1 2.30
Answers
1 barrier 2 positions 3 multinationals 4 proportion 5 statistics 6 politicians
2
Answers
1 He forgot the exact figure of female CEOs and he showed the wrong slide.
2 He remained calm. In the first case he took a moment to check the correct figure; in the second he apologized, found the correct slide, and carried on without
panicking or pausing for a long time.
language: just a moment while I check the exact figure / Oh, that isn’t the correct slide, I’m sorry. Here it is. As I was saying...
3 Possible answers: Technical problems with computer, screen, projector, microphone etc.; nerves; more/fewer people in the audience than you expected; unexpected or difficult question from the audience; you forget what and IT. I studied art history, while one of my colleagues
studied urban design and another graduated in law. I graduated in 2010 and started working the same year in an art gallery. It wasn’t my dream job, but it was
interesting enough.
Man So when did you start work in the animation industry?
Julie Well, in 2011, I met someone who was working for a computer games company and he told me that his company had a vacancy and that I should apply. So I did.
I was given an interview, but sadly I didn’t get the job. I was really disappointed, but then the next year, I got a phone call from them and they offered me a job in the animation department. I worked with them from 2012 for three years. It was fantastic and I learnt so much.
Then, thanks to this experience, I was able to get a job in the animation department of a film studio which I
started four years ago. I’ve been there ever since and I love it.
Man I know there’s one thing everyone wants to know and that’s how much you can earn as an animator.
Julie Hmmm, that’s not an easy thing to answer. I’m currently on 52 thousand dollars, but the top salaries can be 30 or 40 thousand more than that. Of course, you aren’t paid this much when you start out, though. And you really need to be talented and work hard. Obviously an animator is very imaginative and creative, but you also need patience as some projects can take years and things often change and you have to start all over again.
Man So do you do all your creative work with a computer?
Julie I don’t, no. Obviously, you need to know many different programmes and I use the computer most of the time.
But I use a pen and paper a lot, too. It sometimes helps my ideas to flow better.
Man So what can you tell us about what happens in an animation studio?
Julie Well, I’m sure most people already know this, but I had no idea when I first started. When you make an animated film, the voices are recorded first. Then the animation is created. I had always imagined that it was the other way round! I’m really proud of the fact that one of the films I worked on won an Oscar. It was a great feeling. It was a cartoon about a family of ants. I hope our current project does as well as that. It’s about another group of animals.
This time it’s farm animals who have to deal with the arrival of an intruder: a fox. And I’m in charge of creating this character, so it’s really exciting.
Man Thank you Julie. I wish you all the best.
REAL ENGLISH
6
Answers
KEY WORDS
Answers a spinal cord b brain
c muscles d DIY
e neuroscience f discharge
2
AUTHENTIC LISTENING SKILLS
Reduced forms in fast speech
• Read the information in the Authentic Listening Skills box with the students.
3 2.31
• Remind students that they have heard vowel sounds
reduced to the schwa in fluent speech. This section is about reducing two words into one.
• Read the information in the Authentic Listening Skills box.
Tell students they don’t have to use reduced forms when talking, but it’s important they recognise them when listening.
• Explain that they are going to hear three different clips of Greg speaking. Each clip will be said twice. They should listen and write what they hear in their notebooks.
• Language note. In rapid speech I’m going to is often reduced to I’m gonna or even more to Imun-uh. (Greg says So now Imun-uh move away …)
• Play the extracts twice. You can pause after one and play it again, or play the recording straight through twice. Then give students a couple of minutes to check their answers on the page.
4
• Tell students that in the experiment they’ll see, Greg uses a computer to enable one person to control another person’s arm.
• Give them a couple of minutes to discuss the question in pairs, before asking volunteers to share their answers with the class.
WATCH THE TALK
5
• Tell students that in Part 1 of the talk Greg will talk about why studying neuroscience is important, and he will show a tool he made.
• Ask students to read the sentences and predict the correct options.
Audioscript
See Student’s Book p. 135
3
Answers
1 b 2 e 3 d 4 a 5 c
Competences
• This box provides the students with strategies to solve unexpected problems during a presentation.
YOUR TALK
4
• Students choose one of the four topics and go back to the appropriate unit to find material for preparing a
presentation.
TED Talk
• You might want to tell students to watch the track for Unit 10 TED Talk on the Perspectives website before they come to the next class.
• Encourage students to pay attention to the speaker’s reaction when an experiment doesn’t work.
TED TALKS How to control someone else’s arm with your brain
Pages 136–137
ABOUT THE SPEAKER
1
• Tell students they are going to watch a TED Talk about using a computer to allow you to control someone else’s
movements. Point to the man in the photo and say This is Greg Gage. We are going to listen to his talk. Greg is a
neuroscientist. Explain that a neuroscientist works with the brain.
• Ask a student to read the title of the talk aloud. Then tell students to look at the photo and ask: What is Greg doing to the woman? (He is attaching her to the computer.)
• Focus students’ attention on the quote and ask them what
Greg Gage Let’s try it out. So go ahead and squeeze your hand.
So what you’re listening to, so this is your motor units happening right here. Let’s take a look at it as well.
So I’m going to stand over here, and I’m going to open up our app here. So now I want you to squeeze.
So right here, these are the motor units that are happening from her spinal cord out to her muscle right here, and as she’s doing it, you’re seeing the electrical activity that’s happening here. You can even click here and try to see one of them. So keep doing it really hard. So now we’ve paused on one motor action potential that’s happening right now inside of your brain.
6
• Tell students they are going to watch Part 2 of the talk.
Summarize it for them: In this part of the talk, one person’s brain signals are going to make another person’s arm move.
• Optional step. Play this part of the talk once through with the audio turned off so that students can just focus on what’s happening on screen without having to listen. You can periodically ask the class what is happening, e.g. What is Greg putting on the man’s arm? What is the woman doing with her arm? What is happening to the man’s arm?
• Ask students to read the sentences and predict which are true and which false.
• Play Part 2 of the talk.
Answers
1 F (The electrical activity in the woman’s brain makes the man’s arm move.)
2 F (The signal from the woman’s brain travels to the man’s arm.)
3 T
4 F (When she moves her arm a second time, the man’s arm does move.)
5 F (It doesn’t move when Greg moves the woman’s arm.)
TED Talk Part 2 Audioscript
Greg Gage Do you guys want to see some more? That’s interesting, but let’s get it better. I need one more volunteer. What is your name, sir?
Miguel Goncalves Miguel.
Greg Gage Miguel, all right. You’re going to stand right here. So, when you’re moving your arm like this, your brain is sending a signal down to your muscles right here. I want you to move your arm as well. So, your brain is going to send a signal down to your muscles. And so it turns out that there is a nerve that’s right here that runs up here that innervates these three fingers, and it’s close enough to the skin that we might be able to stimulate that so that TED Talk Part 1 Audioscript
Greg Gage The brain is an amazing and complex organ. And while many people are fascinated by the brain, they can’t really tell you that much about the properties, about how the brain works because we don’t teach neuroscience in schools. And one of the reasons why is that the equipment is so complex and so expensive that it’s really only done at major universities and large institutions. And so in order to be able to access the brain, you really need to dedicate your life and spend six-and-a-half years as a graduate student just to become a neuroscientist to get access to these tools. And that’s a shame because one out of five of us, that’s twenty percent of the entire world, will have a neurological disorder. And there are zero cures for these diseases. And so it seems that what we should be doing is reaching back earlier in the education process and teaching students about neuroscience so that in the future, they may be thinking about possibly becoming a brain scientist.
And so when I was a graduate student, my lab mate Tim Marzullo and myself decided that what if we took this complex equipment that we have for studying the brain and made it simple enough and affordable enough that anyone that you know, an amateur or a high school student, could learn and actually participate in the discovery of neuroscience.
And so we did just that. A few years ago, we started a company called Backyard Brains and we make DIY neuroscience equipment and I brought some here tonight, and I want to do some demonstrations. You guys want to see some? All right. So I need a
volunteer. So right before – what is your name?
Sam Kelly Sam.
Greg Gage All right, Sam, I’m going to record from your brain.
Have you had this before?
Sam Kelly No.
Greg Gage I need you to stick out your arm for science, roll up your sleeve a bit. So what I’m going to do, I’m putting electrodes on your arm, and you’re probably
wondering, I just said I’m going to record from your brain, what am I doing with your arm? Well, you have about eighty billion neurons inside your brain right now. They’re sending electrical messages back and forth, and chemical messages. But some of your neurons right here in your motor cortex are going to send messages down when you move your arm like this. They’re going to go down across your corpus callosum, down onto your spinal cord to your lower motor neuron out to your muscles here, and that electrical discharge is going to be picked up by these electrodes right here and we’re going to be able to listen to exactly what your brain is going to be doing.
So I’m going to turn this on for a second. Have you
7 MY PERSPECTIVE
• Tell students to read the questions and ask if there’s anything they don’t understand. Tell them to make some notes. Students can work in pairs first and then report to the class.
CHALLENGE
• Put students in small groups to discuss the questions and prepare a short presentation for the class.
• Tell students they will have a set time for their talk, e.g.
three minutes, and assign them roles in the group (team note-taker, photo researcher, secretary, etc.). Remind them to decide who in the group will say what during their talk.
• When students listen to their classmates, tell them to take notes on which tool or piece of equipment the group would like to have for their school and what reasons are given.
• At the end, have a class vote on the idea they think would be most useful for the school.
she will take away your free will and you will no longer have any control over this hand.
OK? You with me? So, I just need to hook you up. So, I’m going to find your ulnar nerve, which is probably right around here. You don’t know what you’re signing up for when you come up. So now I’m going to move away and we’re going to plug it in to our human-to-human interface over here. OK, so Sam, I want you to squeeze your hand again.
Do it again. Perfect. So now I’m going to hook you up over here so that you get the – It’s going to feel a little bit weird at first, this is going to feel like a – you know, when you lose your free will, and someone else becomes your agent, it does feel a bit strange. Now I want you to relax your hand. Sam, you’re with me? So, you’re going to squeeze. I’m not going to turn it on yet, so go ahead and give it a squeeze. So now, are you ready, Miguel?
Miguel Goncalves Ready as I’ll ever be.
Greg Gage I’ve turned it on, so go ahead and turn your hand. Do you feel that a little bit?
Miguel Goncalves Nope.
Greg Gage OK, do it again?
Miguel Goncalves A little bit.
Greg Gage A little bit? So relax. So hit it again. Oh,
perfect, perfect. So relax, do it again. All right, so right now, your brain is controlling your arm and it’s also controlling his arm, so go ahead and just do it one more time. All right, so it’s perfect. So now, what would happen if I took over my control of your hand? And so, just relax your hand. What happens? Ah, nothing. Why not? Because the brain has to do it. So you do it again. All right, that’s perfect. Thank you, guys for being such a good sport. This is what’s happening all across the world – electrophysiology! We’re going to bring on the neuro-revolution.
Thank you.
A The first profile images
Page 138 1
Personal answers.
2 3.01
Scrooge is compared to flint because he is very hard-hearted and nothing can make him feel any emotion. He does not feel sympathy for other people and is very unfriendly, especially at Christmas. He is compared to an oyster because he never communicates and he wants no-one around. He is solitary, introverted, closed-minded.
Audioscript
See Student’s Book p. 138 3
1 nipped
2 his cheek (line 4) 3 stiffened
4 his eyes (line 4) 5 made blue Page 139
4 3.02
‘NOW, what I want is, Facts. Teach these boys and girls nothing but Facts.’
[...] The speaker’s square forefinger emphasized his observations by underscoring every sentence with a line [...]. The emphasis was helped by the speaker’s square wall of a forehead, which had his eyebrows for its base [...]. The emphasis was helped by the speaker’s mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker’s voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker’s hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie [...]. The speaker’s obstinate carriage, square coat, square legs, square shoulders [...] - all helped the emphasis.
5
1 The most recurring adjective is ‘square’. It indicates Gradgrind’s rigid and hard-edged body but also the severe and inflexible traits of his personality.
2 Gradgrind is a very strict and inflexible teacher, and his physical profile corresponds to his personality. There is no space for creativity in his classes, and everything must be fixed, defined, geometrical, precise, undisputed. All he wants is facts: measurements, numbers and definitions, all learned by heart.
Personal answer 6
1 Personal answer
2 Both contain hard, sharp sounds.
Final thoughts
There is a precious pearl inside an oyster.
B Is your teacher your captain?
Page 140 1
Personal answers
2 3.03
Expressions to highlight:
The boys settled down and waited. (line 2)
The boys started to shuffle uncomfortably. (lines 2-3) ... the silent boys. No one raised a hand (lines 6- 7) All eyes riveted on his impassioned face. (line 12) Audioscript
See Student’s Book p. 140 3
Expressions to underline:
no jacket (line 1)
staring out of the window/continued to stare out of the window (lines 1-2) started strolling up and down the aisles (line 4)
jumped dramatically onto his desk (line 5) looked piercingly at the silent boys (line 6) whispered loudly (line 9)
stood silent at the back of the room, then slowly walked to the front (lines 11-12)
he asked intently (line 13).
Personal answer
Page 141 4
line 5 dramatically line 5 energetically line 6 piercingly line 7 patiently
line 9 loudly
line 12 slowly line 13 intently 5
Personal answer 6
This comic strip ironically emphasizes the fact that being a teacher is hard and demanding. The teacher in this strip contemplates the idea of
Literature Bank Answer key
7 F It does and the most common tea sandwiches are with cucumber (see Wilde’s The Importance of Being Earnest), egg and smoked salmon.
8 T Tea is served at the peak of London’s The Shard skyscraper, on the 72nd floor.
Page 145
3 3.05
Tea becomes an indication of being accepted within society: the fact that Catherine and her aunt are sitting at a table which has no tea- things for them (line 13) means that they are not part of the society.
Tea is also a means to socialise: in fact, when a neighbour offers them a cup of tea they start conversing (lines 15-16).
Audioscript
See Student’s Book p. 145
4
1 Catherine is disappointed because no gentleman assisted them.
2 She thinks that people are judging them.
3 Tea is served in the tea room.
4 Catherine pretends she had fun.
5 The society which is described is parodied.
5
Personal answer
E Are you being watched?
Page 146 1
Personal answers
2 3.06
Mae will be able to watch what other people do in the campus and check all the situations in the different locations there (restaurant tables, health club etc.) but at the same time she will be watched by people outside the Circle. She gets easily contacted by friends she had lost touch with, but she is forced to reconsider what she is doing and how she is doing it (the way she dresses, where she scratches and when and how she blows her nose). She has no freedom anymore; her privacy is totally violated.
Audioscript
See Student’s Book p. 146
3
1 The narrator is neutral; he does not express an opinion. There are more positive than negative words in the extract. The positive ones are: transparency/clear and open/open and welcoming/favorite/
surprised (here positive)/interesting.
2 Yes, it will.
3 This uninterrupted watching and being watched will totally modify Mae’s behavior and life.
Personal answer.
4 It is quite accessible and realistic.
4
C ‘I would like to be anonymous’
Page 142
1
1 The Italian corresponding expressions may be ‘una persona introversa’ or ‘una persona che fa da tappezzeria’.
2 ‘Perk’ means ‘advantage’, “benefit’. Possible translations of the entire title could be ‘I vantaggi di non farsi notare’, or ‘I vantaggi di essere invisibile’, or ‘I vantaggi di essere introverso’.
2 3.04
His brother is a very good football player who is interested in cars (and not in his brother Charlie). He is the oldest one and is now away, at Penn State.
His sister is pretty but mean to boys. She is older than Charlie and now that his brother is away, she behaves as if she was the oldest in the family. She is very clever and gets all A’s at school.
Charlie is the youngest and his results at school are like hers now (possibly they were not, before). He is emotional and often feels lonely.
His sister and his brother have no time for Charlie (my sister is busy.../my brother is busy..., line 6). His sister and his brother always fight, but his sister is proud of his brother. Charlie never talks with his brother, but he misses him a lot.
Audioscript
See Student’s Book p. 142 3
Some of his schoolmates consider him different because he does not decorate his locker (as all students do).
Identifying with Charlie Possible answer
Yes, the story would be different if it was told by another character, because first-person narrators express their perspectives.
4
Personal answers
5
1 a 2 c 3 d 4 b 6
Personal answers
D Embarrassing moments
Page 144
1
Personal answer
2
1 T 2 T
3 F The first company to manufacture tea bags using machinery was the German Teekanne, in 1929, although it was the British tea