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Unit 1

Mobile Phones and Your Health

Over half the people in Britain use mobile phones. These phones emit and receive radio waves and this has given rise to public concern about their possible impact on health.

What we know so farRadio waves emitted above a certain level can cause heating effects in the body. International guidelines limit exposure to below that level and all mobile phones sold in the UK meet these guidelines. Current research suggests that exposure to radio waves below this level does not cause health problems for the general population. However, there is some evidence that changes in brain activity can occur below these levels, but it is not clear why. Until more research findings become available, you can minimise your exposure to radio waves by keeping your calls short and by ensuring your phone emits a low level of radio waves.

SAR valuesIt is possible to measure how much radio wave energy your body receives from each model of mobile phone. This is called the specific absorption rate or SAR. There has been a European standard method for measuring the SAR since 2001. This information is provided for each model of mobile phone sold in the UK.

Children and young people under 16 Because the head and nervous system are still developing into the teenage years, children and young people might be more vulnerable than adults. In the light of this, children and young people are strongly advised to:• use mobile phones for essential purposes only• avoid talking for long periods as this prolongs exposure and should be discouraged.

For further information visit our website: www.doh.gov.uk/mobile.htm

WritingWriting a leaflet

Read this example of a leaflet and discuss the following questions with a partner.1 Who do you think most likely published this leaflet?2 Who is the target group?3 What is the purpose of this leaflet?

1

Write an informative leaflet for your colleagues, highlighting the dangers of identity theft for young people and suggesting how they can protect themselves from it.

Write around 250 words.

Please note: Key ingredients of an informative leaflet a clear purpose a bold main heading that catches people’s attention divided into sections with sub-headings facts, not opinion informative, convincing language bullet points where appropriate.

2

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Unit 3In this unit you are going to discuss puzzle stories (Speaking B1) listen to a radio programme about a surprising discovery (Listening B2)

role play unexpected situations (Speaking B2) write a well-structured anecdote in an e-mail (Reading / Writing B2)

review reported speech (Language in Use B1 / B2) read an article about a woman with Tourette’s syndrome (Reading B2)

review polite and friendly small talk (Speaking B1) boost your vocabulary: socialising and telling anecdotes.

Listening

Floating gold

Listen to this radio programme to find out about one British man’s unexpected discovery. While listening, answer the questions (1–9) using a maximum of four words. Write your answers in the right-hand column. The first one (0) has been done for you. Listen at least twice.

1

Track 3

0 Who found the strange object on the beach? Ken Wilman’s dog 1 What did Mr Wilman think it was at first?

2 What was his reaction to it when he picked it up?

3 Why did Mr Wilman look it up on the Internet?

4 Which animal produces ambergris?

5 Why does it produce this?

6 How much is Mr Wilman’s piece worth?

7 How does it help in the production of perfume?

8 What does it smell like?

9 What did one of the biggest lumps weigh?

Match the following expressions from the listening text (A) with the correct definition (B). Check the context in the transcript on pages 270–271.

A B

chunk 1 a solid material, gas or liquid to vomit 2 not rare to poop 3 easy to recognise to trigger something 4 when something rapidly increases and grows to snowball 5 a thick solid piece substance 6 when food comes back from your stomach through your mouth readily identifiable 7 when something is started by an impulse common 8 when solid waste matter leaves the human or animal body (informal)

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10 Truth and lies

Language in use

Describing behaviour

Fill in the appropriate noun, adjective or verb.1

noun adjective verb

to anonymise sth.

offensive

abuse to abuse someone

provocative

humiliating, humiliated

fury to infuriate someone

pleading

torment; tormentor

to apologise

confrontational

4 What constitutes offensive online behaviour should be decided by …

5 Action to limit offensive behaviour is the responsibility of …

6 Possible action that could be taken includes …

7 Finally, we believe that the government and other organisations should / should not be allowed to spy on our online activity because …

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Unit 10Now use words from the grid in activity 1 to complete these sentences. Sometimes there is more than one possibility.

1 Do not feed the trolls! Do not respond to that kind of by

anyone, no matter what they say to you.2 Most people choose to their profiles on help forums because

they are embarrassed.3 You ought to report any comments to the moderator

immediately.4 I apologise. I did not mean to cause you any by my

comments.5 Come on, stop me – who have you been chatting with? Stop

grinning like an idiot and just tell me!6 I had to with the security officer to let me back into the

building after closing hours. I had forgotten my laptop.7 Our right to free speech does not legitimate cyberbullying or posting

photos. 8 My phone kept buzzing every few seconds, every time a message arrived. It was

as I really wanted to concentrate on my homework.

Read the text. Use the words given in capitals at the end of some of the lines to form a word that fits the gap in the same line.

An Internet troll was by a professional

boxer who he had been sending tweets

to. The boxer found out the troll’s address and drove to his home.

He was because the troll had been

him about recently losing boxing fights.

The boxer, Curtis Woodhouse, tweeted his journey to his 18,000 followers.

The troll on Twitter that he was only

joking and begged the boxer to stop. And when Woodhouse posted a photo

of the troll’s street sign, the troll tweeted an

and agreed to stop Woodhouse with his

tweets.

Woodhouse says he does not support violence of any kind and did not

the troll in person.

HUMILIATION

ABUSE

FURY

PROVOCATION

PLEA

APOLOGETIC

TORMENT

CONFRONTATION

2

3

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14 Food and eating

Heston Blumenthal is one of the most popular chefs in the UK. He is famous for such startling dishes as bacon and egg ice-cream, sardine-on-toast sorbet, and meringue “cooked” in liquid nitrogen at your table. He is also particularly interested in analysing food and cooking from a scientific perspective.

Read the text about Heston Blumenthal and molecular cooking. Parts of the text have been removed. Choose the correct part (A–H) for each gap (1–5). There are two extra parts that you should not use. Add capital letters where needed. The first one (0) has been done for you.

A browning meat does not keep in the juicesB chemistry comes in when we askC egg protein comes in the form of little strandsD has come from the Biotechnical and Biological Science Research CouncilE physics enters the kitchen when we askF sugar caramelises at high temperaturesG the effects of sound and vision on our taste budsH was coined in the Nineteen-Eighties

2

Reading

Molecular cooking

Where do you think you would hear this conversation?1

“We propose a starter of snail porridge followed by yeast soup with cinnamon and lemon ice-cream.” “Is the ice-cream

the dessert?”

“No, sir. It goes with the soup.”

Snail porridge? It’s a matter of taste

Heston Blumenthal’s Fat Duck is about to become Britain’s first restaurant with its own laboratory. Official recognition for Blumenthal’s scientific obsession D 0, which is funding a full-time PhD student to research “hydrocolloid systems with unusual mechanical and thermal properties” (ice-cream, jelly and gravy to you and me) in the Fat Duck’s lab.

The term “molecular gastronomy” 1 by the late Nicholas Kurti, an Oxford physics professor who pioneered the investigation of science in the kitchen.

Like many other chefs, Blumenthal is uneasy about the “molecular cooking” tag. “It’s not

the best term,” he told me. “People think you need a doctorate in nuclear physics to work here. In fact, molecular cooking is not about unusual combinations or difficult dishes, it’s about chemical and physical combinations.

2, why does a soufflé rise? Or why does custard thicken? 3, why does rosemary work with lamb? Why does a tannin-rich wine work with fatty food?

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Unit 14Molecular cooking is a tool just like a food processor. People who see a restaurant doing unusual food tend to think, ‘That must be molecular cooking’, but it’s just about understanding science in the kitchen.”

Warming to his theme, Blumenthal mused on the topic of custard. “When you’re making custard, it’s useful to know that 4. As you cook them they coil up. Cook them too much and they stop being custard and they

become scrambled egg. Same thing happens with meat. As you raise the temperature, the proteins tighten up and squeeze the meat so the juices run. That’s why overdone meat is always dry. Contrary to popular belief, 5. When science explains this, it becomes obvious.”

“It is just about scientific principles, it is not about unusual combinations. My snail porridge dish – that’s just my cooking – not molecular gastronomy.”

Science in the kitchen – be it physics or chemistry – is well represented in the Internet. Research one of the following questions (or a question of your own) and explain it to a group of your colleagues, using a visual if possible. Talk for about three minutes.

Why does popcorn pop? Why do eggs get harder when you heat them, but potatoes go softer? What is the best way to cook steak from a physics / chemistry point of view? Why do we have to keep fruit and vegetables cool to keep them from rotting? And why do rotten vegetables smell?

What happens when you make ice-cream? Why does freezing stop the decaying process in some foods and destroy others? Why is it so difficult to melt chocolate successfully? How does baking powder work?

Listening

An interview with Heston Blumenthal

Listen to this US radio interview with the British chef. Then have a look at the multiple choice questions (1–6) and tick one answer (A–D) for each question.

1 Heston Blumenthal would like to go back in time because A Britain was one of the greatest nations in the world. B people ate live animals. C animals were treated well. D people were very creative with food.

2 In the 1700s people died earlier because ... A they ate too much. B they ate raw meat. C they served live chickens. D they put raw meat next to cooked meat.

3 Blumenthal is particularly interested in A emotional people. B which of our senses reacts most to food. C What happens in our brains when we eat. D why some people hate eating.

3

1

Track 18

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Unit 16Speaking

Talking about pictures

Step 1: With a partner, look at one pair of pictures (A or B). Prepare ten questions about the pictures. Use open questions (not “yes / no” questions).

Start with concrete questions about the pictures, then move on to more abstract questions about the topic, the speaker’s opinion, preferences, and any issues behind the pictures. The first one has been done for you.

Write your questions here:

1 When do you think this photograph was taken? 2 3 4 5 6 7 8 9 10

A

B

A

B

Step 2: Now get into new pairs with someone who has prepared different pictures to you. Take turns to interview each other. Talk for five minutes each time.

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