the bush

waste time before saying something important

cuddles

embraces

bring herself

force herself

hard done by unfairly treated

unlucky

chip ... shoulder

inferiority complex

tea

early evening meal

awkward

uncomfortable

skinny

extremely thin

brace

metal frame (for straightening teeth)

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credit ... with

be grateful to ... for

hideous

very ugly

even

straight

KEY LANGUAGE : Used to means something regularly happened in the past but doesn't now. The negative form is didn't use to. The interrogative form is Did ... use to...?. Examples: I used to wear glasses but I wear contact lenses now. She didn't use to worry about her appearance when she was younger. Did you use to wear a brace when you were a child? How have you changed? Tell your partner about these topics. • appearance • sports and exercise • food . family Make 10 statements with used to/didn't use to. Here are some examples: I used to have long hair but now it's short. I didn't use to do much exercise but now I play a lot of tennis. Prepare to retell Susie's story in your own words. Write brief notes. Close your books. In groups tell the story, each person saying a sentence. Do you think the girl was right to exclude Susie from her birthday party? Why/why not? Which aspects of her appearance did Susie worry about most of all ? What other aspects do teenagers worry about? (Look at these photos.) How do you choose your friends? What influences you in your choice? Put these ideas in order of importance (1 = most important, 9 = least important) and discuss you r decision with a partner. sense of humour

physical appearance

money

taste in music/TV/films

dress sense

personality

similar education/family background

intelligence

interests

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Which woman do you think is the most beautiful? Which image do you react most strongly to and why? Which practice do you find the most acceptable? Which practices do you think are bad for women? Choose one of the following statements and prepare an argument to support it. (Don't worry if you don't believe in it!) Make some notes first. "It's much more important for women to be attractive than for men. " "You don't have to be physically perfect to be attractive. You just have to be self -confident. " "Beauty contests are an insult to women. " "There are many disadvantages in being good-looking. " "To be beautiful, you have to suffer. " Roleplay a conversation between two people. One person has decided to have a tattoo done, the other is trying to persuade him/her not to. Use some of these ideas: tattoo where on the body? what type? need parents' permission (under 16) painful indelible looks good/tough/ fashionable/cool friend has tattoo don't mind the pain When do you think plastic surgery is a good idea? Describe your ideal partner. Talk about appearance and personality. Start: "My ideal partner would be ......... He/She would hove............

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Unit 28: Before You Read 1. Can you name any religious cults? How did you hear about them and what do you know about them?

I'M A BELIEVER Jane Allison joined the Unification Church - the Moonies - three days after her 18th birthday "I met up with some girlfriends and someone suggested going to a Moonies meeting for a laugh. We went along and were surprised - everyone seemed kind and intelligent. I started going to their meetings and hanging out with them at weekends. They talked about helping the elderly and poor and working towards a better world. I told my parents about them but they told me to stop seeing them immediately. I'm not a rebellious person but I didn't see why I should stop - they knew nothing about it. Just alter my 1 8th birthday u the Moonies asked me if I wanted to join them officially in London. I said "yes". It seemed the right thing to do. I went to a big house in Kent to do a 21-day workshop. By the end of the 21 days everybody feels euphoric. But what was actually going on without me realizing it was a classic form of brainwashing. I left to join a Moonie centre in Leeds. My life revolved around fundraising and trying to get new recruits. I got up at 8 am and didn't stop until 11 at night, seven days a week. I carried on like that for nearly four years. I hardly ever saw my family. They kept writing and phoning but I wasn't interested. I believed they were evil because they were trying to steal m e away from the organisation. One day I couldn't take any more and when everyone was out I rang a friend to come and get me. You can't imagine how difficult it was. I could have walked away physically at any time, but mentally it's so difficult. They tell you you'll never have a fulfilled life if you leave, and you believe them. It took me a long time to feel anything like normal. I felt guilt, shame and fear." 2

Put the events of Jane's story in the correct order.

a

Jane did a three-week course with the Moonies in Kent.

b

Jane left the Moonies.

c

Jane rang a friend to ask for help.

d

Jane started to spend time with them at the weekends.

e

Jane started working full time for the Moonies.

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f

Jane and her friends went to a Moonies meeting for fun.

g

Jane turned eighteen.

h

Jane's parents told her to stop seeing the Moonies.

i

The Moonies invited Jane to become a member of their organisation.

Notes: hanging out

spending time

workshop

course

euphoric

unreasonably happy and excited

brainwashing

forcing someone to reject old beliefs and accept new ones

fundraising

getting money for the organisation

recruits

members

fulfilled

enjoyable and satisfying

Talk about it Why do you think the Moonies waited until Jane was 18 before inviting her to join them? Why do you think Jane became a member and why did her parents object? Use evidence from the article, the box below and your own ideas.

THE MOONIES • The organisation, also known as the Unification Church, has 2-3 million members worldwide and about 500 in Britain. • Its Leader Sun Myung Moon was born in Korea in 1920. • The first Moonie centres were set up in Britain and the USA in the 1960s. • Moonies must not drink alcohol, smoke or have sex before marriage. • Moon, who calls himself The Lord of the Family, claims Jesus appeared to him in a vision and asked him to continue his work on earth. • Moon says in his book The Divine Principle that Jesus died before he could get married and therefore failed to have a perfect family. He claims that he and his wife, known in the group as The True Parents, are putting this right. What is the difference between being in a group like the Moonies and being a member of an established religious group like the Roman Catholic Church? Discuss these points: • How new and how big is the group?

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• Who chooses the leader? • Is it easy to get clear information about the group? • Can non-believers participate? • Do members have to work for it full time? • Are members brainwashed? Is it easy to leave? Roleplay a conversation between Jane and a friend who is trying to get her to leave the Moonies. Do you think it is possible to have strong moral values without having a religion to guide you? Think about your own attitudes to: • killing • stealing • helping people who are weaker than yourself Are your attitudes based on religious beliefs, your family or school's moral views, the law in your country? In Britain, Christianity is the religion. By law, every school in England should have a religious service every day and teach religious education. Do you think this is right? What sort of religious education is best in a multi-cultural society? Give a short speech on your beliefs or religious practices. Write a questionnaire about beliefs and religious practices. Prepare about 12 questions. Here are some possibilities. Do you believe in... God? an afterlife? Do you... pray? attend religious services regularly? attend religious services only on special occasions? If so, which ones?

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Unit 29: Before you read Should we be hard or soft on young criminals? Should we throw them into prison, or should we try to understand and help them ?

TEENAGE KILLERS FREE AFTER 5 MONTHS by Cherry Norton THE PARENTS of 12-year-old Louise Allen, who was killed last year, have reacted with to the news that her killers are to be horror released on the anniversary of her death. Louise was kicked to death by two girls in a fairground in Corby, Northamptonshire. She had intervened to separate two girls who were fighting. A fourth girl joined in, thinking the fight had become a two-against-one affair. Louise was attacked and kicked repeatedly, once while lying motionless on the ground. She died the next day. The teenagers were convicted of manslaughter in December, and given a two-year custodial sentence. The original charge of murder was dropped after extensive negotiations involving the police, defence lawyers and Louise's parents. The girls will be released on April 30, just five months after being convicted - the term is based on a 12-month reduction for good behaviour and seven months spent in custody before the trial. Louie's mother said she could not believe they were going to be released on the first anniversary of Louise's death. She will visit her grave on Wednesday with her ex-husband John and Louise's brothers, John, 12, and Dean, 2. The family intends to put flowers in the red and white of Manchester United, her favourite football team, on the grave.

THE SUNDAY TIMES Which of these headlines would be suitable for the article? Explain your choice. a Shock at 12-year-old girl's death b Anger at early release of killers c. Louise: murder charge dropped Notes: anniversary

the same date, one year/two years etc. later

fairground

park with amusements (eg. the big wheel, ghost train)

intervened

got involved

motionless

not moving

Here is some important language for talking about crime and the courts.

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If the police arrest you, they charge you with a crime; the charge could be theft, possession of drugs, murder etc.. In court there are two lawyers: one against you, and one representing you - the defence lawyer. If the court decides you are not guilty, it releases you - you are free to go. If the court finds you guilty, it convicts you of the crime. The judge then decides on the sentence - eg. how much you must pay (as a fine), or how long you must stay in prison. In custody (a custodial sentence) means in prison or, if you are too young for prison, in a special children's home. Manslaughter means killing a person, but it is not as serious as murder - perhaps you wanted to hurt, but not kill, him/her. The two girls who killed Louise were only 11 and 12 years old. Do you think that the sentence was right? Here are some of the sentences possible in an English court.

SENTENCE

What does it mean?

Community

You have to do a period (eg. 100 hours) of unpaid work

service

in hospitals/old people's homes

Fines

You pay money to the court

Probation

You have to stay out of trouble. Once a week you visit a "probation officer", who asks about your behaviour

Suspended

You don't go to prison immediately, eg. "a six-month

prison sentence

sentence suspended for one year" means if you behave well for one year, you are free. If you do something wrong, you go to prison for six months

Prison

You go for a fixed period (ranging from a very short period to "life")

Now look at these cases. If you were a judge, what sentence would you give to these people? Choose from the chart, give full details (eg. a £1000 fine/3 years in prison/one year on probation) and discuss your decision(s). a

18-year-old Miranda worked in a shoe-shop. She lost her job when she stole £92 from the shop.

b

Nigel is 38. He drank a bottle of wine and then drove home. He had a car accident and killed a 13-year-old boy.

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c

Kevin, 15, was caught travelling on the train without a ticket. The correct ticket would have cost £1.75.

d

Stacey, aged 22, was caught selling marijuana at a disco. At her flat about 50 grammes of the drug were found (value: around £250).

e

Dean, 17, broke the window of a new Mercedes and stole a mobile phone and four CDs.

f

Samira is 32. She killed her husband with a knife while he was asleep. He had been very cruel and violent with her for more than 10 years, and he often had girlfriends.

The courts sometimes make mistakes, and innocent people are found guilty. Is this an important point in the argument? Some people say the death penalty is against the constitution of the USA, because the constitution forbids "cruel or unusual" punishments. Do you agree that the death penalty is cruel? In different states of the USA, different methods of execution are used, eg. hanging, the electric chair, lethal injection, shooting by firing squad, lethal gas. Which do you find the most and the least acceptable? The last woman to be executed in Britain was Ruth Ellis. She was hanged in 1955. She had shot her lover because he had another girlfriend. It was a "crime of passion". Do you think the death penalty should be used for this type of crime?

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Chapter 4:

EMOTIONAL ISSUES

Unit 30 : Before you read Are there any rules in your house? How strict are your parents compared with your friends' parents?

SEX... DRUGS... ALCOHOL? What really does go on in a teenager's bedroom? Becki Heeley (16) My boyfriend Andy, who's 18, is supposed to be out of my room by 10 pm. We've been going out for six months. We are allowed to be alone in my room but there is a line we don't cross. My mum trusts me, and it would be out of order to take liberties. Becki's mum, Jane I don't have many rules about Becki's room, but there are a few. No one's allowed to smoke, for instance, and friends have to leave by l 0 pm on school nights and the noise has to be within reasonable levels. She is allowed to have her boyfriend in her room. I don't worry too much about what they do up there because she knows I would kill her. I trust her to behave within reasonable limits. Mark Malecki (19) I suppose responsibility is the key word. There aren't rules, as such, but I'm careful about what I leave lying around. They don't like me smoking in the bedroom. I don't smoke much, but I do have cigarettes in there. I have alcohol as well, but most of it was bought as presents by my family. I also keep condoms in the bedroom. My parents are very fair and I respect that, but drugs are the one thing they wouldn't forgive. I think they are right and I would never bring drugs into the house. Mark's mum, Maria Mark frequently has friends round for the evening. He always asks if he wants to have people over, and he is very good regarding noise. I can't say I am happy about girlfriends staying in his room, but as long as he's discreet and careful, I will put up with it. At his age you have to offer a degree of freedom. Drugs are the only subject where there is no room for discussion they are absolutely banned, and I trust Mark to be responsible.

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Write T (true), F (false) or ? (don't know) after each of these statements. a

Becki's boyfriend has to leave her room by 10pm.

b

Becki's friends are allowed to smoke in her room.

c

Becki's girlfriends can't spend the night at her house.

d

Mark's parents prefer him not to smoke in his room.

e

Mark is never allowed to have girlfriends staying overnight.

f

Mark's parents don't let him play his stereo after midnight.

Notes: trusts me

believes that I am honest, sincere

out of order

wrong

take liberties

use one's freedom in the wrong way

behave

say/do things

condoms

contraceptives worn by men

have ... over

invite

as long as

if

put up with

tolerate

a degree of

some

There are many different ways of talking about rules. Read these sentences from the article. Andy ... is supposed to be out ... by 10 pm... They don't like me smoking in the bedroom. No one's is allowed to smoke. Drugs ... are absolutely banned... ... friends have to leave by 10 pm... Use verbs from Key Language above and the prompts a-o to talk about rules in your family.

Examples: I'm allowed to play music after 11 pm but it mustn't be too loud. My sister isn't supposed to go out with her boyfriend during the week. When I was a teenager, I had to be home from parties by midnight. a

play music

b

go out during the week

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c

be home by

d

go out at the weekend

e

have parties

f

watch TV during the week

g

have friends round

h

use the telephone

i

pay for telephone calls

j

have friends stay over

k

have boy-/girlfriend stay over

l

smoke cigarettes

m

help with the housework n alcohol

o

drugs

In groups, compare the rules in your families. Make a list of the five commonest rules. Do you agree with them? Why/why not? 1. Are there different rules for boys and girls in the same family? If so, what are the differences and do you think they are fair? 2. What do/did you argue about with your parents most often? Describe the worst argument you have ever had with them. 3. With a partner, make a list of five rules for parents of teenagers. Tell the rest of the class why you think each rule is important. 4. What do you think of Sharon's behaviour? What would you have done in her situation? 5. Do you think the headteacher was right to expel her? 6. What are the main rules at your school? Are they written in a rule book? Do you agree with them? Why/why not? Which rule do students break most often? What other rules do you think would be useful? Corporal punishment is forbidden in state schools in Britain. These are some of the usual punishments • Detention • Extra school work • Suspension • Unpaid jobs at the school (eg. cleaning the classroom) • Not being allowed to take part in certain school activities (eg. school excursions, sport, music) • Expulsion

74

Make a list of punishments that people have received at your school. What had they done wrong? Do you think their punishments were reasonable? Choose one of the following statements and make an argument to support it. You don't have to agree with it! Make a few notes first. "Giving children freedom turns them into responsible adults. " "Society is becoming more violent because parents and schools are not strict enough. " "Strict parents produce rebellious children. " "The main reason parents are strict with their children is because today's society is very dangerous. "

Unit 31: Focus What do today's fashion models look like? Do you like that look? Why/why not? Are you influenced by fashion?

ARE TODAY'S TEENAGERS VICTIMS OF FASHIONS? A survey among the 1,300 pupils at Caldicot Comprehensive School, near Newport, Wales shows that teenage girls and boys are deeply affected by the images presented by the fashion industry in magazines. When we asked whether super-slim fashion models influence anorexia - the eating disorder in which people go without food-100 per cent of our sample replied "Yes". It's not just our schoolmates who hold these views. We interviewed psychologist Dr Glenn Waller of London's Royal Holloway College, an expert on the influence of fashion on adolescents. He told us that fashion photographs in magazines make a huge impact on young people's self-image, particularly females aged 13-19. "Young people are guided by media standards while they are looking around for an identity," he said. "Magazines provide ideas and these can affect vulnerable people ." "If women look at supermodels who are beanpoles, they may imagine that they themselves are fatter than they really are. If the media used a wider range of female shapes it would be better." Fortunately, many Caldicot students are not victims of the image-makers. Here's what some of them said: "If you're constantly dieting, you can't enjoy life. " "Fashion is something kids can control it is a path many teenagers take to break free and have fun." "I find nothing attractive about six- foot models who are two stone underweight; they just look ill." "Friends shouldn't write you off for wearing unfashionable clothes; if they do, they aren't very good friends. "

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Notes: affected

influenced

go without food

don't eat

sample

the people who were interviewed

our schoolmates

other pupils at our school

make a huge impact

have a big effect

self-image

the opinion people have of their own looks

are guided by

follow

media standards

what they see in magazines/newspapers and on TV

Looking around for an identity

trying to decide what sort of style to have

vulnerable

sensitive

beanpoles

very thin

range

variety

path

road

six-foot

1 metre 83

two stone

about 13 kilos

Tick (.v) the six opinions which are expressed in the article. Find the sentences in the story where they are expressed. a

True friends don't expect you to be fashionable.

b

You can't blame the fashion business for anorexia.

c

Clothes look better on thinner people.

d

Dieting takes the fun out of life.

e

Fashion allows teenagers to feel free and have fun.

f

Fashion models today are getting larger.

g

Images of very thin models may make ordinary women feel fat.

h

Underweight models are unattractive.

i

Pop groups influence teenagers' ideas about fashion.

j

The media should show different sizes and shapes.

Read this sentence from the article. They may imagine that they themselves are fatter than they really are. Comparative words like fatter and more fashionable can go with a clause (than...) Make similar sentences from the prompts.

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Example: There is a big choice of styles now. There didn't use to be a big choice. There is a bigger choice of styles now than there used to be. a

She thinks her figure is bad. It isn't bad.

b

He thinks being fashionable is very important. It isn't really very important.

c

She used to be relaxed about her appearance. She isn't so relaxed now.

d

Nowadays young models look unhealthy. They didn't use to look unhealthy.

e

Fashion models are very thin. They shouldn't be so thin.

f

Fashion should be practical. It isn't practical in the fashion magazines.

Write A (agree) or D (disagree) next to each of the statements below. a

True friends don't expect you to be fashionable.

b

You can't blame the fashion business for anorexia.

c

Clothes look better on thinner people.

d

Dieting takes the fun out of life.

e

Fashion allows teenagers to feel free and have fun.

f

Fashion models today are getting larger.

g

Images of very thin models may make ordinary women feel fat.

h

Underweight models are unattractive.

i

Pop groups influence teenagers' ideas about fashion.

j

The media should show different sizes and shapes.

In groups discuss your opinions. Do you follow fashion? Why/why not? 1. Describe someone who you think is a victim of fashion. These ideas may help: cost?

comfort?

are they practical?

competitive?

do the clothes suit the person?

is s/he obsessed with fashion?

2. Describe a fashion which you think expresses freedom and fun. 3. Why do you think young people are so interested in fashion? 4. Give a fashion commentary on one of the outfits shown in this unit.

77

Example: "- looks very feminine in her Indian skirt. It's very comfortable and the colours go well with her tie-dyed top. " Choose one of the following statements and make a one minute speech supporting it. You don't have to agree with it! Make a few notes first. a

"You can know a person's character from their clothes. "

b

"Clothes are becoming more and more aggressive in style. "

c

"Fashion has been greatly influenced by sportswear. "

d

"Young people look as though they are wearing a uniform, they are all so similarly dressed. "

Which of these factors are most important when you choose your clothes? Number them from 1 (most important) to 10 (least important). Do a survey to find out the top three factors in the class. comfort what your friends are wearing colour cost what's available in the shops material originality if the clothes suit you what pop/TV stars are wearing fashion magazines

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Unit 32: Focus How do you get on with new people? What if you have to live or work together? Do you become friends - or drive each other mad?

LIVING WITH A STRANGER Thrown together, roommates can become the best of friends - or enemies The roommate situation is the first challenge students face. Learning to tolerate a stranger's idiosyncrasies may teach flexibility and the art of compromise. But the learning process is often painful. At Ithaca College in Upstate New York, Julie Noel and her roommate were uncommunicative and uncomfortable throughout the year. "I kept my stereo up once for a whole day just to test her because she was so timid," says Noel. "It took her until dinnertime to finally turn it off." Near year's end, the two ended up in a screaming fight. "Looking back, I wish I had talked to her more about how I was feeling," says Noel. Most roommate conflicts spring from such small, irritating differences. Suzie Orr, director of housing at Indiana's St Mary's College, says that the matching process is complicated: "Do you put together people who are similar -or different, so they can learn about each other?" Alan Sussman at the University of Maryland says: "I think they must have known each of our personalities and picked the opposite." While Sussman was neat and a compulsive studier, his roommate was messy and liked to party into the early hours. Sussman considered moving out at the end of the semester, but decided to stay and "fight it ', out". Against all odds, the two ended up being friends. Says Sussman: "We taught each other a lot." There are many stories of college roommates becoming lifelong friends. Singers Jean Norris and Renee Neufville of the soul duo Zhane started writing songs while rooming together at Temple University in Philadelphia. After breaking up with their boyfriends within 24 hours of each other, they managed to compose their way out of the blues. Match the people with the facts. a

Suzie Orr

didn't like her shy roommate

b

Jean Norris

tries to put the right students together

c

Julie Noel

is very tidy, unlike his roommate

d

Alan Sussman

ended up working with her roommate

Notes: idiosyncrasies somebody's individual qualities/

habits (eg. sleeping with the window open)

flexibility

being happy to change; easy with other people

compromise

half way between two points of view

conflict

disagreement, fight

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spring from

come from/originate from

matching

putting two suitable compatible people together

compulsive

doing something all the time; unable to stop

semester

(AmE) term (part of the college year)

against all odds

although it was very improbable

compose their way out of the blues

avoid sadness by writing songs

This article contains three mini-stories. Decide which of them have happy endings, and which has a sad ending. a

Julie Noel and her Roommate

b

Alan Sussman and his Roommate

c

Jean Norris and Renee Neufville

Now retell one of those mini-stories to the rest of the class - without looking back at the article! ... I wish I had talked to her more about how I was feeling...

.

I wish + the past perfect is a good way of talking about regrets. Bad things happened, or you made mistakes, and sadly it is too late to change things now. Re-phrase these sentences starting with I wish.... a

She never told me when she was upset. I wish she had told me when she was upset.

b

I didn't ask her about her problems.

c

Her other friends didn't want me in their group.

d

They said horrible things about me.

e

I forgot her birthday.

f

I wasn't strong enough to keep our friendship going.

Do you have any regrets? Of course you do! Talk about one thing in your life you wish you hadn't done, and one thing you wish you had. What "idiosyncrasies" do you find irritating in other people?” would really annoy you? • "He plays nothing but rap music " • "She loves to complain and criticise - she's always negative." • "She doesn't really listen when you speak to her. " • "He stops in front of every mirror and looks at himself. " • "He can't accept any sort of criticism. He is always right. " • "She leaves her clothes everywhere around the house "

Which

of

these

people

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Make your own list of the most irritating things about people in your life - friends, family, or just people you know. Then say what you like about the same people. Mahatma Gandhi said "The only really lasting and valuable friendship is bet ween people of a similar nature. " In the article, Susie Orr is not so sure of this. What do you think? The English poet William Blake (1757-1827) wrote: I was angry with my friend. I told my wrath, my wrath did end. I was angry with my foe. I told it not, my wrath did grow. Can you explain the meaning of the poem? (wrath = anger, foe = enemy) Do you agree with the idea? When a girl gets a boyfriend, does that often affect her other friendships? And what about when a boy gets a girlfriend? Which of these quotations or proverbs do you agree with? Say why/why not. a

"Friendship never ends." (The Spice Girls)

b

"Money can't buy friendship."

c

"A faithful friend is the medicine of life." ( Ecclesiasticus)

d

"A friend is a person with whom I may be sincere." (Ralph Waldo Emerson)

e

"The only way to have a friend is to be one." (Ralph Waldo Emerson)

f

"Old friends are best."

g

"Good neighbours become good friends." (The title song of Neighbours, a TV soap opera)

Read this letter to Sandy, an "agony aunt" working for a magazine. Dear Sandy, I don't know what to do. Emma and I have been best friends for years. We do everything together. But now things are going wrong. Two months ago I started going out with a gorgeous boy called Darren. I'm crazy about him. The problem is that Emma really likes him, too. I can't help noticing the way they look at each other. We've always discussed everything in the past, but we don't talk about him - its almost a forbidden subject. If they get together, I'm going to lose my best friend AND my boyfriend - I can't bear to think about it. Please help me. Catherine Imagine you are Sandy .Talk to Catherine, giving her some advice.

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Unit 33: Focus Do you live in a place with traffic jams? traffic jams? Do you know about any other environmental problems caused by cars?

LEAVE YOUR CAR AT HOME ! In the last hundred years, cars have revolutionized the way we travel... but at what cost? If you're a driver, using your car less is one of the most important things you can do to help the environment - and help make it easier for everyone to get around. Here's why. IT'S A CHOKE! Car fumes are the leading cause of smogs, which are choking our towns and cities, and a major contributor to poor air quality in rural areas, threatening the health of one in five people. Pregnant women, young children and people who suffer from heart and lung disease are most at risk. GOING NOWHERE With 21 million cars alread y, clogging up UK roads, travelling can be a slow and frustrating experience. If we don't do anything to cut car use, there could be more than 30 million cars competing for road space by the year 2025. Road congestion already costs our economy some £IS billion every year. CLIMATE CATASTROPHE? Road traffic is the fastest growing cause of carbon dioxide, the main "greenhouse gas". Rising levels c greenhouse gases in our atmosphere threaten to make the Earth hotter leading to disastrous changes in the world's climate. Cars pump out 14% of all the UK's carbon dioxide pollution. CARMAGEDDON Making cars, producing fuel and building roads gobbles up precious natural resources, destroys and poisons huge areas of land. In the UK, road building threatens to damage or destroy over 50 of our finest wildlife reserves. WHAT A WASTE! When cars are scrapped, many materials end up in the ground or burnt, poisoning our air, water and soil with harmful chemicals. Each year 1,400,000 cars are scrapped worldwide. choke

not being able to breathe

rural

in the country (not the city)

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threatening

risking

clogging up

blocking

congestion

heavy traffic (= traffic jams)

fuel

petrol

Pollution

things which damage the environment

gobbles

eats greedily

resources

useful natural things (eg. metals, oil)

scrapped

destroyed

soil

the earth in which plants grow

harmful

dangerous (for people animals or plants)

Why do people love cars so much? Is it because they are convenient means of transport - or do they have other qualities? (Think about car adverts.) Do a survey in your class to find out. Is it possible to "use cars less"? In groups, discuss these ideas • provide good public transport • make it difficult for car users (eg. expensive parking) • cut down the need for journeys (eg. new technology) 1. The article talks about damage to the environment even if we don't use cars much. Discuss one or more possible solutions to this problem. 2. Who should solve these problems - governments or individuals? Would you rather join a political campaign, or do something about it yourself, instead? 3. Farmers in Brazil want to cut down the forest to make room for agriculture. Tourists want to keep the forest so that they can seethe wildlife. In groups, prepare the arguments on each side, and then talk about the issue in class. 4. Many people in Britain think that tropical countries should preserve their rainforest. But those countries sometimes say: "You in Britain have cut down all your forest. You have no right to tell us what to do." It is true that 6,000 years ago, Britain was covered in forest, and now only a tiny area remains. How do you feel about this argument? 5. What can you do to prevent the destruction of the rainforest? Make a list of ideas, then discuss and decide which are the most useful. Here is a short list of environmental "green" issues. Which do you think is the most important? Explain your choice to the class. • climate change - global warming, or "the greenhouse effect" • acid rain

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• species in danger of extinction (eg. the rhino, the elephant, the tiger) • destruction of the rainforest • destruction of the countryside • pesticides and other pollution in food It is sad when an animal or plant species becomes extinct. But we don't feel bad about the dinosaurs - and they disappeared millions of years ago. Does it really matter if we lose a few more species?

Unit 34:

RICH PICKING POOR STANDARDS

Honesty, as the Reader's Digest has demonstrated by leaving 80 wallets containing £30 around the country, is both absent and alive in the most surprising places. The poor, like Glasgow student Andrew Pryde who had only £10 to spend on food that week, often found it in themselves to return the wallet, while those who were obviously much better off sometimes trousered the money without a second thought. Trouser is the right word here because it seems that women are far more likely to be honest than men. (Two thirds of women who found a wallet handed it in compared to little more than half of men.) Imagination often seemed to separate the people in the Reader's Digest experi ment. The Glasgow student wondered if the wallet might have sentimental value, while an unemployed man in Basildon speculated that it might have been dropped by someone else who was unemployed. 1. You find a £5 note lying in the street. Do you a) hand it into the police'? b) pocket it and thank your good fortune`? c) give it to charity or the next homeless person you meet? 2. You have filled in a £5 National Lottery ticket for a friend who has asked you to choose his numbers. At the same time you have completed your own ticket. Three days later you discover that one of the tickets has come up with five numbers, but you can't be absolutely certain whether it is your ticket, or your friend's. A prize of more than £100,000 is involved. Do you a) suggest that you split the prize'? b) make the claim yourself and keep the whole amount? c) insist that your friend takes the whole amount? The Guardian Find the answers in the text to these questions. a

What was the Reader's Digest experiment on honesty?

b

Who were generally more dishonest - men or women?

c

Why did Andrew Pryde hand the wallet in?

d

How did the man in Basildon react?

rich pickings

money which people get easily but dishonestly

poor standards

bad moral attitudes

84

found it in themselves

made a moral decision

better off

richer

trousered

kept (literally, "put inside their trouser pockets")

has ... numbers

has the five winning numbers

split

share equally

make the claim

ask for the money

Read this sentence from the article. What would you do in the following situations? We use would or 'd when we imagine a situation or action. Often there is an if -clause with the past simple in the same sentence. Examples: If I found a 5-pound note in the street, I would hand it in. I'd buy a boat if I won £100,000 in the lottery. Use the prompts to make questions with if + past simple and would. a

shop assistant (give) you too much change by mistake / what you do?

b

you (see) someone cheating in an exam /you report them?

c

you (crash) your motorbike into an expensive car and nobody (see) you / you tell the police?

d

your rich friend (forget) he had lent you £20 /you remind him?

e

how you feel / you (lose) your wallet containing £50?

f

you tell the waiter / he (forget) to charge you for your drink?

4

In pairs, ask and answer the questions above. Give reasons.

Do you think the Readers Digest experiment was a good way of checking on people's honesty? Do you agree that women are more honest than men? Why/why not? What would you do in the situations described in the last two paragraphs of the article? Would you choose one of the options or take some other action? Have you, or has anyone you know, ever lost money or something valuable? What happened? Did you/(s)he ever get it back? Do you think it would be excusable for a very poor person to keep a wallet found in the street?

85

Roleplay this situation. You find a £50 note in the street. You decide to keep it. Your friend thinks you should hand it in to the police station. Put these actions in order of dishonesty: 1 for the least dishonest and 6 for the most.

Discuss your list. Stealing £5 from a friend's jacket. Keeping £5 that you find in the street. Stealing something worth £5 from a shop. Keeping quiet when a cashier gives you £5 too much change. Stealing £5 from your parents. Not paying back £5 you borrowed from a friend.

Do a class survey Find out which of these actions your classmates have done/would do. Lying to their parents/partner about where they're going Lying about their age to get into an 18 film Not admitting that they have broken/damaged something Copying from someone in a public exam Not telling people the truth (to avoid upsetting them) Reading letters or a diary without permission Repeating something they've promised to keep secret Lying about their age to make themselves more attractive

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Unit 35: Focus English is becoming a world language. Is this good news for everyon e, or can it cause problems?

NO GETTING AROUND IT : ENGLISH IS GLOBAL TONGUE by the Marques de Tamaron Most of us feel that our own language is an essential part of our national identity, yet at the same time we realize that we need a world language, a sort of lingua franca. Over the centuries, Greek, Latin, Spanish, French, Malay, Swahili and other languages have been used as international instruments for trade, diplomacy or religion. Many of them are still used in that capacity But three new elements have complicated the situation. The first is the rise of English to the position of world language. This makes life easier for many people, but it irritates others. Many speakers of less widespread languages feel threatened by English. It is like sleeping next to an elephant; regardless of its intentions, the size of the animal makes it dangerous. Speakers of minority languages quite rightly fear the disappearance of their cultural identity. According to Michael Krauss of the Alaska Native Language Center, nine out of ten of the 6,000 languages in the world will die out within the next century. This is the second new element in the linguistic situation. The third, more dangerous, novelty is the modern reluctance to accept multilingualism. Why shouldn't a Corsican use Corsican in some cases and French in others? Indeed, why should a Frenchman feel dishonored using Englis h to sell Camembert to a Japanese? Nowadays, linguistic rivalry is the third most common cause of conflict, after race and religion, and is often mixed with the other two. It need not be so. Everyone is right in trying to preserve his or her vernacular tongue. But this should not exclude other languages. Speakers of minor languages will also have to learn a major language to profit from the expanding world economy.

INTERNATIONAL. Herald Tribune Some French speakers in Quebec want independence from English-speaking Canada. The Basque language (Euskera) was banned by the Spanish government; after a long struggle, it was accepted as an official language only in 1980. Why do people care so much about their own language? Would you fight for the right to speak your language? Why do you think English is becoming a world language? Is it because it is easy to learn? Or is it for historical or economic reasons? What are these reasons? In some countries people are getting angry about the use of English words in t heir own language. For example, not everybody likes le marketing, le stress and le fast food in French. How do you feel about this? Does it matter? Can it be stopped?

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You are learning English at this moment. Is there any other language that you would real ly like to learn? Give your reasons. Have a vote in your class to discover the most popular language (other than English). There used to be a lot of dialects around Britain - each with its own words and grammatical forms. Now the dialects are more or less dead, and only regional accents remain. Is that a good or a bad thing? Do you speak a dialect? What is happening to dialects in your country? Here are some possible effects of growing up bilingual. a

After learning two languages, it's easier to learn others. "

b

"When you are very young, you can get confused and speak both languages badly. "

c

"It gives you equal access to two different cultures. "

d

"It upsets older people in the family to see you losing your culture "

e

"You can get translating or interpreting jobs. "

f.

"It gives you o feeling of confidence and power.

g. "Sometimes it's difficult to decide which language to use - with your friends, for example." Decide which are advantages and which are disadvantages. Then work in small groups to choose which you think are the two most important in the list. Finally compare your choices with other groups. In a sense, everybody is bilingual. There are always differences between formal written language and the spoken language you use with friends or family. Give some examples of these differences in your own language. What would it be like if everyone in the world spoke the same language' What would be better or easier? Would we lose anything?

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Unit 36 : Focus What does the Internet mean to you? Have you ever tried it? Do you think it is a good or a bad thing?

NET ADDICTS LEAD SAD VIRTUAL LIVES In the fall of 1994, Lisa Bowes decided to give up her computer. As an undergraduate in California she'd spent so much time chatting with strangers on the Internet that she eventually made close friends in places as far away as Sweden and Germany. And a man from Pennsylvania she met online came to visit her, with romantic intentions. Nearly all of her free time - up to seven hours a day - was spent with the computer. Enough was enough. "I was definitely an addict," said Ms Bowes, 27. "I met lots of people, but I didn't actually know them. When I decided to give my computer back to my parents, that was really good." As university students everywhere make greater use of the Internet, some of their lecturers are beginning to worry. Even though the Internet allows for conversations, some students say time on the Net can exaggerate anti-social tendencies and interfere with healthier, face-toface contact. One psychologist said he talked with a male college student who, face-to-face, could not ask a woman out. But he had no difficulty doing so over the computer. Two psychologists at the University of Maryland are even trying to start a support group, Caught In The Net, for those who "find themselves spending too much time on their computers". But, while some students acknowledge spending up to half of each day on the Net, few believe that heavy use is dangerous. The Guardian/Baltimore Sun According to the article, who is happy about the Internet, and who thinks it may cause problems? The Internet has its own language. Before you start using it, you'll need to know a few basic words. the Net

the Internet

virtual not real,

existing only on the computer

online

when you are connected to the Net

surf

play with the Net, not looking for anything in particular (the opposite is "search for something")

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download

copy something from the Net onto your hard disk

e-mail

electronic mail sending letters through the Net

modem

the device which connects your computer to the telephone line

People also get addicted to computer games. Have you played them? Why do you think they are "addictive"? If you collect photos of TV or film stars, or if you study the history of football in South America, the Internet is for you. You can always find groups of people - somewhere in the world - with the same interest or hobby. What special interest groups would you like to check out on the Internet, and why? With television and newspapers, there has always been some government control and censorship. With the Internet, control is almost impossible. Can you think of problems or dangers that might come from the freedom of the Internet? The Internet can offer some wonderful things. For example, how do you think doctors or writers or students might use it? What are the possibilities of the Internet? Computers do some jobs much quicker and cheaper than humans. Make a list of jobs which might be done by computers. Do you think that computers cause unemployment? One CD-ROM can hold the same as almost half a million pages in books. So they are very good for reference materials, like encyclopedias. They can also carry sound and video pictures. But are they better than books in every way? Is there any reason to prefer books? We are in the middle of an "information revolution": computers, CD-ROMs, the Internet and mobile phones. In what ways can these technologies be good for the environment?

Unit 37:

HOMELESS ARE RUN OUT OF TOWN

Every night an army of invisible people disappear into the alleys and abandoned buildings of Austin, Texas. They are the city's homeless. But here and in more than 40 cities across the United States, the homeless are facing new laws banishing them from the streets. Critics see the movement as proof of the growing hardheartedness of America. There are about 700,000 homeless people in the United States. In Austin the city council is nearing final approval of a law to ban camping in any public place. In New Orleans, an anti-camping law has just been proposed, to control the homeless youths who swarm the French Quarter. "The general public is fed up," said New Orleans city council president Peggy Wilson. "People should be able to use public spaces. When other people

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come in and build cardboard tents and so on, the area becomes inaccessible for everyone else. Particularly in Lafayette Square, there's a group that feeds people on weekends, and they make no effort to clean up; they dump the garbage, and there's the presence of enormous rats." In Austin, the city's estimated 6,000 homeless can be found near the drinking clubs of Sixth Street, near the University of Texas campus and in tents in corners of the city parks. It is the business community who wants rid of them most. "Austin is known as an easy city. It provides a lot for the homeless," said Jose Martinez of the Downtown Austin Alliance, which favors the anti-camping bill. The city's new anti-camping law is expected to carry fines as high as $500. At the same time, the council's homeless task force, is proposing a $3.5 million "campus" for the homeless. Task force member Tom Hatch, an architect, said: "It's insane to make not having a home a crime." The Guardian/Washington Post Which of these are generally "for" (F) or "against" (A) the homeless? critics (paragraph 2) the Austin city council (3) the general public (4) Peggy Wilson (4) the group that feeds people (4) the Downtown Austin Alliance (6) the homeless task force (7) Tom Hatch (7) 1. Try to imagine being homeless. How would you feel? What sort of problems would you have? What would you miss most from your present life? 2. In some countries asking for money on the street "begging" is illegal. Do you think it should be allowed? Do you ever give money to beggars? 3. Young people can't get a job if they are homeless - and they can't afford a home if they haven't got a job. How can they get out of this dilemma? Should the government or city council do something to help? 4. In Britain some homeless people make money by selling a magazine called The Big Issue. Would you buy the magazine? Do you think it's a good idea? Role play. In pairs, act out the parts of Emily and Steve, and continue their argument. Make sure you use some of these phrases

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from Key Language. Spend a few minutes preparing your points before you begin. Here is some information: Steve "Unicef says that... " • half the money spent on cigarettes in Europe would save the lives of all the children in the world who die from preventable disease • 800 million people in the world do not have enough to eat • more than 1 billion people do not have clean water • 25,000 people die each day from diseases carried by dirty water • half a million babies die each year from tetanus, often because there isn't a clean blade (price: 30 cents) to cut the umbilical cord • in the poorest countries, life expectancy is only just above 40 years; in the richest countries it is almost 80 years Emily "In the USA... " • there are about 700,000 homeless people, including 100,000 children • there is a lot of unemployment. When the City of Los Angeles advertised for 100 low-paid cleaners, 25,000 people applied • every day six children commit suicide, most of them from poor families • all around us there are adverts showing rich people enjoying expensive products • getting rich is part of the "American Dream" How do you feel about the role of charities? Is it a good way to help the poor, or should the government deal with such problems? One famous type of sports shoe is made in Pakistan and costs $70 to buy in the USA. But who exactly gets the money? Rich countries pay very low prices for goods from poor countries - not only factory-made things, also fruit, vegetables, coffee etc.. Is this right? What can be done about it?

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REFERENCES Alexander, L.G and R.H Kingsbury. I Think You Think. Longman Clark, A. 1976. The Secret Of The Andes. Penguin Group, Maryland, USA. Grisham, J. 1999. A Time To Kill. Penguin Readers Ltd Original Publishing House, Maryland, USA. Hailey, A. 1999. Airport. Penguin Books, Maryland, USA. Hawthorn, N. 2000. The Scarlet Letter. Penguin Group, Maryland, USA. Hutchinson, T. 1997. Lifelines (Intermediate). Oxford: OUP Johnston, O. 1998. Ideas & Issues. Macmillan Languagehouse, London, UK Jones Leo and Victoria Kimbrough. 1992. Great Ideas. Cambridge: Cambridge University Press Lawrence, D. 1999. British And American Short Stories. Penguin Ltd, Maryland, USA. Leonard, T.J. 1996. Talk, talk: American Style. Tokyo: MacMillan Languagehouse Ltd. Lowry, L. 1989. Number The Stars. Bantam Doubleday Dell Publishing Group, Maryland, USA. Richard, R. 1998. Impact Issues.Longman Asia ELT, Hongkong. Richard, R. 1998. Impact Topics. Longman Asia ELT, Hongkong. Shelley, Mary. 1988. Frankenstein. Oxford University Press, London, UK Spack, R. 1999. International Story. Ho Chi Minh City Publishing House, HCM City, Vietnam. Thomson, A. 1989. A Practical English Grammar. Oxford University Press, London, UK

CONTENTS Chapter 1: PERSONAL & SOCIAL ISSUES Unit 1: Love Unit 2: Stress Unit 3: Growing Old Unit 4: Pollution & Recycling Unit 5: The Homeless & Welfare Unit 6: Gender Roles Unit 7: Ghosts & the Supernatural Unit 8: Disasters Unit 9: Gambling Unit 10: War & Military Chapter 2: SOLUTIONS TO PROBLEMS Unit 11: Money management Unit 12: Cheating Unit 13 Government Spending Unit 14: Divorce Unit 15: Employmement Issues Unit 16: Excuses & Lies Unit 17: Success Unit 18: Identical Twins Unit 19: Can I Help You? Unit 20: Keep in Touch Chapter 3: CONTROVERSIAL MATTERS Unit 21: Once Upon a Time Unit 22: One of These Days Unit 23: Job Satisfaction Unit 24: Equal Rights for Fat People Unit 25: Advertising Unit 26: Animal Rights Unit 27: Beauty Unit 28: I’m a Believer Unit 29: Teenage Killers Free after 5 Months Chapter 4: EMOTINAL ISSUES Unit 30: Sex…. Drugs…. Alcohol? Unit 31: Today’s Teenagers’ Victims Unit 32: Living With a Stranger Unit 33: Leave Your Car at Home! Unit 34: Rich Picking Poor Standard Unit 35: English Is Global Tongue Unit 36: Net Addicts Lead Sad Virtual Lives Unit 37: Homeless Are Run out of Town References

1 1 2 4 6 8 9 11 13 16 19 22 22 24 27 29 32 34 36 38 41 43 45 45 48 52 54 55 59 61 65 68 71 71 74 78 81 83 86 88 88 92

Thông tin về tác giả của giáo trình: - Họ và tên: Nguyễn Văn Tuấn - Sinh năm: 1963 - Cơ quan công tác: Tổ Biên-phiên dịch, Khoa Tiếng Anh, Trường Đại học Ngoại Ngữ Huế - Địa chỉ email: [email protected] Phạm vi và đối tượng sử dụng giáo trình: - Giáo trình Speaking 3 chủ yếu sử dụng để dạy cho sinh viên ngành Tiếng Anh, chuyên ngành Sư phạm và Biên phiên dịch. Giáo trình này còn có thể dùng để dạy hoặc dùng như nguồn tham khảo cho sinh viên ngành Quốc tế học, Việt Nam học. - Giáo trình có thể dùng cho các trường Đại học ngoại ngữ, Đại học sư phạm ngoại ngữ. - Yêu cầu kiến thức trước lúc học môn này: Để học tốt môn này, người học cần có trình độ tiếng Anh từ Intermediate trở lên. Ngoài ra người học cần phải có kỹ năng nói tiếng Anh tương đối tốt, có kiến thức và những lập luận về các vấn đề liên quan đến cuộc sống hằng ngày, văn hóa, xã hội, chính trị và khoa học. - Các từ khóa để tra cứu: Love, personal issues, stress, growing old, social issues, pollution and recycling, homeless and welfare, solutions to problems, money management, cheating, government spending. - Giáo trình chưa được xuất bản, nhưng được sử dụng làm giáo trình giảng dạy trong chương trình đào tạo cử nhân sư phạm tiếng Anh của Đại học Sư phạm Huế và chương trình elearning của Đại học Huế. -