Itfore you start

Exercise 1

■ Read aloud the title. Ask students if they know anything about Thomas Edison (1847-193). Edison was an inventor and physicist. He invented the record player and the electric light bulb and had patents for over 1,000 inventions. Explain the meaning of the expression a shaggy dog story (it is a type of joke - a long story with a silly twist at the end). Vonnegut makes a play on the title as the story is actually about a dog.

■ Ask students to look at the photo of Vonnegut and describe his appearance and guess what sort of person he is.

■ Read through the questions with the class. Students work individually, reading the Background and answering the questions. Tell students to try and guess the meaning of important new words from the context or to check the meaning in the Mini-dictionary. Students can compare answers in pairs before checking answers as a class.

Answers

1 He was a prisoner of war in Dresden when it was virtually destroyed by Allied bombing. 2 science fiction writer, satirist, social critic, moralist 3 Ifs mad (crazy) and ifs bad.

Reading and Listening

/ Exercise 2

■ Ask students to look at the pictures and describe the men and the dog. Use the picture to teach the word garters. Encourage students to speculate about the characters of the men and their relationship, e.g. Are they friends? Do they like each other?

■ Play the recording once or twice for students to read and listen for general understanding.

■ Read through the names of the characters and the actions (a-h) with the class. Do the first answer with the class. Play the recording of paragraph one and then pause it for students to match action a) with the correct character.

■ Continue playing the recording, several times if necessary, for students to complete the exercise.

■ When checking answers, ask students to read aloud the sentence(s) in the text that support their answer.

Answers

a Bullard b the stranger с Edison d the stranger e Sparky f Edison g Sparky h Bullard

Exercise 3

■ Ask students to find the following words in the text: cotton thread, dial, filament (for an incandescent lamp), lock, needle, wires. Check that students understand the meaning of the words and, if necessary, translate them into LI.

■ Read through the questions with the class and check that students understand the vocabulary. Students work individually or in pairs, reading the story again and answering the questions.

■ When checking answers, ask students to refer back to the text and read aloud the section that supports their answer.

Answers

Literature Spot 3------- Thomas

1 Suggested answers: Bullard - boring, impatient, quick­tempered; the stranger - calm, tolerant, easy-going; Edison - calm, patient, rational, a sense of humour 2 He invented it

while he was trying to think of a filament that would last in an incandescent lamp/He thought intelligence was just a kind of electricity. 3 The needle lay where it was and trembled. 4 He thought the instrument was broken. 5 He unlocked the door. 6 He was willing to face the truth that dogs are more intelligent than people. 7 They agreed that Edison and the stranger would not tell anyone what they had discovered and in return the dog gave the stranger a stock market tip that made him rich and told Edison what to use for a lamp filament. 8 Sparky had given away their secret that dogs are more intelligent than people. 9 as a present in memory of Sparky

Option

■ Ask further questions to check comprehension:

1 Who does the stranger think was the inventor of the light bulb? (Sparky the dog.)

2 Why did the needle 'lay where it was and tremble' when the stranger tried the intelligence analyser? (Because he was only of average/normal intelligence.)

3 What was the red mark for on the dial? (It was Edison's intelligence mark, so a very high mark.)

Vocabulary

Exercise 4

■ Students work in pairs, finding the expressions in the story and matching them with the meanings.

■ After checking answers, ask the class which of the expressions is a proverb (Let sleeping dogs lie). Ask students if there is a similar proverb in their LI.

Answers

lc 2d 3a 4 f 5b бе

Option

■ Give students time to read the story again, beginning at line 27 to the end. Students then close their books.

■ Write on the board:

One day when I was nine years old, I was playing with Sparky, my neighbour's dog... Students work in small groups, retelling what happened that day. Monitor but do not interrupt students' fluency. Make a note of any general language problems to go over with the class later.

■ Students then retell the story as a whole class.

Talkback

Exercise 5

■ Read through the questions with the class. Check that students understand the vocabulary, e.g. unbelievable, a moral.

я Students work in pairs, discussing the questions.

Edison's Shaggy Dog

■ The pairs then feed back to the class and see how much general agreement there is. Encourage students to explain the reasons for their opinions. There are no single 'correct' answers to the questions. Students who decide that there is a moral to the story may conclude that the moral is 'appearances can be deceptive' (i.e. dogs appear not to be as intelligent as humans but they may be more intelligent) or 'sometimes it is best to let sleeping dogs lie' (i.e. to let things stay as they are rather than change them).

Before you start Exercise 1

■ Students read the Background and make a note of the countries where important writers in English have come from.

Answers

As well as Britain and the USA: Australia, South Africa, Canada, the Caribbean, Africa and India

Reading and Listening

D Exercise 2

■ Play the recording once for students to read and listen and gain a general understanding of the story. Then ask students to look at the picture of Muni, the tourist and the horse and say what they think is happening.

■ Read through the sentences (1-11) with the class. Check that students understand that they have to match each sentence with Muni, the tourist or both of them.

■ Play the recording, twice if necessary, for students to complete the exercise.

Answers

1M 2 T 3T 4 M 5 В 6T 7 T 8M 9Т 10 В ИМ

Exercise 3

■ Students work individually or in pairs, reading the story again and answering the questions.

Answers

1 He wanted to know if there was a gas/petrol station nearby.

Literature Spot 4

A

2 He thought he was a police officer. 3 Everyone in India seemed to know some English. 4 The horse is their guardian and means death to their enemies. 5 He was talking about buying the statue. 6 The tourist showed him a hundred rupee note and then stroked his goats. 7 He thought the goats would follow him.

Suggested answers

Time is not important for Muni, every day is the same. Time is important for the tourist who plans annual holidays, travels fast, runs a business.

Muni is interested in the past (memories) and the future means the end of the world to him. The tourist is more interested in the near future: sales, where to put the statue. Muni has very little money and few possessions (his home, his goats) - we guess that there are very few possessions in his home. The tourist has money and possessions and is collecting more possessions. He must have a very big house if the statue is going to be put in the middle of the living room.

■ Ask students what seems to be the most important thing in each of their lives. Are either of them interested in the culture/life of the other? What do we learn about Muni's own culture and life experiences?

Option

■ In pairs, students work out the dialogue between the tourist and his wife after the tourist has returned home and the statue is being delivered. If you wish, write the wife's opening sentence on the board and elicit suggestions for the next few exchanges from the class:

Wife: George. Something very strange has happened.

Come here and look! Monitor and help with vocabulary if necessary.

■ Some of the pairs then act out their roleplay for the class.

Exercise 5

Horse and Two Goats

■ Either in groups or as a whole class, students talk about their experiences if they have been in a situation in which they did not understand the other person. Those students who have not been in such a situation, can say how they think they would feel.

Option

■ Give students half a minute to read through the story again. Then in small groups, students close their books and retell the story of Muni and the tourist, taking turns to add sentences to the story. Monitor but do not interrupt students' fluency. Make a note of any general language problems to go over with the class afterwards.

Talkback

Exercise 4

■ Read through the question and the prompts with the class. Elicit one or two ideas from the class.

■ Students then discuss the question in pairs or small groups.

■ Students pool their ideas as a class.

"apescripts

jssm 4, Listening, Exerase 2

"-winter: Good evening and welcome to Adventure. Today we're.: to talk about modern explorers. Lefs begin with a profile of

л Kaminski. In the studio we have Matt Thomas who has --rntly interviewed the Polish explorer, «att Hi.

^l-*senter: Marek Kaminski's two most famous expeditions so far •ее in 1995, weren't they?

•art Thafs right. In the first one to the North Pole he travelled:Jris with Wojtek Moskal and got to the Pole on the 23rd of May

■ •i. He called the expedition 'Poles to the Pole', '-ssenter: Thafs a good name.

•att: Yes. And his second one was a solo expedition to the South ^: He travelled 1400 km and got to the Pole on the 26th of -'member - in the same year. He called the second expedition 'A to the Poles'.

'-esenter: And did he have any problems on this one?

• rtt: Mmm. His biggest problem was wind, blowing with speeds

л to 330 km per hour. And there were temperatures of minus

: J*C. Antarctica's a tough place, you know.

'-esenter: So, could you give us some background on Marek?

«^at kind of person is he?

<atfc In some ways he's not a typical explorer. He studied:■- osophy at university and speaks six languages. He likes reading looks on his expeditions. One of his favourite authors is Tolkien, -e also writes a lot himself. He always uses pencils because they xn't freeze!

^:*esenter: Right. And this is the question we always ask. Why joes he do it?

•♦att: Well, he wants to test the limits of what humans can do.

■ чеп I spoke to him, he told me something very interesting. He said that on his polar expeditions he learned that everyone has

■nits, but the limits are in us, not outside us. Presenter: Huh, huh.

4att: And he raises money for charity - especially children's narities. He says that he feels the children are with him when ">e's on his expeditions.

Presenter: Has he got any advice for young people interested in going on expeditions?

Matt: Yes... one very good piece of advice is this: the key to a successful expedition is your brains not your legs, and the most ■nportant thing is your dreams.

Presenter: Well... thafs very true. OK, thanks Matt for that profile of Marek Kaminski. Later we'll talk to...

Culture Corner 1, Exercise 1

Presenter:... OK, and in this next round, we have some questions about Canada. First question... what's the capital of Canada? Contestant 1: Toronto? Presenter: No, not Toronto. Contestant 2: Ottawa.

Presenter: Yes, Ottawa. And the population of Canada, is it twenty-two million, thirty-two million or forty-two million? Contestant 1: Forty-two. Presenter: No, I'm sorry, ifs not... Contestant 2: Thirty-two.

Presenter: Yes, correct, only thirty-two million people. Big country, small population. And Canada has two official languages, English and... which other language? Contestant 2: French.

Presenter: Yes, French, thafs right, mais oui, fran(ais. Now politics. Canada is an independent country with its own parliament, of course, but the Head of State is actually a queen from another country... which country? Contestant 1: The UK.

Presenter: Yes, absolutely right, the king or queen of the UK. Right, Canada is a very nice place to live, apparently. The United Nations has a list called the 'Human Development Index' which compares the quality of life in all the countries in the world. What

position is Canada on that list - number one, number five, or number ten?

Contestant 2: Number ten. Presenter: No... Contestant 1: Number five.

Presenter: No! Ifs number one, yes, Canada has got fantastic education and health systems. Must be a lovely place to live, because ifs also got lots of forests, lakes, rivers and mountains. Now, the longest river is the Mackenzie River. But how long is it, though? Three-thousand two-hundred, four-thousand two-hundred, or five-thousand two-hundred kilometres? Contestant 1: Four-thousand two-hundred? Presenter: Yes, four-thousand two-hundred kilometres long! Thafs a long river. And now the final question on Canada. How high is the highest mountain in Canada, Mount Logan? Is it nearly six- thousand metres, nearly seven-thousand metres, or nearly eight- thousand metres?

Contestant 2: Nearly six-thousand metres? Presenter: Yes, Mount Logan is nearly six-thousand metres high. And now a short break. After the break we've got Round Three, see you then!

Culture Corner 1, Exercise 3

One of the most important men in the history of Canada was Alexander Mackenzie. He was born in 1764 in Scotland. His family was poor and when he was ten, his mother died and he emigrated with his father to New York. When the American Revolution started in 1775, Mackenzie went north to Canada and worked for a company that traded in furs. In 1789, he went on his first expedition to find a way west to the Pacific coast. With a group of French Canadian guides and two Native Americans he canoed down one of the longest rivers in the world, now called the Mackenzie River. They made rapid progress and on the fourteenth of July, 1789, Mackenzie arrived at the ocean. But it was the wrong ocean - it was the Arctic and not the Pacific! Mackenzie was disappointed and the return journey up the river was terrible. However, Mackenzie was a determined man. He went back to Britain to learn more about astronomy and geography for his next expedition. In May, 1793, he began his journey, travelling by canoe and on foot to the Rockies. At the Rockies, his men wanted to go back home, but Mackenzie persuaded them to carry on. Finally, on the twenty-second of July, 1793, the expedition got to the Pacific. Mackenzie and his men became the first Europeans to cross North America north of Mexico. Mackenzie's achievement was very important for Canada because it opened the way to the Pacific and meant that Canada now stretches from the Atlantic to the Pacific. Mackenzie's expedition got home safely and Mackenzie went on to become a successful businessman. He then wrote a book about his remarkable travels that became a bestseller. The book shows something of Mackenzie's personality. He was not only very brave but was a natural leader. He also treated the Native American people well and was interested in their customs. This attitude was not so common among Europeans in the late eighteenth century.

Lesson 11, Exercise 3

1 Would passengers for Air France flight AF2146 to Ottawa please proceed to gate number twelve.

2 Would passengers for British Airways flight BA1462 to Budapest please proceed to gate number fifteen.

3 Would passengers for Polish Airlines flight L01473 to London please proceed to gate number twenty-three.

4 Would passengers for Iberia flight IB3418 to Barcelona please proceed to gate number thirteen.

5 Would passengers for Turkish Airlines flight number TA1598 to Istanbul please proceed to gate number eighteen.

6 Would passengers for Olympic Airways flight number OA1967 to Zurich please proceed to gate number nine.

Culture Corner 3, Exercise 4

Man: Hello everyone. I know a lot of our listeners are visiting Britain this summer, attending courses, doing summer jobs, or just on holiday. On tonight's programme we have Janet Stott, from a travel agency, who's going to talk about visiting the UK. Welcome to the programme, Janet. Woman: Thanks, Bob.

Man: First, telephones. Most people will probably want to phone home some time during their stay in the UK. Woman: Well, don't expect to see red phone boxes everywhere - there aren't many left these days except maybe in the countryside. Nowadays, some phone boxes in big cities are like mini Internet cafes - you can phone, text or email from them - and you can use cash, phone cards or your credit card to pay. Here's a good tip - phone after 6 pm. Calls are cheaper in the evenings, until 8 o'clock in the morning.

Man: Really? So you can save money there. Okay, now on to eating

out. What's a normal tip in a restaurant?

Woman: Well, eating out in Britain is expensive though pubs and

fast food places are cheaper. Some restaurants include service in

the price, so you don't have to leave a tip, but if it says 'service

not included', then a 10 per cent tip is usually expected.

Man: Hotels are expensive in Britain too, aren't they?

Woman: Yes, they are, but you can always find a cheaper 'bed &

breakfast" or a youth hostel. Look for hostels with the YHA sign -

thafs the Youth Hostel Association. They're usually clean and

comfortable.

Man: Thafs true. And cheap too.

Woman: By the way, wherever you decide to stay, we advise you to buy a plug adapter if you want to use anything electrical like a hairdryer. Plugs in the UK are different from the rest of Europe. Man: And finally, the weather. Is it really that bad in the UK? Woman: Well, ifs very changeable and unreliable, Bob. But during the main tourist season, between say June and August, the weather is mild, usually between 20 and 25 degrees centigrade. And Britain's a wonderful place to visit then. Man: But take an umbrella just in case! Thanks a lot for some really useful advice, Janet, and maybe now we could...

Module 4 Warm-up, Exercise 2

Quizmaster: Now, if you get this question right, you and Tony go through to the final. Listen carefully. What Italian word do we use to describe photographers who follow famous people?... Right., Janet, here's your chance to get into the final. Contestant: Is it the paparazzi? Quizmaster: Yes, thafs absolutely right, the paparazzi! Quizmaster: Congratulations, you've made it to... 2

Newsreader:... and the secretary-general of the United Nations is giving a news conference later today on the situation in the Middle East. Last night, two men and one woman were arrested by police after a bomb went off in the centre of...

Presenter: So, Alan, what made you leave television and go into films?

Guest: Ah well, I guess I wanted to try something new. You know, I was in the same TV series for three years, and, er, when I got the opportunity to go to Hollywood, I couldn't resist it. It has always been my dream.

Presenter: And how did you meet Spielberg? Did he...

Woman: Is that you? Boy: Yeah.

Woman: What time do you call this?

Boy: Half past ten. Is there any supper?

Woman: Why didn't you phone?

Tapescripts

Boy: I couldn't. My mobile's not working, is it?

Woman: You've always got an excuse, haven't you? I've been worried... 5

Reader:... and the babies are at their most vulnerable in the first few hours after they are born. Here we can see the mother pushing them back into the nest as she prepares to go out hunting for something to eat. She could be away for a few hours, so ifs important that...

Lesson 15, Exercise 3

Presenter: Good evening and welcome to Spotlight, this week's look at the media. Tonight we're going to look at 'fame'. We have Dr Lindbrow from Florida State University in the studio. Dr L: Good evening.

Presenter: Dr Lindbrow. You've just written a book called The Price Of Fame. Could you tell us why celebrities are so important nowadays?

Dr L: Well, of course, fame's not just a modern thing. The idea of the 'celebrity' developed in the USA in the 1920s with radio, cinema and glossy magazines - sports stars, singers, and above all film stars, became superstars, like the incredibly famous Rudolph Valentino. There were scenes of mass hysteria wherever Valentino went - huge crowds of fans tried to get near him, screaming and pushing - and girl fans fainted and went crazy in the cinema when he appeared on the screen! Presenter: As early as the 1920s?

Dr L: Yes, as early as that. But celebrities've become much bigger with today's mass media. This has happened in every country all over the world.

Presenter: And whafre the advantages of fame? Dr L: Well, the obvious thing is that celebrities can get enormous amounts of money, of course! Hollywood stars can demand huge contracts nowadays. Film stars and other celebrities can also make a fortune from advertising. For example, some footballers and basketball players make literally millions of dollars from advertising sports clothes or soft drinks.

Presenter: But the title of your book suggests that there is a price to pay for fame.

Dr L: Yes, thafs right, there are disadvantages. Nowadays,

celebrities find it more and more difficult to hide from the press,

especially the paparazzi, the aggressive photographers. The

paparazzi will do anything to get an exclusive photo which they

can sell to a newspaper or magazine.

Presenter: As was the case with Princess Diana.

Dr L: Sure, and ifs not just the media, but their own fans who

follow them everywhere. John Lennon, the famous member of the

Beatles, was murdered by one of his own fans outside his

apartment in New York.

Presenter: Yes, I remember... terrible.

Dr L: Yes, it was. And once you're famous, people expect you to be successful all the time. There's a lot of pressure on you to make another good film, make another best-selling album, score more goals. Celebrities suffer from a lot of stress. And, you know, man* of them have died young, like Rudolph Valentino, who I mention earlier, or Marilyn Monroe, or James Dean. Presenter: Mm. And many celebrities seem to lead a fast life. Aie they at greater risk?

Dr L: Yes, they are. James Dean is a good example. He starred in three hugely successful movies before he was twenty-three years old. His career was moving very fast, he was a cult figure for American youth, and, as you know, he died in a crash driving a fast sports car.

Presenter: Tell us, Dr Lindbrow, what do you think about the suggestion that...

Lesson 19, Exercise 7

1 Customer. Excuse me? I've got a problem with this shirt. Shop assistant: Oh dear. Well, whafs the problem with it?

2 Shop assistant: Have you got a receipt, love? Customer: No, I'm afraid I haven't.

3 Shop assistant: Can I help you, madam? Customer: I hope so. I've got a bit of a problem.

4 Shop assistant: Well, I'm really sorry, but we can't refund your money.

Customer: Well, ifs my fault, I suppose. But thanks anyway.

5 Shop assistant: Right, sir... what exactly's wrong with it? Customer: Well, I bought it last week. The first time I used it, it didn't work properly.

6 Shop assistant: Have you got the receipt and the box it came in?

Customer: Yes, I have. Here they are. Review 5, Exercise 2

1 Q: What is the longest river in Britain? a) the Thames, b)

the Clyde, or c) the Severn. A: The Severn.

2 Q: What is the highest mountain in Britain? a) Ben Nevis,

b) Snowdon, or c) Scafell. A: Ben Nevis.

3 Q: What is the biggest lake in Britain? a) Loch Ness, b) Lake

Windermere, or c) Loch Lomond. A: Loch Lomond is the biggest freshwater lake.

4 Q: Which group of islands form the southernmost part of

Britain? a) the Hebrides, b) the Channel Islands, or c) the Scilly Islands. A: The Channel Islands.

5 Q: What is the name of the sea between Wales and Ireland?

a) the North Sea, b) the Welsh Sea, or c) the Irish Sea. A: The Irish Sea.

6 Q: What is the biggest wild mammal in the British Isles? a)

the fox, b) the red deer, or c) the roe deer. A: The red deer.

7 Q: What is the biggest bird in the British Isles? a) the

golden eagle, b) the imperial eagle, or c) the black vulture. A: The golden eagle.

8 Q: What group of British people watches the most hours of

television? a) the young, b) the middle-aged, or c) the elderly. A: The elderly.

Lesson 23, Exercise 4

And that was the latest from The Carnivores. Er, an interesting article in today's Mirror here. It says that you can tell someone's personality by the kind of chocolate they choose. Yes, really, listen to this. It says if you choose a round chocolate, you're a very sociable person. And if you choose a square chocolate, then you're very honest and reliable. Do you believe this? It says people who choose oval chocolates are very creative, and if you choose a rectangular one, you're a sympathetic person, a good listener. Mm, what about me? Well, I always go for those spiral ones, and according to this, I'm dynamic - but very disorganised! Is that true? Suppose it is, really. Now then, if you choose a diamond-shaped chocolate, you're probably materialistic and interested in money, and, oh dear, people who choose a triangular chocky are insensitive. This is all in a new book by a psychotherapist from New Zealand called...

Lesson 27, Exercise 3

David: My brother and I went to a private school, and we didn't see much of our family, except in the holidays. My younger brother didn't like being away from home at all. We worked very hard, even had lessons on Saturdays but we did have free time during the week. There were a lot of rules and the teachers were quite strict, I suppose, but they were very helpful. You know, if you fell behind with your work, they'd go over it with you. They'd help you catch up with your work at weekends. Yes, study and discipline were important, but if you got on with your work, you were okay. We wore a uniform, of course, but didn't have to wear it on Saturday afternoons or Sundays. At weekends we used to get together and go into town and have some fun. Robert: I lived right in the town centre and I went to an old school there. The building was very old and we didn't have any sports facilities. We had to walk to a park about twenty minutes away to play football or cricket. We didn't have much equipment either. The science laboratories were ancient! But in many ways it was a good school and most of us got good results in exams. They closed the school about two years after I left. Mary: I went to a state school near my house. It was enormous, about two thousand pupils, I think. We had lots of facilities - a library, computer rooms, modern science labs, a big gym, that sort of thing. I was very sporty, so it was great for me. I was good at athletics and I took up swimming too - there was a club after school. I didn't like our uniform, though - it was a horrible sickly green!

Barbara: My school was different from most schools. It was a converted old house in the country. There were only about sixty students and we lived together like a big family. We only saw our real families in the holidays. You won't believe this but we didn't have to go to lessons. If we wanted to study, we just went to a teacher and asked for help. When I first started, I put off studying for weeks! And there were no strict rules or punishments. If a student did something wrong, the other students decided what to do about it. People don't believe me, but it worked really well. In the end I went on to do computer studies at university and now I'm working for a big engineering company. James: We lived in a small village so when I started secondary school, I had to get a bus into the centre of town. I didn't like the school at first because I had no friends. Most kids were into football and I wasn't interested in sport. But in the end, I met some good friends who liked the same things as me. We started a computer club after school and we set up the school's first web page. I'm quite proud of that!

Module 8 Warm-up, Exercise 2

Hotel receptionist: Good morning. Сап I help you, sir? Hotel guest: Yes, I have a reservation in the name of Briercliffe. Hotel receptionist: Could you spell that, please? Hotel guest: Yes, ifs В - R - I - E - R - С - L - I - F - F - E. Hotel receptionist: Right thanks, Mr Briercliffe. Lefs have a look.... yes, ifs for two nights, isn't it? Hotel guest: Thafs right. 2

Shop assistant: Good morning. Can I help you, sir? Customer: Mm, I'm looking for something for my granddaughter. Shop assistant: How old is she?

Customer: Well, ifs for her tenth birthday. She loves reading, you know.

Travel agent: Good afternoon. Can I help you, madam? Customer: Yes, I'm thinking of going away after Christmas for a week or so. Somewhere warm, you know. Travel agent: What kind of price range were you thinking about?

Doctor: Right, Mr Stephens, can you tell me when it started? Patient: Well, I suppose it started last night. I did some gardening yesterday and last night I found it difficult to move my arm.

Doctor: OK. Lefs have a look.

Plumber: Good morning. So what's the problem? Housewife: Well, come through to the bathroom and I'll show you. It happened last night and we had to turn the water off. Plumber: Right, I see... I'm afraid this looks a bit tricky.

Lesson 31, Exercise 4

Woman: Good morning, take a seat.

Oliver: Good morning. Thank you.

Woman: My name is Judith Wainwright. I'm the personnel

manager for Camp Elizabeth Holidays. And you are Oliver

Blackstone?

Oliver: Thafs right.

Tttpmripfo

Woman: I see that you're in your last year at school. Oliver Yes, I'm doing my A' levels this summer. I hope to go to university to study information technology.

Woman: So why do you want to work with us at Camp Elizabeth? Oliver: Well, your company has a good reputation. I know some people who have been to your camps and they say everything was well-organised, you know, very efficient. I enjoy working with children, you know, organising activities for young people, and, er, I'd like to get some more work experience. Woman: What experience do you have? Oliver: Well, I help with the youth club at school. I've organised sports events and trips to various places, you know, to concerts, the theatre, things like that.

Woman: Mm, good. What qualities do you think are important for this kind of job?

Oliver: I'm sorry, what do you mean exactly? Woman: I mean, the qualities and skills you need to work with children and organise sports and other activities. Oliver: Well, I think you certainly must have patience. A lot of patience! And, er, another important thing is enthusiasm. And, well, I suppose you also have to be very careful and aware of danger. Accidents can happen very easily, so you need to be prepared for them.

Woman: Okay, are there any questions you would like to ask me? Oliver: Er... yes, just one thing. Could you tell me what kind of accommodation there is for people working at the camp? Woman: Yes, of course, most monitors have their own rooms but some will have to share. Oliver: Right, I see.

Woman: Well, thank you, Oliver. I'll be getting in touch with people next week.

Oliver: Thank you very much. Goodbye.

Lesson 31, Exercise 12

Presenter: Hello, I'm Judy Lang, and welcome to Jobwatch. In today's programme we're going to look at job trends. Joining me in the studio is Mark Pinner, from the University of California in Los Angeles. Nice to have you with us, Mark. Mark: Nice to be here.

Presenter: Ifs very difficult for young people to choose a career. But which career areas do you think have the best future? Mark: The best future? Well, you don't need to be a genius to predict the industries which will continue to decline and be most affected by technological change.

Presenter: What job areas are you referring to? The old industries? Mark: Yes, of course, areas like agriculture, textiles, coalmining and heavy industries, like steel, are all doing badly. Other sectors like banking are losing a lot of jobs because of computerisation. Presenter: So, which job areas are going to do better in the future?

Mark: Basically, the areas there will be more new jobs are tourism, business and professional services, the media, information technology, and also the biosciences. Presenter: Right. I see.

Mark: Information technology will be particularly important. The number of jobs in IT will continue to rise dramatically. There are currently over 150 million computers in the world and by 2020 the number will be around one billion. Because of this, computer programmers and systems analysts will be in much greater demand. Presenter: So does that mean we'll need more computer skills? Mark: Well, if you want to work with computers, yes. Of course, not everybody needs to become a computer expert, but they should really consider improving their IT skills. Presenter: Okay, so IT is really important. What other skills are needed?

Tapescripts

Mark: Well, companies will need people who can work co­operatively and get on well in a team. Good communication skills will be essential. Language skills are also important. You need to speak at least one foreign language nowadays. But cultural awareness is also important. Companies will need people who feel comfortable working with people from other cultures and coping with cultural differences.

Presenter: Right. Communication is another key skill. But apart from actual job areas and skills, Mark, ifs also true that people's working lives are changing too, aren't they? Mark: Yes, thafs very true, Judy. The idea of a 'job for life' has become old-fashioned. People are changing companies a lot more. And a lot of companies are using small companies or freelancers to do things for them. So there are a lot more freelance workers than before. They are people who are self-employed - who work for themselves. And a lot more freelancers are working from home using the Internet and phones. There will be a lot more of these 'teleworkers' in the future.

Presenter: Mark Pinner, thank you very much for being on the programme.

Mark: Ifs been a pleasure.

Lesson 35, Exercise 5 l

Christina: Excuse me? Could you pass the salt, please?

Man: Yes, certainly.

Christina: Thank you.

Man: You're welcome.

Man: So, what do you think we should do this weekend? What about going canoeing again?

Woman: Yeah, last time we went it was great! We could leave on Friday evening.

Christina: Er, I'd rather not, thanks. I didn't enjoy it last time. But you can all go.

Woman: All right, maybe. Or how about...

Christina: Excuse me, Mrs Davis? Do you think I could have a word with you?

Mrs Davies: Yes, dear?

Christina: Would you mind giving me a lift to school? Mrs Davies: Of course not. In about ten minutes, OK? Christina: Thanks a lot. Thafs very kind of you. Mrs Davies: Ifs no trouble. Any time.

Man: Hi, Christina. Have you got that CD you borrowed? Christina: Oh, I've forgotten it! I'm really sorry. Man: Thafs okay, bring it tomorrow. Christina: Yes, I will, I promise!

Lesson 35, Exercise 8

Christina: Could you pass the salt? Man: I'm sorry?

Christina: I said, could you pass the salt? Man: Yes, there you are. 2

Man: So, what do you think we should do this weekend? What about going canoeing again?

Woman: Yeah, last time we went it was great! We could maybe... Christina: No, I didn't enjoy it last time. It was awful. Woman: Well, all right, maybe not.

Christina: Er, Mrs Davis? Mrs Davis: Yes, dear.

Christina: Could you give me a lift to school, please? I'm ready now. Are you?

Mrs Davis: Er, well, in about ten minutes, OK? Christina: Yes, good.

Man: Hi, Christina. Have you got that CD you borrowed? Christina: Mm? What CD? Oh, that one. No, I haven't.

*an: Well, could you bring it tomorrow? Omstina: OK, if I remember.

Cjfture Corner 9, Exercise 4

•HI, I think a lot of people in Britain have got this stereotypical -age of Australia. You know, kangaroos and koalas, surfing, and barbecues on Christmas Day. I suppose Australia is certainly an jtdoor country, unlike Britain where the weather's so bad. We jend a lot of time outdoors, doing activities like bushwalking, rving, fishing, horseriding, golf, sailing, you name it. Surfing is sopular, but we do lots of other sports too. We take sport very •»riously, you know, and we've produced great cricket teams, rugby teams, Olympic swimmers and top tennis players. Whenever I get •"«chance, I go bushwalking in the outback - that's the desert and semi-desert area in the middle of the country. It's a great:«ace for trekking and there are lots of amazing animals - and not jst kangaroos! There are koalas, emus, platypuses, echidnas, possums, dingos... though some of the animals are getting a lot •эгег and it's difficult to see some of them nowadays. The only;roblem about wildlife in Australia is that there are lots of poisonous snakes and insects - in fact, they're the most poisonous 1 the world. So you have to be a bit careful when you're doing the gardening!

Australia isn't just sheep farming and mining. It's true, there are lots of sheep - in fact somebody once told me that there were seven sheep for every Australian! But there are lots of new idustries, and in fact wine growing is one of the biggest areas of Australian agriculture. Did you know that Australian wine is now -ore popular in Britain than French wine? After the war, there was a lot of immigration from Italy, Greece and Turkey. And more recently, there's been a lot of immigration from places like Thailand, Vietnam and Hong Kong. We're a really multicultural country these days. There aren't that many Aborigines left, though, only about one per cent of the population. Ifs not something for Australia to be very proud of.

Module 10 Warm-up, Exerase 2

Pia: I'm doing this competition for a Sunday newspaper. Ifs about selecting the best ten items for a time capsule. Robert: Whafs that?

Pia: Well, you select items and put them in a box and bury it. Hundred of years later people might find it and learn about how we lived. I think it's really interesting, don't you? Robert: Yeah. I suppose so.

Pia: So what would you put first? I think I'd put an example of today's newspapers. People could read about what was happening, couldn't they?

Robert: Thafs true. And I'd definitely put in a mobile phone. I mean people use them all the time, you know what I mean. Pia: Mm they do. OK. And what about a book? I'd choose Harry Potter.

Robert: Harry Potterl You must be kidding!

Pia: Well, I know ifs for children but ifs the best-selling book

around and a lot of adults read it too.

Robert: Wouldn't be my choice, but OK. One thing I'd definitely

put in is a football.

Pia: A football? Why?

Robert: Ifs the biggest entertainment around isn't it? You can't

understand life today without football.

Pia: Yeah... I suppose so. And I'd choose a TV remote. People

spend so much time watching telly and there are remotes for

everything.

Robert: Thafs a good idea. And I'd choose a CD... you know,

people want to know what kind of music we're all listening to.

What about a selection of rap or hip hop?

Pia: But rap's not the only kind of music around. If d be better to

have a selection of this year's top hits.

Robert: What about something to do with computers? We could

have a palmtop computer. They're pretty small so they'd fit in the

time capsule.

Pia: OK, lefs hang on a moment. How many things have we got?

... We've got seven. We've got three more to add. I'd choose something to do with food and houses. Microwaves are too big, but we could have a coffee maker, couldn't we? Robert: It'd be better to have a pizza carton. Shows the kind of fast food people are eating nowadays.

Pia: OK, thafs a good idea. But I think some kind of gadget would be good too. And ifs my list!

Robert: All right, you choose. But I wouldn't choose a coffeemaker myself! I hate the stuff!

Pia: There's one left. I'd go for a radio alarm clock. We're obsessed with time you know.

Robert: Bit boring. But OK. Wow, is that the time? I've got to be going...

Lesson 39, Exercise 4

Presenter: I'm standing on the banks of the river Euphrates in Iraq, the very heart of Mesopotamia. In the next few weeks, we'll be going around other great centres of past civilisations and trying to come up with the answers to some big questions. For example: How did human society develop? What makes us civilised?... So what was it that made this region home to some of the most influential civilisations in history? With us is the archaeologist Dr Pauline Milton.

Dr Milton: Well, historians believe the basic reason is that Mesopotamia was so fertite. It was one of the first places where humans gave up being nomads and took up cultivating crops effectively. And the two great rivers, the Tigris and the Euphrates, allowed people to build irrigation channels so this was obviously very important.

Presenter: So when did civilisation start here? Dr Milton: From about 3,500 ВС, cities started to grow up in the area and remember that the word civilisation comes from the Latin word for city. Great cities developed like Ur or Babylon with its magnificent palaces and temples. Presenter: What technical innovations did they develop? Dr Milton: Well, Mesopotamians were not the first to use bronze tools but they did develop them a lot. And they invented the wheel, of course, between about 3,500 and 3,250 ВС. Of course, the wheel wasn't just important for transport; they also worked out how to use the wheel for making pottery. Not so dramatic, but just as important, is the plough which appeared at the same time as the wheel.

Presenter: Right I see. What about writing?

Dr Milton: This was probably their most important innovation.

They had picture writing which became more abstract and

developed into symbols, known as cuneiform.

Presenter: How does Mesopotamian civilisation compare with, say,

the Ancient Egyptians or the Ancient Greeks?

Dr Milton: Well, ifs difficult to compare. The Ancient Egyptians

were around for a lot longer and the Greeks were a lot later. The

Egyptians never took over Mesopotamia though they tried - but

the Greeks did under Alexander the Great in 330 ВС. And before

them the Persians had taken over the area in 539 ВС.

Presenter: Were the Egyptians more advanced?

Dr Milton: In some ways. Egyptian writing was more advanced of

course and they even had sophisticated medicine with surgery.

They even had eye surgery!

Presenter: Did they?

Dr Milton: Thafs right. But the important thing is that Mesopotamia was probably the first place for civilisation to develop. They were also the first to set up a sort of system of money. It wasn't paper or metal money like my change here, but stone tablets. People paid in silver and then scratched the amount they'd paid on to the stone.

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Presenter: Right, now we're in the Iraq National Museum. Despite the destruction of the last war this has one of the finest...

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