IES Maestre de Calatrava

Curso Académico 2014/15

Ulpiano José Losa Ballesteros

TABLE OF CONTENTS

1. Grammar explanation: Conditional sentences………………………page 1

1.1. First conditional

1.2. Second conditional

1.3. Third conditional

1.4. Mixed conditionals

1.5. Other connectors meaning “if”

2. Grammar explanation: “I wish” and “If only”…………………………page 3

3. Rephrasing exercises on conditionals, “I wish” and " “If only”……page 4

4. Vocabulary…………………………………………………………………...page 7

4.1. Rights, moral, and social values

4.2. Negative Prefixes (From the text book Over to you 2)

4.3. Phrasal verbs and synonyms (From the text book Over to you 2)

5. Reading comprehension…………………………………………………page 10

5.1. “Should euthanasia be passed?”

5.2. “What to do in the event of flight emergency?”

5.3. “What about genetically modified food (GMF)?”

6. Listening exercises………………………………………………………...page 15

6.1. “My country’s not racist but: Australia” (on ethics)

6.2. “What if the moon disappeared?” (on hypotheses)

7. Speaking……………………………………………………………………..page 16

7.1. Role play: Business and political ethics

8. Complementary activities

8.1. “Pasapalabra” on the unit vocabulary

9. Reinforcement and amplification activities

9.1. Reinforcement activities (more rephrasing exercises on conditionals)

9.2. Amplification activities (Selectividad Exams attached)

1. Grammar explanation: Conditional Sentences

Conditional sentences are compound sentences formed by two clauses: the

subordinate clause (conditional or if-clause) and the main clause. Conditional

sentences represent something that happens first so that something else can happen.

In conditional clauses, we usually talk about uncertain events or situations: things that

may or may not happen, which may or not be true.

1.1. First conditional

First conditional, also known as possible conditional, refers to a wish that can be

fulfilled if one condition (i.e., the if-clause) occurs:

Form: If + present simple + future in the main clause Use: To describe what is possible or likely in the present or future

e.g. She will be absolutely thrilled if it turns out that you can go back to Australia in November. e.g. Everything will be alright if you follow my advice. A particular subtype of the first conditional is the known as zero conditional:

Form: If + present simple + present simple in the main clause Use: To describe a general truth

e.g. If you heat water, it boils. / e.g. If it is summer, it is hot.

****Alternatives to if: unless & when****

“Unless” (equivale a “if” en posición y en uso pero tiene el significado opuesto, es

decir, IF NOT, y se puede traducir así en diferentes contextos: “si no”, “a menos

que”, a no ser que” (e.g. If we do not get some petrol, our car will not work = unless

we get some petrol, our car will not work).

“When” means the same as “if” in zero conditional (e.g. When it rains hard,

everyone stays indoors).

1.2. Second conditional: this conditional is also known as hypothetical

conditional and has the following characteristics:

Form: If + past simple + simple conditional (would / could) + verb (base form) Use: There are two main uses:

1) To talk about something that is contrary to present facts or seen as very unlikely to happen. e.g. If I were you, I would seriously consider emigrating / If I were the Prime Minister, I wouldn’t cut education and health care spending. 2) To give advice. e.g. I would try and eat less bread if I were you.

1.3. Third conditional or impossible conditional

GRAMMAR

1

Form: If + past perfect + perfect conditional (would/could + have + past participle in the main clause).

Use: To describe something in the past that could have happened but didn’t or that shouldn’t have happened but did.

e.g. I wouldn’t have said anything about it if I had had any idea he would make such a fuss. e.g. She could have had a stopover in Dubai if she had flown with the other airline. 1.4. Mixed conditionals It is possible to have sentences that mix sentences. They are usually a combination of second and third conditionals, but other combinations are possible. We use them when the time reference in the conditionals clause is different from the result clause.

If + past simple (if clause) + perfect conditional (es decir second conditional in the conditional clause , third conditional in the result clause)

e.g. If Emma wasn’t so lazy, she would have worked harder for her exam.

If + past perfect (if clause) + simple conditional (es decir third conditional in the

conditional clause, second conditional in the result clause).

e.g. If he had not spent all his money, he would not be poor now.

1.5. Other connectors meaning “IF”

Some connectors have the same meaning as “if” and can be used to make

conditional sentences:

“Provided that / providing that / on condition that / with the condition that

(meaning in Spanish “con la condición de que / siempre que”) means the same as

“if” + present simple or modal verb.

“Imagine that / suppose that / supposing that” (meaning in Spanish “imagina,

supón que…”) + second conditional (e.g. Imagine that you won the lottery, what

would you do?).

“As long as” (translated into Spanish as “siempre que…” (e.g. As long as we keep

playing well, we will keep winning games).

Some other connectors have a similar meaning to “if” but they are not exactly

the same:

“Even if” (incluso si…/ aunque) + first conditional, i.e., present simple + will/will

not (e.g. I will not lend you my mobile phone even if you ask me).

“But for” (si no fuera / si no hubiera sido por…) + second contional or third

conditional (e.g. The car broke down. But for that, we would have been in time).

“In case” (en caso /por si) + present simple

(e.g. Take an umbrella in case it rains you take it before knowing whether or

not it rains) (e.g. In case we land on water, take you lifejacket)

2

2. Grammar explanation: I wish / if only (hypothetical sense)

I WISH…

We use wish + past simple to express a wish that is not true in the present.

We also use to talk about wishes that might come true in the future. We use this

structure when we want our own situation (or the situation of the person who is

doing the wishing) to be different.

e.g. I wish Kathy lived here.

e.g. Don’t you wish you spoke another language?

We use wish + be to say how we would change a present or future situation.

We often use were instead of was, especially in more formal styles.

e.g. I wish he was / were a little more open-minded?

e.g. We all wish the economy wasn’t / weren’t so unstable.

We use wish + would to refer to general wishes for the future. Therefore, wish

+ past simple is the same as wish + would.

e.g. I wish the weather would improve = I wish the weather improved

We also use wish + would to talk about other people’s annoying habits.

e.g. I wish my brother-in-law would sell that old car.

e.g. I wish he wouldn’t complain about the weather all the time.

*Watch Out! This form is rarely used with I or we. To talk about wishes that we

have for ourselves, we use could.*

We use wish + could to talk about an ability that we would like to have.

e.g. I wish I could learn to be a bit tidier.

We use wish + past perfect to refer to things we are sorry about in the past to

express regret.

e.g. I wish I had started learning Spanish when I was younger.

e.g. She wishes she hadn’t lost her temper.

IF ONLY…

We use if only with the same verb forms as wish when our feelings are

stronger. We often use it with an exclamation mark (!). In addition, we also use it

with would/wouldn’t to criticize some else’s behavior

e.g. If only I could take back all the dreadful things I said! e.g. If only the neighbors would stop making so much noise! e.g. If only I had never left my home town!

3

3. Rephrasing exercises on conditionals, “I wish” and " “If only”

PRACTICE ON CONDITIONALS

A) USE OF ENGLISH. Rewrite the following sentences starting with the words

given.

1. The runner twisted his ankle because he fell.

If…

2. The driver fell asleep at the wheel and caused an accident.

If…

3. I went to sleep very late last night because I was so excited.

If…

4. The roof will collapse if no one mends it.

Unless…

5. We did not move to Paris last year and, so, I did not learn French.

If…

6. Dana was late for work because she woke up late.

If…

7. If a new bridge is not built, the traffic problems will get worse.

Unless…

8. We didn’t buy the house we wanted because it was too far from the city.

We would…

9. I didn’t get the job because I had no experience.

If…

10. He got wet because he didn’t have an umbrella.

If…

11. Bill didn’t go to work because there was a transport strike.

If there…

12. Unless Victor comes soon, he will miss the plane.

If…

13. The launch of the balloon will not take place if the weather is bad.

Unless…

14. The child will die if nobody sends for a doctor.

Unless…

15. We didn’t go because it rained.

If…

16. It’s raining. I won’t go out.

If…

17. Rich is not here. I can’t speak to him.

If…

18. I do not have a watch, so I can’t know the time.

If…

19. I am not the President. I can’t make the reforms.

If…

20. I do not have enough time. Then, I can’t go to see her.

PRACTICE

4

If…

21. I do not understand about computers. You don’t help me.

If…

22. I did not have spare time. I did not buy the DVD player.

If…

23. He did not change the tyres. He had an accident.

If…

24. They worked hard. They finished the project early.

If

25. I arrived late at the cinema. I missed the beginning of the film.

If…

26. My husband did not leave the car keys, so I could not collect him.

If my husband…

27. He did not hurry so he missed the train.

If…

28. I will give you a door key because I may not be in when you come.

As long as…

29. You did not understand me because you were not listening.

If…

30. I regret having left when I was 18.

If I…

31. My advice to you is to take your dog to the vet.

If I…

32. Our school has an excellent science lab, because the headmaster strongly

believes in science.

If the headmaster…

33. I cannot improve my French accent without spending some time in France.

Unless…

34. Offering me more money will not change my decision.

Even if…

35. It is a good thing that I braked. We could have crashed.

If…

36. If I know what you need in advance, I can arrange everything.

Provided you…

37. I was going to hit him. However, you prevented me from doing so.

If…

38. I did not have an umbrella with me, so I got wet.

I would not…

39. I will call the police if you do not leave me alone.

Unless…

40. In the snowy weather I do not go to school.

If…

41. Without Jack’s help, I would not have been able to move the table.

If…

42. You drink too much coffee. That is why you cannot sleep.

If…

43. You press this button to stop the machine.

If…

5

44. Make me some coffee and I will give you one of my biscuits.

If …

45. Why don’t you leave me now? That is what I would do…

If…

B) USE OF ENGLISH. Rewrite the following sentences starting with the words

given.

PRACTICE ON “I WISH” AND “IF ONLY”

1. I do not know many people.

I wish

2. I have to work tomorrow.

I wish

3. I have not got any cigarettes. I hope someone will give me one.

I wish

4. Oh, I have got a stomach-ache because I ate too much for lunch.

I wish

5. I am not lying on a beautiful sunny beach. I would like to do it.

I wish

6. I need George, but he is not here.

I wish

7. This book is in French and I lent my dictionary to Jean.

I wish

8. I cannot give up smoking. I know I should, but I am not able to do it.

I wish

9. I do not have enough money to buy that cake for Andrew’s birthday.

I wish

10. I hate English cold weather. I love Spanish climate.

I wish

11. Tina cannot come to the party.

I wish

12. I do not know anything about cars (and my car has just broken down).

I wish

13. You have just painted the door red. However, that it does not look nice.

I wish

14. I would like to take some photographs, but I have not brought my camera.

I wish

15. I know that Louis was going to visit me, but I will be away. I couldn’t see him.

I wish

16. A baby is crying and you are trying to sleep. You want the baby to stop crying

I wish

17. A lot of people drop litter in the street. That’s disgusting…

I wish

18. It is incredible how intelligent Shawn is. He can speak five languages.

I wish

19. I regret having behaved that way.

I wish

20. He is always complaining about everything. He’d better stop.

6

4. Vocabulary: ethics, rights, beliefs and moral dilemmas

Introductory vocabulary

Rights Derechos Morals Moral Ethical Ético Principles

Principios Values Valores Morality Moralidad Scruples Escrúpulos Standards

Beliefs Creencias Ethics Ética Conscience Conciencia Integrity Integridad

1.1. Rights

Human

rights

Derechos

Humanos

Civil Rights Derechos

Civiles

Freedom Libertad Right to vote Derecho al

voto

Equality Igualdad Equal

oportunities

Igualdad de

oportundades

By right Por

derecho

Fair/just Justo

Right to be treated equally and fairly by the law Derecho a ser tratado justamente ante la ley

To be entitled/to be within someone’s rights Tener derecho a…

To put someone on an equal footing / terms Tratar a alguien de manera igualitaria

1.2. Values

To behave Comportarse Decency Decencia Virtue Virtud Honour Honorable

Honesty Honestidad Honesty Honestidad Loyalty Lealtad Reliability Honradez

Badness Maldad Wickedness Maldad Selfishness Egoismo Generosity Generosidad

To cheat Engañar Deception Engaño betrayer Traidor Lier Mentiroso

To take revenge /to get back at (someone) Vengarse de alguien

To spill the beans Revelar secretos

To spill your guts Contar tu vida privada

1.3. Wrong values

Inequality Desigualdad Discrimination Discriminación Prejudice Prejuicio Priviledge Privilegio

One-sided Parcial Unfair Injusto Sexism Sexismo Homophobia Homofobia

Xenophobia Xenofobia Intolerance Intolerancia Wife-

battering

Maltrato Mobbing Acoso

Racism Racismo Inmorality Inmoralidad Double

standards

Doble

rasero

Bullying Acoso

escolar

Biased against / in favour of Injustamente en contra / a favor de…

A gross miscarriage of justice Tremenda injustice (un crimen que no cometiste)

Economic / social / racial injustice Injusticia económica / social / racial

1.4. Beliefs (and other adjectives and nouns related to morality)

Religious Religioso Pious Devoto Faith Fe Practising Practicante

Orthodox Ortodoxo Catholic Católico To pray Rezar Devout Devout

Believer Creyente To convert Convertirse Creed Creencia To worship Venerar

Sect Secta Sin/sinful Pecado/-or Fanatic Fanático atheism ateismo

1.5. Social controversial issues

Infidelity Infidelidad Take/do drugs Tomar

drogas

Smoke dope Fumar

marihuana

Bullfighting Toreo

Evictions Deshaucios Fur clothing pieles cloning Clonación abortion aborto

Amnesty Amnistía Agnosticism Agnosticism Reincarnatio

n

Reencarna-

Ción

Euthanasia Eutanasia

VOCABULARY

Genetically

modified

food

Comida

genéticamn

-te

modificada

Transgenic

food

Transgénico Sharp

practice

Negocios

Deshones-

tos

Dirty tricks Juego sucio

Para

avanzar

Homo-

sexual

adoption

Adopción

homosexual

Homosexual

marriage

Matrimonio

Homosexual

Globalizatio

n

Globaliza-

ción

Horoscopes Horóscopos

1.6. Other expressions

To wash your hands of something Lavarse las manos sobre algo

To rock the boat Causar problemas para opinar diferente / cambiar algo

To be skating on thin ice on something Jugar con fuego en relación con algo

To beat around the bush Andarse con rodeos

To be a vicious circle Ser un círculo vicioso

1. Match the words in the first column (1-9) to the words in the second one

(a-i) to form some collocations.

1. Equal a) battering

2. Animal b) clothing

3. Wife c) circle

4. Double d) practice

5. Fur e) opportunities

6. Vicious f) standards

7. Sharp g) tricks

8. Dirty h) of worms

9. A can i) right

2. Complete the sentences. Use the collocations in exercise 1.

1. Abused children often grow up to abuse their own children. Then, it is a

___________

2. Society has a _____________ when it comes to teen sex: it is seen as

natural for boys but forbidden for girls.

3. The government carried out a _____________ campaign to discredit

opposition leaders.

4. The government opened up ______________ when it decided to reorganize

the education system.

5. From my point of view, the problem of _____________ is being trivialized by

the morbid treatment the media gives us of it.

6. Bill has been involved in the ______________ movement for years.

7. His grandfather had made a fortune out of a piece of commercial

___________ in the 19th century.

8. Ecology groups have manifested their objection to the ___________

industry.

9. The ____________ Commission aims at making men and women have the

same opportunities in education and jobs, and that people are not treated

unfairly because of their sex.

8

3. Complete the puzzle below from the definitions given. There is just ONE

possible option per each definition:

ACROSS

5. To make someone give you money or do what you want by threatening to tell people embarrassing information about them

6. Unfair treatment of someone because of their religion, race, or other personal features

8. The idea that the world is developing a single economy and culture as a result of improved technology and communications and the influence of very large multinational companies

9. If a large group of people mob someone or something, they surround them in an angry or excited way

10. The process of creating an animal or plant in a laboratory that is an exact copy of another using the original animal’s or plant’s DNA

13. Something that you are morally or legally allowed to do or have

14. Development which is capable of continuing for a long time at the same level

16. Involving the principles used for deciding what is right and what is wrong

DOWN

1. Active in a particular profession, religion, or way of life

2. The crime of giving money or presents to someone so that they will help you by doing something dishonest or illegal

3. A way of behaving or thinking that shows that you do not like or respect people who belong to races that are different from your own and that you believe your race is better than others

9

4. The practice of secretly and illegally taking goods or people into or out of a country, especially as a way of earning money

7. The process in which people enter a country in order to live there permanently and they are not welcome by authorities

11. A situation in which a person or animal suffers or dies because they do not have enough to eat

12. A special benefit that is available only to a particular person or group

15. Not fair or reasonable

5. READING COMPREHENSION EXERCISES

#1 SHOULD EUTHANASIA BE PASSED?

The word euthanasia is of Greek origin and literally means “a good death.” The American

Heritage Dictionary defines it as “the act of killing a person painlessly for reasons of mercy.”

Such killing can be done through active means, such as administering a lethal injection, or by

passive means, such as withholding medical care or food and water.

In recent years in the United States, there have been

numerous cases of active euthanasia in the news.

They usually involve the deliberate killing of ill or

incapacitated persons by relatives or friends who

plead that they can no longer bear to see their loved

ones suffer. Although such killings are a crime, the

perpetrators are often dealt with leniently by our

legal system, and the media usually portrays them

as compassionate heroes who take personal risks to

save another from unbearable suffering.

The seeming acceptance of active forms of euthanasia is alarming, but we face a bigger, more

insidious threat from passive forms of euthanasia. Every year, in hospitals and nursing homes

around the country, there are growing numbers of documented deaths caused by caregivers

withholding life sustaining care, including food and water, from vulnerable patients who cannot

speak for themselves.

While it is illegal to kill someone directly, for example with a gun or knife, in many cases the

law has put its stamp of approval on causing death by omitting needed care. Further, many

states have “living will” laws designed to protect those who withhold treatment, and there have

been numerous court rulings which have approved of patients being denied care and even

starved and dehydrated to death.

Because such deaths occur quietly within the confines of hospitals and nursing homes, they can

be kept hidden from the public. Most euthanasia victims are old or very ill, so their deaths might

be attributed to a cause other than the denial of care that really killed them. Further, it is often

relatives of the patient who request that care be withheld. In one court case, the court held that

decisions to withhold life sustaining care may be made not only by close family members but

also by a number of third parties, and that such decisions need not be reviewed by the judicial

READING

10

system if there is no disagreement between decision makers and medical staff. The court went

so far as to rule that a nursing home may not refuse to participate in the fatal withdrawal of food

and water from an incompetent patient!

“Extraordinary” or “heroic” treatment need not be used when the chance for recovery is poor

and medical intervention would serve only to

prolong the dying process. But to deny customary

and reasonable care or to deliberately starve or

dehydrate someone because he or she is very old or

very ill should not be permitted. Most of the cases

coming before the courts do not involve

withholding heroic measures from imminently

dying people, but rather they seek approval for

denying basic care, such as administration of food

and water, to people who are not elderly or terminally ill, but who are permanently

incapacitated. These people could be expected to live indefinitely, though in an impaired state,

if they were given food and water and minimal treatment.

No one has the right to judge that another’s life is not worth living. The basic right to life should

not be abridged because someone decides that someone else’s quality of life is too low. If we

base the right to life on quality of life standards, there is no logical place to draw the line. To

protect vulnerable patients, we must foster more positive attitudes towards people with serious

and incapacitating illnesses and conditions. Despite the ravages of their diseases, they are still

our fellow human beings and deserve our care and respect. We must also enact positive

legislation that will protect vulnerable people from those who consider their lives meaningless

or too costly to maintain and who would cause their deaths by withholding life-sustaining care

such as food and water.

QUESTIONS

1) The tone of the author can best be

described as

o pleading

o argumentative

o compassionate

o emphatic

2) In paragraph 3, the author finds

starvation and dehydration induced

euthanasia is to be “more insidious"

because…

o euthanasia is legally considered to be

a criminal act

o the public’s attitude toward

euthanasia is becoming more positive

o it often involves those who cannot

protest

o the patient has asked to die with

dignity E. its perpetrators are viewed

as kindly caregivers

3) As used in paragraph 3, what is the

best synonym for insidious?

o mischievous

o treacherous

o seductive

o apparent

4) The author maintains that death by

withholding care is…

o largely confined to hospitals

o largely confined to the terminally ill

o often requested by family members

o difficult to prove if prosecuted

11

5) Using the passage as a guide, it can be

inferred that the author would find

euthanasia less objectionable in cases in

which…

o the patient’s death is imminent

o the patient has left instructions in a

living will not to provide care

o the patient refuses to accept

nourishment

6) In the final paragraph the author

writes, "Despite the ravages of their

diseases, they are still our fellow human

beings and deserve our care and

respect." The main purpose of this

statement is to

o prove a previous argument

o illustrate an example

o object to a larger idea

o justify an earlier statement

#2 What to do in the event of flight emergency?

More often than not, pre-flight nervousness prevents passengers from making out the airline

crew’s aircraft emergency tips. Then, what to do in the event of landing in water? The following

lines correspond to a real-life situation in which a Delta Airlines’ flight attendant instruct

passengers in how to behave if an on-board emergency takes place.

“Ladies and gentlemen, welcome aboard Delta Airlines flight 2998 bound for Atlanta, Georgia

with continued to Dallas FT Worth International Airport. All carry on items should now be

stored securely, either in an overhead bin or under the seat in front of you. All isles, exits and

bulkhead areas should now be clear. All electronic devices should now be turned off and

stowed, as they may interfere with the aircraft’s navigational and communication systems.

Once airborne, we will let you know when you may use approved electronic devices, but note

that some items may not be used at anytime during the flight. You'll find a list of approved

devices in the in-flight information section of sky magazine. If you're seated in an emergency

exit, please review the responsibilities for emergency exit seating on the back of the safety

information card located in the seat pocket in front of you. If you are unable or prefer not to

perform these functions, please let us know, and we'll be happy to find you another seat.

As we leave the gate, make sure your seatbelt is fastened. To fasten, insert the metal tip into the

buckle, and adjust the strap so it's low and tight across your lap. To release the belt, lift the top

of the buckle. Remain seated with your seatbelt securely fastened anytime the seatbelt sign is

on. Even if the sign is off, we ask that you keep your seatbelt fastened while seated in case we

experience some unexpected turbulence. For everyone's safety, federal regulations require all

passengers to comply with the posted placards and lighted signs located throughout the cabin, as

12

well as any crew-member instructions. Smoking is not allowed on any delta flight, and federal

law prohibits tampering with, disabling, or destroying a restroom smoke detector.

There are twelve exits on our Boeing 747-400. 12 doors, 5 on each side of the main deck, and

one door on each side of the upper deck. 8 of the doors on the main deck have detachable slides

that can be used as rafts. The doors on the upper deck, and those above the wings, have slides

that may be used in land evacuation only. All exits are clearly marked with an exit sign,

however, if we experience a loss of power resulting in cabin visibility being reduced, white

lights illuminating the isle will guide you to red lights marking each of the exits.

Please take a moment to find the exits closest to you, keeping in mind that your closest exit may

be behind you. If there is a drop in cabin pressure, panels above your seat will open, revealing

oxygen masks. If this happens, pull a mask toward you until the tube is fully extended, place the

mask over your nose and mouth, slip the elastic strap over your head, and adjust the mask if

necessary. Breathe normally and note that oxygen is flowing, even if the bag doesn't inflate. Be

sure to adjust your own mask, before helping others. A water evacuation is unlikely during this

flight, however, life vests are located under your seats in the economy cabin.

If you're seated in the first or business class cabins, life vests are either between your seats,

under your seats, or in the compartment under your armrest. To use, pull the tab to remove the

vest from it's container. Open the pouch, slip the vest over your head, and fasten the two straps

to the front of the vest, and then adjust the vest to fit loosely around your waist. As you leave

the plane, inflate it by pulling down on the red tabs at the bottom of the vest, or manually inflate

it by blowing into the tubes at shoulder level. You can activate a light by pulling down on the

tab in front. Most seat cushions can be used for flotation as well.

Before we take off, be sure your seat backs are in the upright and locked position, your tray

table is put away, and all carry on items are securely stowed. As we come through the cabin for

our final safety checks, please let us know if you have any questions. We ask that you all review

the safety information card located in the seat pocket in front of you. Once again, welcome

aboard Delta Airlines flight 2998 to Atlanta, and thank you for flying delta.

#3 WHAT ABOUT GENETICALLY MODIFIED FOOD (GMF)?

Frank: So why are you so against genetically modified food then? I think you’ve been taken in

by all the bad press.

Ann: No, that’s not true. I’ve read up on the subject and I think there are just too many risks.

Frank: The GM foods that you get are probably safer than non GM foods.

Ann: Don’t be daft. Where’ve you got that from?

13

Frank: Well, there are tighter controls for GM food. There are controls in each country and

then at a European level as well. If they pass through all of those controls before they reach the

shops, they must be ok.

Ann: I just don’t like the idea of having my food altered. What’s wrong with the food we’ve

always had?

Frank: We have to move with the times. The possibilities for GM food are endless.

Ann: What, redder tomatoes or bigger strawberries?

Frank: Yes, for one thing. But what about vegetables with a higher vitamin content or bananas

with vaccines built into them. Ann: What? (laughing)

Frank: It’s true. They’ve developed a way to produce bananas with the Hepatitis B vaccine.

Ann: Mm, not sure what I think of that. We haven’t done enough research, and playing around

with crops is playing havoc with the wildlife. There are whole species of birds that are in danger

of becoming extinct. Larks for example, they are rapidly decreasing in numbers, and it’s

because of the chemicals they are using on GM foods.

Frank: They haven’t proved that.

Ann: Not yet, no. But it’s only a matter of time.

Frank: Mm.

Ann: And another thing that worries me is the power that a few food companies will have if we

start to rely on GM food. They’ll dominate the poor countries even more than they do today.

Frank: They’ll feed them.

Ann: At a price, yes. Maybe. I’m worried about the food chain, too.

Frank: What do you mean?

Ann: Well, playing around with nature causes no end of damage to some plants and animals.

When a species dies out or mutates, it has a knock on effect on the whole ecosystem.

Frank: I think you’re being cynical. You’re not giving GM food a chance.

Ann: Not cynical; just cautious.

Frank: Ok, consider this. Global warming is threatening to destroy the habitat of polar bears.

Ann: What’s this got to do with genetically modified food?

Frank: Everything. We could use GM food to change the polar bears’ habitat now. That way,

we can prevent them from becoming extinct.

Ann: Ok, I quite like that idea.

Frank: Good. You’re starting to come round to my way of thinking.

Ann: No. I’m just trying to understand. I don’t like being a guinea pig and we are all being

guinea pigs for the experiments they’re doing on GM foods. I guess I don’t like the way thing

seem to just be happening without much of a debate.

Frank: What do you mean? We’re talking about it all the time.

Ann: Talking maybe, but nobody’s listening.

QUESTIONS

1. True or False? Read the conversation and decide whether these statements are true or

false.

o Frank thinks Ann has been influenced by the newspapers.

o Frank thinks non-GM foods are safer than GM foods.

o Scientists have worked out a way of introducing a vaccine into bananas.

o Ann thinks food companies will make money out of feeding poor countries.

o Frank thinks Ann is being negative.

o Ann is worried about guinea pigs becoming extinct.

2. Choose the correct word. Read this summary of the conversation between Frank and

Ann and choose the correct words.

14

Frank is in favor of genetically modified food because he believes it can help to (1) provide/

save _________ food for poor countries. He also thinks it should be used to make more vitamin-

enhanced (2) meat/vegetables _________ and to change the habitats of species that are in

danger of losing their habitats and becoming (3) extinct/ill _________. Ann disagrees. She

thinks GM foods are (4) tasteless/unnatural _________ and potentially (5)

expensive/dangerous_________. She is worried about rich countries dominating poor countries

when they control the food supplies. She doesn't like the fact that companies are using her for

their GM (6) advertising/experiments _________. Ann thinks that GM food is responsible for

the (7) rise/fall _________ in the numbers of some birds. Frank says there is (8)

no/some_________

6. Listening exercises: talking about hypotheses and ethics.

Watch the video (http://www.youtube.com/watch?v=C9-f5tbAhJg) “My country’s not

that racist but: Australia” and answer the following exercises:

.

1. What is the video about?

2. According to the speaker, which is the word that Australians avoid pronouncing

publically?

3. What was the name of the law which restricted immigration for almost 70 years in

Australia?

4. According to the video, when did aboriginal people get the vote?

5. What the meaning of the Australian popular saying “we grew here, you flew

here”?

6. Name some examples provided by the speaker to support that Australia is “not” a

racist country.

7. In the video, it is said that a number of countries hate each other owing to wars in

the past, but… according to the speaker who do Australians hate?

LISTENING

15

Watch the video “what if the moon disappeared”

(https://www.youtube.com/watch?v=yux9f0YImzU) and answer the following

questions.

1. Decide whether the following statements about the video are true (T) or False

(F). If false, correct the sentences so that they are right:

The moon is not the only natural Earth’s satellite.

The moon is the third largest satellite in the solar system.

The moon takes 27 seven days to orbit the Earth.

The distance between the Earth and the planet is steadily increasing.

Eclipses will not be seen any longer if predictions are right.

2. Answer the following questions:

Why does the moon always shine?

When do scientists believe that the moon was formed?

What is the distance between the Earth and the moon?

What would it happen if the moon continues going further and further away?

What would it happen if the moon disappeared?

7. Speaking. Role play: Business and political ethics.

Topic: Your local council is under pressure, as other political and business authorities

want to evict an 85-year-old woman who cannot pay her bills. Task: the members of

the class will be divided into groups of 3 people and they will be given a role (randomly)

that they will have to defend and perform. These are the three roles:

SPEAKING

You are a NGO member and

you are against this eviction.

You are in charge of an

important bank branch and want

to evict the old woman. You are part of the local

council. You have to make a

decision

16