Oxford Supplementary Skills Reading Intermediate

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LADOUSSE GILLIANPORTER

M E I AT N T E R

RK YI L L S O X F O R DS U P P L E M E N T A S A:L A NM A L E Y S E R I EESD I T C R

PRESS OXFORDUNIVERSITY

Oxford University Press Walton Street, Oxford OX2 6DP Oxford New York Athens Auckland Bangkok Bombay Calcutta Cape Town Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madras Madrid Melbourne Mexico City Nairobi Paris Singapore Taipei Tokyo Toronto and associatedcompanies in Berlin Ibadan Oxford and. Oxford English ate trade marks of Oxford University Press ISBN 0 19 4s340t 4 @ Oford University Press 1987 First published 1987 Fifth impression 1995 No unauthorized

photocopying

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of Oxford University Press. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out, or otherwise circulated without the publisher's prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. Set by Promenade Graphics Ltd, Cheltenham Printed in Hong Kong

Illustrations by: Victor Ambrus John Cooper Chris Duggan Tessa Richardson-Jones Alastair Taylor Studio and location photographg by: Rob Judges Mark Mason The publishers would like to thank the following for their permission to reproduce photographs: The J. Allan Cash Photo-Library Ancient Art and Architecture Collection (Ronald Sheridan's Photo-Library) BBC Hulton Picture Librarv Mary Dorrell The Kobal Collection Novosti Press Agency Rex Feaures Ltd The Ronald Grant Archive B-enita Stoney While the publishers have made every effort to trace copyright holders of material, we have not been able to clear permission in every case.

ACKNOWLEDGEMENTS Acknowledgementsare madeto the followingwriters and publishers who have allowedus to use materialthat falls within their copyright: Bruno BettelheimandThamesandHudsonfor extractsfromThe Usesof Enchantment:Meaning and Irnportanceof Fairy TaLes(pages 42 and43); Bounty Books for an extract from 1000 Questionsamd Answers(page15); RoaldDahl andMichaelJosephandPenguin Books Ltd for extracts from Bitch n SwitchBitch (page38); Alan Duff for the play TheNewcorner(Unlt 6); GrahamGreeneandWilliam HeinemannLtd andThe BodleyHeadLtd for extractsfromThe Third Man (page11); The Guardian(28 August 1985)for an extract 'spy dust' (page8); Marx and Barber, and from an article about RobsonBooks Ltd for an extract from Harpo Speaks(page31); The Observer(1 September1985)for an extractfrom an articleabout spying (page10); Dorothy Parker and GeraldDuckworth and Co. Ltd for the introductionto A TelephoneCall from CollectedDorotlry Parker (page6); David Wallechinskyand Irving Wallace,and Bantam for extracts from TheBook of Lists (page33); Welfare and Fairley, and Trident InternationalTelevisionEnterprises Ltd andWilliam CollinsSonsand Co. Ltd for extractsfromArthur C Clarke's MysteriousWorld (Unit 5).

CONTENTS

Foreword uii Introduction to the teacher

1 ANIMALTALES 1 Readingfor gist 2 LONG-DISTANCE5 Interpretinga text 3 SPYSTORIES B Re-tellingstories NEW 12 4 MONUMENTS-OLDAND texts Organizing WORLD 17 5 MYSTERIOUS Readingleadingto discussion 6 THENEWCOMER21 Readingaloud 7 FAMILIES 29 Readingfor information 8 ASENSEOFSMELL34 Readingfor note-taking 40 9 THELESSONSOFLIFE Readingfor generalmeaning 10 AFTERTWENTYYEARS45 Readingfor pleasure- a completestory Key 50

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This series covers the four skill areasof listening, Speaking, Readingand Writing at four levels - elementary,intermediate, upper-intermediateand advanced.Althoughwe have decidedto 'four skills', the retain the traditionaldivisionof languageuse into the skills are not treated in total isolation.In any given book the skill being dealt with serves as thefocus of attentionand is always interwoven with and supportedby other skills. This enablesteachers to concentrateon skills developmentwithout losingtouch with the more complexreality of languageuse. Our authorshave had in commonthe followingprinciples,that material shouldbe: o creative- both through author-creativityleadingto interesting materials, and through their capacityto provoke creative' responsesfrom students; o interesting - both for their cognitiveand affectivecontent, and for the activities required of the learners; . fluency-focused- bringingin accuracywork only in so far as it is necessaryto the completionof an activity; . task-based- rather than engagingin closedexerciseactivities, to use tasks with pay-offsfor the learners; . problem-solvingfocused- so as to engagestudentsin cognitive effort and thus provoke meaningfulinteraction; o humanistic- in the sensethat the materialsspeakto and interrelate with the learners as real peopleand engagethem in interactiongroundedin their own experlence; o learning-centred- by ensuringthat the materialspromote learningand help studentsto developtheir own strategiesfor learning.This is in oppositionto the view that a pre-determined content is taught and identicallyinternalizedby all students.In our materialswe do not expect input to equalintake. By ensuringcontinuingconsultationbetween and amongauthorsat different levels, and by piloting the materials,the levels have been establishedon a pragmaticbasis.The fact that the authors, between them, sharea wide andvaried body of experiencehasmadethis possiblewithout losing sight of the need to pitch materialsand tasks at an attainablelevel while still allowingfor the spiceof challenge. There are three main ways in which these materialscanbe used: . as a supplementto a core coursebook; . as self-learning material.Most of the bookscanbe usedon an individualbasiswith a minimumof teacherguidance,though the interactiveelementis therebylost. . as modularcoursematerial. A teachermight, for instance,combine intermediateListening andSpeakingbookswith upperintermediateReadingand elementaryWritingwith a classwhich hada goodpassiveknowledgeof Englishbut whichneededa basic (Alan Maley, Madras 1987) groundingin writing skills.

FOREWORD

utxl

NTRODUCTIONWhat is this book for? This book is designedto developreadingskills in English that TOTHE learnersalreadypossess,to a greateror lesserextent, in their own language.The excerptsandpassagesare not destinedto be pulledto TEACHER piecesand analysed,so that structures and vocabularycanbe mastered,as is often the casein coursebooks.Rather,they are intendedto help learnersbecome'goodreaders'.By this, I meanthat they will becomemore aware, as they work through the passages and exercises, of the strategiesthat they use in their first language, suchas gist reading, scanning,predictingand respondingin an intellectualor emotionalway to what they havebeenreading.Once basicreadingskills of this kind have been acquired,learnerswill feel more confidentin dealingwith any authenticEnglishtext. They will be able to choosetheir own readingmatter, andbecomemore autonomousin their learning. How is the book organized? The book is dividedinto ten thematicunits, containingdifferent types of texts, suchas short newspaperor magazinearticles, excerpts from books, a fable, a short play and a short story. Each unit is organizedin the followingway. Focus At the beginningof eachunit a photograph,a cartoon, a questionnaire or simply questionsfor thought and discussionbuild up students' expectationsabout what they are goingto read. The readingfits into this contextandis not served'cold'. Readingtashs The readingtasks represent the different ways we go about our readingin real life, dependingon whether we are facedwith a newspaper,instructionsfor a domesticapplianceor the latest romanticblockbuster.The units give different emphasisto different skills, suchas readingfor gist, readingfor specificinformationor readingandinterpreting.Eachtask requiressomeactiveresponseor reaction on the part of the students, except for those tasks that involve readingfor interest. These are includedpartly to encourage optionalreadingand partly to solve the problem of what to do with fast workers while other studentsare finishingthe main core of the unit. Writing tasks Writing tasks are includedin some of the units for two reasons. Firstly, writing somethingdown, suchas notesfrom a textbookor an answerto a letter, is onepossibleresponseto reading.Secondly, through the writing tasks studentsare providingtheir own reading material.Obviously,this must be in reasonablycorrectEnglish. However, as the mainfocusof the activityis not the developmentof writing skills,it is best to correct the students'work discreetly,

goinground the classas they work in groups. Alternatively, the i"u.h"t can collect the students'work, re-type it correctly and then let everyone read it. It canbe photocopiedfor everyone, or put up on the wall. Vocabulary Whether you need to understandevery word in a text or not depends on why you are readingthat particulartext. Unless students understandthis, they may find the vocabularyload of some of the texts rather daunting.It shouldbe pointed out to studentsthat, when they are readingfor gist, as in Unit 1 Task 2, it is not important to understandevery word. However, if they are followinga set of instructions, as in Unit 7 Task 2, it may be vital to checkthe exact meaningof a word in the dictionary.The vocabularytasks includedin this book are intendedto encouragestudentsto think aboutwhen to use a dictionaryandwhen not to, and aboutwhich words it would be usefulto remember to improve fluencyandwhich are only important in the immediatecontext. If studentsneed more practiceon these points, tasks such as Unit 1 Tasks 3 and 6 can usefullyand easilybe iransferred to other texts in other units. In Units 2 to 9 difficult words which might distract studentsfrom the task in handare glossedin the margin. Unit 10 is not glossedas it provides the final challenge,a completeauthenticshort story. When the vocabulary load of a particulartext is rather heavy, it canbe pre-taughtin the focus or vocabularywork sections. Is there a progression? The texts in the first few units are shorter andhave a smaller

authenticEnglishtext. How have the texts been chosen? Tastesin readingare as diverseas people'spersonalities.This book obviouslyreflects my own taste andpersonalityin as much as I have chosentexts that I like and that I hope your studentswill enjoy. If I have not alwayssucceeded,pleaseforgive me, turn over the page and move on. After all, that is what we end up doingwith the library book that was a mistake, even if it doeslinger on our bedsidetables for a week or two first.

Task 1 Focus In what ways do animalshelp people?Fill in the table below. it helpspeopleby:

Task 2 Readingfor gist Someanimals,particularlydogs, are extraordinaryfriends to people. Readthesestoriesaboutvery specialdogsandmatchthem to the pictureson the followingpage.Don't look up anywords you don't know until after you have matchedthe pictures and the texts. Then discusswith your teacherwhich words it would be useful to look up. 1 Faithfulfriend in Tokyo,Japan Everyday,Hachiwentto the stationat 3 p.m.to meethismasteroffthe masterdidnotcomehome.Hehaddiedat work. train.OnedayHachi's years Thepeopleat the Hachiwaitedat thestation. Forthe nextten he died, in 1935.Money stationgavehimfoodandlookedafterhimtill at Shibuya stationin his for a statue wasraisedby hismanyadmirers mem0ry. 2 Post office mascot postalworkers the post founda muttsittingoutside Onedayin 1BBB, officein Albany,NewYork.Thelittledogbecamethe mascotof the allovertheUnitedStatesand Hetravelled Service. Postal Railway andoncehe evenwentroundtheworld.Hewaslookedafterby Canada, postalworkers tagsto the special andattached whonamedhimOwney wherehe hadbeen.Inthe nineyears coathewore.Thesetagsshowed tags. overa thousand he rodewiththe mail,he collected 3 Savedfrom snow recordwhenhe used intheSwissAlps,seta rescue a St Bernard Barry, people trapped by locate forty-one hiskeensenseof smellto century, in the nineteenth This was early andsnowslides. snowstorms Pass have St Bernard living in the Great monks anduntilrecenttimes people in Now travellers. find and assist stranded useddogsto helpthem work. do the rescue helicooters 4 Goldmedalpolicedog a policeofficerin ltaly, Dox,workedwithhismaster, shepherd, A German Hewasableto followa scentfor upto twelvemiles, from1946-1961. Thedogalso andduringhiscareerhelpedpoliceto catch563criminals. witheleven persons. for hisabilities Hewasrewarded found136missing silverones. andtwentv-seven soldmedals

tales Animal

Unit I 5 Life-savinglabrador ln 1982,twoyoungpeople, RobandLaurie, setoutfora daytripintheir dorydownthe Colorado river.Bo,theirlabrador retriever, fortunately wentwiththem.Intherapidswhenthe boatoverturned hewasableto saveLaurie, whowastrappedunderthe boat.Bodivedtwice,thesecond timemanaging to pulltheyounggirlby herhair.Shegrabbed Bo'stail andhetowedherto theshore.Robhadmanaged to swimto theshore andhadwatched thewholescenewithadmiration. 6 Academicelkhound A Norwegian elkhound namedTimber, wasawarded a university degree in 1981.He completed a coursein environmental studies withthe National Audubon Society Expedition Institute. Timbertravelled over 321,860km on expeditions withstudents duringthecourse.

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Unit I

Task 3 Remembering words Sometimesit is easierto remember two words which go together rather than one. Completethese phraseswith anotherword from the passagesyou havejust read. to raise

senseol

postal

rescue

to set a

to follow

police .

universitY

missing Task 4 Reading for interest Readthis passageby yourself. It discussesanotherexampleof animal'intelligence',the hominginstinct. todaythinkthat no singlemethodcanaccountfor allthe Scientists mayusethe sunto help for instance, of animalhoming.Pigeons, asDects whenconditions butalsousemagnetism themfindthe rightdirection, for the lastfew andthendirectvisualobservation makeit necessary, journeyacrossthe Atlantic, may miles.Greenturtleson an extraordinary lsland get helpfromthe skymostof thetime,andthensmellAscension whentheyget near. cananswerthe explanations noneof thesephysical However, question: Howdoesanycreatureknowwherehomeis?How fundamental of miles,whrchriverto go up? thousands do salmonknow,aftertravelling in an aeroplane bird,takenin a darkcontainer Howdida loneBritish finditswaybackto its exactnestingplace, acrossthe Atlanticto Boston, in only12)days? awayjustoffthe coastof Wales, 5000kilometres 'cosmic'theory, and witha thesephenomena explain Somescientists they which heredity through saythereis a currentbuiltintoanimals casesof the extraordinary cannotresist.Butthisdoesnotexplain long incredibly over animalswhofindtheirwayhometo theirowners a theory' of phenomenon in search a Homingis definitely distances.

Unit I

Task 5 Readingfor gist Look at this rather strangephoto.Readthe passagebelowto find out what is happening. Thepeoplebalancing on theelephant's backareplaying a newgame, polo.ThefirstWorldElephant elephant PoloChampionship tookplacein the RoyalChitwan Parkin Nepalin 1983,withsixteamscompeting. The mainjob of theelephants andtheirdrivers isto takevisitors for ridesin the park.Theylearntthenewsportintheirsparetime.Polois usually playedon horseback, andplayers usewoodenmallets to hittheball goal.Withelephants, towards theiropponents' thegameis muchslower andthe players needmuchlongermallets. Evenso,hitting the ballin the rightdirection is quitea problem. Tworiders, or Mahouts, siton each elephant. Onewhispers commands intothe elephant's earsandguidesit witha stick.Theotherstopsthe firstplayerfromfallingoff!At first, players wantedto usea largerballandtrieda football. However, the elephants enjoyed flattening themtoo much,andhardwoodenballssoon replaced thesoccerballs. Thewinners in 1983wereNepal's TigerTops Tuskers, whobeatInternational PanAmJumbos 2-0 in thefinals, Task 6 Rememberingwords Look at this list of words takenfrom the passageyou havejust read. Mark with an asterisk(x) the words you will try andremember. mahout mallet to flatten horseback

goal sparetime wooden finals

In pairs, comparethe words you have chosen.Why did you make that choice?Becauseyou think the word may be usefulin other contexts?Or becausethe word is connectedwith somethingyou are interestedin, for examplesport or horses? Task 7 Vocabularywork Chooseone of the followingtopics:footballor horses.With a partner, list all the vocabularyin the passagerelatedto that topic. Task 8 Discussion What other sportsdo you know of whichinvolveanimals? Do you know any other animalstories?

Task1 Focus is for Do youthinkthis advertisement

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a travel companyadvertisingholidaysin Italy? a telephonecompany? an Italian restaurantin New York?

THANYOUTHINK, ITALYISA LOTCLOSER R

Long-distanc

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Now answer the followingquestions.Compareyour answerswith thoseof other students.

I How many telephonecallsdo you generallymake in a week? 2 How many of them are localcallsand how many of them longdistance?

3 Do you generallymake quick phonecallsor long phonecalls? 4 When the phonerings, canyou resist its call and not answer, or do you alwaysrun to pick up the receiver?

5 Have you ever hung up on anyone? 6 Have you ever receivedunpleasantphonecalls? I

Couldyou live without a phone?

Task 2 Reading for information Readthe followingpassageand decidewhich of the titles below is the most suitable. tr I tr

The history of the telephone Using light beamsfor the telephone AlexanderBell's greatest invention

Bellinvented thetelephone. Graham MostpeopleknowthatAlexander justfour device he invented talking Butnot manyknowaboutanother photophone. the the device yearslater,in 1880.Hecalled 'light' 'sound.' 'Photophone' The and comesfromtheGreekwordsfor wires between over carry sound photophone electricity to did not use

device machine

6

Unit2

That'swhata telephone two people. does.Instead, the photophone used a beamof sunlight travelling through theair.Withhisinvention, Bellcould actually humanspeechon a beamof light. transmit To do so,hespoke closeto a thin mirrorthatwasreflecting sunlight. Thevibrations of his voicecaused the mirrorto vibrate, andthevibrating mirrorcaused the lightto vibrate. Thevibrating lighthit a light-sensitive cellin a receiver placedsomedistance away.Thecellchanged the lightpatternsinto electrical signals. Earphones changed thesignals backintosounds. Bellbelieved thathisideaof talking on a beamof lightwouldproveto He oftencalledthe photophone be important. hisgreatestinvention. Eventhoughthe photophone depended on a sourceof energythatwas - the sun- Bellwasn'ta bit discouraged. not constant Hefeltsure thatpeoplewouldonedaytalkusingbeamsof light. Twomuchmorerecentdevelopments madeBell'sdreamcometrue. In 1960,a scientist builtthe laser. A laserproduces a highly concentrated beamof light.Shortlyafterward, otherscientists developed a newkindof opticalfibre.Theopticalfibreis a glassthread.Thenew - asfarasseveral fibrecouldcarrylightbeamslongdistances miles. Now answer the followingquestions: 1 What did AlexanderBell invent first, the telephoneor the photophone? 2 What did Bell use to carry sound,insteadof electricity? 3 What was the disadvantageof this system? 4 What did Bell think of his invention? 5 How has modern scienceproved him right? Task 3 Readingand interpreting This is the introductionto a short story by Dorothy Parker. When you have read it, answer the questionson the pageopposite. A TELEPHONE CALL Please, God,lethimtelephone me now.DearGod,lethimcallme now, won'taskanything elseof You,trulyI won't.lt isn'tverymuchto ask.lt wouldbe so littleto You,God,sucha little,littlething.Onlylet him please, please. telephone now.Please, God.Please, lf I didn'tthinkaboutit,maybethetelephone mightring.Sometimes it doesthat.lf I couldthinkof something else.Maybeif I countedfive hundredbyfives,it mightringbythattime.l'll countslowly.I won'tcheat. Andif it ringswhenI getto threehundred, I won'tstop;I won'tanswerit untilI getto fivehundred. Five,ten,fifteen, twenty,twenty-five, thirty, thirty{ive,forty,forty-five, fifty. . . . 0h, pleasering.Please. Thisisthe lasttimel'lllookat theclock.I willnotlookat it again. lt's pastseven. "l'll ten minutes Hesaidhewouldteleohone at fiveo'clock. "darling." you call at five,darling." I thinkthat'swherehesaid I'malmost surehe saidit there.I knowhe calledme "darling" twice,andtheother "Good-by, timewaswhenhe saidgood-by, darling."

Unit2

1 2 3 4 5 6 7 8

'I'? Who is the 'he'? Who is the What is the situation? Why is the person counting? What happensnext? Does'he'telephone? Does'I'telephone? Is it a happystory or an unhappystory?

With another student, write down a few ideasfor the rest of the story. Readout your ideasto the rest of your class. Task 4 Readingfor interest Readthese two messagesfoundin bottles. Canyou think what the circumstanceswere in eachsituation? withthis founda bottleinthe NorthAtlantic seaman In 19i6,a British in it: message 'Still Thelastboatshaveleft.Wearesinking on deckwitha fewpeople. witha priest.Theendis near. fast.Somemennearme arepraying Maybethisnotewill . . .' in a bottlein the sand foundthismessage fisherman In 1948,a Russian Straitin theArctic: on the edgeof theVilkilski 'Fiveponiesand150dogsremaining. hay,fishand30 sledges. Desire Baldwin.' Mustreturnearlyin August.

Task 1 Focus

Sp stories

JamesBond, 007, is probablythe most famousspy of all. However, spyingalsogoeson in real life, as this newspaperreport shows. (Incidentally,this was not a seriousevent, andthe 'spy dust'was not harmful.) to Moscowto beginan LastnightfourdoctorsflewfromWashin$on 'spy analysis of the dust'whichthe UnitedStatessaysthe KGBhasbeen andotherAmericans to trackwheretheygo. usingon itsdiplomats placed in carsandon doorhandles, Thereportssuggest thatthe dust, and Themedical team threatto health causecancer. maybe a serious in of contamination at the Embassy, willsystematically samplelevels homesandcars. Embassy How is informationgatheredby spies?How is it passedon to the other side?With other membersof your class,makea list of spying techniquestaken from real life, or from stories you have read. Task 2 Readingand re-telling a story Readthe following accountsof spieswho really existed. StudentA readsthe story aboutthe first Americanspy, andstudentB readsthe story aboutMata Hari. Whenyou havefinished,checkthat you have rememberedthe essentialdetailsof your story by answeringthe following questions: . . . .

Where did the story take place? When did it take place? What was the motive for spying? What methodswere used for getting informationand for passingit on?

Now re-tell your story; studentA tells studentB, andstudentB tells studentA.

Unit3

Thefirst AmericansPy spent17,000dollars Washington War,George Duringthe Revolutionary spiesand employed of Safety work. A Committee on secretservice Westchester neutral territory, in a operated these Many of informers. of the Britishin orderto obtain andposedas sympathizers County, passed by meansof cipher, information on their They information. lines. from washing clothes hanging of the and ink invisible

pedlar a person aboutselling whotravels smallobjects USA of Northern Yankeesnatives RedcoatsBritishsoldiers

pretended His anda pedlar. to be a shoemaker Oneof theseinformers British, supportof the himfor hisapparent familyandfriendsdespised almostcaughtandhunghim.Yetsecretly timesthe Yankees andseveral armyon the names he hadbeensendingregularreportsto the American anddetailsaboutthe positionof supporters, of the English andactivities Whenthe warendedandhistruerolewasrevealed, the Redcoats. He saidhe had votedhima specialbonuswhichhe refused. Congress as Harvey alone.Thismanwasimmortalized actedout of patriotism novel,TheSpy. Cooper's Birchin JamesFennimore Mata Hari Shecreateda lot of the of spres. MataHariis oneof the mostmysterious Hernamewasnot MataHariat all,but Margaretha mysteryherself. in Holland andnotfrom andshecamefromLeeuwarden Zelle, Gertruida the EastIndiesasshesaid.Butshehadlivedin the Eastfor a while.When shethoughtshecouldearnmoneyby goingon shewasbackin Europe, in Indonesia, liketheonesshehadwatched Shediddances thestage. 'Eye of the Dawn'. andadopteda stagenamewhichmeant andshewasalways Manypeoplethoughtshewasverybeautiful, reallypassbackto she a Did was she spy? by men.But surrounded picked MataHariherself so easily? up had secretsthatshe Germany lt hasbeen and England. France allies of harmed the thatshehad denied martial in proved the court However, at her trial. saidthat nothingwas performance gave one damp guilty, her last and she Francefoundher autumndayin I9I7, beforea firingsquad.

court martial a militarycourtof justice whoshootprlsoners firingsquadsoldiers to death whoarecondemned

10

Unit3

Task 3 Game This is a variationof an Englishgamecalled'Consequences'.

a a a

Take a pencilandpaper,andwrite downthe nameof a real or imaginaryspy. Fold over what you have written so that it cannot be read, andpassyour paperto the personon your right. On your new pieceof paper,write downwhat your spy did. Fold over the paperandpassit on. On the next pieceof paper,write down whenyour spy did this, and passit on. On the next pieceof paperwrite downwhere your spy did this. Finally, write down why your characterbecamea spy. Now read your own mini spy-story.The most amusingor nonsensical shouldbe read aloudto the rest ofthe class.

Task 4 Readingfor interest Sometimesspyingcanbe a seriousmatter, as this newspaperreport shows.Readit, andthen discusswrth your ciassany other serious spyingincidentsyou know about. A terrifying cataloguecan be made out of the knowledgethat Tiedgetook with him to EastBerlin. He knew: a all current West German counter-intelligence operationsinside East Germany; a the namesof West Germanswho had worked for the East and been 'turned' by the Officein Cologne; a the names of all infiltratedEast German agentswho had been 'turned';

vettingcareful andcritcalchecking moles people working within anorganization passconfidential whosecretly information to another organization or country

a the namesof all the seniorcounter-intelligence officersin each East German 'Land'who controlledthesedoubleagents; o all the techniquesand methods developedby West German counter-intelligence to identify East Germanagents; o the top-secret evaluationsprepared by the Office which listed the strengthsand weaknesses of East Germanpenetration; o the methods and results of West German security vetting for seniorand sensitivegovernmentposts.which will havealertedEast Berlin to how far their'moles'haveescapeddetection; a those of his colleagues,who might respondto an East German approachsuggesting that they becomedoubleagents.

Task 5 Readingand discussing The lives of spiesare mysterious,but their deathscanbe evenmore so. How do spiesdie?List as manywaysas you canthink of. On the followingpageare two descriptionsof the death of Harry Lime from GrahamGreene'sfamous story, The Third Man. How doeshe in fact die?In pairs,decidewhichis reallyHarry Lime's last moment.

11

UnitJ 'Anywayheardhiswhistle andcamebackalongtheedgeof thestream, I where andfeltwherethewallendedandfoundmy wayupthepassage justabovemy head.I stopped, andthewhistling he lay.I said,"Harry," I wasstillafraidhe might putmy handon an ironhand-rail, andclimbed. downon hishand,and shoot.Then,onlythreestepsup,myfootstamped hewasthere.I shonemytorchon him:he hadn'tgota gun;he musthave it whenmy bullethithim.Fora momentI thoughthewasdead, dropped his andheswivelled withpain.I sard,"Harry," butthenhewhimpered eyeswitha greateffortto myface.Hewastryingto speak,andI bent "Bloody fool,"hesaid- thatwasall.I don'tknow downto listen. - somesortof actof contrition, he meantthatfor himself whether - or wasit for me-' (hewasa Catholic) howeverinadequate

sound whimperedmadea sad,broken swivelledturned

'l

- youwerethere,weren't you?- if you'dtellmeabout wondered death.' H,arry's 'l 'lt the roadto go said. wasjustcrossing thing,'Cooler wasa terrible Maybeif I hadn'tstarted to Harry.He andMr Kurtzwereon thesidewalk. the road,he'dhavestayedwherehewas.Buthesawmeand across terrible. offto meetmeandthisjeep- it wasterrible, straight stepped Mr Havea Scotch, buthedidn'tstanda chance. Thedriverbraked, up whenI thinkof it.'Hesaidas lt'ssillyof me,butI getshaken Martins. h es p l a s h ei n dt h es o d a , ' l snp i t eo f t h i su n i f o r m , In' de v e r s e eanm a n killedbefore.' Task 6 Linking ideas The followingpairs of sentencesare adaptedfrom the two short texts you havejust read. Match the onesthat go togetherand underlinethe words in the texts that join them together. For example:10 goeswith C. Underlinebut then' I thowghtke was dead,but tlgn he whimperedwith pain. He was trying to speak. He saw me. The driver braked. 'Bloodyfool,' he said. I don't know. I hadn'tstartedto crossthe road. I It's silly of me. wear a uniJorm. 8 wondered. I 1 0 thoughthe was dead.

1 2 3 4 5 6

A B C D E F G H I J

Would you tell me aboutit. I bent down to listen. He whimperedwith pain. I'd never seena mankilledbefore. That was all. He didn't standa chance. He'd havestayedwhere he was. He meant that for himself. I get shakenup when I think about it. He steppedstraight off to meet me.

':\x KF t

tt'-*3

Task 1 Focus What is happeningin this photograph?

Monuments oldandnew

Task 2 Vocabularywork Yes, the Statueis at presentbeingrestored.Here is a list of someof the things that the workers will do. Canyou match them to the diagramon the pageopposite? . o o o . o

improveviewingareain crown rebuild right shoulder addnew balconyandelevatorin base replacetorch repair base cleanand treat exterior

Unit 4

IJ

(lnit 4

14

Task3 Organizingatext Here is an articleaboutthe Statueof Liberty. However, the sentenceshavebeenjumbled.Numberthem in the correct order, for examplesentencem must followsentencek, i. e. Thetotalcostof the repairswill be30 million dollars. 2 million of thesewill go to a French metal-workcornpany. . . challengedifficulty vandalspeople whodestroy or damage property for noreason

I

tr I t] t] I tr

tr tr T T I T

u

WhenLiberty originally arrived intheStates, theAmericans werefairlyindifferent andhadnotfinished the baseon which shewasto be mounted. b A centuryago,the peopleof Francegavethe Statueof Liberty to the UnitedStatesasa gestureof friendship. c Theworkers restoring it facea hugechallenge. d Sincethenmorethan17million immigrants arriving inAmerica for thefirsttime havepassedunderits protective gaze. e Nowit looksasif herrestoration willsuffera similar delay, not passion. throughindifference butthrough f Although workis goingonforthe moment, tension is mounting, andthereis no contactbetween thetwogroupsof workers. g Theymustmendthedamage doneoveralltheseyearsby weather, saltandvandals. h Butnowthe monument is in needof reoair, i A communist quotedonelocal newspaper, the DailyWorld, people workerassaying thatit wasan insultto theAmerican notto be repairing thetorchthemselves. j lf allgoesaccording to plan,theywillcomplete theworkon Liberty by 1986- theone-hundredth anniversary of her dedication. k Thetotalcostof the repairs willbe 30 million dollars. I American Unions do notagreewiththis,andclaimtheycould havedonetheworkthemselves. m 2 millionof thesewillgoto a French metal-work company in Rheims in France, whosaytheywontheircontract because theyarethe mostqualfied workers around. - andnotjust n However, therehavealreadybeendifficulties technical ones. a

Task 4 Referencework Underlineany words that helpedyou to number the sentencesin Task 3 in the correct order. For example,The total costof therepairs will be30 million dollars.2 ynillion of thesewill go to a French rnetalworkcompany... Discussthe words you have underlinedwith your teacher.

15

Unit4

Task 5 Linking ideas Readthis text aboutthe LeaningTower of Pisa. howeueror to tn the blank spacesin the text Write bwL and, becawse, so that it makessense. THETOWER OFPISALEAN? WHYDOES of Pisain Tuscany, TheTowerof Pisaisthe belltowerof the cathedral thesoil washalfcompleted, . ., whenthe building Italy.lt leans. beganto subside. structure underonehalfof thecircular . . . wasdiscontinuec Workon thetowerwasbegunin 1173, . . ., in 1275architects for a centuryafterthe subsidence. thethirdandthe for thetilt.Twostoreys, deviseda planto compensate fifth,werebuiltout of linewiththe othersandcloserto theverticalin an effortto alterthe tower'scentreof gravity. gradually to increase hascontinued . . . the leaning . . . keepwaterawayfrom Pumping the centuries. throughout ground of cementgroutintothe andtheinjection thesurrounding havebeentriedin recentyears, subsoil andthesurrounding foundations

success. without Task 6 Readingfor interest Look at this photographand then read aboutthis strangenew project on the followingpage.

16

Unit4

A PYRAMID ATTHELOUVRE France's famousPalaisdu Louvreis soonto havea newlook.A glass pyramidis to be builtin its centrecourtyard abovea networkof underground carparks,shopsandrestaurants. lt willbe a greatcontrast to the majesticbuildings surrounding it,whichhavechanged littlesince theywereerectedbythe FrencharchitectLeVauin the seventeenth Thisproject,designed century. bythe Chinese-American architectleoh MingPei,hasof coursegivenriseto a lot of controversy. Somepeople arefor thisdaringtwentiethcenturyadventure, butotherswishto preserve the pastas it is.Onethingissure:the projectwillcosta lot of money.Andwe shallnot be seeingit beforetheyear2000at the veryearliest. Task 7 Discussion Why do we build monuments?What new monumentwould you build for your town? What are the most outstandingold ones? Task 8 Writing Do one of the following: . Work in smallgroups. Write a descriptionof all the different interesting monumentsin your town, area or country. These will make a short guidebook for a visitor when put together. o Write a paragraphabout a monumentthat you know of that has causeda lot of controversy. Readout your paragraphto the rest of the class.

Task 1 Focus Look at this photograph.What do you think hashappened?

r.:

world Mysterious

1B

Unit 5

Task 2 Readingfor gist Readthis accountof the Tunguskaexplosion,the most mysterious explosionthat has ever taken placeon earth, from-A.rthurC Clarke's Mysterious World. hiccupssudden smallmovements hurtling movingveryfast dashedsmashed

In London, on thatlastdayof June1908,it waspossible to readthe perfectly smallprintin TheTimesat midnight. In Stockholm, sharpscenic photographs weretakenin the middleof whatshouldhavebeenthe admittedly briefnorthern night.In Heidelberg in Germany, brightshining cloudspersisted till morning andin Holland it wasquiteimpossible to takenormalastronomical observations because of the brightness. The scientific instruments too gaveplentyof notice.Halfa dozentracesin gavegigantichiccupsasfirstone Londonandotherpartsof England shockwaveandthena second, whichhadtravelled completely roundthe pens.Evenin America world,shookthe recording thevibrations werefelt. In European Russia, whichwasevencloserto theevent, the brightnights photograph wenton wellintoJulyandan extraordinary wastakenof the mainstreetof thetownof Navrochat at midnight whichlookedasthough it wasexoosed infullsunshine. yearslater,it is stillfarfromcertainwhatit Today,morethanseventy wasthat camehurtlingout of the greatinterplanetary spacesanddashed itselfagainst the earthin the remoteandforestedregionsof far Siberia Tick the right answer: 1 The effects of the explosionswere felt a E b E c I

just in Russia. only in Russiaand Europe. ail round the world.

2 The effects of the explosionwere a E b I c E

very similar to an earthquake. vibrationsand light. an enormousamountof light.

3 Scientists havevery little idea do notknow

a E think they can explain b I have very little idea c [l can explain what causedthe explosion. Task 3 Readingand discussing Over the years, many theories have been producedto explainthe Tunguskaexplosion.Here are someof them. In groups, discuss which one seemsto be the most likely. (If you know the answer already, do not reveal it until your group hashad time to considerthe differenttheories.)

19

Unit5

of Texas, andM. P.Ryanof the University 1 In 1973,A. A.Jackson of a blackhole-the thatit musthavebeena mini-version decided phenomenon thatseemsto sucktn intheuniverse newlydiscovered anddestroymatterthatcomesnearit. thesceneof theexplosion, whovisited LeonidKulik, scientist 2 Russian In hisown by a stoneor ironmeteorite. it to be caused believed 'With fierystreamof hotgasesandcoldsolid a accountwe read: tundraand withitshills, hadstruckthecauldron the meteorite bodies, swamp.' thata flyingobject, leadpeopleto believe accounts 3 Eyewitness andthen atmosphere the earth's possibly hadentered a spaceship, that direction suggested plunged Thefactthatit changed downwards. suchasa spaceship. vehicle it wasa controlled veryearlyon thatthe suggesied F.Whipple, scientist, 4 English bethefirsttimethata This would a by comet. wascaused explosion penetrated butcometsareusually earth's atmosphere, the comethad had been. this object than morevisible withthetheoryof anti-matter becamefascinated 5 SomeAmericans particles if it cameintocontactwith whichwoulddestroyordinary thatshouldhave the radiation them,anddevisedwaysof investigating suchan explosion. followed Tunguska between havepointedoutthe similarities 6 Manyobservers nearly forty explosion a nuclear it have been Could andHiroshima. yearsbeforethe UnitedStatescreatedthefirstbigbangin suchasthefactthattherewasverylittle Evidence, Alamagordo? thatthismight the blast,seemedto indicate centre of at the damage be s0. Checkwith your teacherwhich was the correct theory.

Task 4

Writing

Arthur Clarke wrote a fictionalaccountof a similar event in his book with Rama.It begins: Rendezuous 'At in theexceptionally of 11thSeptember, 09.46GMTonthe morning of X sawa summerof the year2071,mostof the inhabitants beautiful sky . . .' appeartnthe eastern dazzlingfireball Continuethe story. Where did it happen? What was the damage? How did peoplereact? What did the survivors do? Work in groups. When you have finished,read out your paragraphto the rest of the class.

inthe depression cauldrona basinshaped tan0 flatlandin arctic tundra wide,treeless, regrons swamp softwetland accountsreportsgivenby eyewitness people seenanevent whohaveactually

20

Unit 5

Task 5 Readingfor interest The world is full of mysterious creatures, other than the Loch Ness Monster! Readthis eyewitnessaccountof Ogopogo,a monsterwho lives in Lake Okanaganin British Columbia. drifted movedslowly coastedmovedwithouttheengineon whale a largeseamammal ridgesbumps

'lt just

cut acrossin frontof the boat.lf I hadnotshutthe engineoff,I couldhaverunit overor jumpedon itsback,fortheboatdriftedwithin andwhen 15 or 20 feetof it.Thenwe wentto getGarywithhiscamera, thistime.lt was we camebackwe sawit again- butthewholelength about70 to 75 feet.I shutthe engineoff whenwe got nearit,and coastedto within50 feetwhenI tookthefirstpicture.lt swamaroundfor morethanan hour.lt wouldsubmerge, swimat leasttwo cityblocksand andallthewhilewewouldbe chasing afterit. I accelerated thensurface, thethingandthencuttheengine to coastascloseas the boattowards lt swamin a kindof coil,butevenlikethat could.I tookfivephotographs. a bit it lookedabout40 feetlong.Theskinlookedsmoothandbrownish, on itsback.lt wasenormous round likea whale's, andit hadsmallridges andit had itsgirth- at leastfourfoot.Theheadwasflatlikea snake's, twothingsstanding up on itsheadliketheearsof a Dobermann oinscher.' Task 6 Discussion Do you believe the accountof Ogopogo,or do you think the person's imaginationwas working overtime?What aboutother accountsof mysteriouscreatures(the Loch NessMonster, Yeti, etc.)?Could any of them be true?

Task 1 Focus

Thenewcome

What is your attitude towards newcomersin your area? In pairs, checkif any of the followingstatementsexpressyour attitudes. . . o .

You hope they will be interesting and exotic. You hope you will have somethingin commonwith them' You are completelyinffierent. You hope they will be friendly enoughto leaveyour cat with them when you go on holiday. o You are frightenedthat they will be noisy or not fit in with the peoplewho alreadylive in your street.

Task 2 Preparation (1) Reading and interpreting You are now goingto prepare for a play reading.First read the play to yourself. The questionsbetween eachsectionwill help you to checkif you have understoodthe characters'attitudes. SectionI (Azoo. ln one cagethe Lion,in anotherthe Panther.Betweenthem an emptycage.ln the pit below- the Bear). Lion lf I closemy eyes,I canseethe shadowof the longgrassthrough the bars,andI cansmellthe buckcomingdownto thewaterto drink. Panther Verypretty!Verypoetic!TheLionin hiscageturnsto versein oldage! Bear I feelsick! Panther lt'sallthosesweetsyoueat. Toomanykids, the sameon Saturday. Bear I can'thelpit. . . lt'salways too manvsweets.

2

Unit 6

PantherYoudon'thaveloeattheml Lion Thesun'sgoingdown.I canhearthe buffalo. . . andtheelephanr . . . andthe kuducoming to drink.. . PantherHe'sdreaming again. Bear I dreamtoo.What'swrongwithit? PantherYoulAllyoudreamof isfilling yourbelly! Bear Don'tpanthers everdream? P a n t h eN r e v e r l . .N. e v e r ! . O . . n e . . .t w o . . .t h r e e . .a. n da h a l.f. . O n e . . t. w o . . . Bear Whyareyoualwayscounting? PantherCounting? lf youhada cagelikethis,you'dcount.lf youcould onlywalk,up anddown,threepacesup. . . threepacesdown.. . You'dcount.. . Butyou'vegotallthespaceyouwant. Bear lfeelsick! PantherYoueattoo much.lf I wasdownthere,withthebears.. . B e a r B e a r sI l' ma l l a l o n e l PantherAndI'malone!And he'salonel Lion . . . thesmellof theevening, thesungoingdownbehind the long tallgrass.. . Panther Lasttime it wasjustthe longgrass.. . Hethinkshe'sback h o m e . .T. w o . . .t h r e e . .a. n da h a l. f. . O n e . . t. w o . . . Bear Whyd'youkeepwalkingup anddown?Whatareyouthinking about? PantherI'mdreaming. Dreaming of getting out. . . Bear Youcan'tgetout.Nobodygetsout.You'reherefor life.. . I thoughtpanthers didn'tdream? Panther l'm notdreaming, I'm . . . Wait! Bear Whatis it? In the table below, tick the adjectiveswhich go with eachof the animals.One of them has been donefor you. Bear bored dreamy unhappy resigned old greedy poetic lonely impatient matter of fact

Unit6

Section2 Panther Listen.(swishof brushes) Bear Whatis it? Panther Shutup!(swish, swish|They'recleaningthe cage!! B e a r W h o s cea g e ? Y o u r s ? T lio . h o s ce a g e ? hn e ' s ? . .W PantherTheemptycage.. . Theonebetween us! Bear Theemptycage? Someone's coming! Someone newl PantherA panther. A panther! Withnewsof the mountain, newsof the rock,newsof the forestat night.. .

23

Unit 6

2,'l

clangaloudnoise

is lyingin wait,hismouthwideopen.. . Lion . . .thecrocodile - likeme! fromCanada Agrizzly abear' it'llbe Bear Perhaps (swish, go swish)' bear-piI. in the Panther Bears goingon? Lion What's thecage. cleaning PantherThey're A L i o n A h ,a b o u t t i m e ! . . . l i o n e s s' .' W i t hn e w s ot fh eb u s ho, ft h e long. . Panthertallgrass.. . funof me?! Lion Areyoumaking No. Never' me? Who, Panther j u s t t h o u g h.t. . I . O h . Lion polar A bigwhitepolarbear,withnewsof the bear. a maybe 0r Bear snowandthe iceandthe. . . Lion What'sgot intohim? Panther Hethinksthey'regoingto puta bearin the emptycage' Lion A bear!Nextto me!Kingof the Beasts! Bear I justthought.. . Lion WellstoPthinking! cageof all.. . lt evenhasatreein it. . . Just Pantherlt'sthebiggest rightfor a Panther! meof thelong'' ' . . who'llspeakto a younglioness. Lion . . .a lioness, fromthe hisclawsstillsharp . . . A panther, Panther . . .tallgrass. rocKs.. . needtrees. . . Bear Evena koalabear.Ora panda. . . Koalas gone. Panther TheY've (silence) comingback.. . Lion Butthedoor'sstillopen.They're . . blackas night.. . eyeslikecoals.. . PantherA panther. inthedark!We'veheardthatbefore! Lion . . . burning bear,bigandbrownand.. . Bear A mountain (suddenclangof metalgate'Silence) Which statementis true? The animalsare excited aboutthe newcomerbecause a [l

there will be somebodyelse to talk to and they won't be so bored. they want news of the outsideworld.

b ll c | | they are naturallyfriendlY. they want someonesimilarto themselvesto talk to' d [l they dislike eachother so much, they want someonenew to e I talk to.

Unit 6

Section3 I can'tseeyou,but I knowyou'rethere.Canyou hear Bear . . . beautiful. me? Monkey Yes.Youdon'thaveto shout! Bear Howsoftyourvoiceis!Areyou . . . areyoua brownbear,likeme? Monkey Brown,yes.Likeyou,no. .. Smaller?. Bear Areyoubigger? lthink. but. . . Smaller, MonkeyWell,I can'tseeyoueither, Lion Poorfool.Tellhimthetruthl Panther Youtell him! Lion Bearl A polarbear? Bear Tellme,is it a grizzly? you're talkingto! Lion lt's nota bear Bear No? Panther No. Bear A oanther? Lion No. Bear Nota lion,surely? Panther No,nota lion,surely! BearWell?...WELL?... Lion lt'sa monkey! (silence) 1 What attitudeis expressedby'It's a monkey!'? 2 Why are the animalsunhappy? Section4 Monkey Well,hello.Niceto meetyou.Lovelyto be hereandallthat. . . Niceday,isn'tit?Wasn'tit?Yes,wasn'tit?lt'sso niceto meetyou. . . lt'sso niceto meetyou. . . Didyouhavea goodtrip?.. . 0h, nottoo .. A bit crowded. Wewerefiveto a box. . . Really?. thanks. bad,really, Someof us . . . didn'tmakeit. . . Well, Yes,it wasa bit crowded. we'reverygladto haveyouwithus. . . 0h, thankyou,andI'mgladto be herel Lion Shutuo!! (silence) butwe got here Monkey DearMummy,thetrip wasa bit crowded, got safelyin the end mostof us. . . I've a roomwitha lovelyview overthe bearpit.To my rightI canseethe buffaloandto my leftare youcouldwish the birds.. . AndI havetwo of the kindestneighbours golden lionfromAfricawhosendshisregards.. . for. . . There'sa big 1 Why is the monkey g'lvingthe questionsand the answersin her first speech? 2 Why doesshe start'writing'a Ietter home?

25

26

Unit6

Section5 Lion Shutup! Monkey . . . anda lovelyblackpantherfrom Patagonia. Panther Howd'youknowI'mfrom Patagonia? Monkey Someof us canread. Panther Readwhat? Monkey There'sa noticeon yourcage. Panther Whatdoesit saY? panther, 2)Vearsold,rare Patagonian Monkey lt says'Magnificent . .' of . animalin danger Panther Goon. Monkey lt'stoo dark.I can'tsee.. . Lion . . . lf I closemy eyes,I canseetheshadowof the longgrass,andI cansmellthe buckcomingdownto thewaterto drink.. . there'sthislionwho'suery dearMummy, Monkey As I wassaying, poeticandartistic. All I cansmellis petrolandsmoke,but hesees Eventhe barsof hiscagearelikeraysof sunlight beautyin everything. to get backto my story. grass. . . Anyway, lovely?. that lsn't in thetall in a cage'lt wasso smallI and days and days days me for Theykept 'We'regoingto move say, I heard them day Then one move. couldn't theydid!SonowI'mnotaloneanymore. her.'And I feel sick! Bear What's the matter? Monkey many sweets. Too Bear Lion Shutup! Panther Don'ttalkto her! Bear Whynot? Panther She'sa monkey. Bear 0h. (silence) of course.I misstheforest,thetrees,myfriends, Monkey lt'sdifficult, thefood,thefruit.I mtssnot beingableto swing the gameswe played, I forgotto tellyou. aroundin thetrees.. . 0h, butthere'ssomething Bear What'sthat? letters. Monkey (pause)ltisn'tpoliteto readotherpeople's Justlistening. Bear I wasn'treading. Panther Don'ttalkto her! Lion Shutup! I don'twantto disturb Monkey l'll haveto writeveryquicklybecause the neighbours. P a n t h eO r n e . . .t w o . . .t h r e e . .a. n da h a l.f. . O n e '. ' t w o . . . three. . Thebuckhavegone.Allisstillat thepool.Themoonis Lion Night. c o m r nugp . . . Panther . . . overthe long,tallgrass.. . Monkey I didn'ttellyouthegoodnews.. . Bear What'sthat? . n d ah a l.f. . P a n t h eTr w o . . .t h r e e . . a Lion Shutup,I can'tsleepl

Unit6

MonkeyWhenI waswaiting to bebrought here.. . Inthattinycage,. .. I heard themtalking. Theysaid.. . (silence) Bear Whatdidtheysay? MonkeyShhlI'mwriting. I'venobody Bear Can'tyoureadto mewhatyou'rewriting? to talkto. youfool!.. . Allshe'sgotbetween herhands PantherShe'snotwriting, isthinair! sointeresting. .. Bear Oh.. . butit sounds Whatarethe otheranimalsdoingwhilethe monkeyis talking?

'

Section6 whispering)They ready, Monkey(almost said,whenthepark's we'llall madea park,wherewe'llbefree.. . 0r, mostof us.They've bemoved. Bear Who? monkeys, him)The thebuck,thegiraffes, the Monkey(ignoring goats, mountain thellamas, thebaboons, the.. . Bear Bears? MonkeyHm? bears befree? BearWillthe Where? MonkeyFree? Bear Inthispark. Monkeyldon'tknow.. . PantherAndthepanthers? again whenI have MonkeyWell,Mummy, that'saboutall.l'llbewriting Lostof loveto. . . morenews. PantherAndthepanthers? MonkeyWhataboutthepanthers? PantherWilltheybefree? youweren't listeningl MonkeyI thought here.Wealltalkto eachother. PantherWell, we'reallneighbours And listen to eachother. . . ? | don'tknow. l'llhaveto look. Monkey0h,I see.Panthers. PantherLookat what? 'NewParkForWild lt'sallhereinthepaper: MonkeyThenewspaper. soon.. .' lt says. Animals. Opening PantherGoon. Monkey'lnthisnewpark,80 kilometres fromthecapital etc.. . Um, animals fromthecityzoowillfinda newhome.. . Firstto bemoved Thenthegiraffe andthe.. .' willbethedeer,thegoatsandthebuffalo. Lion Goonl thepage. MonkeyI'mturning Lion Whataboutthelions? BearThebears? PantherTheoanthers? 'lt'shoped soontheentirezoowill says: Monkey(quickly)lt that be home.. .' moved to thenewcountry inthesun,under thetree,inthelong LionAh.. . to lieagain . . Andto runagain, andto lieontherocks. Panther. . .tallgrass. ..

27

Unit6

28

Bear Andto catchfishagainin the coldcoldstream. Monkey (toherselfl| haveto stopnow.lt'stoo darkto writeor read,or the parrots, theoldgorilla, talk.. . Givemy loveto thechimpanzees, thefat old rhino,the the lovelypython.Ohyes,andthe crocodile, pink '.. flamingos hippos.Don'tforgetthe zebra,andallthe Duff TheNewcomerAlan What strategy doesthe monkey finally use in order to becomethe centre of attention? 2 Is she telling the truth or not? I

Task 3 Preparation(2) Readingaloud The classdMdes into four groups. Each group underlinesthe part of a different animal:group A underlinesLion, group B Panther, group C Bear and group D Monkey. Prepareyour part together so that eachof you will be able to read it aloud.check dfficult pronounciation and intonationwith your teacher. Task 4 Play reading Form new groups, with one person from group A, one from B, one from C and one from D. Readthe play aloudas dramaticallyas possible.When all the groupshavefinished,your teachermay ask one or two groups to read extracts for the whole class.

Task I

Focus

This is part of a family tree compiledby an amateurhistorian.

-IyIlEr,+ AcxANb€R' 4^94(FT

b' raoo

8A/G

I t"#frlao^.olrouot+ +he- tb/qce) t

:tot+! wAtsorcrAuy€ o, lt3t I b.133 ANN€ M(tSoN+Jot{A,

ngE(

l,.r&rAM

f(AflC€

b lt?O

Families l

,

,

-{b.ezs

r

t ' nno.!(-A b_r42+

'

,

4

61il'cte! L-.nsb-

Canyou draw your own family tree? When you have done this, describesome of the peoplein it to a partner. Tracing your ancestorscanbe very interesting and enjoyable.One way to do it is to checkbirth, marriageand deathcertificates.Here is an English marriagecertfficate.How doesit differ from those in your country?

Unit 7

30 Task 2 Reading for information

More suggestionsabouthow to trace your ancestorsare given below. neia tfre text and, individually,make a list of all the sourcesit suggestsusing. Use a dictionarywhen you think it is important for you to understand.theexact meaningof a word to do your research. Add other sourcesto your list if you canthink of any that would be useful in your country. yourancestors were,the easierit is to on the whole,the moresuccessful poor, thereis more very were if they hand, the other tracethem.On werejust parish if they than records in the them chanceof tracing or criminal! famous very outstanding people. were lf they ordinary recordswillbe a goodsourceof informatton' newspaper linesof enquiry' manydifferent maysuggest documents Family cards Membership example. are one diplomas or certificates Educational bank dinner, professtonal a society for menu a associations, for policies, etc.canall leadto bills,receipts, insurance statements, butsome confidential are, of course, statements Bank facts. interesting might You dead. long customers about information reveal will banks how about as information well as addresses and names obtain yourancestors were,andwhethertheymadeanyinteresting prosperous propertysalesor purchases. to find,but if youare companyrecordsaremoredifficult Insurance

family' immediate of allthe membersof the person's Inthe familybibleyouarelikelyto findthe namesof several Otherfamilybookssuchas diariesand generations of ancestors. hasall sometimes cookbook mayalsohelp.Grandmama's scrapbooks Otherbooks in it whichis nothingto do withcooking! sortsof information or so willgiveyouan whichhavebeenin thefamilyfor a generation Theymayhave of yourancestors. of the tastesandinterests indication notesin the margins. or theymayhaveinteresting beenschoolprizes, it is quitecommonto findbookssigned households Evenin non-literary the pages'You slippedin between by the author,or withpresscuttings note,a private to comeacrossa revealing mayevenbe luckyenough hair! letteror a curlof great-grandmother's Sources parish records newspapers

21

xt/

Task 3 Reading for information

Below is part of a story written by Harpo Marx, one of the Marx Brothers who appearedin comicfilms from 1929-7946. Before you read the text, look at the followingstatements.When you have finishedreading, cross out the informationwhich is not true. Frenchie was Minrrie'sbrotherihusband. Uncle Al was Frenchie'sbrother/lVlinnie'selder brother,Minnie's younger brother. 3 The whole family wanted to go on the stage/onlytwo members of the family wanted to go on the stage. 4 Grouchowanted to be a writer before he went on the stage/after he went on the stage. 5 Minnie was a gentle woman/atough woman. 6 Frenchiewent out to work/stayedat home to look after the family. 7 The Marx family laugheda lot/never laughed. 8 The Marx family ate regular mealsiatewhen they had any money. I Life in America was hard/easy. 10 The Marx family succeededbecauseof Minnie's determination/ by chance. I 2

lovedandwasloyalto, nonewasmoreunlike 0f allthe peopleFrenchie Marx,hiswife,my mother. himthanMinnie Schoenberg A lot hasbeen writtenaboutMinnieMarx.She'sbecome a legend in showbusiness. And justabouteverything anybody eversaidaboutheristrue.Minniewas quitea gal. Herwholeadultlife,everyminuteif it,wasdedicated to herMaster Plan.Minnie's Planwassimplythis:to putherkidbrother andherfive sonson the stageandmakethemsuccessful. Shewentto workdownthe linestartingwithUncleAl (who'dchanged hisnamefromSchoenberg to Shean), thentookup,in order,Groucho, Gummo, myself, Chicoand Zeppo.Thiswasonehellof a job.Whatmadeit eventougherwasthe

gal a girl

32

at cards broke hadnomoney whentheir castawayspeoplewhosurvive shiphasgonedown

Unit 7

tnthe wanted to be in showbusiness factthatonlyUncleAl andGroucho got a tasteof the stage,hewantedto be a firstplace,andafterGroucho gambler' Gummowantedto be writer.Chicowantedto be a professional Zeppowantedto be ap(izefighter.I wantedto playthe an inventor,

out,by God,alldownthe line. rlp,was inthedayswhenI wasgrowing withFrenchie, Herrelationship Minnie partnership thanihe usualkindof marriage' morelikea business foughtthe wasthe InsideMan.Minnie Man.Frenchie wasthe Outside stayedhome,sewingand Frenchie worldto workout herfamily'sdestiny. but boss.Shemadeallthedectsions, wastheabsolute Minnie cooking. to resentthis. neverseemed Frenchie Shewastoo muchfun' to resentMinnie. for anybody It wasimpossible so we seldomnoticed It wasMinniewhokeptour livesfullof laughter, howlongit wasbetweenmealsin the dayswhenwe werebroke. to usthatthissetupbetweenmotherandfatherwas It neveroccurred on a surviving Wewerelikea familyof castaways odd,or unnatural. to help no background, Therewasno money,no prestige, desertisland. the elements, lt wasusagainst maketheirwayin America. the Marxes andeachof usfoundhisownwayto survive.

UnitT

Task 4 Readingfor interest Readthese accountsof two other mothers of famous(or rather, infamous)people. TERESA CAPONE (MoTHER USGANGSTER) 0F AL CAPONE, adressmaker to NewYork,NY,in seamstess withherhusband Bornin ltaly,Teresaimmigrated criminal to helpsupportherfamilyin underworld 1893,wheresheworkedasa seamstress Teresa's fourthson,wasforcedto take ltaliancolony.Alfonso, Brooklyn's whenhisfatherdiedin 1920.Bythattime, overas headof thehousehold Later, hisunderworld connections. Al hadalreadybegunto establish Teresavisitedhimregularly duringthe periodswhenhewasimprisoned, "Al'sa goodboy." andshealwaysmaintained DZHUGASHVI LI EKATERI NAGHELADZE (MoTHER DICTATOR 0F USSR) JOSEPH STALIN, 0F the daughter village, Ekaterina was of serJs. in a Georgian Bornin 1856 her new familyby Beso Dzhugashvili she supported marriage to Afterher When her son Joseph was washerwoman and seamstress. as a working priest, and throughout her life she he would become a hoped bornshe never career.Ekaterina at hischoiceof a different wasdisappointed power, rise and even after her son's to shehad Russian, to speak learned no desireto leaveherhomein theCaucasus. Task 5 Writing Write a short paragraphabout a famousfamily. Work in a small group. Give your paragraphto other studentsto read.

22

$ g f

ofsmell A sense

I i

i;

Task 1 Focus Do you know what the bumpson the Egyptians'headsare? What else do you know aboutperfume as it is used today and as it was used in history?

UnitS

Task2 Vocabularywork picture. 1 Matchthe followingwordsto the appropriate smoke floral a sDrav incense lavender rose

The adjectivesbelow are usedto describeperfumesand smellsin general.What perfumes, objectsor situationsdo they remind you of ? Work in smallgroups, and checkthe meaningof words you don't know in your dictionary. sweet green spicy pungent musk exotic oriental Task 3 Readingand note-taking Readthe followingtexts. Work in pairs. StudentA reads text A, and student B reads text B. As you read make notes on the chart on page 37. Text A Theactualwordperfumecomesfromthe LaIinper fumuswhichmeans ago,peoplenoticed manycenturies Thisis because, literally'by smoke'. Until thatsomesmokerisingfromtheirfiressmelledsweetandpungent. then,therewasscent,of course,in flowersandevenin trees,but it could in anyway.A flowerthatsmelledsweetlyat duskor not be controlled

ttr

36

UnitS

no longerdidso afterdark'lt wasonlyin afterthe rain,for instance, firstnoticedthatsomewoodsgaveoff sweet men that fires their lighting they themtheycouldhavescentwhenever burning by that and smells, it. wanted veryearlyon,andthe Egyptians womenbeganto perfumethemselves wentto meetAnthonyin a bargethat cleopatra usedscentverylavishly. seem of thetimewould,however, soakedwithit! Perfumes wasliterally spicy.Thefirst theywereextremely to ustodaybecause verystrange timesandevenNero'swife,Poppaea, cheapscentsweremadein Roman facecreamwhichbecamea a scented andrnvented wentintobusiness statussymbolamongrichwomenat thetime. camewhenthe scientist in perfumery Thegreatbreakthrough thatthe aromafrom wholivedfrom980 to 1036,discovered Avicenna, - androsewater by distillation olantsandflowerscouldbe preserved whenthe wasborn.lt cameto Europeat thetimeof the Crusades, homefor theirladiesto use.Inthe Middle knightsbroughtperfumes withperfumeasa peoplesprayed themselves AgJsandthe Reformation, astheyusedbathslessandless.(ln 1292Ihere srbrtitrtefor hygiene, werestillaboutthirtybathsin Pariswherepeoplechosebetweensteam wentout of fashion') or warmwater,butthesegradually centurythat Parisreallybeganto reignas It wasduringthe eighteenth of the French Theausterity luxuryandfashion. a centreof elegance, andthen phase, afterwhichthe Directoire, wasjusi a passing Revolution perfumery and the art of rediscovered andthe Empire, the consulate as known wasaswell loveof Eaude Cologne beauty.Napoleon's perfumes' for heavymusk-scented Josephine's peoplelikeexotic,ratherheavyscentswithoriental Nowadays smells use,the simpler'green' and,for everyday for evenings undertones perfumer have uses the Thematerials of citrusandsinglefloralscents. havetakenoverfrom essences verylitile,exceptthatsynthetic changed perfume makingremains Butbasically, the morehardto get ingredients. thesame.

prostitutes coudesansupperclass

Text B andoilswhichwereusedfor perfume wasusedin pungents originally, of Thissmoothing of kings. bodies the purposes anoint or to reliEious and then the courtiers, gradually to spread body soolhingoil on the asit is to the richpeopleof thetime.Butscentwasstillburned, finally first women when know don't we church. in the incense today,as indeed prehistoric times. in perfume it was certainly but themselves startedto taughtthe wholeof the ancientworldhowto usescent TheEgyptians on to theJews,whowere theirknowledge particular, theypassed and,in thattherewouldbe decreed himself Moses time. at that captivein Egypt forthemselves incense and penalties holy oils using for anyone severe it fromthetemples. - probablypeoplehadbeenin the habitof stealing for differentpartsof wentfurther,usingdifferentper{umes TheGreeks resultmust the one time putting at all on them and the body of courtesans hetairi,the stranget.Ihe rather been have sometimes liquid scented sweet perfumed rolling by breath their Greece, ancient

.)/

UnitB

a trickthatwascopiedby womenin eighteenth aroundtheirtongues, centuryLondon. throughdistillation for the preservation of perfumes Thetechnique places. in several In Mitcham in century in theeleventh wasdiscovered abbess, foundout howto make a Benedictine St Hildegarde, Surrey, Thetastefor water.In the MiddleEast,rosewaterwasinvented. lavender perfumegrewandgrew,particularly in ltalyandFrance, andmenalso beganto useit.Theuseof perfumewasthe heightof fashionin the reign lastedthrough Thefashionfor exoticperfumes I in England. of Elizabeth epochin butwiththe comingof theVictorian century, the eighteenth perfumes wererosemary Theonly'respectable' it disappeared. England andlavender. in the Southof Franceisthe centreof the great Grasse Nowadays, youcanseethefieldsthere perfume industry. Inthesummer French rosesandalsolavender Theflowers iasmine, coveredwithblossom. - areat theirmosthighly scented at dawn,whenwomenandchildren gatherthemintobaskets Theblossoms andrushthemto thefactories. perfumes we buy;the intothefamiliar andblended arethendistilled aroundus. by everyone scentsrecognized unmistakable

blossomsflowers blendedmixed

uses

period prehistorictimes

. wood burnt for scentedsmoke . oils

ancienttimes

the Middle Ages

16th-19thcentury

nowadays

Task 4 Readingand discussing Discuss at you have written in your chart with your partner. Add anv informationthat vou have learnt from him/her.

. oils for religious purposes . women beganto use perfume

UnitS

38

Task 5 Readingand discussing Readthe following extract from a short story by RoaldDahl abouta man who makesperfumes. hide conceat bad srank smert

'What I said' aboutperfume?' 'All 'lt's scentsin small he answered. thoseexpensive all rubbish!' at all upona effect bottles,the onesI make,theyhaveno aphrodisiac purpose. In the old days, for that wasneverintended man.Perfume when theyno Today, womenusedit to concealthefactthattheystank. putting enjoy purely reasons. They for narcissistic longerstink,theyuseit I good the stuff. hardly notice Men smells. theirown it on andsmelling promiseyouthat.' 'l do,'I said. 'Does it stirYouPhYsicallY?' 'No, physically. yes,' Aesthetically, not 'You enjoythesmell,Sodo l. Butthereareplentyof othersmellsI thescentof a freshComice enjoymore- the bouquetof a goodLafite, pear,or the smellof theairblowing infromtheseaonthe Brittany coast.' Do you agree with the point of view expressedin the extract? What other smellsdo you find pleasant?Which ones do you find unpleasant? Task 6 Reading and interPreting The extract in Task 5 is taken from a fictitious diary, in which the author meets a strangecharacter.This is anotherextract which tells you more about him.

'which a widethoroughfare, 'On is hewenton, the ChampsElys6es,' a road thoroughfare the preciseperfumebeingusedby a woman woman bossy my nosecanidentify otdbitchanunpteasant, his walkingon the othersideof the street.' hispalms andhunching spreading gestures helplessness,Withthetfafficin betWeen?' showing shoulders 'With he said. heavytrafficin between,' in the world, Hewenton to nametwo of the mostfamousperfumes 'Those aremy he workedfor. bothof themmadebythe fashion-house 'l Theyhave themmyself. personal he saidmodestly. blended creations,' oldbitchwhorunsthe business.' maoea fortunefor the celebrated 'But notfor you?' 'Me! hesaid, employee on a salary,' | am buta poormiserable so hightheytouchedhis hisshoulders hispalmsandhunching spreading 'One I shallbreakawayandpursuemy dream.' earlobes. day,though, 'You havea dream?' 'l dream,my dearsir!' exciting tremendous, havea glorious, 'Thenwhydon't YouPursueit?' 'Because I mustfinda manfarsighted enoughandwealthyenough first to backme.' 'With like a reputation Ah-ha,I thought,sothat'swhatit'sallabout. I said. yours,thatshouldn't be too difficult,'

UnitB 'The sortof richmanI seekis hardto find,'hesaid.'He mustbe d sportygamblerwitha verykeenappetitefor the bizarre.' 'What That'sme,you cleverlittlebugger, I thought. is thisdreamyou 'ls wishto pursue?' I askedhim. it makingperfumes?' 'My 'Anyone dearfellowl'he cried. canmake pertumesr.l'm talking aboutfheperfume!Theonlyonethat countsl' 'Which wouldthat bez 'Why, the dangerous one,of courselAndwhenI havemadeit, I shall ruletheworld!' What do you think theperfixne might be? How coulda perfume enablesomeoneto rule the world? Task 7 Reading and writing Readthe extract in Task 6 again.Have you ever met a strange character?If not, can you imagineone?In pairs or smallgroups, 'diary' write a paragraphfrom a about sucha character.

39

aperson whotikestaking sportygambter rrsKs bizarre odd clever littlebueeer anirritatins andsharp (colroquial' normallv ilff|fi:ll!fl3i"on

Thelessons of life

Task 1 Focus Look at this cartoon. Is it funny?Do we often behavelike this? How do other cartoonistspresent the way in which we behave? 1 $UST

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9'

Unit10

Cross out the informationthat is not true. 1 He is waiting for a friend that he hasn't seen sinceyesterday/for twenty years. 2 The manlights acigarlacigarette. 3 He lookspoor/rich. 4 The man grew up with his friendJimmy Wells in the Westiin New York. 5 The man left home becausehe didn't like New York/he wanted to make a fortune. 6 The two men never wrote/wrote at the beginning/wroteregularly to eachother. 7 The man will be surprisedif Jimmy doesn't come/doesn'treally thinkJimmy will turn up. What will happennext? Do you thinkJimmy will turn up? Part 3 'Didpretty welloutWest,didn'tyou?'askedthe policeman. 'You betlI hopeJimmyhasdonehalfaswell.Hewasa kindof plodder, though,goodfellowas he was.I'vehadto competewithsomeof the sharpest witsgoingto get my pile.A mangetsin a groovein NewYork.lt takesthe Westto puta razor-edge on him.' Thepoliceman twirledhisclubandtooka steoor two. 'l'll be on myway.Hopeyourfriendcomesaroundallright.Going to calltimeon himsharp?' 'l 'l'll shouldsaynot!'saidtheother. givehimhalfan hourat least.lf Jimmyis aliveon earthhe'llbe herebythattime.So long,officer.' 'Good.night, passing sir,'saidthe policeman, on alonghisbeat,trying doorsas he went. Therewasnowa fine,colddrizzle falling, andthewindhadrisenfrom puffsintoa steadyblow.Thefewfoot passengers its uncertain astirin thatquarterhurried dismally andsilently alongwithcoatcollars turned highandpocketedhands. Andin the doorof the hardware storethe man whohadcomea thousand milesto fillanappointment, uncertain almost withthefriendof hisyouth,smokedhiscigarandwaited. to absurdity, Crossoutthe information thatis nottrue. I Themanlost/madea fortunein the West. 2 Hethinks/doesn't thinkJimmywillhavemadeasmuchmoneyas he nas. 3 He is goingto waithalfan hour/five minutes forJimmy. What will happennext? WillJimmy come?

47

Unit 10

4B

Part4 Abouttwentyminuteshewaited,andthena tall manin a longovercoat, sideof fromtheopposite across withcollarturnedupto hisears,hurried the street.Hewentdirectlyto the waitingman. 'ls thatyou,Bob?'heasked,doubtfully. 'ls criedthemaninthedoor. thatyou,JimmyWells?' 'Blessmy heart!'exclaimed grasping boththeother's thenewarrival, 'lt's I'd Bob,sureasfate.I wascertain findyouhereif handswithhisown. Well,well,well!- twentyyearsis a longtime. youwerestillin existence. gone,Bob;I wishit hadlasted,so we couldhavehad Theold restaurant's dinnerthere.HowhastheWesttreatedyou,oldman?' another 'Bully;it hasgivenme everything lots, I askedit for.You'vechanged inches.' you three two or Jimmy.I neverthought weresotallby '0h, grewa bit afterI wastwenty.' I 'Doingwellin NewYork,JimmY?' 'Moderately. Come I havea positionin oneof the citydepartments. good long talk place a and have go of, I know on,Bob;we'll aroundto a aboutoldtimes.' Thetwo menstartedupthe street,armin arm'Themanfromthe to outlinethe wasbeginning by success, West,hisegotismenlarged with listened in his overcoat, submerged historyof hiscareer.Theother, interest. withelectriclights.When At the cornerstooda drugstore,brilliant to gaze glare simultaneously them turned of each theycameintothis face. upontheother's hisarm' andreleased Themanfromthe Weststoppedsuddenly Cross out the inJormationthat is not true. I The man waits five minutes/twentyminutes. 2 Aman turns up andrecognizesthe waiting man/seemsto recognizethe man. 3 The waiting man, Bob, thinksJimmy looksjust the sameihas changeda lot. 4 As they go off to find a restaurant,Jimmy/Bobdoes all the talking. 5 When they get to the drug store, they go on talking/suddenlyIook at eachother. What will happennext? Why does the man from the West suddenly let go of the other man's arm? Part 5 'Twenty 'You'renotJimmyWells,'he snapped. yearsis a longtime,but not longenoughto changea man'snosefroma Romanto a pug" 'lt a goodmanintoa badone,'saidthetallman' changes sometimes 'Silky' 'You'vebeenunderarrestfor ten minutes, thinksyou Bob.Chicago mayhavedroppedoverourwayandwiresusshewantsto havea chat Now,beforewe go to areyou?That'ssensible. withyou.Goingquietly, the stationhere'sa noteI wasaskedto handyou.Youmayreadit here Wells.' lt'sfromPatrolman at thewindow. him. the littlepieceof paperhanded ThemanfromtheWestunfolded

Unit 10

49

Hishandwassteadywhenhe beganto read,but it trembleda littleby the time he hadfinished. Thenotewasrathershort. placeon time.Whenyoustruckthe match Bob:I wasat the appointed your to light cigarI sawit wasthefaceof the manwantedin Chicago. Somehow I couldn'tdo it myself, so I wentaroundandgota plainclothes manto do thejob. Jimmv. Cross out the informationthat is not true. I

He knows that the other man is not Jimmy by the colour of his eyes/shapeof his nose. 2 The'other' man is reallyJimmy/isa plain clothespoliceman. 3 Jimmy didn't keep the appointmentbecausehe forgot/becausehe didn't want to arrest his friend. 4 Jimmy had gone home/goneto the policestationto get someone else to arrest his friend. Task 3 What do you think? I Why didn't the two men recognizeeachother in the first place? 2 What do you think of PatrolrnanWells' attitude towards his old friend?Would you have donethe same, or would you have let him get away? 3 Do you thinkJimmy's attitude may have changedwhen Bob 'a describedhim as kind of plodder'?Gart 3 line 2) Task 4 Writing In small groups, imaginean incidentwhen two friendsmeet after a long time. Write a mini-story. Let the other groupsread your story.

KEY

TINIT1 Task 1 are: Someexamples dogs- leadblindpeople camels- carry peoplein the desert donkeys- carry heavyloads Task2 1f.,2e,3c,4b,5a,6d someusefulwordsare:missing,rescue somewordswhichare not so useful:mutt, dory . . . wordswhichmight be useful:tag . . Task3 to raisemoney,postalworkers, to set a record,police officer,missingpersons,senseof smell,rescuerecord,to followa scent,universitydegree

T]NIT2 TaskI The advertisementis for an Americantelephone company. Task2 AlexanderBell's greatestinvention.The other titles mightbe usefulif studentscanjustify their choice. 1 the telephone 2 abeamof sunlighttravellingthroughthe air. 3 It dependedon a sourceof energythat wasnot constant. 4 He thoughtit wasimportantandhis greatestinvention. 5 Scientistshavenow developedlasersandopticalfibres that cancarry light beamsover longdistances. Task 3 1 a womanwaitingfor a phonecall 2 her friendAover/husband 3 Shehasbeenwaitingfor a callfrom him for over two hours. 4 to makethe time passquickly- to distracther 5 nothing 6no /no 8 Unhappy.It is unlikelythat he will phoneher. Their relationshiphasprobablyended('Good-bydarling'.). Task4 The first messagewas the finalmessagefrom the Lusitaniabeforeit sank,takingwith it some1,198 passengers. The secondmessagewassentby the explorerBaldwrn whilston anexpeditionin the Arctic in 1902.He survived the expedition,althoughhiscry for helparrivedfar too latel

I.INIT3 Task5 Harry Lime was shotdeadas in the first description.The seconddescriptionoccursearlierin the bookwhenhe pretendsto havebeenknockeddownandkilledby a car in order to escapearrest. Task 6 1 B He was trying to speak,andl bent downto listen. 2 J . . . he sawme and steppedstraightoff to meet me 3 F The driverbraked, buthedidn'tstanda chance. 4 E 'Bloodyfool,' he said- that was all. 5 H I don'tknow whetherhemeantthat for himself6 G Ma.ybeif Ihadn't startedacrossthe road,he'd have stayedwherehe was. 7 | It's silly of me, butl get shakenup whenI think of rt.

8 D 9 A 10c

In spite o/this uniform, I'd never seen a man killed before. I wondered . . if you'dtellme about Harry's death. . . . I thought he was dead, but then he whimpered with pain.

I.INIT4 Task3 bdhcgjnkmlifae Youmay like to helpstudentsto find the first sentence. Task 4 Theseare someof the kindsof wordsthat shouldhave helpedstudentsto order the sentencesin Task 3: contentwords e.g. 2 millionlworkerlLiberty time-scalewords e.g. sincethenlnow pronounse.g. i/s (the Statueof Liberty)lit (the Statueof Lrber ty)I they(the workers)/ these (dollars)I this (the fact that the Frenchare the most qualifiedworkers) Task5 because,but or and,However,But, to, but

UNIT5 Task 2 1 c .2 b . 3 b Task3 'There is now not the slightest Arthur Clarkewrites reasonto doubtthat the Tunguskabodywas a very small comet,perhapsconsistinglargelyof ice.'

TINIT6

I.iNIT 7

Task2 Section7 This is oneway in whichthe tablemaybe completed. to expresstheir Your studentsshouldbe encouraged

Task3 1 Frenchiewas Minnie'shusband. 2 UncleAI wasMinnie'syoungerbrother. 3 Onlytwo membersof the familywantedto go on the

ideas.

stage. 4 Groucho wanted to be a writer after he went on the stage. 5 Minnie was a tough woman. 6 Frenchie stayed at home to look after the family. 7 The Marx family laughed a lot. 8 The Marx family ate when they had money. 9 Life in America was hard. 10 The Marx family succeededbecause of Minnie's determination.

Lion

Panther

Bear

bored dreamy

unhappy esigned old

UNIT8

greedy

Task 1 The bumpson the Eglptians'headswere madeof perfumedgreasewhichgraduallymeltedanddripped down,perfumingthe wholebody. Task3

poetic

lonely impatient matter of fact

Section2 d (possiblya andb too) Section3 1 Disgust 2 They think a monkeyis an inferiorcreature,andis not what they wanted.

period

place

USES

. oilsfor religious purposes . womenbegan to useperfume

prehistoric times

o wood burnt for scented smoke o oils

ancient times

r Egyptians . rich women taughtthe usedcertain perfumesas a ancientworld how to use statuss]'mbol r Greeksused scent o cheapscents different perfumesfor differentparts of the body . Greekhetairi perfumedtheir breathwith sweetscented liquid

the Middle Ages

e preservation o men started of perfumes usingperfume o peoplesprayed through distillation, themselves with perfume -rose water asa substitute

Section4 I The monkeyis beingironicandunderliningthe other in not talkingto her. animals'rudeness 2 To relieveher lonelinessandto be sarcastictowards the other animalsbecauseof their lackof hospitality. Sheis alsotrying to gainattention. Section5 The lion is still dreamingof the wild. The pantheris pacingits cage. 'letter'. The bearis listeningto the monkey's Section6 1 The monkeypretendsto be readingan articleaboutthe zoobeingtransferredto a more openrural environment. 2 No. Shehurriesto finishthe story whensherealizes how intentlyandanxiouslythe other animalsare listeningto the 'newspaperarticle'.

deuelopment

!.5.

Middle East England Italy and France

+ ^- + ^ 1 . : ^ ^ a^ rur LdAurS

-lavender water

bath o taste for perfume grew

52

period

place

16th-19th France century

deaeloPment

uses

o art of

perfumery andbeauty was rediscovered . useof perfume was at the

England

hcioht

of

fashionfor a time but eventuallyonly rosemaryand lavenderwere respectable nowadays Grasse, . became

Southof France

centreol French perfume industry

o generally, exoticheavy scentsare used for evenings, andsimpler smellsof citrus andsinglefloral scentsfor everydayuse

I.INIT9 Task 2 character'ktics

fable fairylale

mAth

happyending unhappyending ordinarypeople extraordinarypeople everydayevents fantastic events

a singleinterpretation different interpretation significantfor everyday behaviour significantfor the majorissuesof life a very obviousmoral hidden meanings

Your studentsmay not agreewith the way in which the tablehasbeencompletedandmaywant to discusspartsof to expresstheir views. it. They shouldbe encouraged

T]NIT10 Task2 Part I 1 It is evening. 2 The streetsare empty. 3 The shopsare mostlyclosed. 4 The policemanis a goodone. 5 The policemanisn't expectingto seethe manin the doorway. Part 2 1 He is waitingfor a friendthat he hasn'tseenfor twenty years. 2 The manlightsa cigar. 3 He looksrich. 4 The mangrew up with his friendJimmyWellsin New York. 5 The manleft homebecausehe wantedto makea fortune. 6 The two menwrote at the beginning. 7 The manwill be surprisedif Jimmydoesn'tcome. Part 3 1 The manmadea fortunein the West' 2 He doesn'tthinkJimmywill havemadeas muchmoney ashe has. 3 He is goingto wait halfan hour forJimmy.

g@#str

Oxford UniversityPress ISBN 0-19-tr531O1-4